Pathology of University Textbooks in Teaching Arabic Language Skills

The increasing growth of scientific demands in the present time requires an educational coordination in various levels. The compatibility of the objectives and methods as well as the tools and needs, and moreover, the establishment of an instructional system where all elements, especially the instructional materials, can realize the objectives by performing their roles are necessary to the educational planning and its dynamic and efficient methods. Paying attention to the methodology of instructional material production according to the objectives and the target society, not only reveals the existing inadequacies and deficiencies, but also helps evaluate and measure its efficiency on the basis of analogical indices. In the field of skill instruction, there is no significant success in the production of instructional materials except for using certain tested models with little successful assimilation to the external samples. Language education, especially teaching language skills has been increasingly challenging. Arabic language too, whether as a specialized course or as a secondary or supplementary one, sees its failure to achieve its objectives at an ideal level partially due to the existing deficiencies within the process of the relevant textbooks compilation. Regarding the common models of teaching language skills, this article aims to study the insufficiencies of the university textbooks for teaching Arabic language skills.