A Calendar Study in the Theoretical Sources of the Concept of ‘Methods of Teaching Listening and Events’ at the Master Level of Teaching the Arabic Language

The Arabic Language Teaching Branch was established at the Master’s level in recent years, which tries to bridge a deep gap in teaching this language in educational institutions, schools, and universities. However, there is still a big problem that has hindered the way to achieve the goals of this new branch. The most important of which is the loss of appropriate theoretical resources. The course on teaching methods of listening and speaking is among the most important educational courses in this branch. There are some theoretical resources in teaching the Arabic language skills in Arab countries that may be used in teaching this course. But do these resources include the necessary specifications to qualify students to teach these skills and to identify important issues and challenges in teaching Arabic? To answer this question, the present study tries to take an evaluative look at some of these sources using qualitative and quantitative content analysis methods. The study population consisted of eleven books on methods of teaching Arabic language skills that were authored in Arab countries. The study found that some of these resources provide useful lessons in some axes, such as the objectives of listening, pronunciation, and teaching grammar, but they lack appropriate theoretical principles to teach the rest of the axes. Most of these resources are characterized by the generalization and presentation of theoretical principles in a descriptive presentation without a critical view of the important issues and challenges of teaching skills.