‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬

‫‪١٤٣٠‬ه‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‬

‫ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺳﺠﻞ ﺍﻟﻤﺆﺗﻤﺮ ﺍﻟﻌﺎﻟﻤﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ‬

‫ﺍﻟﻤﻨﻌﻘﺪ ﻓﻲ ‪١٤٣٠/١١/١٥-١٤‬ﻫـ‬

‫ﺍﻟﻤﻮﺍﻓﻖ ‪٢٠٠٩/١١/٣-٢‬ﻡ‬

‫ﺍﻟﺮﻳﺎﺽ ‪١٤٣٠‬ﻫـ‬
‫‪1‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪‬‬

‫ﺃﻭﻻ‪ :‬ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺮﺳﻤﻴﺔ ﻭﺍﻻﻓﺘﺘﺎﺣﻴﺔ ﻟﻠﻤﺆﺗﻤﺮ‬

‫ﻛﻠﻤﺔ ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﻠﻴﺎ ﺍﳌﻨﻈﻤﺔ ﻟﻠﻤﺆﲤﺮ‬ ‫§‬
‫‪٦‬‬ ‫)ﺩ‪ .‬ﻧﺎﺻﺮ ﺑﻦ ﻋﺒﺪ ﺍﷲ ﺍﻟﻐﺎﱄ(‪................................‬‬
‫ﻛﻠﻤﺔ ﺃﻣﲔ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﻠﻴﺎ ﺍﳌﻨﻈﻤﺔ ﻟﻠﻤﺆﲤﺮ‬ ‫§‬
‫‪٨‬‬ ‫)ﺩ‪ .‬ﺳﻌﺪ ﺑﻦ ﻋﻠﻲ ﺍﻟﻘﺤﻄﺎﱐ(‪................................‬‬
‫ﻛﻠﻤﺔ ﻣﻌﺎﱄ ﻣﺪﻳﺮ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‬ ‫§‬
‫)ﺃ‪.‬ﺩ‪ .‬ﻋﺒﺪ ﺍﷲ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﺜﻤﺎﻥ(‪١٠ .......................‬‬

‫ﻛﻠﻤﺔ ﻭﻛﻴﻞ ﺍﳉﺎﻣﻌﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬ ‫§‬

‫)ﺃ‪.‬ﺩ‪ .‬ﻋﻠﻲ ﺑﻦ ﺳﻌﻴﺪ ﺍﻟﻐﺎﻣﺪﻱ(‪١١.................................‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻲ ﺃﻟﻘﻴﺖ ﻓﻲ ﺍﻟﻤﺆﺗﻤﺮ‬
‫ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ ﻟﺒﻨﺎﺀ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ‬ ‫§‬
‫)ﺩ‪ .‬ﳏﻤﺪ ﺻﺎﺭﻱ(‪١٣ ...........................................‬‬

‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ‬ ‫§‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪.‬‬

‫)ﺩ‪ .‬ﻫﺪﺍﻳﺔ ﻫﺪﺍﻳﺔ ﺇﺑﺮﺍﻫﻴﻢ(‪٥٠ ...................................‬‬

‫‪2‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻘﻴﻴﻢ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﻣﻦ ﺧﻼﻝ‬ ‫§‬

‫ﻣﻨﻬﺞ ‪ ACTFL‬ﳕﺎﺫﺝ ﺗﻄﺒﻴﻘﻴﺔ‪.‬‬
‫)ﺩ‪ .‬ﳏﻤﺪ ﺑﻮﳒﻤﺔ(‪١٧٧ .........................................‬‬

‫ﺇﺷﻜﺎﻟﻴﺔ ﺍﻻﺯﺩﻭﺍﺝ ﺍﻟﻠﻐﻮﻱ ﺑﲔ ﺍﻻﳓﺒﺎﺱ ﺍﻟﺬﺍﰐ ﻭﺍﻻﻧﻔﺘﺎﺡ ﺍﳋﺎﺭﺟﻲ ﲡﺮﺑﺔ‬ ‫§‬

‫ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﲜﺎﻣﻌﺔ ﻣﻨﺘﻮﺭﻱ ﻗﺴﻨﻄﻴﻨﺔ‪.‬ﺍﳉﺰﺍﺋﺮ ﳕﻮﺫﺟﺎ ﺍﳉﺰﺍﺋﺮ‪.‬‬
‫)ﺩ‪ .‬ﺩﻳﺎﺏ ﻗﺪﻳﺪ(‪٢٣١ ...........................................‬‬

‫ﺩﻭﺭ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﰲ ﺭﺳﻢ ﺳﻴﺎﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪.‬‬ ‫§‬
‫)ﺃ‪.‬ﺩ‪ .‬ﻓﻮﺍﺯ ﻋﺒﺪ ﺍﳊﻖ ﺍﻟﺰﺑﻮﻥ(‪٢٥١ ...............................‬‬

‫ﺍﳌﺪﺧﻞ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﳌﻨﻈﻮﺭ ﺍﻟﻌﻠﻤﻲ ﻟﺘﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫§‬

‫)ﺃ‪.‬ﺩ‪ .‬ﳏﻤﻮﺩ ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ(‪٢٧٥ ..................................‬‬

‫ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺘﺪﺍﺧﻼﺕ ﺍﻹﻣﻼﺋﻴﺔ ﻟﺪﻯ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ‬ ‫§‬

‫ﺑﻐﲑﻫﺎ‪.‬‬
‫‪٢٨٧‬‬ ‫)ﺩ‪ .‬ﻋﺎﺻﻢ ﺑﲏ ﻋﺎﻣﺮ(‪.....................................‬‬
‫ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ( ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ‬ ‫§‬
‫)ﺩ‪ .‬ﳑﺪﻭﺡ ﻧﻮﺭ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺭﺏ ﺍﻟﻨﱯ ﳏﻤﺪ(‪٣٣٧ ..................‬‬

‫ﳓﻮ ﻣﻨﻈﻮﻣﺔ ﻟﻠﻤﻘﺎﻳﺴﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﻜﻤﻴﺔ ﻭﻣﺪﻯ ﻋﻤﻘﻬﺎ ﰱ ﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ‬ ‫§‬
‫ﺍﻟﻠﻐﻮﻱ ﻭﺃﳘﻴﺘﻬﺎ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ :‬ﺗﻨﻈﲑ ﻭﲡﺮﻳﺐ‬
‫)ﺃ‪ .‬ﺩ‪ .‬ﳏﻤﺪ ﺛﻨﺎﺀ ﺍﷲ ﺍﻟﻨﺪﻭﻱ(‪٣٦٤ ...............................‬‬
‫‪3‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﺜﻘﺎﻓﺔ ﰲ ﺍﻟﺼﻒ‪ :‬ﺃﻣﺜﻠﺔ ﻣﻴﺪﺍﻧﻴﺔ ﻣﻦ‬ ‫§‬
‫ﻣﻴﺸﻴﻐﻦ‪.‬‬
‫)ﺩ‪ .‬ﺳﻴﺒﺎﺳﺘﻴﺎﻥ ﻣﺎﻳﺰﻝ(‪3٩٨ ......................................‬‬

‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﺨﺎﻃﺒﻴﺔ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ "ﳓﻮ ﻣﻨﻬﺞ ﺃﻣﺜﻞ‬ ‫§‬
‫ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ"‬
‫)ﺩ‪.‬ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﺍﳋﻄﻴﺐ(‪٤٠٦ ...............................‬‬

‫ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‬ ‫§‬

‫)ﺃ‪.‬ﺩ ﻋﺰﺍﻟﺪﻳﻦ ﺍﻟﺒﻮﺷﻴﺨﻲ(‪٤٢٦ ..................................‬‬
‫‪Teaching Arabic as a Foreign Language ( TAFL). Which‬‬ ‫§‬
‫?‪Direction Now‬‬

‫)ﺃ‪.‬ﺩ‪ .‬ﻟﻴﺰﱄ ﻣﻜﻠﻮﺧﻠﲔ(‪٤٤٠ .....................................‬‬

‫ﻃﺮﺍﺋﻖ ﻭﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ )ﲡﺎﺭﺏ ﺍﻟﺘﻌﻠﻢ‬ ‫§‬
‫ﻭﺍﻟﺘﻌﻠﻴﻢ(‪.‬‬
‫)ﺩ‪.‬ﻏﺴﺎﻥ ﱄ ﺗﺸﻮﺍﻥ ﺗﻴﺎﻥ(‪٤٤٨ ...................................‬‬
‫ﻣﻔﺮﺩﺍﺕ‪ ‬ﺍﻟﻌﺮﺑﻴﺔ‪ ‬ﺩﺭﺍﺳﺔ ﻟﺴﺎﻧﻴﺔ ﺗﻄﺒﻴﻘﻴﺔ ﰲ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪.‬‬ ‫§‬
‫)ﺩ‪ .‬ﻭﻟﻴﺪ ﺃﲪﺪ ﺍﻟﻌﻨﺎﰐ(‪483 ......................................‬‬

‫ﺛﺎﻟﺜﺎ‪ :‬ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﻤﻨﺒﺜﻘﺔ ﻋﻦ "ﺍﻟﻤﺆﺗﻤﺮ ﺍﻟﻌﺎﻟﻤﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‬

‫‪٥٥٨‬‬ ‫ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ‪..............................................‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻭﻻ‪ :‬ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺮﺳﻤﻴﺔ ﻭﺍﻻﻓﺘﺘﺎﺣﻴﺔ ﻟﻠﻤﺆﺗﻤﺮ‬

‫‪5‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻛﻠﻤﺔ ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﻠﻴﺎ ﺍﻟﻤﻨﻈﻤﺔ ﻟﻠﻤﺆﺗﻤﺮ‬

‫ﺩ‪ .‬ﻧﺎﺻﺮ ﺑﻦ ﻋﺒﺪ ﺍﷲ ﺍﻟﻐﺎﻟﻲ‬

‫ﻟﻠﻐﺔ ﺃﻱ ﻟﻐﺔ ﻣﺰﻳﺔ ﻭﻣﻜﺎﻧﺔ ‪ ،‬ﻓﻤﺎ ﺑﺎﳍﺎ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻟﻠﺘﻌﻠﻴﻢ ﺃﻱ ﺗﻌﻠﻴﻢ ﺣﻖ ﺍﻟﺼﺪﺍﺭﺓ ﻭﺍﻻﻫﺘﻤﺎﻡ‬
‫ﻓﻤﺎﺫﺍ ﻟﻮ ﺍﺭﺗﺒﻂ ﺍﻟﺘﻌﻠﻴﻢ ‪‬ﺬﻩ ﺍﻟﻠﻐﺔ ﺍﳌﺒﺎﺭﻛﺔ ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ‪ .‬ﻭﻣﻦ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﻻﺭﺗﺒﺎﻁ ﺗﺄﰐ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﳌﺆﲤﺮ‬
‫ﻟﻴﻌﺎﰿ ﻗﻀﺎﻳﺎ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﳏﺎﻭﺭ ﻋﺪﻳﺪﺓ ‪،‬ﻭﻳﺒﺤﺚ ﰲ ﺟﻮﺍﻧﺒﻬﺎ ﻭﻣﻮﺿﻮﻋﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ :‬ﻣﺎﺑﲔ‬
‫ﺍﳌﻌﻠﻢ ﻭﺗﺪﺭﻳﺒﻪ‪ ،‬ﻭﺑﲔ ﺍﳌﻨﻬﺞ ﻭﺗﺼﻤﻴﻤﻪ‪ ،‬ﻭﺑﲔ ﺍﳌﻘﺮﺭ ﻭﺇﻋﺪﺍﺩﻩ‪ ،‬ﻭﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﻃﺮﻗﻬﺎ ‪،‬ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬
‫ﻭﻣﻨﺎﻫﺠﻬﺎ‪ ،‬ﻭﺑﲔ ﻫﺬﺍ ﻭﺫﺍﻙ‪ ،‬ﺗﺄﰐ ﺍﻟﻌﻮﺍﻣﻞ ﺍﶈﻴﻄﺔ ﻣﺎﺑﲔ ﻣﺆﺛﺮ ﻓﺎﻋﻞ ﻭﺑﲔ ﻣﺘﻐﲑ ﻣﺘﺄﺛﺮ ﺑﺴﺒﺐ ﻏﲑﻩ‪.‬‬

‫ﻭﻷﳘﻴﺔ ﻣﻮﺿﻮﻉ ﺍﳌﺆﲤﺮ‪ ،‬ﻓﻘﺪ ﻛﺜﺮ ﻃﻼﺑﻪ‪ ،‬ﻭﺗﺒﺎﻳﻨﺖ ﺃﻭﺭﺍﻗﻪ‪ ،‬ﻭﺗﺸﻜﻠﺖ ﻋﺸﺮﻭﻥ ﻭﺭﻗﺔ‪ ،‬ﺍﺻﻄﻔﻴﺖ ﻣﻦ‬
‫ﺑﲔ ﻣﺎﺋﺘﲔ‪ ،‬ﻭﻟﻘﺪ ﻏﺮﺑﺖ ﺗﻠﻚ ﺍﻷﻭﺭﺍﻕ ﻭﺷﺮﻗﺖ‪ ،‬ﻓﻬﺬﻩ ﺃﻣﺮﻳﻜﺎ‪ ،‬ﻭﺗﻠﻚ ﺃﻭﺭﻭﺑﺎ‪ ،‬ﻭﺫﺍﻙ ﺍﻟﺸﺮﻕ ﺃﻗﺼﺎﻩ‪،‬‬
‫ﻭﺃﺩﻧﺎﻩ‪ ،‬ﻭﻫﻨﺎ ﻋﺎﳌﻨﺎ ﺍﻟﻌﺮﰊ‪ .‬ﻭﻳﺄﰐ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ‪‬ﺪﻑ ﻣﻨﺎﻗﺸﺔ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻌﻤﻠﻴﺔ ﺗﻌﻠﻢ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﲟﻜﻮﻧﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻻﺳﺘﻜﺸﺎﻑ ﺍﳉﺪﻳﺪ ﰲ ﳎﺎﻝ ﺗﻌﻠﻢ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪،‬‬
‫ﻛﻤﺎ ﻳﻬﺪﻑ ﺍﳌﺆﲤﺮ ﺇﱃ ﺗﻘﺼﻲ ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﳎﺎﻝ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻭﻳﻘﺪﻡ ﻓﺮﺻﺎ ﻟﻠﻘﺎﺀ‬
‫ﺍﻷﻛﺎﺩﳝﻲ ﻭﺍﻟﺒﺤﺜﻲ ﺑﲔ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ .‬ﻭﲡﻤﻊ ﻫﺆﻻﺀ ﲨﻴﻌﺎ ﺟﺎﻣﻌﺔ‬
‫ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﳑﺜﻠﺔ ﰲ ﻭﺟﻬﻬﺎ ﺍﻟﻌﺎﳌﻲ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﳚﺘﻤﻊ ﻫﺆﻻﺀ ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺗﻀﻢ ﻣﻌﻬﺪ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﷲ ﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻨﺎﻧﻮ‪ ،‬ﺟﺎﻣﻌﺔ ﻭﺍﺩﻱ ﺍﻟﺮﻳﺎﺽ ﻟﻠﺘﻘﻨﻴﺔ‪ .‬ﺟﺎﻣﻌﺔ ﻃﺎﻭﻟﺖ ﻋﻨﺎﻥ‬
‫ﺍﻟﺴﻤﺎﺀ‪ .‬ﻭﺗﺼﺪﺭﺕ ﺟﺎﻣﻌﺎﺕ ﻋﺎﳌﻬﺎ ﺍﻟﻌﺮﰊ‪ ،‬ﻭﻗﺎﺭ‪‬ﺎ‪ ،‬ﻭﺍﻟﻘﺎﺭﺍﺕ ﺍ‪‬ﺎﻭﺭﺓ‪ ،‬ﻭﺍﻋﺘﻠﺖ ﺍﻟﺴﻨﺎﻡ‪ ،‬ﻭﺗﺒﻮﺃﺕ ﺍﻟﺼﺪﺭ‬
‫ﻭﺍﺣﺘﻠﺖ ﺍﻟﺼﺪﺍﺭﺓ‪ .‬ﻳﻄﻮﻝ ﺍﳊﺪﻳﺚ ﻋﻦ ﺍﳉﺎﻣﻌﺔ ﻭﳛﻠﻮ‪ .‬ﻟﻜﻦ ﺍﳊﺪﻳﺚ ﻋﻨﻬﺎ ﻗﺼﻮﺭ‪ ،‬ﰲ ﺣﻀﺮﺓ ﻓﺎﺭﺳﻬﺎ‬
‫ﻭﻣﺪﻳﺮﻫﺎ‪ ،‬ﻓﻬﻮ ﻫﻮ ﺃﺣﻖ ﻣﻦ ﳛﺪﺛﻬﺎ ﻭﻳﺘﺤﺪﺙ ﻋﻨﻬﺎ‪ .‬ﻭﻣﻦ ﻏﲑﻩ ﳝﻜﻦ ﻟﻪ ﺃﻥ ﻳﻔﻌﻞ! ﺃﻳﻬﺎ ﺍﻷﺧﻮﺓ‪ ،‬ﺍﳌﻌﻬﺪ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻀﻴﻔﻜﻢ ﺍﻟﻴﻮﻡ‪ ،‬ﻫﻮ ﺇﺣﺪﻯ ﻣﺆﺳﺴﺎﺕ ﻭﻭﺣﺪﺍﺕ ﺗﻠﻚ ﺍﳉﺎﻣﻌﺔ‪ .‬ﱂ ﻳﺘﺠﺎﻭﺯﻩ ﺍﻹﳒﺎﺯ‪ ،‬ﺃﻭ ﻳﻘﺼﺮ ﻋﻨﻪ‪ .‬ﻛﺎﻥ‬
‫ﻫﺬﺍ ﺍﳌﻌﻬﺪ ﻭﻻ ﻳﺰﺍﻝ‪ ،‬ﻣﺮﻛﺰ ﺇﺷﻌﺎﻉ ﻭﺍﻧﻄﻼﻕ ﻟﻜﻞ ﻣﺎ ﻳﺘﻌﻠﻖ ﲟﺠﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺃﻫﻠﻬﺎ‪ ..‬ﻭﻫﺎ ﻫﻮ‬
‫ﻳﻮﺍﺻﻞ ﺍﻻﳒﺎﺯ ﺑﻞ ﳛﻠﻖ ﺑﻪ ﺑﻌﻴﺪﺍ‪ ،‬ﺑﺘﻌﺎﻭﻧﻪ ﻣﻊ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﻛﻤﺼﺪﺭ ﳝﺘﻠﻚ ﺧﱪﺓ ﻭﻣﻨﻬﺠﺎ ﻳﺘﻔﺮﺩ ﺑﻪ‬
‫ﻋﻦ ﺳﻮﺍﻩ‪ .‬ﻓﻬﺎ ﻫﻲ ﺍﺳﺘﺸﺎﺭﺍﺗﻨﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻭﺩﻭﺭﺍﺗﻨﺎ‪ ،‬ﺗﺘﻨﻮﻉ ﺑﲔ ﺳﺎﻧﺖ ﻣﺎﺭﻳﻦ ﰲ ﺃﻣﺮﻳﻜﺎ‬
‫ﻭﺳﺪﱐ ﰲ ﺍﺳﺘﺮﺍﻟﻴﺎ ‪،‬ﻭﻟﻴﺪﺯ ﰲ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻭﺷﻨﻐﻬﺎﻱ ﰲ ﺍﻟﺼﲔ ﻭﻗﺎﺩﻡ ﺍﻷﻳﺎﻡ ﳛﻔﻞ ﺑﺎﻟﻜﺜﲑ ﻣﻦ ﻫﺬﻩ‬
‫ﺍﻟﺘﻌﺎﻭﻧﺎﺕ‪ .‬ﺃﻣﺎ ﰲ ﳎﺎﻝ ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻟﻨﺪﻭﺍﺕ ﻓﻤﺎ ﺍﺟﺘﻤﺎﻋﻨﺎ ﺍﻟﻴﻮﻡ ﺑﺒﻌﻴﺪ ﻋﻦ ﺍﺟﺘﻤﺎﻋﻨﺎ ﻗﺒﻞ ﻋﺎﻣﲔ ﰲ ﻫﺬﺍ‬
‫ﺍﳌﻜﺎﻥ ﰲ ﻧﺪﻭﺓ ﺍﻟﻮﺟﻪ ﺍﻟﻌﺎﳌﻲ ﳉﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ .‬ﻭﻫﺎﻫﻲ ﻣﻨﺸﻮﺭﺍﺗﻨﺎ ﻭﺳﻼﺳﻠﻨﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺗﺸﺮﻕ ﻭﺗﻐﺮﺏ‪،‬‬
‫ﻭﲢﻤﻠﻬﺎ ﺍﻟﺮﻛﺒﺎﻥ‪ ،‬ﳌﺮﺍﻛﺰ ﻭﻣﺆﺳﺴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﰲ ﻛﻞ ﻣﻜﺎﻥ‪ ،‬ﻭﻫﺎﻫﻮ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻳﺘﻮﺍﺻﻞ ﻣﺘﻮﺟﺎ‬
‫ﺑﺴﻠﺴﻠﺔ ﺟﺪﻳﺪﺓ ﻫﻲ ﺳﻠﺴﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﺎﱂ ﻭﻫﻲ ﺳﻠﺴﻠﺔ ﺻﻤﻤﺖ ﻟﺘﻜﻮﻥ ﻣﺮﺟﻌﺎ ﺗﺴﺘﻔﻴﺪ ﻣﻨﻪ ﺍﳉﺎﻣﻌﺎﺕ‬
‫ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﱵ ﺗﺪﺭﺱ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺃﻗﺴﺎﻣﻬﺎ ﻭﻣﺮﺍﻛﺰﻫﺎ‪ .‬ﻭﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ ﻫﻲ ﻣﺰﻳﺞ ﻓﺮﻳﺪ ﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﻷﻏﺮﺍﺽ ﻋﺎﻣﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‪ .‬ﻭﻳﻜﺘﻤﻞ ﻋﻘﺪ ﺍﻻﳒﺎﺯ‪ ،‬ﻭﺍﻟﺘﻤﻴﺰ‪ ،‬ﲟﻮﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻋﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻫﻮ ﺍﳒﺎﺯ ﻏﲑ ﻣﺴﺒﻮﻕ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ .‬ﺣﻴﺚ ﲡﺎﻭﺯ ﺣﺪﻭﺩ ﺍﻟﺰﻣﺎﻥ‪ ،‬ﻭﺃﻟﻐﻰ ﻗﻴﻮﺩ ﺍﳌﻜﺎﻥ‪ ،‬ﻭﺍﻧﻔﺘﺢ‬
‫ﻋﻠﻰ ﺍﻟﻌﺎﱂ‪ ..‬ﺃﻓﺮﺍﺩﻩ‪ ،‬ﻭﻣﺮﺍﻛﺰﻩ‪ .‬ﲟﻨﻬﺠﻴﺔ ﺣﺪﻳﺜﺔ‪ ،‬ﻧﻔﺨﺮ ‪‬ﺎ‪ ،‬ﻭ‪‬ﺎ ﻧﻔﺎﺧﺮ‪ .‬ﻭﻫﺎﻫﻢ ﺍﻵﻥ ﺃﻛﺜﺮ ﻣﻦ ﺃﻟﻒ ﺩﺍﺭﺱ‬
‫ﻳﺪﺭﺳﻮﻥ ﰲ ﻫﺬﺍ ﺍﳌﻮﻗﻊ‪ ،‬ﻭﻳﺘﻔﺎﻋﻠﻮﻥ ﻣﻊ ﻣﺪﺭﺳﻴﻪ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻏﺮﻑ ﺗﻔﺎﻋﻠﻴﺔ‪ ،‬ﺍﻗﺘﺮﺑﺖ ﻣﻦ‬
‫ﺍﻟﻮﺍﻗﻊ ﻭﺃﻟﻐﺖ ﺍﳌﺴﺎﻓﺎﺕ‪ ،‬ﻭﺍﳊﺪﻭﺩ‪ .‬ﻫﺬﻩ ﺍﻻﳒﺎﺯﺍﺕ‪ ،‬ﻫﻲ ﺟﺰﺀ ﻣﻦ ﻃﻤﻮﺣﺎﺕ‪ ،‬ﻣﻌﺎﱄ ﻣﺪﻳﺮ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﳋﻠﻖ‬
‫ﺟﺎﻣﻌﺔ ﻋﺎﳌﻴﺔ‪ ،‬ﻭﻟﻴﻜﻮﻥ ﺍﳌﻌﻬﺪ ﻭﺟﻬﺎ ﻋﺎﳌﻴﺎ ﳍﺬﻩ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻋﺮﺿﺖ ﻛﺄﻓﻜﺎﺭ ﻋﻠﻰ ﻣﻌﺎﻟﻴﻪ‪ ،‬ﻓﻠﻢ ﻳﻜﺘﻒ ﲟﺠﺮﺩ‬
‫ﺩﻋﻤﻬﺎ‪ ،‬ﺃﻭ ﺗﺄﻳﻴﺪﻫﺎ‪ ،‬ﺑﻞ ﺃﺻﺮ ﻋﻠﻰ ﲢﻘﻴﻘﻬﺎ ﻭﺍﳒﺎﺯﻫﺎ‪ .‬ﻭﺃﻣﺎﻣﻜﻢ ‪‬ﺬﺍ ﺍﳌﺆﲤﺮ‪ ،‬ﻭﺗﻠﻚ ﺍﻻﳒﺎﺯﺍﺕ ﻧﻔﺨﺮ‪ ،‬ﻭ‬
‫ﻟﻜﻨﻨﺎ ﻋﻦ ﺍﻟﻘﺼﻮﺭ ﻋﻦ ﺑﻠﻮﻍ ﻃﻤﻮﺡ ﻣﻌﺎﻟﻴﻪ ﻧﻌﺘﺬﺭ‪.‬‬

‫ﻭﳌﻌﺎﻟﻴﻪ ﻋﻠﻰ ﺗﺸﺮﻳﻔﻪ ﲢﻴﺔ ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‪ ،‬ﻭﻟﻠﻤﺸﺎﺭﻛﲔ ﻣﺜﻠﻬﺎ‪ ،‬ﻭﺃﺧﺮﻯ ﳌﻦ ﺣﻀﺮ‪.‬‬
‫ﻭﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ!!!‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻛﻠﻤﺔ ﺃﻣﻴﻦ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﻠﻴﺎ ﺍﻟﻤﻨﻈﻤﺔ ﻟﻠﻤﺆﺗﻤﺮ‬

‫ﺩ‪ .‬ﺳﻌﺪ ﺑﻦ ﻋﻠﻲ ﺍ ﻟﻘﺤﻄﺎﻧﻲ‬

‫ﺍﻧﻄﻠﻖ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﲢﺖ ﺭﻋﺎﻳﺔ ﺻﺎﺣﺐ ﺍﳌﻌﺎﱄ ﻭﺯﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺎﱄ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺧﺎﻟﺪ ﺑﻦ ﳏﻤﺪ ﺍﻟﻌﻨﻘﺮﻱ ﳌﻨﺎﻗﺸﺔ ﻗﻀﺎﻳﺎ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ .‬ﻭﺗﺄﰐ ﺃﳘﻴﺔ‬
‫ﺍﳌﺆﲤﺮ ﺍﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻦ ﺧﻼﻝ ﺍﳌﺸﺎﺭﻛﺎﺕ ﺍﻟﱵ ﺃﺳﻬﻢ ‪‬ﺎ ﺃﻛﺜﺮ ﻣﻦ ﺛﻼﺛﺔ‬
‫ﻭﻋﺸﺮﻳﻦ ﻣﺸﺎﺭﻛﺎ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﰲ ﻋﺪﺩ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﻭﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﻭﺗﺎﻳﻮﺍﻥ ﻭﻣﺼﺮ ﻭﺍﻷﺭﺩﻥ ﻭﻋﻤﺎﻥ ﻭﺩﻭﻝ ﺍﳌﻐﺮﺏ ﺍﻟﻌﺮﰊ ﻭﺍﳍﻨﺪ ﻭﻏﲑﻫﺎ ﺣﻴﺚ ﻧﺎﻗﺸﻮﺍ‬
‫ﻋﺪﺓ ﻗﻀﺎﻳﺎ ﺗﺘﻌﻠﻖ ﺑﻌﻤﻠﻴﺔ ﺗﻌﻠﻢ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﲟﻜﻮﻧﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ :‬ﺍﻟﻠﻐﺔ ﻭﺛﻘﺎﻓﺘﻬﺎ‪،‬‬
‫ﺍﳌﻨﻬﺞ ﻭﻣﻘﺮﺭﺍﺗﻪ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻣﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﻛﻴﻔﻴﺔ ﺇﻋﺪﺍﺩﻩ ﻭﻃﺮﻕ ﺗﺪﺭﻳﺒﻪ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺎﺕ ‪ .‬ﻭﻳﺄﰐ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﻣﺘﺴﻘﺎ ﻣﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻨﺒﻴﻠﺔ ﺍﻟﱵ ﺃﻧﺸﺊ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺃﺟﻠﻬﺎ ﻋﺎﻡ‬
‫‪١٣٩٥‬ﻫـ ﻭﻋﻠﻰ ﺭﺃﺳﻬﺎ ﻧﺸﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﻭﺇﻗﺎﻣﺔ ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻟﻨﺪﻭﺍﺕ ﰲ ﻣﻴﺪﺍﻥ ﻋﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻭﻏﲑ ﺫﻟﻚ ﳑﺎ ﻳﺘﻄﻠﺒﻪ ﻧﺸﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﻛﻤﺎ ﺃﻥ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﻳﻌﺪ ﻓﺮﺻﺔ ﻻﻟﺘﻘﺎﺀ ﺍﻷﻛﺎﺩﳝﻴﲔ ﻭﺍﻟﺒﺎﺣﺜﲔ ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﺘﻄﻮﺭﺍﺕ ﻭﺍﺳﺘﻜﺸﺎﻑ‬
‫ﺍﳉﺪﻳﺪ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ‪ .‬ﻭﻳﻌﺪ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﺍﻷﻭﻝ ﻣﻦ ﻧﻮﻋﻪ ﺍﻟﺬﻱ ﻳﻠﺘﻘﻲ ﻓﻴﻪ ﺑﺎﺣﺜﻮﻥ ﻣﻦ‬
‫ﳐﺘﻠﻒ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﺑﻌﺪ ﺍﻟﻨﺪﻭﺓ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﺍﻟﱵ ﺃﻗﺎﻣﻬﺎ ﺍﳌﻌﻬﺪ ﻗﺒﻞ ﺃﻛﺜﺮ ﻣﻦ ﺛﻼﺛﲔ ﻋﺎﻣﺎ ﻭﻧﺪﻭﺓ ﺍﻟﻮﺟﻪ‬
‫ﺍﻟﻌﺎﳌﻲ ﳉﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﻭﺍﻟﱵ ﺃﻗﻴﻤﺖ ﻋﺎﻡ ‪ ١٤٢٧‬ﻫـ ﲟﻨﺎﺳﺒﺔ ﻣﺮﻭﺭ ﲬﺴﲔ ﻋﺎﻣﺎ ﻋﻠﻰ ﺗﺄﺳﻴﺲ‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﻭﺍﻟﱵ ﻛﺎﻥ ﻣﻦ ﺗﻮﺻﻴﺎ‪‬ﺎ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺇﻗﺎﻣﺔ ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻟﻨﺪﻭﺍﺕ ﰲ ﳎﺎﻝ ﺗﻌﻠﻢ ﻭﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺇﻧﻨﺎ ﺇﺫ ﳓﺘﻔﻞ ‪‬ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻓﺈﻧﻨﺎ ﻧﺸﻜﺮ ﻛﻞ ﻣﻦ ﺳﺎﻫﻢ ﰲ ﺇﻗﺎﻣﺔ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺎﳌﻲ ﻭﻋﻠﻰ‬
‫ﺭﺃﺳﻬﻢ ﻣﻌﺎﱄ ﻣﺪﻳﺮ ﺍﳉﺎﻣﻌﺔ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺒﺪﺍ ﷲ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﺜﻤﺎﻥ ﻟﺪﻋﻤﻪ ﺍﳌﺘﻮﺍﺻﻞ ﻹﻗﺎﻣﺔ ﻣﺜﻞ‬
‫ﻫﺬﻩ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺭﺣﺎﺏ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﻻ ﻳﻔﻮﺗﲏ ﺍﻹﺷﺎﺩﺓ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺑﺼﺎﺣﺐ‬
‫ﻓﻜﺮﺓ ﺇﻗﺎﻣﺔ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﺳﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ ﻧﺎﺻﺮ ﺑﻦ ﻋﺒﺪﺍ ﷲ ﺑﻦ ﻏﺎﱄ ﻭﺍﻟﺬﻱ ﺑﺬﻝ ﺟﻬﺪﺍ ﻣﻀﻨﻴﺎ ﻹﻗﺎﻣﺔ ﺍﳌﺆﲤﺮ‬
‫‪‬ﺪﻑ ﲢﻘﻴﻖ ﺍﻟﺮﺳﺎﻟﺔ ﺍﳊﻀﺎﺭﻳﺔ ﺍﳌﻨﻮﻃﺔ ﲟﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻠﻪ ﻭﻟﻌﻤﺪﺍﺀ ﺍﳌﻌﻬﺪ ﺍﻟﺴﺎﺑﻘﲔ ﺍﻟﺬﻳﻦ ﺃﻭﺻﻠﻮﺍ‬
‫ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺸﺮﻑ ﺍﻟﺬﻱ ﻫﻮ ﻋﻠﻴﻪ ﺍﻟﻴﻮﻡ ﻛﻞ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻛﻠﻤﺔ ﻣﻌﺎﻟﻲ ﻣﺪﻳﺮ ﺍﻟﺠﺎﻣﻌﺔ‬

‫ﺃ‪.‬ﺩ‪ .‬ﻋﺒﺪ ﺍﷲ ﺍﻟﻌﺜﻤﺎﻥ‬

‫ﻳﺴﺮﱐ ﺑﺎﺳﻢ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﺃﻥ ﺃﺭﺣﺐ ﺑﺎﻟﻌﻠﻤﺎﺀ ﻭﺍﻟﻀﻴﻮﻑ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻌﺮﺏ ﺭﺍﺟﻴﺎﹰ ﺃﻥ ﺗﺴﻬﻢ ﻣﺸﺎﺭﻛﺎ‪‬ﻢ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺮﺅﻯ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ‬
‫ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﻠﻤﺎﹰ ﻭﺗﻌﻠﻴﻤﺎﹰ‪.‬ﺇﻥ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﺍﻣﺘﺪﺍﺩ ﻟﻠﺤﺮﺍﻙ ﺍﻟﺘﻄﻮﻳﺮﻱ ﻟﻠﺠﺎﻣﻌﺔ ﻭﺳﻌﻴﻬﺎ‬
‫ﺍﻟﺪﺅﻭﺏ ﳓﻮ ﺍﻟﺮﻳﺎﺩﺓ ﻭﺧﺎﺻﺔ ﰲ ﳎﺎﻝ ﻧﺸﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻣﻬﺒﻂ ﺍﻟﻮﺣﻲ ﻭﲡﺴﻴﺪ ﻟﻠﺪﻋﻢ ﻏﲑ ﺍﶈﺪﻭﺩ ﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﳊﻜﻴﻤﺔ ﳓﻮ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﳍﺪﻑ ﺍﻟﺴﺎﻣﻲ ‪.‬‬

‫ﺇﻥ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﱄ ﲟﺎ ﻳﺘﻀﻤﻨﻪ ﻣﻦ ﳏﺎﻭﺭ ﻭﺃﻫﺪﺍﻑ ﺗﻐﻄﻲ ﻣﻌﻈﻢ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻌﺮﺏ ﻭﻣﺎ ﻳﺘﺨﻠﻠﻪ ﻣﻦ ﻟﻘﺎﺀﺍﺕ ﺃﻛﺎﺩﳝﻴﺔ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻳﺸﻜﻞ ﺩﻓﻌﺔ ﻣﻬﻤﺔ ﳓﻮ‬
‫ﺧﺪﻣﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬

‫ﻭﺃﻭﺩ ﺃﻥ ﺃﺗﻘﺪﻡ ﲞﺎﻟﺺ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ ﳌﻌﺎﱄ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﳏﻤﺪ ﺍﻟﻌﻨﻘﺮﻱ ﻭﺯﻳﺮ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻋﻠﻰ ﺗﻔﻀﻠﻪ ﺑﺮﻋﺎﻳﺔ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﻭﻣﺎ ﳝﺜﻠﻪ ﺫﻟﻚ ﻣﻦ ﺩﻋﻢ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳉﺎﻣﻌﺔ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻛﻠﻤﺔ ﻭﻛﻴﻞ ﺍﻟﺠﺎﻣﻌﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫ﺃ‪.‬ﺩ‪ .‬ﻋﻠﻲ ﺑﻦ ﺳﻌﻴﺪ ﺍﻟﻐﺎﻣﺪﻱ‬

‫ﺗﻌﺘﱪ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﺭﺍﺋﺪﺓ ﰲ ﳎﺎﻝ ﻧﺸﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻟﻐﲑ ﺍﻟﻌﺮﺏ‪ .‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ‬
‫ﺇﻧﺸﺎﺀ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻌﺎﻡ ‪١٣٩٥‬ﻫـ ﻭﻣﺎ ﻗﺪﻣﻪ ﻭﻻ ﻳﺰﺍﻝ ﻳﻘﺪﻣﻪ ﻣﻦ ﺩﻭﺭﺍﺕ ﺗﻌﻠﻴﻤﻴﺔ ﻭﺑﺮﺍﻣﺞ‬
‫ﻓﺎﻋﻠﺔ ﻹﻋﺪﺍﺩ ﻭﺗﺪﺭﻳﺐ ﻣﻌﻠﻤﻴﻪ‪ .‬ﻭﻳﺘﺰﺍﻣﻦ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﻣﻊ ﺍﳊﺮﺍﻙ ﺍﻟﺘﻄﻮﻳﺮﻱ ﻭﺍﻟﺮﺅﻳﺔ ﺍﻟﱵ ﺃﻃﻠﻘﺘﻬﺎ ﺍﳉﺎﻣﻌﺔ‬
‫ﻗﺒﻞ ﺛﻼﺙ ﺳﻨﻮﺍﺕ‪.‬‬

‫ﺇﻥ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﲟﺎ ﺃﺷﺘﻤﻞ ﻋﻠﻴﻪ ﻣﻦ ﻣﻮﺿﻮﻋﺎﺕ ﻭﳏﺎﻭﺭ ﻭﺃﻫﺪﺍﻑ ﻭﻟﻘﺎﺀﺍﺕ ﻋﻠﻤﻴﺔ ﻫﻮ ﻓﺮﺻﺔ ﲦﻴﻨﺔ‬
‫ﳋﺪﻣﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻧﺸﺮﻫﺎ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ‪.‬‬

‫ﻭﺇﻧﲏ ﻻﻧﺘﻬﺰ ﻫﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺪﻋﻮﺓ ﲨﻴﻊ ﺍﳌﻬﺘﻤﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳊﻀﻮﺭ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﻭﺍﳌﺸﺎﺭﻛﺔ ﺳﺎﺋﻼﹰ ﺍﷲ‬
‫ﺃﻥ ﺗﺘﻜﻠﻞ ﳏﺎﻭﺭﺓ ﻭﻧﻘﺎﺷﺎﺗﻪ ﺑﺎﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺎﺋﺪﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺮﺟﻮﺓ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻲ ﺃﻟﻘﻴﺖ ﻓﻲ ﺍﻟﻤﺆﺗﻤﺮ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ ﻟﺒﻨﺎﺀ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ‬

‫ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﻴﻦ ﺑﺎﻟﻌﺮﺑﻴﺔ‬
‫ﺩ‪ .‬ﳏﻤﺪ ﺻﺎﺭﻱ‬
‫أﺳﺘﺎذ اﻟﻠﺴﺎﻧﯿﺎت اﻟﻤﺸﺎرك ﺑﻘﺴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪ -‬ﺟﺎﻣﻌﺔ اﻟﻤﻠﻚ ﺳﻌﻮد‬

‫ﻣﻠﺨﺺ‪:‬‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﺜﺮﺍﺀ ﺍﳌﻌﺮﰲ ﺍﻟﻜﻤﻲ ﻭﺍﻟﻨﻮﻋﻲ ﺍﻟﺬﻱ ﺣﻘﻘﻪ ﺍﳋﱪﺍﺀ ﰲ ﺣﻘﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﳊﻴﺔ‪ ،‬ﻓﺈﻥ‬
‫ﻛﺜﲑﺍﹰ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﻘﻀﺎﻳﺎ ﺍﻻﻛﺘﺴﺎﺏ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﻮﻱ ﻻ ﺗﺰﺍﻝ ﻋﺎﻟﻘﺔ‪ ،‬ﺑﻞ ﺇﻥ ﺍﻟﺸﻜﻮﻙ‬
‫ﺗﺮﺍﻭﺩ ﺑﻌﻀﻬﻢ ﺣﻮﻝ ﺇﻣﻜﺎﻧﻴﺔ ﺣﺴﻤﻬﺎ‪ ،‬ﻣﺴﺘﻘﺒﻼﹰ‪ ،‬ﺣﺴﻤﺎﹰ ‪‬ﺎﺋﻴﺎﹰ‪ ،‬ﻷﻥ ﺗﻌﻠﱡﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻟﻴﺲ ﺃﻣﺮ ﺍﹰ‬
‫ﻫﻴﻨﺎﹰ ﻛﻤﺎ ﻳﺘﺼﻮﺭﻩ ﺍﻟﺒﻨﻴﻮﻳﻮﻥ ﺍﻟﺴﻠﻮﻛﻴﻮﻥ‪ .‬ﻓﻬﻮ ﻋﻤﻠﻴﺔ ﻣﺮﻛﺒﺔ‪ ،‬ﺗﺘﻀﻤﻦ ﻋﺪﺩﺍﹰ ﺯﺋﺒﻘﻴﺎﹰ ﻣﻦ ﺍﻷﺑﻌﺎﺩ ﻭﺍﳌﺘﻐﲑﺍﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻟﻌﻞ ﺃﺑﺮﺯ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗ‪‬ﻄﺮﺡ ﲝﺪﺓ ﻋﻨﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻗﻀﻴﺔ ﺍﻟﻨﺤﻮ‪ ،‬ﺇﺫ‬
‫ﻳﺸﻜﻞ ﺟﺰﺀﺍﹰ ﺭﺋﻴﺴﺎﹰ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻭﻳﻌﺪ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺃﻋﻘﺪ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻨﺎﻫﺞ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﻭﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﺇﻥ ﲢﺪﻳﺪ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗ‪‬ﺪﺭﺝ ﰲ ﺍﳌﻨﺎﻫﺞ ﻭﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﰲ ﻣﻨﻈﻮﺭ ﻋﻠﻢ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﱂ ﻳﻌﺪ ﳜﻀﻊ ﻟﻠﺘﻘﺪﻳﺮ ﺍﻟﺸﺨﺼﻲ ﻭﺍﳋﱪﺓ ﺍﻟﺬﺍﺗﻴﺔ‪ ،‬ﺑﻞ ﺃﺻﺒﺢ ﻳﺆﺳﺲ ﻋﻠﻰ ﺃﲝﺎﺙ ﻋﻠﻤﻴﺔ‬
‫ﻣﻴﺪﺍﻧﻴﺔ ﺗﺴﺘﻬﺪﻑ ﺇﱃ ﺟﺎﻧﺐ ﺧﱪﺓ ﺍﳌﺪﺭﺳﲔ ﻭﻣﻼﺣﻈﺎ‪‬ﻢ‪ ،‬ﲢﻠﻴﻞ ﺃﻫﺪﺍﻑ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺣﺎﺟﺎ‪‬ﻢ ﻭﺇﻧﺘﺎﺟﻬﻢ‬
‫ﰲ ﺷﱴ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﻟﻌﻞ ﺃﺑﺮﺯ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺴﺘﺠﻴﺐ ﺇﻟﻴﻬﺎ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ ﺍﳌﻮﺟﻬﺔ ﻟﻐﲑ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ ﺗﺘﻤﺜﻞ ﰲ ﺍﻵﰐ‪ :‬ﳌﺎﺫﺍ ﻧﻌﻠﻢ ﺍﻟﻨﺤﻮ؟ ﻭﻛﻴﻒ ﳒﻌﻞ ﺗﻌﻠﱡﻢ ﻫﺬﻩ ﺍﳌﺎﺩﺓ ﺇﺟﺮﺍﺋﻴﺎﹰ ﻭﺫﺍ ﺩﻻﻟﺔ؟ ﺃﻱ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻛﻴﻒ ﳒﻌﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻨﺤﻮﻳﺔ ﺗﺆﺛﺮ ﺇﳚﺎﺑﻴﺎﹰ ﰲ ﺍﻹﻧﺘﺎﺝ ﺍﻹﺭﺳﺎﱄ ﻭﺍﻻﺳﺘﻘﺒﺎﱄ ﻟﻠﻤﺘﻌﻠﻢ؟ ﻭﺇﱃ ﺃﻱ ﺣﺪ ﻳﻨﺒﻐﻲ‬
‫ﺍﻟﺴﲑ ﺑﻪ ﺩﺍﺧﻞ ﻫﺬﻩ ﺍﳌﺎﺩﺓ؟ ﻭﻣﺎ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻌﻠﻤﻪ؟ ﻭﻣﺎ ﺍﻟﺬﻱ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻌﻠﻤﻪ ﺑﺎﻟﻔﻌﻞ؟‬
‫ﻭﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﻳﺘﻌﻠﻤﻪ؟ ﻭﻫﻞ ﺍﳌﻼﺣﻈﺔ ﺍﻟﻮﺍﻋﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ ﺿﺮﻭﺭﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻪ؟ ﻭﻣﺎ ﻫﻮ ﺍﳌﻀﻤﻮﻥ ﺍﻟﺬﻱ‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻪ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ ﺍﳌﻮﺟﻬﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ؟‪ ...‬ﻭﺑﺎﺧﺘﺼﺎﺭ ﻣﺎ ﻫﻲ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﺒﻨﺎﺀ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ؟ ﻫﺬﺍ ﻫﻮ ﺍﳍﺪﻑ ﺍﻟﺬﻱ ﺗﺴﻌﻰ ﺍﻟﻮﺭﻗﺔ ﺍﻟﺒﺤﺜﻴﺔ ﺇﱃ ﺍﻹﺟﺎﺑﺔ‬
‫ﻋﻨﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ - ١‬ﻣﻘﺪﻣﺔ‪:‬‬
‫ﻳﻜﺎﺩ ﳚﻤﻊ ﺍﳋﱪﺍﺀ ﰲ ﻋﻠﻢ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ) ﺍﻟﺘﻌﻠﻴﻤﻴﺔ( ﺃﻥ ﺗﻌﻠﱡﻢ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻋﻤﻠﻴﺔ ﺑﺎﻟﻐﺔ ﺍﻟﺘﻌﻘﻴﺪ‪ .‬ﻓﻬﻲ‬
‫ﺗﺘﻀﻤﻦ ﺷﺒﻜﺔ ﻣﺮﻛﺒﺔ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺰﺋﺒﻘﻴﺔ‪ .‬ﻭﺣﲔ ﻧﻠﻘﻲ ﻧﻈﺮﺓ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﻌﻘﻮﺩ ﺍﳌﺎﺿﻴﺔ‬
‫ﻧﻜﺘﺸﻒ ﺗﻨﻮﻋﺎﹰ ﻛﺒﲑﺍﹰ ﰲ ﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻟﻄﺮﺍﺋﻖ‪ .‬ﻓﻔﻲ ﻛﻞ ﻣﺪﺓ ﺯﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ ﳜﺘﻔﻲ ﻭﺿﻊ ﻧﻈﺮﻱ ﻭﻳﻈﻬﺮ ﻋﻠﻰ‬
‫ﺃﻧﻘﺎﺿﻪ ﳕﻮﺫﺝ ﺟﺪﻳﺪ‪ .‬ﻭﻟﻌﻞ ﺃﺑﺮﺯ ﺍﻷﻭﺿﺎﻉ ﺍﻟﱵ ﺍﺳﺘﺤﻮﺫﺕ ﻋﻠﻰ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺣﺜﲔ ﺧﻼﻝ ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﱐ‬
‫ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻭﺿﻌﺎﻥ‪ :‬ﻳﺘﻤﺜﻞ ﺍﻟﻮﺿﻊ ﺍﻷﻭﻝ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺗﻌﻠﻴﻤﺎﹰ ﺑﻨﻴﻮﻳﺎﹰ )ﺃﻱ ﺷﻜﻠﻴﺎﹰ(‪ .‬ﻓﺎﻷﺷﻜﺎﻝ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﰲ ﻣﻨﻈﻮﺭ ﺍﻟﺒﻨﻴﻮﻳﲔ‪ ،‬ﻫﻲ ﺍﳌﻜﻮﻧﺎﺕ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﻐﺔ‪ .‬ﻭﺍﳌﺘﻌﻠﻢ ﻳﻜﺘﺴﺐ ﳐﺰﻭﻧﺎﹰ ﻣﻦ ﺍﻟﺘﺮﺍﻛﻴﺐ ﰒ ﻳﺘﻌﻠﻢ‬
‫ﻛﻴﻒ ﻳﺴﺘﺨﺪﻣﻬﺎ ﰲ ﺍﳋﻄﺎﺏ )ﺃﻱ ﻳﻜﺘﺴﺐ ﻗﺪﺭﺓ ﻟﻐﻮﻳﺔ ﰒ ﻗﺪﺭﺓ ﺗﻮﺍﺻﻠﻴﺔ ﺑﻌﺪ ﺫﻟﻚ(‪ .‬ﻭﻳﺘﻤﺜﻞ ﺍﻟﻮﺿﻊ‬
‫ﺍﻟﺜﺎﱐ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺗﻌﻠﻴﻤﺎﹰ ﺍﺗﺼﺎﻟﻴﺎﹰ‪ ،‬ﺃﻱ ‪‬ﺪﻑ ﺍﻟﺘﻮﺍﺻﻞ‪ .‬ﻭﺍﻟﻠﻐﺔ‪ ،‬ﰲ ﻣﻨﻈﻮﺭ ﻫﺬﺍ ﺍﻟﺘﻮﺟﻪ‪ ،‬ﻭﻇﺎﺋﻒ‬
‫ﲤﺎﺭﺱ‪ ،‬ﻭﺍﳌﺘﻌﻠﻢ ﻳﺘﻌﻠﻢ ﻛﻴﻒ ﻳﺘﺼﻞ ﻟﻐﻮﻳﺎﹰ‪ ،‬ﰒ ﻳﻨﻤﻲ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺫﻟﻚ )ﺃﻱ ﻳﻜﺘﺴﺐ ﻗﺪﺭﺓ‬
‫ﺗﻮﺍﺻﻠﻴﺔ ﻳﻨﻤﻲ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ(‪ ١.‬ﻭﻗﺪ ﺍﻧﺒﺜﻖ ﻋﻦ ﻫﺬﻳﻦ ﺍﻟﻮﺿﻌﲔ ﺍﻟﺒﻨﻴﻮﻱ ﻭﺍﻟﺘﻮﺍﺻﻠﻲ ﻣﻌﻈﻢ‬
‫ﺍﻟﻄﺮﺍﺋﻖ ﻭﺍﳌﻨﺎﻫﺞ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻛﺎﻟﻄﺮﺍﺋﻖ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ‪ ،‬ﻭﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ‪ ،‬ﻭﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﺴﻤﻌﻴﺔ‬
‫ﺍﻟﺒﺼﺮﻳﺔ ﺍﻟﺒﻨﻴﻮﻳﺔ ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﻭﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،٢‬ﻭﺍﳌﻨﻬﺞ ﺍﻟﺘﻘﺎﺑﻠﻲ‪ ،‬ﻭﻣﻨﻬﺞ ﲢﻠﻴﻞ ﺍﻷﺧﻄﺎﺀ‪...‬ﺇﱁ‪ .‬ﻭﻋﻠﻰ‬
‫ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﳉﻬﻮﺩ ﺍﻟﺒﺤﺜﻴﺔ ﺍﳍﺎﺋﻠﺔ ﺍﻟﱵ ﺟﺮﺕ ﰲ ﺍﻟﻌﻘﻮﺩ ﺍﻷﺧﲑﺓ ﻓﺈﻥ ﻋﻠﻢ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﱂ ﻳﺴﺘﻘﺮ ﺑﻌﺪ‪،‬‬
‫ﻭﺍﳋﱪﺍﺀ ﻣﺎﺯﺍﻟﻮﺍ ﰲ ﻣﺮﺣﻠﺔ ﺑﻨﺎﺀ ﺍﻟﻨﻈﺮﻳﺔ‪ ،‬ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﺇﺟﺎﺑﺎﺕ ‪‬ﺎﺋﻴﺔ ﻭﺣﺎﲰﺔ ﻟﻸﺳﺌﻠﺔ ﺍﻟﱵ ﺗ‪‬ﻄﺮﺡ ﺣﻮﻝ‬

‫‪ - ١‬ﺩﻳﻔﺪ ﻭﻟﻜﱰ‪،‬ﺍﻟﻠﻐﺎﺕ ﺍﻟﺜﺎﻧﻴﺔ ﻛﻴﻒ ﻧﺘﻌﻠﻤﻬﺎ ﻭﻧﻌﻠﻤﻬﺎ‪ ،‬ﺍﳌﻮﺳﻮﻋﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻥ‪ .‬ﻱ‪ .‬ﻛﻮﻟﻨﺞ‪ ،‬ﺗﺮﲨﺔ ﳏﻲ ﺍﻟﺪﻳﻦ ﲪﻴﺪﻱ ﻭﻋﺒﺪ‬
‫ﺍﷲ ﺍﳊﻤﻴﺪﺍﻥ‪ ،‬ﺍﻟﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﻄﺎﺑﻊ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪١٤٢١‬ﻫـ‪ ،‬ﺹ‪.٥٣٦‬‬
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‫‪ -‬ﻟﻼﻃﻼﻉ‪ ،‬ﺗﻔﺼﻴﻼﹰ‪ ،‬ﻋﻠﻰ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻄﺮﺍﺋﻖ ﺍﳌﺬﻛﻮﺭﺓ ﺍﻧﻈﺮ‪،‬‬

‫‪- Claude Germain, Evolution de l'enseignement des langues: 5000 ans‬‬

‫‪d'histoire, C L E international, 1993,Paris, France.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﺳﺲ ﺗﻌﻠﱡﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ‪ ٣.‬ﻭﻟﻌﻞ ﺃﺑﺮﺯﻫﺎ ) ﺃﻱ ﺍﻷﺳﺌﻠﺔ( ﺗﻌﻘﻴﺪﺍﹰ ﻭﺗﺬﺑﺬﺑﺎﹰ ﻣﺴﺄﻟﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‪،‬‬
‫ﺇﺫ ﺗﺸﻜﻞ ﺟﺰﺀﺍﹰ ﺭﺋﻴﺴﻴﺎﹰ ﰲ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻭﻳﻌﺪ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺃﻋﻘﺪ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﰲ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﻭﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﺗﺄﰐ ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻭﺍﻟﻠﻐﻮﻳﺔ ﻟﺒﻨﺎﺀ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ‪ .‬ﻭﻗﺪ ﺩﻓﻌﲏ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﳒﻤﻠﻬﺎ ﰲ ﺍﻟﻨﻘﺎﻁ‬
‫ﺍﻵﺗﻴﺔ‪:‬‬

‫ﺍﻓﺘﻘﺎﺭ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ ﺇﱃ ﻣﺎﺩﺓ ﳓﻮﻳﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻳﺘﻢ ﺇﻋﺪﺍﺩﻫﺎ ﻟﻠﻤﺘﻌﻠﻤﲔ‬ ‫‪-١‬‬
‫ﻭﻋﺮﺿﻬﺎ ﻋﻠﻴﻬﻢ ﰲ ﺿﻮﺀ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻣﻨﻬﺎ ﻣﺎ ﳜﺺ‬
‫ﻃﺒﻴﻌﺔ ﺍﻷﻫﺪﺍﻑ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﻣﺎ ﳜﺺ ﻃﺒﻴﻌﺔ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺬﻳﻦ‬
‫ﺗﻮﺟﻪ ﺇﻟﻴﻬﻢ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ‪.‬‬

‫ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻮﺍﺿﺢ ﻟﺪﻯ ﺃﻏﻠﺐ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺑﺎﻟﻨﺤﻮ ﺍﻟﻀﻤﲏ ﻋﻠﻰ ﺣﺴﺎﺏ‬ ‫‪-٢‬‬
‫ﺍﻟﻨﺤﻮ ﺍﻟﺼﺮﻳﺢ ﻋﻠﻤﺎﹰ ﺃﻥ ﺍﻟﻨ‪‬ﺤ‪‬ﻮ‪‬ﻳ‪‬ﻦ ﳜﺘﻠﻔﺎﻥ‪ :‬ﻓﺎﻟﻨﺤﻮ ﺍﻟﻀﻤﲏ ﻳﺘﻌﻠﻖ ﺑﺎﻻﻛﺘﺴﺎﺏ‪،‬‬
‫ﻭﺍﻻﻛﺘﺴﺎﺏ ﻋﻤﻠﻴﺔ ﺣﺪﺳﻴﺔ ﻻﺷﻌﻮﺭﻳﺔ ﰲ ﺑﻨﺎﺀ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻠﻐﻮﻱ ﺍﳍﺪﻑ‪ ،‬ﻭﺑﻴﺌﺘﻪ ﻏﲑ‬
‫ﻣﺘﻮﻓﺮﺓ ﻭﻻ ﳝﻜﻦ ﺃﻥ ﺗﺘﻮﻓﺮ ﻟﻠﻤﺘﻌﻠﻤﲔ ﺍﻷﺟﺎﻧﺐ‪ ٤.‬ﺃﻣﺎ ﺍﻟﻨﺤﻮ ﺍﻟﺼﺮﻳﺢ ﻓﻴﺘﻌﻠﻖ‬

‫‪٣‬‬
‫‪ -‬ﻳﺘﺼﻮﺭ ﺑﻌﻀﻬﻢ ﺃﻥ ﺇﺷﻜﺎﻟﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻻ ﺗﻜﻤﻦ ﰲ ﻏﻴﺎﺏ ﺍﻹﺟﺎﺑﺎﺕ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﰲ ﺍﳊﺎﺟﺔ‬
‫ﺍﳌﺎﺳﺔ ﺇﱃ ﺻﻴﺎﻏﺔ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺃﻳﻀﺎﹰ‪ .‬ﺍﻧﻈﺮ‪ ،‬ﻫـ‪ .‬ﺩﻭﻗﻼﺱ ﺑﺮﺍﻭﻥ‪ ،‬ﺃﺳﺲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺗﺮﲨﺔ ﻋﺒﺪﻩ ﺍﻟﺮﺍﺟﺤﻲ‬
‫ﻭﻋﻠﻲ ﺃﲪﺪ ﺷﻌﺒﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﲑﻭﺕ‪ ،١٩٩٤‬ﺹ‪.١٠‬‬
‫‪ - ٤‬ﻋﻜﺲ ﺍﻟﻌﺮﰊ ﺍﻟﺬﻱ ﻳﺘﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺑﻴﺌﺎ‪‬ﺎ ﺍﻷﺻﻠﻴﺔ ﻛﺎﻟﻔﺮﻧﺴﻴﺔ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻷﳌﺎﻧﻴﺔ ﻣﺜﻼﹰ‪ ،‬ﻓﺎﻟﻔﺮﻭﻕ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ﻭﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺴﻤﻌﻬﺎ ﰲ ﺍﻟﺸﺎﺭﻉ ﻓﺮﻭﻕ ﻃﻔﻴﻔﺔ‪ .‬ﺃﻣﺎ ﺍﻷﺟﻨﱯ ﺍﻟﺬﻱ ﻳﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﻔﺼﺤﻰ ﻓﺈﻧﻪ ﻳﻔﺎﺟﺄ ﺑﺎﺧﺘﻼﻑ ﺟﺬﺭﻱ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﻟﻐﺔ ﺍﻟﺸﺎﺭﻉ‪ .‬ﻭﻟﻮ ﺟﻨﺢ ﺇﱃ ﺍﳊﺪﻳﺚ ﺑﺎﻟﻔﺼﺤﻰ ﰲ ﺍﶈﻼﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﻭﺍﳌﻘﻬﻰ‪ ...‬ﻷﺻﺒﺢ ﳏﻞ ﺳﺨﺮﻳﺔ ﻭﺍﺳﺘﻬﺰﺍﺀ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺑﺎﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﺍﻟﺘﻌﻠﻢ ﻋﻤﻠﻴﺔ ﻭﺍﻋﻴﺔ ﲢﺘﺎﺝ ﺇﱃ ﲣﻄﻴﻂ ﻣﺴﺒﻖ‪ .‬ﻭﻋﻠﻴﻪ‪،‬ﱂ ﻳﻌﺪ ﺍﻟﻨﺤﻮ ﺍﻟﺬﻱ‬
‫‪٥‬‬
‫ﻛﺎﻥ ﳝﺜﻞ ﺍﳊﺠﺮ ﺍﻷﺳﺎﺱ ﰲ ﺍﳌﺨﻄﻂ ﺍﻟﺒﻨﻴﻮﻱ ﳛﻈﻰ ﺑﺄﻱ ﺍﻫﺘﻤﺎﻡ‪.‬‬

‫ﺇﻗﺮﺍﺭ ﺃﻏﻠﺐ ﻃﻼﺏ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﺣﺎﻭﺭﻧﺎﻫﻢ ﰲ ﺃﻛﺜﺮ ﻣﻦ ﻣﻨﺎﺳﺒﺔ ﺑﺄﻥ‬ ‫‪-٣‬‬
‫ﻣﺎﺩﺓ ﺍﻟﻨﺤﻮ ﻫﻲ ﺍﻟﻌﺎﺋﻖ ﺍﻟﻜﺒﲑ ﺍﻟﺬﻱ ﻳﻮﺍﺟﻬﻮﻧﻪ ﻋﻨﺪ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﺃﺯﻋﻢ ﺃﻥ‬
‫ﺍﻟﻨﺠﺎﺡ ﺍﻟﺬﻱ ﳛﻘﻘﻪ ﻫﺆﻻﺀ ﺍﻟﻄﻼﺏ ﻳﻮﻣﺎﹰ ﺑﻌﺪ ﺁﺧﺮ ﻳﻌﻮﺩ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ ﺇﱃ‬
‫ﺍﻟﺘﺤﻔﻴﺰ ﺃﻭ ﺍﻟﺪﺍﻓﻌﻴﺔ‪ ،‬ﻓﻬﻲ ﻣﻔﺘﺎﺡ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﺑﺪﻭ‪‬ﺎ ﻳﺘﻌﺎﻇﻢ ﺧﻄﺮ ﺍﻟﻔﺸﻞ‪ .‬ﻓﺎﻟﺮﻏﺒﺔ ﰲ‬
‫ﺍﻟﺘﻌﻠﻢ ﻷﺟﻞ ﺃﻏﺮﺍﺽ ﻧﻔﻌﻴﺔ ) ﺩﻳﻨﻴﺔ‪ ،‬ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻇﻴﻔﻴﺔ‪ (...‬ﲡﻌﻞ ﺍﳌﺘﻌﻠﻤﲔ ﳛﻘﻘﻮﻥ‬
‫ﻧﺘﺎﺋﺞ ﺑﺎﻗﻴﺔ ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﺑﻞ ﻣﻬﻤﺎ ﺑﻠﻐﺖ ﺻﻌﻮﺑﺔ ﺍﳌﺎﺩﺓ‪.‬‬

‫ﻋﺪﻡ ﺍﺳﺘﺜﻤﺎﺭ ﻣﻨﺎﻫﺞ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﳌﻨﻬﺞ ﺍﻟﺘﻘﺎﺑﻠﻲ ﻭﲢﻠﻴﻞ ﺍﻷﺧﻄﺎﺀ ﰲ‬ ‫‪-٤‬‬
‫ﲡﺪﻳﺪ ﺍﻻﻋﺘﺒﺎﺭ ﺇﱃ ﻣﺎﺩﺓ ﺍﻟﻨﺤﻮ ﺩﺭﺍﺳﺔ ﻭﺗﺪﺭﻳﺴﺎﹰ‪.‬‬

‫ﺇﻥ ﲢﺪﻳﺪ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗ‪‬ﺪﺭﺝ ﰲ ﺍﳌﻨﺎﻫﺞ ﻭﺍﳌﻘﺮﺭﺍﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬ﱂ ﻳﻌﺪ ﳜﻀﻊ ﻟﻠﺘﻘﺪﻳﺮ ﺍﻟﺸﺨﺼﻲ ﻭﺍﳋﱪﺓ ﺍﻟﺬﺍﺗﻴﺔ‪ ،‬ﺑﻞ ﺃﺻﺒﺢ ﻳﺆﺳﺲ ﻋﻠﻰ ﺃﲝﺎﺙ ﻋﻠﻤﻴﺔ ﻣﻴﺪﺍﻧﻴﺔ‬
‫ﺗﺴﺘﻬﺪﻑ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺧﱪﺓ ﺍﳌﺪﺭﺳﲔ ﻭﻣﻼﺣﻈﺎ‪‬ﻢ‪ ،‬ﲢﻠﻴﻞ ﺃﻫﺪﺍﻑ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪،‬‬
‫ﻭﺇﻧﺘﺎﺟﻬﻢ ﺍﳌﻨﻄﻮﻕ ﻭﺍﳌﻜﺘﻮﺏ ﰲ ﺷﱴ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻓﻤﺎ ﻫﻲ ﺇﺫﺍﹰ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ ﻟﺒﻨﺎﺀ ﻣﻨﺎﻫﺞ‬
‫ﺍﻟﻨﺤﻮ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ؟‬

‫‪٥‬‬
‫‪ -‬ﺩﻳﻔﺪ ﻭﻟﻜﱰ‪ ،‬ﺍﻟﻠﻐﺎﺕ ﺍﻟﺜﺎﻧﻴﺔ ﻛﻴﻒ ﻧﺘﻌﻠﻤﻬﺎ ﻭﻧﻌﻠﻤﻬﺎ‪ ،‬ﺹ ‪.٥٣٦‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ - ٢‬ﺍﻷﺳﺲ ﺍﻟﻌﺎﻣﺔ ﻟﺒﻨﺎﺀ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ‪:‬‬

‫ﺍﳌﻨﻬﺞ ﺃﻭ ﺍﳌﻨﻬﺎﺝ ﺍﻟﺪﺭﺍﺳﻲ )‪ (Curriculum‬ﺍﻧﺸﻐﺎﻝ ﺣﺪﻳﺚ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ٦،‬ﻭﻳﻌﲏ ﺍﳋﻄﺔ‬
‫ﺍﻟﺸﺎﻣﻠﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺍﻟﱵ ﻳﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﺗﺰﻭﻳﺪ ﺍﳌﺘﻌﻠﻤﲔ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻔﺮﺹ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ‬
‫ﺃﻫﺪﺍﻑ ﻋﺎﻣﺔ ﻋﺮﻳﻀﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺄﻫﺪﺍﻑ ﺧﺎﺻﺔ ﻣﻔﺼﻠﺔ ﰲ ﻣﺆﺳﺴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻌﻴﻨﺔ‪ ٧.‬ﺃﻭ ﻫﻮ "ﻭﺛﻴﻘﺔ‬
‫ﺑﻴﺪﺍﻏﻮﺟﻴﺔ ﺭﲰﻴﺔ ﻭﺇﺟﺒﺎﺭﻳﺔ‪ ،‬ﺗﻌﺮﺽ ﳎﻤﻮﻋﺔ ﻣﻬﻴﻜﻠﺔ ﻣﻦ ﺍﳌﻘﺎﺻﺪ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺗﺘﺼﻞ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﱪﻣﺞ ﻟﻔﺘﺮﺓ ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ "‪ ٨.‬ﺃﻭ ﻫﻮ ﺑﻨﺎﺀ ﻫﻨﺪﺳﻲ ﻳﺸﻜﻞ ﻛﻼﹰ ﻣﻦ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻵﺗﻴﺔ‪ :‬ﺍﻷﻫﺪﺍﻑ ﻭﺍﶈﺘﻮﻯ ﻭﺍﻟﻄﺮﻳﻘﺔ ﻭﺍﻟﺘﻘﻮﱘ‪ ٩.‬ﻭﳝﺜﻞ ﺍﳌﻨﻬﺎﺝ ﺍﻟﺪﺭﺍﺳﻲ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺃﺩﺍﺓ ﺭﺋﻴﺴﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪ .‬ﻭﻳﺘﺄﺳﺲ ﺍﳌﻨﻬﺎﺝ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺑﻌﺎﺩ‬
‫ﺍﻟﻔﻠﺴﻔﻴﺔ ﺍﳌﻨﺒﺜﻘﺔ ﻣﻦ ﺍﻟﻔﻜﺮ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻭﻋﻠﻰ ﺃﺳﺲ ﻧﻔﺴﻴﺔ ﺗﺮﺍﻋﻲ ﺧﺼﺎﺋﺺ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﻋﻠﻰ ﺃﺳﺲ ﺍﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺗﺮﻣﻲ ﺇﱃ ﺇﻋﺪﺍﺩ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻭﻋﻠﻰ ﺃﺳﺲ ﻣﻌﺮﻓﻴﺔ ﻧﺎﺑﻌﺔ ﻣﻦ ﻃﺒﻴﻌﺔ ﺍﳌﺎﺩﺓ ﺍﳌﺪﺭ‪‬ﺳﺔ ﻭﺧﺼﺎﺋﺼﻬﺎ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﺎﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ‪ ١٠.‬ﺇﻥ ﲣﻄﻴﻂ ﺍﳌﻨﺎﻫﺞ ﻭﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﺃﻭ ﺗﻘﻮﳝﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻻ ﻳﻨﻄﻠﻖ ﻣﻦ ﻓﺮﺍﻍ‪ ،‬ﺑﻞ‬

‫‪ -٦‬ﻣﻔﻬﻮﻡ ﺍﳌﻨﻬﺞ ﲟﻌﻨﺎﻩ ﺍﻟﺸﺎﻣﻞ ﱂ ﻳﻜﺘﺴﺐ ﺍﻷﳘﻴﺔ ﺍﻟﱵ ﳛﻈﻰ ‪‬ﺎ ﺍﻵﻥ ﺇﻻ ﻣﺆﺧﺮﺍﹰ‪ ،‬ﻓﻔﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﱵ ﲢﻈﻰ ﺑﺎﻟﺴﺒﻖ ﰲ ﻫﺬﺍ‬
‫ﺍ‪‬ﺎﻝ ﻧﻼﺣﻆ ﺃﻥ ﺑﻨﺎﺀ ﺍﳌﻨﺎﻫﺞ ﻭﺗﻘﻮﳝﻬﺎ ﺃﺻﺒﺢ ﲣﺼﺼﺎ ﻗﺎﺋﻤﺎﹰ ﺑﺬﺍﺗﻪ‪ ،‬ﻟﻪ ﺧﱪﺍﺅﻩ ﻭﳐﺼﺼﻮﻩ‪.‬‬
‫‪ – ٧‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﺍﻷﺳﺲ ﺍﻟﻌﺎﻣﺔ ﳌﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺇﻋﺪﺍﺩﻫﺎ‪ -‬ﺗﻄﻮﻳﺮﻫﺎ‪ -‬ﺗﻘﻮﳝﻬﺎ‪،‬ﻁ‪ ،١‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،١٩٩٨‬ﺹ ‪. ٢٨ ، ٧‬‬
‫‪ -٨‬ﺍﻧﻈﺮ ﳐﻄﻂ ﺍﻟﺘﻜﻮﻳﻦ ﺍﳋﺎﺹ ﺑﺎﳉﻬﺎﺯ ﺍﻟﺪﺍﺋﻢ ﻟﻠﺘﻜﻮﻳﻦ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﰲ ﺇﻃﺎﺭ ﺗﻄﺒﻴﻖ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻟﺘﻜﻮﻳﻦ ﺍﳌﻜﻮﻧﲔ‪،‬‬
‫ﺍﳌﻜﻮﻧﲔ‪ ،‬ﺇﺿﺒﺎﺭﺓ ﺧﺎﺻﺔ ﺑﺎﳌﻜﻮﻧﲔ‪ ،‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺃﻭﺕ ‪ ،١٩٩٨‬ﺹ ‪.٦٣‬‬
‫‪ - ٩‬ﺍﻧﻈﺮ ﻣﺼﻄﻠﺢ ) ‪ (Curriculum‬ﰲ ﻣﻌﺠﻢ‪،‬‬
‫‪- Jack Richards, Longman dictionary of applied linguistics, Longman, ed 1, Grande‬‬
‫‪Bretagne 1985.‬‬
‫‪ -١٠‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﺣﺴﻦ ﺍﻟﺒﺠ‪‬ﺔ‪ ،‬ﺃﺻﻮﻝ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺪﻧﻴﺎ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﻟﻠﻄﺒﺎﻋﺔ‬
‫ﻭﺍﻟﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،٢٠٠٠‬ﺹ ‪.٢٢‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﳜﻀﻊ ﺇﱃ ﺃﺳﺲ ﺃﻭ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ ﻛﺎﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪ ،‬ﻭﺍﳊﺎﺟﺎﺕ ﺍﳌﺘﻐﲑﺓ‪ ،‬ﻭﺍﻟﻐﺎﻳﺎﺕ ﺍﻟﱵ ﺗﻨﺸﺪﻫﺎ ﺍﻟﺘﺮﺑﻴﺔ‬
‫‪١١‬‬
‫‪...‬ﺇﱁ‪ .‬ﻭﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﲣﻄﻴﻂ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻭﺑﻨﺎﺋﻬﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ - ١ – ٢‬ﺍﻷﺳﺲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪:‬‬

‫ﺗﺘﻤﺜﻞ ﺍﻷﺳﺲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﳚﺮﻱ ﻓﻴﻬﺎ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻧﻌﲏ ‪‬ﺎ ﺍﶈﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺜﻘﺎﰲ ﺍﻟﺬﻱ‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﻨﻬﺎﺝ ﻣﺘﺄﺛﺮﺍﹰ ‪‬ﻤﺎ‪ .‬ﻓﺎﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻻ ﳝﻜﻦ ﺃﻥ ﲣﻄﻂ ﺃﻭ ﺗﻨﻔﺬ ﰲ ﻓﺮﺍﻍ‪ .‬ﻓﻬﻲ ﺍﺑﻨﺔ‬
‫ﺑﻴﺌﺘﻬﺎ‪ ،‬ﻻ ﺗﺴﺘﻮﺭﺩ ﻣﻦ ﺍﳋﺎﺭﺝ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺗﻨﺒﺜﻖ ﻣﻨﻪ ﻋﻼﻗﺔ ﺟﺪﻟﻴﺔ‪ ،‬ﺇﺫ ﺗﺴﺘﺮﺷﺪ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﻨﻈﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﰲ ﳑﺎﺭﺳﺎ‪‬ﺎ ﺑﺎﻟﻔﻠﺴﻔﺔ ﺍﻟﱵ ﻳﺘﺄﺳﺲ ﻋﻠﻴﻬﺎ‬
‫ﺍ‪‬ﺘﻤﻊ‪ ،‬ﳑﺎ ﳚﻌﻞ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﲣﺘﻠﻒ ﰲ ﺷﻜﻠﻬﺎ ﻭﰲ ﻣﻀﺎﻣﻴﻨﻬﺎ ﻣﻦ ﳎﺘﻤﻊ ﺇﱃ ﺁﺧﺮ ﺗﺒﻌﺎﹰ ﻻﺧﺘﻼﻑ‬
‫ﺍﻟﻘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ‪ ١٢.‬ﻭﳚﺐ ﺃﻥ ﻳﺰﻭﺩ ﺍﳌﻨﻬﺎﺝ ﺍﻟﺪﺭﺍﺳﻲ ﺍﳌﺘﻌﻠﻤﲔ ﺑﻘﺪﺭ ﻣﻨﺎﺳﺐ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ‪،‬‬
‫ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻻﻧﺴﺠﺎﻡ ﻭﺍﻟﺘﻤﺎﺳﻚ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﻴﻨﻬﻢ‪ .‬ﻛﻤﺎ ﳚﺐ ﺃﻥ ﻳﺘﺴﻢ ﺑﺎﳌﺮﻭﻧﺔ ﻭﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ﲝﻴﺚ‬
‫ﻳﺴﺘﻮﻋﺐ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻔﻜﺮ ﺍﻟﻔﻠﺴﻔﻲ ﺍﻟﺴﺎﺋﺪ ﰲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﺍﻟﺘﻐﲑﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﳌﻌﺮﻓﻴﺔ‬
‫ﺍﳌﺴﺘﺤﺪﺛﺔ ﻭﺍﳌﺘﺠﺪﺩﺓ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮﻩ ﺑﺼﻔﺔ ﺩﻭﺭﻳﺔ ﻭﻣﺴﺘﻤﺮﺓ ﰲ ﺿﻮﺀ ﻣﺎ ﻳ‪‬ﺴﺘﺠﺪ ﻣﻦ ﻣﻮﺍﻗﻒ‬
‫‪١٣‬‬
‫ﻭﺃﺣﺪﺍﺙ ﻭﻣﺸﻜﻼﺕ ﻭﻗﻀﺎﻳﺎ ﳏﻠﻴﺔ ﻭﺇﻗﻠﻴﻤﻴﺔ ﻭﻋﺎﳌﻴﺔ‪.‬‬

‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳉﺎﻧﺐ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻫﻮ ﺍﻟﺬﻱ ﻳﻌﻨﻴﻨﺎ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻓﺈﻥ ﺍﳌﻨﻬﺎﺝ ﺍﻟﺪﺭﺍﺳﻲ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﻳﺴﺘﻮﻋﺐ ﺍﻟﻮﺿﻊ ﺍﻟﻠﺴﺎﱐ ﻟﻠﻤﺠﺘﻤﻊ ﻭﻣﺎ ﳛﺘﻮﻳﻪ ﻣﻦ ﺗﺒﺎﻳﻦ ﻭﺗﺸﺎﺑﻪ ﺑﲔ ﺍﻟﻮﺿﻊ ﺍﻟﻠﺴﺎﱐ ﺍﻟﺮﲰﻲ ﻭﺍﻷﻭﺿﺎﻉ‬
‫ﺍﻟﻠﻬﺠﻴﺔ ﺍﻷﺧﺮﻯ )ﺇﻥ ﻭﺟﺪﺕ(‪ .‬ﻭﻫﻨﺎ ﻻ ﺑﺪ ﻣﻦ ﺍﻟﺘﺬﻛﲑ ﺑﺄﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺃﻭﻃﺎ‪‬ﺎ ﻻ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻫﺎ‬

‫‪ - ١١‬ﺣﺴﻦ ﺷﺤﺎﺗﺔ‪ ،‬ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻟﺪﺍﺭ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻜﺘﺎﺏ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،١٩٩٨‬ﺹ ‪.٢١‬‬
‫‪ - ١٢‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪. ٢٢‬‬
‫‪ -١٣‬ﺃﲪﺪ ﺣﺴﻦ ﺍﻟﻠﻘﺎﱐ‪ ،‬ﺍﳌﻨﺎﻫﺞ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ،١٩٩٥‬ﺹ ‪. ١٣٠‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻮﺿﻮﻋﻴﺎﹰ ﻟﻐﺔ ﺍﳌﻨﺸﺄ‪ ،‬ﻷﻥ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻌﺮﰊ ﻳﺘﻌﻠﻢ ﺍﻟﻔﺼﺤﻰ ﺩﺍﺧﻞ ﺟﺪﺭﺍﻥ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﻌﺎﻫﺪ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻭﻻ‬
‫ﳝﺎﺭﺳﻬﺎ ﰲ ﺍﻟﺒﻴﺖ ﻭﺍﻟﺸﺎﺭﻉ ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻟﺬﻟﻚ ﻛﺎﻥ ﻟﺰﺍﻣﺎﹰ ﻋﻠﻰ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﻥ ﺗﺴﺘﻮﻋﺐ ﺍﻟﻔﺼﺤﻰ ﻭﻣﺎ‬
‫ﲢﺘﻮﻳﻪ ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺃﺳﻠﻮﺑﻴﺔ ﻭﳍﺠﻴﺔ ﺳﺎﺋﺪﺓ ﰲ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﺮﲰﻲ ﻭﺍﻟﻌﺎﻣﻲ‪ .‬ﻭﳝﻜﻦ‪ ،‬ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪،‬‬
‫ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ ﺑﲔ ﺍﻟﻔﺼﺤﻰ ﻭﺍﻟﻌﺎﻣﻴﺎﺕ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﻟﻔﺼﺤﻰ ﻭﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ) ﺍﳍﺪﻑ( ﻣﻦ ﺟﻬﺔ‬
‫ﺛﺎﻧﻴﺔ‪ ،‬ﻟﻠﺒﺤﺚ ﻋﻦ ﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ‬
‫ﻭﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻷﺳﻠﻮﺑﻴﺔ ﻟﺘﻔﺎﺩﻱ ﺍﻟﺘﺄﺛﲑ ﺃﻭ ﺍﻟﻨﻘﻞ ﺍﻟﺴﻠﱯ ﺑﲔ ﻫﺬﻩ ﺍﻷﻭﺿﺎﻉ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻨﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪١٤‬‬
‫ﺍﻟﻔﺼﺤﻰ‪.‬‬

‫‪ - ٢ – ٢‬ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ‪:‬‬

‫ﻟﺘﻮﻓﲑ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺘﻤﻴﺰ ﺑﺎﳉﻮﺩﺓ ﺗﺴﻌﻰ ﺍﻟﺘﻌﻠﻴﻤﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺇﱃ ﻓﻬﻢ ﻃﺒﻴﻌﺔ ﺍﳌﺘﻌﻠﹼﻢ‪ ،‬ﻭﺃﺑﻌﺎﺩﻩ‬
‫ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺗﻪ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‪ .‬ﻭﻳﺘﻌﻠﻖ ﻫﺬﺍ ﺍﻟﻔﻬﻢ ﲟﻌﺮﻓﺔ ﺧﺼﺎﺋﺺ ﳕﻮﻩ‪ ،‬ﻭﺣﺎﺟﺎﺗﻪ ﺍﻟﻠﻐﻮﻳﺔ‪،‬‬
‫ﻭﺩﻭﺍﻓﻌﻪ‪ ،‬ﻭﻣﻴﻮﻟﻪ‪ ،‬ﻭﻣﺸﻜﻼﺗﻪ‪ ،‬ﻭﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻨﻪ ﻭﺑﲔ ﺯﻣﻼﺋﻪ‪...‬ﺇﱁ‪ .‬ﻓﺎﻟﻔﻬﻢ ﺍﳉﻴﺪ ﻟﻄﺒﻴﻌﺔ ﺍﳌﺘﻌﻠﻢ‬
‫ﻳﺴﺎﻋﺪ‪ ،‬ﻣﻦ ﺩﻭﻥ ﺷﻚ‪ ،‬ﻋﻠﻰ ﺍﻟﻔﻬﻢ ﺍﳉﻴﺪ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺇﻥ ﺍﻟﺘﺤﻔﻴﺰ ﻫﻮ ﻧﻘﻄﺔ ﺍﻻﻧﻄﻼﻕ ﰲ ﻛﻞ‬
‫ﺗﻌﻠﹼﻢ‪ ،‬ﻭﺑﺪﻭﻧﻪ ﻳﺘﻌﺎﻇﻢ ﺧﻄﺮ ﺍﻟﻔﺸﻞ‪ .‬ﻓﻘﻠﻤﺎ ﳛﻘﻖ ﺍﻟﺘﻌﻠﱡﻢ ﻧﺘﺎﺋﺞ ﺑﺎﻗﻴﺔ ﻋﻨﺪﻣﺎ ﻻ ﺗ‪‬ﺮﻯ ﻟﻪ ﺃﳘﻴﺔ‪ .‬ﻭﺇﻥ ﺍﻟﺮﻏﺒﺔ ﰲ‬
‫ﺍﻟﺘﻌﻠﻢ ﺗﺪﻓﻊ ﺇﱃ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﻣﻬﻤﺎ ﻛﺎﻥ ﺳﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻓﻬﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﳒﺎﺡ ﺍﳌﺘﻌﻠﻢ ﰲ ﻣﺎﺩﺓ‬
‫ﺩﺭﺍﺳﻴﺔ ﻣﻌﻴﻨﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻫﺘﻤﺎﻣﻪ ‪‬ﺎ‪.‬‬

‫‪ -١٤‬ﻭﻋﻠﻴﻪ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻧﺄﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻌﺎﻣﻴﺔ ﻭﻣﺎ ﺗﺘﺴﻢ ﺑﻪ ﻣﻦ ﺍﳓﺮﺍﻑ ﰲ ﺍﻟﻨﻄﻖ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻷﺳﺎﻟﻴﺐ ﻭﺷﻴﻮﻉ‬
‫ﺍﻟﺪﺧﻴﻞ ﻭﺇﻏﻔﺎﻝ ﺍﻹﻋﺮﺍﺏ ‪...‬ﺇﱁ‪ .‬ﺍﻧﻈﺮ‪ ،‬ﳏﻤﻮﺩ ﺍﳌﺼﻤﻮﺩﻱ ‪ ،‬ﻭﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ ﻋﺒﻴﺪ ‪ ،‬ﺗﺄﺛﲑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻮﻡ‪ ،‬ﺗﻮﻧﺲ ‪ ،١٩٨٣‬ﺹ ‪. ٣٣‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﻟﻌﻞ ﺃﺑﺮﺯ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻋﻨﺪ ﺑﻨﺎﺀ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﺍﻹﺟﺎﺑﺔ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪ :‬ﻣﻦ‬
‫ﻳﺘﻌﻠﻢ؟ ﻭﻣﺎ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻌﻠﻤﻪ؟ ﻭﻣﺎ ﺍﻟﺬﻱ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻌﻠﻤﻪ ﻓﻌﻼﹰ؟ ﻭﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﻳﺘﻌﻠﻤﻪ؟ ﻭﻣﱴ‬
‫ﳚﺐ ﺃﻥ ﻳﺘﻌﻠﻤﻪ؟ ﻭﺃﻳﻦ ﻳﺘﻌﻠﻤﻪ؟ ﰲ ﺑﻴﺌﺔ ﻟﻐﻮﻳﺔ ﻋﻔﻮﻳﺔ ﺃﻡ ﻣﺼﻄﻨﻌﺔ؟ ﻭﺑﺪﻫﻲ ﺃﻧﻨﺎ ﻻ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﳒﻴﺐ ﻋﻦ‬
‫ﻫﺬﻩ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺇﺟﺎﺑﺔ ﻋﻠﻤﻴﺔ ﺇﻻ ﰲ ﺿﻮﺀ ﻧﻈﺮﻳﺎﺕ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺘﺮﺑﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ‬
‫‪١٥‬‬
‫‪)...‬ﲟﺎ ﰲ ﺫﻟﻚ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺍﻟﺪﺍﻓﻌﻴﺔ‪ ،‬ﻭﺍﻟﻨﻤﻮ‪ ،‬ﻭﺍﻹﺩﺭﺍﻙ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺍﻟﺘﺨﺰﻳﻦ‪...‬ﺇﱁ(‪.‬‬

‫ﺇﻥ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳊﺪﻳﺜﺔ ﺗﻨﻈﺮ ﺇﱃ ﺍﳌﺘﻌﻠﻢ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺑﺆﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺟﻮﻫﺮ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻣﻨﻪ ﺗﻨﻄﻠﻖ ﻭﺇﻟﻴﻪ ﺗﻌﻮﺩ‪ ١٦.‬ﻓﺎﳌﺘﻌﻠﻢ ﺷﺨﺺ ﺗﺘﻮﻓﺮ ﻓﻴﻪ ﻛﻔﺎﺀﺍﺕ‪ ١٧،‬ﻭﺗﻌﺘﺮﺽ ﺗﻌﻠﻤﻪ ﺻﻌﻮﺑﺎﺕ ‪.‬‬
‫ﻭﻟﻜﻲ ﻧﺼﻞ ﺇﱃ ﲢﻘﻴﻖ ﺃﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﻟﻨﺠﺎﻋﺔ ﻭﺍﳌﺮ ﺩﻭﺩﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺃﻱ ﻣﺎﺩﺓ ﻭﻣﻨﻬﺎ ﺍﻟﻨﺤﻮ‪ ،‬ﻻ ﺑﺪ ﻣﻦ‬
‫ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻭﺿﺒﻄﻬﺎ‪ ،‬ﺇﺫ ﻳﻌﺪ ﺧﻄﻮﺓ ﺃﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻤﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ .‬ﻓﺘﺤﺪﻳﺪ ﺍﶈﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﺴﻲ‬
‫ﲢﺪﻳﺪﺍﹰ ﻋﻠﻤﻴﺎﹰ ﻻ ﻳﺘﻄﻠﺐ ﲢﻠﻴﻞ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﲢﻠﻴﻞ ﲨﻬﻮﺭ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﻗﺪﺭﺍ‪‬ﻢ‪،‬‬
‫‪١٨‬‬
‫ﻭﻳﺸﲑ ﻣﺼﻄﻠﺢ‬ ‫ﻭﺍﺳﺘﻌﺪﺍﺩﺍ‪‬ﻢ‪ ،‬ﺃﻫﺪﺍﻓﻬﻢ ﺃﻳﻀﺎﹰ‪ ،‬ﻭﺍﻷﻫﻢ ﻣﻦ ﺫﻟﻚ ﻛﻠﻪ ﻫﻮ ﲢﻠﻴﻞ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ -١٥‬ﺃﲪﺪ ﺣﺴﻦ ﺍﻟﻠﻘﺎﱐ ‪ ،‬ﺍﳌﻨﺎﻫﺞ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ ‪ ،‬ﺹ ‪. ١٧٦ - ١٣٩‬‬

‫‪ -١٦‬ﻓﺎﳌﺪﺭﺳﺔ ﺃﹸﻧﺸﺌﺖ ﻟﻪ‪ ،‬ﻭﺧ‪‬ﻠﻘﺖ ﻣﻦ ﺃﺟﻠﻪ ﻭﻟﻴﺲ ﺍﻟﻌﻜﺲ ‪.‬‬
‫‪١٧‬‬
‫‪- Christian Puren , Histoire des méthodologies de L’E des L , CLE international ,‬‬
‫‪P 380 .‬‬
‫‪ -١٨‬ﻭﺭﺩ ﰲ ﻣﻌﺠﻢ )‪ (Longman dictionary of applied linguistics‬ﻣﻔﻬﻮﻡ ﲢﻠﻴﻞ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬
‫)‪ needs analysis‬ﺃﻭ ‪ (needs assessment‬ﲟﻌﲎ ﻋﻤﻠﻴﺔ ﺗﺸﺨﻴﺺ ﳉﻤﻬﻮﺭ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﻫﺆﻻﺀ )ﻧﻈﺮﻳﺎﹰ(‪ ،‬ﰒ ﺗﺮﺗﻴﺒﻬﺎ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﺍﻷﳘﻴﺔ ﺃﻭ ﺍﻷﻭﻟﻮﻳﺔ‪.‬‬
‫‪21‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪١٩‬‬
‫ﺇﱃ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ‬ ‫ﲢﻠﻴﻞ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ) ‪ ،(Analyse des besoins‬ﰲ ﻧﻈﺮ ﺑﻌﺾ ﺍﻟﻠﺴﺎﻧﻴﲔ‪،‬‬
‫ﺍﻵﺗﻴﺔ‪:‬‬

‫ﺍﻟﺮﻏﺒﺎﺕ ﺍﻟﻀﻤﻨﻴﺔ ﺃﻭ ﺍﻟﺼﺮﳛﺔ ﻟﺪﻯ ﺍﳌﺘﻌﻠﱡﻢ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺇﺗﻘﺎ‪‬ﺎ ﻭﺍﻟﺘﺤﻜﻢ ﻓﻴﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﺗﻘﺘﻀﻴﻬﺎ ﺑﻴﺌﺘﻪ ﺍﻻﺳﺘﻌﻤﺎﻝ ) ﺃﻱ‬ ‫‪-‬‬
‫ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﺳﻴﺠﺮﻱ ﻓﻴﻪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ(‪.‬‬

‫ﺍﻟﻐﺎﻳﺎﺕ ﺃﻭ ﺍﻷﻫﺪﺍﻑ ﺍﶈﺪﺩﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻌﻠﱡﻢ‪.‬‬ ‫‪-‬‬

‫ﻭﻳﻠﺠﺄ ﺍﳋﱪﺍﺀ ﻭﺍﳌﺘﺨﺼﺼﻮﻥ ﺇﱃ ﻭﺳﺎﺋﻞ ﻓﻨﻴﺔ ﺿﺮﻭﺭﻳﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ‬
‫ﺑﺎﻻﺣﺘﻴﺎﺟﺎﺕ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻐﺔ‪ ،‬ﻭﺗﻘﻨﻴﺎﺕ ﺍﻹﺣﺼﺎﺀ‪ ،‬ﻭﺍﳌﻼﺣﻈﺔ‪ ،‬ﻭﺍﻻﺳﺘﺒﺎﻧﺔ‪،‬‬
‫ﻭﺍﻻﺳﺘﺠﻮﺍﺏ‪ ،‬ﻭﺍﻻﺧﺘﺒﺎﺭ‪...‬ﺇﱁ‪.‬‬

‫‪ - ٣ – ٢‬ﺍﻷﺳﺲ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‪:‬‬

‫ﻳﺮﻯ "ﻭﻟﻴﺎﻡ ﻓﺮﻧﺴﻴﺲ ﻣﺎﻛﻲ"‪ ،‬ﺍﻟﻠﺴﺎﱐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﺍﳌﺸﻬﻮﺭ‪ ،‬ﺃﻥ ﺗ‪‬ﻮ‪‬ﺟ‪‬ﻪ ﻛﻞ ﻃﺮﻳﻘﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪،‬‬
‫ﻭﺃﺳﻠﻮﺏ ﺗﻌﻠﻴﻢ ﻟﻐﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻳﺘﻼﻗﻴﺎﻥ ﻣﻊ ﻧﻮﻉ ﺍﻟﻔﻜﺮﺓ ﺍﻟﱵ ﳓﻤﻠﻬﺎ ﻋﻦ ﻃﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻳﺘﺄﺳﺴﺎﻥ ﻋﻠﻴﻬﺎ‪ .‬ﻓﺈﺫﺍ‬
‫ﻛﺎﻧﺖ ﺇﺣﺪﻯ ﺍﻟﻄﺮﺍﺋﻖ ﻣﺴﺘﻮﺣﺎﺓ ﻣﻦ ﻓﻜﺮﺓ ﺃﻥ ﺍﻟﻠﻐﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﺎﺋﻤﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻓﺈ‪‬ﺎ ﻟﻦ ﺗﻜﻮﻥ‬

‫‪ -١٩‬ﳝﻴﺰ ﺑﻌﺾ ﺍﻟﻠﺴﺎﻧﻴﲔ ﺑﲔ ﻧﻮﻋﲔ ﻣﻦ ﺍﳊﺎﺟﺎﺕ؛ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺗﺘﻤﻴﺰ ﺑﺎﻟﻮﺍﻗﻌﻴﺔ‪ ،‬ﺇﺫ ﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ‪‬ﺎ ﻭﲢﺪﻳﺪﻫﺎ ﻭﲢﻠﻴﻠﻬﺎ‬
‫ﻭﺗﻌﻤﻴﻤﻬﺎ‪ .‬ﻭﻫﻨﺎﻙ ﺣﺎﺟﺎﺕ ﺍﻧﻄﺒﺎﻋﻴﺔ )ﻏﲑ ﻭﺍﻗﻌﻴﺔ( ﲤﺜﻞ ﺧﺼﻮﺻﻴﺔ ﻧﻮﻋﻴﺔ ﻟﺪﻯ ﺍﳌﺘﻌﻠﻢ ﻳﺼﻌﺐ ﺍﻟﺘﻨﺒﺆ ‪‬ﺎ ﻭﺿﺒﻄﻬﺎ ﻭﺗﻌﻤﻴﻤﻬﺎ‬
‫ﺃﺣﻴﺎﻧﺎﹰ‪ .‬ﳌﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻧﻈﺮ ﺍﻟﻌﻨﺼﺮ ﺍﻷﰐ‪ (l’apprenant et l’analyse des besoins) :‬ﰲ ﻛﺘﺎﺏ ‪:‬‬
‫‪R. Galisson, H. Besse, polémique en didactique, CLE, international, Paris1980, p‬‬
‫‪54 - 65.‬‬
‫‪22‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺑﺎﻟﻄﺒﻊ ﻣﺸﺎ‪‬ﺔ ﻟﻄﺮﻳﻘﺔ ﺃﺧﺮﻯ ﻣﺴﺘﻮﺣﺎﺓ ﻣﻦ ﻓﻜﺮﺓ ﺃﻥ ﺍﻟﻠﻐﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﻈﺎﻡ‪٢٠.‬ﻭﻗﻴﺎﺳﺎﹰ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺮﺃﻱ‬
‫ﳝﻜﻦ ﺍﻟﻘﻮﻝ‪ :‬ﺇﻥ ﺑﻨﺎﺀ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ ﺍﳌﻮﺟﻬﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻳﺘﺄﺛﺮ ﺳﻠﺒﺎﹰ ﻭﺇﳚﺎﺑﺎﹰ ﺑﺎﻟﺘﺼﻮﺭﺍﺕ ﺍﻟﱵ‬
‫ﳛﻤﻠﻬﺎ ﻣﺼﻤ‪‬ﻤﻮ ﺍﳌﻨﺎﻫﺞ ﻋﻦ ﻃﺒﻴﻌﺔ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻨﺤﻮﻳﺔ‪ ،‬ﻭﻋﻦ ﺍﳍﺪﻑ ﻣﻦ ﺗﺪﺭﻳﺴﻬﺎ‪ .‬ﻓﺎﳌﻨﺎﻫﺞ ﺍﻟﱵ ﺗﻨﻄﻠﻖ ﻣﻦ‬
‫ﻓﻜﺮﺓ ﺃﻥ ﺍﻟﻨﺤﻮ ﻗﻮﺍﻧﲔ ﻧ‪‬ﻌ‪‬ﻠﻤﻬﺎ ﻭﳓﻔﻈﻬﺎ ﻏﲑ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﺗﺘﺄﺳﺲ ﻋﻠﻰ ﻓﻜﺮﺓ ﺃﻥ ﺍﻟﻨﺤﻮ ﺷﻲﺀ‬
‫ﳕﺎﺭﺳﻪ ﻭﳒﺮﻳﻪ ﰲ ﺍﻟﻜﻼﻡ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻓﻤﻔﻬﻮﻡ ﺍﻟﻨﺤﻮ ﻭﺍﳍﺪﻑ ﻣﻦ ﺗﺪﺭﻳﺴﻪ ﻳﻨﻌﻜﺴﺎﻥ ﺍﻧﻌﻜﺎﺳﺎﹰ ﺳﻠﺒﻴﺎﹰ ﻭﺇﳚﺎﺑﻴﺎﹰ‬
‫ﻋﻠﻰ ﻣﻨﺎﻫﺞ ﺗﺪﺭﻳﺴﻪ‪.‬‬

‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﰲ ﺯﻣﺎﻧﻨﺎ‪ ،‬ﳎﺎﻻﹰ ﻳﺴﺘﻔﻴﺪ ﻣﻦ ﺭﻭﺍﻓﺪ ﻋﻠﻤﻴﺔ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻓﻘﺪ ﻇﻞ ﻟﻔﺘﺮﺓ ﻃﻮﻳﻠﺔ‬
‫ﻳﺪﺭﺱ ﻗﻀﺎﻳﺎ ﺍﻻﻛﺘﺴﺎﺏ ﻭﺍﻟﺘﻌﻠﱠﻢ ﻣﻌﺘﻤﺪﺍﹰ ﻋﻠﻰ ﻣﻌﻄﻴﺎﺕ ﻣﺴﺘﻤﺪﺓ ﻣﻦ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﺑﺪﻭﻥ‬
‫ﺃﻱ ﺍﺳﺘﻌﺎﻧﺔ ﻭﻻ ﺭﺑﻂ ﺑﻌﻠﻮﻡ ﺍﻟﻠﺴﺎﻥ‪ .‬ﻭﺃﻣﺎ ﺍﻟﻴﻮﻡ‪ ،‬ﻓﻘﺪ ﻇﻬﺮ ﰲ ﺃﻭﺭﺑﺎ ﻭﺃﻣﺮﻳﻜﺎ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﰲ ﺗﻌﻠﻴﻢ‬
‫‪٢١‬‬
‫ﻓﺄﺻﺒﺢ ﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﻓﺮﻭﻋﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻠﻐﺎﺕ ﺭﻭﻋﻴﺖ ﻓﻴﻬﺎ ﻣﻌﻄﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻠﻐﻮﻱ ﺍﳊﺪﻳﺚ‪،‬‬
‫ﺷﺮﻋﻴﺔ ﺍﻟﻔﺼﻞ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻟﻴﺲ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻭﺻﻒ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﻔﺴﲑﻫﺎ‬
‫‪٢٢‬‬
‫ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﲣﻄﻴﻂ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﻨﻔﻴﺬﻫﺎ ﺃﻳﻀﺎ‪.‬‬

‫‪٢٠‬‬
‫‪- W . F. Mackey , principes de didactiques analytique, analyse scientifique de‬‬
‫‪l’enseignement des langues, Paris 1972, P27.‬‬
‫‪ -٢١‬ﺍﻧﻈﺮ ﻣﺎ ﻛﺘﺒﻪ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﳊﺎﺝ ﺻﺎﱀ ﺣﻮﻝ ‪ :‬ﻇﻮﺍﻫﺮ ﺍﻟﻠﺴﺎﻥ ﻭﺍﻟﺘﺒﻠﻴﻎ ﰲ ﻣﻨﻈﻮﺭ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﰲ ﺍﻟﺒﺤﺚ‬
‫ﺍﳌﻮﺳﻮﻡ ﺑـ ‪ :‬ﺃﺛﺮ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﺍﻟﻨﻬﻮﺽ ﲟﺴﺘﻮﻯ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﳎﻠﺔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺍﻟﻌﺪﺩ‪ ،٤‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‬
‫‪ ،١٩٧٤ -٧٣‬ﺹ ‪. ٤١ – ٢٨‬‬
‫‪ -٢٢‬ﳑﺎ ﻻﺷﻚ ﻓﻴﻪ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻴﻮﻡ ﻣﻦ ﺃﺷﺪ ﺍﻟﻠﻐﺎﺕ ﺣﺎﺟﺔ ﺇﱃ ﲝﻮﺙ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻟﻠﻘﻀﺎﺀ ﻋﻠﻰ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﱵ ﺗﻌﺘﺮﺽ ﺳﺒﻴﻞ ﺗﺮﻗﻴﺘﻬﺎ ﻭﺗﻌﻤﻴﻢ ﺍﺳﺘﻌﻤﺎﳍﺎ‪ .‬ﻭﻗﺪ ﻻ ﻧﺒﺎﻟﻎ ﺇﺫﺍ ﻗﻠﻨﺎ ﺇﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﻳﻨﺘﻈﻢ ﻭﻻ ﻳﺆﰐ ﲦﺎﺭﻩ‬
‫ﺇﻻ ﺇﺫﺍ ﺃﳌﻤﻨﺎ ﺑﻄﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺻﻔﺎﹰ ﻭﺗﻔﺴﲑﺍﹰ‪ .‬ﻭﻻ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻠﻢ‪ ‬ﺑﺬﻟﻚ ﺇﻻ ﺇﺫﺍ ﺗﺴﻠﺤﻨﺎ ﺑﺎﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺻﻴﻠﺔ‬
‫ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳊﺪﻳﺜﺔ‪.‬‬
‫‪23‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻣﻦ ﺃﺑﺮﺯ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﱵ ﻣﻜﻨﺖ ﻣﻦ ﲡﺪﻳﺪ ﺍﻟﻨﻈﺮﺓ ﺇﱃ ﺍﻟﻠﻐﺔ ﺩﺭﺍﺳﺔ ﻭﺗﺪﺭﻳﺴﺎﹰ‪ ،‬ﻭﺃﻫ‪‬ﻠﺖ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻟﺘﺤﻘﻴﻖ ﺗﻘﺪﻡ ﻣﻠﺤﻮﻅ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪﻳﻦ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺒﻨﻴﻮﻳﺔ‪ ،‬ﻭﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ‪ ،‬ﻭﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺍﻟﺘﻮﻟﻴﺪﻳﺔ‪ ،‬ﻭﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪ .‬ﻭﳝﻜﻦ ﺍﺧﺘﺼﺎﺭﻫﺎ ﲨﻴﻌﺎﹰ ﰲ ﻟﺴﺎﻧﻴﺎﺕ ﺍﳉﻤﻠﺔ ﻭﻟﺴﺎﻧﻴﺎﺕ ﺍﳋﻄﺎﺏ‪ ٢٣.‬ﻭﻋﻠﻰ‬
‫ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺘﻨﻈﲑﻱ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻫﺬﻩ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﻛﺎﻥ ﺃﻫﻢ ﻣﻦ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ )ﻷﻥ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺣﺎﻭﻟﺖ ﻓﻬﻢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻠﻐﻮﻱ ﺃﻱ ﻛﻴﻒ ﻳﺸﺘﻐﻞ؟ ﺩﻭﻥ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻟﺘﻌﻠﻴﻢ(‪،‬‬
‫ﻓﺈﻥ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﻋﻠﻢ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺗﺄﺛﺮﻭﺍ‪ ،‬ﺑﻄﺮﻳﻘﺔ ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﻏﲑ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﺑﻜﺜﲑ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ‬
‫ﺟﺪ‪‬ﺕ‪ ‬ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻟﺒﺤﺚ ﺍﻟﻠﺴﺎﱐ ﻭﺍﻟﻠﺴﺎﱐ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ .‬ﻭﻣﻦ ﺃﺑﺮﺯ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﻛﺎﻥ ﳍﺎ ﺗﺄﺛﲑ ﻭﺍﺿﺢ ﰲ‬
‫ﲣﻄﻴﻂ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻭﺗﻨﻔﻴﺬﻫﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﻣﻔﻬﻮﻡ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ ) ﺃﻱ ﻓﻜﺮﺓ ﺍﻟﻨﻈﺎﻡ( ﻭﻣﺎ ﺗﻌﻠﻖ ‪‬ﺎ ﻣﻦ ﻣﻔﺎﻫﻴﻢ ﺃﺧﺮﻯ ﻛﺎﻟﺘﻤﺎﺭﻳﻦ‬ ‫‪-‬‬
‫ﺍﻟﺒﻨﻮﻳﺔ‪ ،‬ﻭﺍﻟﻨﺤﻮ ﺍﻟﻀﻤﲏ‪ ،‬ﻭﺍﻻﻧﺘﻘﺎﺀ‪ ،‬ﻭﺍﻟﺘﺪﺭﺝ‪ ،‬ﻭﻗﻮﺍﺋﻢ ﺍﻟﻨﺤﻮ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﻗﻮﺍﺋﻢ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺍﳌﻌﻴﺎﺭ‪ ،‬ﻭﺍﻻﺳﺘﻌﻤﺎﻝ‪ ،‬ﻭﺍﳉﻤﻠﺔ‪ ،‬ﻭﺍﻟﻘﺎﻋﺪﺓ ‪ ،‬ﻭﺍﳋﻄﺄ‪،‬‬
‫ﻭﺍﻟﻨﻘﻞ‪ ،‬ﻭﺍﻟﺘﺪﺍﺧﻞ‪ ،‬ﻭﺍﳌﻘﺎﺭﻧﺔ‪...‬ﺇﱁ‪.‬‬

‫ﻓﻬﻮﻡ ﺍﻷﺣﺪﺍﺙ ﺍﻟﻜﻼﻣﻴﺔ ﻭﻣﺎ ﺍﺗﺼﻞ ‪‬ﺎ ﻣﻦ ﻣﺼﻄﻠﺤﺎﺕ ﻛﺎﻟﻜﻼﻡ‪ ،‬ﻭﺍﳋﻄﺎﺏ‪،‬‬ ‫‪-‬‬
‫ﻭﺍﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺍﳌﻠﻜﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪ ،‬ﻭﲢﻠﻴﻞ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‪ ،‬ﻭﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪،‬‬

‫‪ -٢٣‬ﻭﻣﻦ ﺃﺑﺮﺯ ﺃﻋﻼﻡ ﻫﺬﻳﻦ ﺍﻻﲡﺎﻫﲔ ﻧﺬﻛﺮ‪ ،‬ﺳﻮﺳﲑ‪ ،‬ﻭﺑﻠﻮﻣﻔﻴﻠﺪ‪ ،‬ﻭﺗﺸﻮﻣﺴﻜﻲ‪ ،‬ﻭﻫﺎﻟﻴﺪﺍﻱ‪ ،‬ﻭﺷﺎﺭﻝ ﺑﺎﱄ‪ ،‬ﻭﺑﻨﻔﻨﻴﺴﺖ‪،‬‬
‫ﻭﺟﺎﻛﺒﺴﻮﻥ‪ ،‬ﻭﺑﻮﻝ ﻗﺮﺍﻳﺲ‪ ،‬ﻭﺃﻭﺳﱳ‪ ،‬ﻭﺳﲑﻝ‪ .‬ﻟﻼﻃﻼﻉ ﻋﻠﻰ ﺑﻌﺾ ﺃﻋﻤﺎﻝ ﻫﺆﻻﺀ ﻭﺗﺄﺛﲑﻫﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻧﻈﺮ‪،‬‬
‫‪- Christian Puren, Histoire des methodologies de l’enseignement des langues,‬‬
‫‪P 37 – 389 .‬‬
‫‪- G. Siouffi / D. Van Raemdonck , 100 fiches pour comprendre la linguistique,‬‬
‫‪p. 91 - 100 .‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺍﻟﻨﺺ‪ ،‬ﻭﺍﳋﻄﺎﺏ‪ ،‬ﻭﺍﳌﻌﲎ‪ ،‬ﻭﺍﻟﻐﺮﺽ‪ ،‬ﻭﺍﻟﻨﺺ ﺍﻷﺻﻴﻞ‪ ،‬ﻭﳓﻮ ﺍﻟﻨﺺ‪ ،‬ﻭﺍﻻﺗﺴﺎﻕ )‬
‫ﺍﻟﺘﺮﺍﺑﻂ(‪ ،‬ﻭﺍﻻﻧﺴﺠﺎﻡ‪ ،‬ﻭﺍﻹﺧﺒﺎﺭﻳﺔ‪ ،‬ﻭﺍﳌﻘﺎﻣﻴﺔ‪ ،‬ﻭﺍﻟﺘﻨﺎﺹ‪...‬ﺇﱁ‪.‬‬

‫ﻓﺎﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺇﺫﺍﹰ‪ ،‬ﻣﻌﺮﻓﺔ ﺧﺼﺒﺔ ﻻ ﳝﻜﻦ ﲡﺎﻫﻠﻬﺎ‪ ،‬ﺇﺫ ﻳﺒﻘﻰ ﳍﺎ ﺍﻟﻔﻀﻞ ﰲ ﺗﻨﺒﻴﻪ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﻈﺮﻳﻦ ﻭﳑﺎﺭﺳﲔ‪ ،‬ﺇﱃ ﺿﺮﻭﺭﺓ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺪﻭﺭﻳﺔ ﻟﻠﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻗﺼﺪ ﺍﻻﺭﺗﻘﺎﺀ ‪‬ﺎ‬
‫‪٢٤‬‬
‫ﺇﱃ ﻣﺎ ﻫﻮ ﺃﻓﻀﻞ‪.‬‬

‫‪ -٢٤‬ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺃﺛﺮ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﻋﻠﻢ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﺍﻧﻈﺮ‪،‬‬

‫‪ -‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﳊﺎﺝ ﺻﺎﱀ‪ ،‬ﺃﺛﺮ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﺍﻟﻨﻬﻮﺽ ﲟﺴﺘﻮﻯ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﳎﻠﺔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺍﻟﻌﺪﺩ‪-٧٣ ،٤‬‬
‫‪.١٩٧٤‬‬
‫‪ -‬ﻧﺎﻳﻒ ﺧﺮﻣﺎ ﻭﻋﻠﻲ ﺣﺠﺎﺝ‪ ،‬ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺗﻌﻠﻴﻤﻬﺎ ﻭﺗﻌﻠﻤﻬﺎ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻨﻮﻥ‬
‫ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ )،١٩٨٨‬ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ( ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ - ٣‬ﻣﻜﻮﻧﺎﺕ ﺍﳌﻨﻬﺎﺝ‪:‬‬
‫ﺗﺘﺄﺳﺲ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺘﺮﺍﺑﻄﺔ ﻫﻲ‪ :‬ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﺍﶈﺘﻮﻯ‪ ،‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﲟﺎ‬
‫ﻓﻴﻬﺎ ﺍﳌﻌﻠﻢ‪ ،‬ﻭﺍﻟﺘﻘﻮﱘ‪ .‬ﻓﻬﻲ ﺗﺸﻜﻞ ﻣﻊ ﺑﻌﻀﻬﺎ ﺷﺒﻜﺔ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ ﻻ ﺍﳋﻄﻴﺔ ﻛﻤﺎ ﰲ ﺍﻟﺮﺳﻢ‬
‫ﺍﻟﺒﻴﺎﱐ ﺍﻵﰐ‪:‬‬

‫ﺍﶈﺘﻮﻯ‬ ‫ﺍﻷﻫﺪﺍﻑ‬

‫ﺍﳌﺘﻌﻠﻢ‬

‫ﺍﻟﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﺘﻘﻮﱘ‬

‫‪ - ١ – ٣‬ﺍﻷﻫﺪﺍﻑ )‪:(les objectivs‬‬

‫ﲢﺘﻞ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﻣﻜﺎﻥ ﺍﻟﺼﺪﺍﺭﺓ ﰲ ﲣﻄﻴﻂ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﺇﺫ‬
‫ﺗﺘﺄﺳﺲ ﻋﻠﻴﻬﺎ ﺑﺎﻗﻲ ﻋﻨﺎﺻﺮ ﺍﳌﻨﻬﺞ ﻭﻣﻜﻮﻧﺎﺗﻪ‪ .‬ﻓﻬﻲ ﺍﻟﱵ ﺗﻮﺟﻪ ﻋﻤﻞ ﺍﳌﺮﺑﲔ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﶈﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬‬
‫ﻭﺍﺧﺘﻴﺎﺭ ﻃﺮﻳﻘﺔ ﻋﺮﺿﻪ ﻭﺗﺜﺒﻴﺘﻪ‪ ،‬ﻭﲢﺪﻳﺪ ﺃﺳﻠﻮﺏ ﺗﻘﻮﱘ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﻭﺇﻥ ﺍﻹﺟﺎﺑﺔ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻋﻦ‪ :‬ﻣﻦ ﻳﺘﻌﻠﱠﻢ؟‬
‫ﻭﻣﻦ ﻳﻌﻠﱢﻢ؟ ﻭﻣﺎﺫﺍ ﻧﻌﻠﱢﻢ؟ ﻭﻛﻴﻒ ﻧﻌﻠﱢﻢ؟ ﻭﻣﱴ ﻭﺃﻳﻦ ﻧﻌﻠﱢﻢ؟ ﺭﻫﻴﻨﺔ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﻟ‪‬ﻢ‪ ‬ﻧﻌﻠﱢﻢ؟ ﻓﻬﻮ ﺃﻛﺜﺮ‬
‫ﺍﻷﺳﺌﻠﺔ ﴰﻮﻻﹰ ﻭﺇﺣﺎﻃﺔ‪ ٢٥.‬ﺇﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﺴﺘﻮﻯ ﺟﻴﺪ ﻣﻦ ﺍﻟﺘﺤﺼﻴﻞ ﻫﻮ ﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ ﻳﺮﻣﻲ‬
‫ﺇﻟﻴﻪ ﺃﻱ ﻧﻈﺎﻡ ﺗﺮﺑﻮﻱ‪ .‬ﻭﳑﺎ ﻻ ﺷﻚ ﻓﻴﻪ ﺃﻥ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺼﺮﳛﺔ ﻭﺍﻟﻮﺍﺿﺤﺔ ﻭﺍﶈﺪﺩﺓ ﺗﺴﺎﻫﻢ ﰲ ﲢﻘﻴﻖ‬

‫‪٢٥‬‬
‫‪ -‬ﻫـ‪ .‬ﺩﻭﻗﻼﺱ ﺑﺮﺍﻭﻥ‪ ،‬ﺃﺳﺲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺹ‪.٢١‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪٢٦‬‬
‫ﻓﺘﺤﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻭﺿﺒﻄﻬﺎ ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻗﺒﻮﻝ ﻣﺒﺪﺃ ﺃﺳﺎﺳﻲ ﻭﻫﻮ ﺃﻥ ﻻ ﺗﻜﻮﻥ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺫﻟﻚ‪.‬‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻌﻠﱡﻤﻴﺔ ﻇﺎﻫﺮﺓ ﻋﻔﻮﻳﺔ‪ ،‬ﺗ‪‬ﺘﺮﻙ ﺇﱃ ﺍﻟﺼﺪﻓﺔ‪ ،‬ﺃﻭ ﲤﻠﻴﻬﺎ ﺍﳋﱪﺓ ﻓﺤﺴﺐ‪٢٧،‬ﺑﻞ ﻫﻲ ﻓﻌﻞ ﻭﺍﻉﹴ‬
‫ﻭﻣﻘﺼﻮﺩ ﻭﳑﻨﻬﺞ‪ ،‬ﻳﻨﺒﻐﻲ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻪ ﻭﺍﻟﺘﻨﺒﺆ ﲟﺨﺮﺟﺎﺗﻪ‪ .‬ﻭﻣﻦ ﺑﲔ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﱵ ﺃﻋﺎﺩﺕ ﺍﻻﻋﺘﺒﺎﺭ ﺇﱃ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻹﺟﺮﺍﺋﻴﺔ ﺑﻌﺪﻣﺎ ﺃﳘﻠﻬﺎ ﺑﻌﻀﻬﻢ ﺃﻭ ﺍﻋﺘﱪﻫﺎ ﺛﺎﻧﻮﻳﺔ‪ ،‬ﻫﻮ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻮﺍﺳﻄﺔ‬
‫‪٢٨‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﲟﺪﺧﻞ ﺍﻷﻫﺪﺍﻑ‪.‬‬

‫ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻛﻤﺎ ﺗﻌﺮﻓﻬﺎ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﺍﳌﺘﺨﺼﺼﺔ ﻫﻲ " ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺃﻭ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‬
‫ﺍﻟﱵ ﻳﺴﻌﻰ ﺍﳌﻌﻠﻢ ﺇﱃ ﺇﺣﺪﺍﺛﻬﺎ ﰲ ﺗﻼﻣﻴﺬﻩ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ‬
‫‪٢٩‬‬
‫ﺃﻭ ﻫﻲ " ﺍﻟﺘﺼﺮﻳﺢ ﺍﻟﻮﺍﺿﺢ ﻣﺎ ﺃﻣﻜﻦ ﺑﺎﳌﻔﻌﻮﻻﺕ ﺍﳌﻨﺘﻈﺮﺓ‬ ‫ﺍﳌﺘﻮﻗﻊ ﺣﺪﻭﺛﻬﺎ ﺗﻘﺒﻞ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﻘﻴﺎﺱ"‪.‬‬
‫ﺧﻼﻝ ﻣﺪﺓ ﺗﻄﻮﻝ ﺃﻭ ﺗﻘﺼﺮ ﻣﻦ ﺍﻟﺘﻜﻮﻳﻦ ﻣﻦ ﻃﺮﻑ ﺍﳌﻜﻮﻧﲔ ﻭﺍﳋﺎﺿﻌﲔ ﻟﻠﺘﻜﻮﻳﻦ"‪ ٣٠.‬ﻭﻳﻌﺮﻓﻬﺎ ﺁﺧﺮﻭﻥ‬
‫ﺑﺄ‪‬ﺎ " ﺍﻟﺘﻌﺒﲑ ﺍﻷﻗﻞ ﺃﻭ ﺍﻷﻛﺜﺮ ﺻﺮﺍﺣﺔ ﻋﻦ ﺍﻵﺛﺎﺭ ﺍﳌﺮﺗﻘﺒﺔ ﰲ ﻣﺪﺓ ﻗﺼﲑﺓ ﺃﻭ ﻃﻮﻳﻠﺔ‪ ،‬ﻭﺑﻘﻠﻴﻞ ﺃﻭ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﻟﺘﺄﻛﻴﺪ ﻭﺍﻻﻫﺘﻤﺎﻡ ﻣﻦ ﻃﺮﻑ ﺍﳌﻜﻮﻧﲔ ﺃﻭ ﺍﻷﺷﺨﺎﺹ ﻣﻮﺿﻮﻉ ﺍﻟﺘﻜﻮﻳﻦ ﻭﺍﳌﻘﺮﺭﻳﻦ ﻟﻪ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ‬

‫‪ -٢٦‬ﻧﺎﻳﻒ ﺧﺮﻣﺎ ﻭﻋﻠﻲ ﺣﺠﺎﺝ‪ ،‬ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺗﻌﻠﻴﻤﻬﺎ ﻭﺗﻌﻠﻤﻬﺎ‪ ،‬ﺹ ‪.١٩٩‬‬
‫‪ -٢٧‬ﻫﻨﺎﻙ ﻣﻦ ﻳﻔﺮﻁ ﰲ ﺍﻟﻨﻘﺪ ﻓﻴﺬﻫﺐ ﺇﱃ ﺣﺪ ﺍﻻﻋﺘﻘﺎﺩ ﺑﺄﻥ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻘﺪﳝﺔ ﲤﺖ ﺩﻭﻥ ﲢﺪﻳﺪ ﻟﻸﻫﺪﺍﻑ‪ .‬ﻭﻫﺬﺍ‬
‫ﺍﻻﻋﺘﻘﺎﺩ ﻏﲑ ﺻﺤﻴﺢ‪ ،‬ﻷﻥ ﻣﻔﻬﻮﻡ ﺍﳍﺪﻑ ﺟﻮﻫﺮﻱ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻓﻜﻞ ﻓﻌﻞ ﺑﻴﺪﺍﻏﻮﺟﻲ ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﻃﺒﻴﻌﺘﻪ‪،‬‬
‫ﻓﻬﻮ ﻳﺘﻀﻤﻦ ﺃﻫﺪﺍﻓﺎﹰ ﺿﻤﻨﻴﺔ ﺃﻭ ﺻﺮﳛﺔ‪.‬‬
‫‪ -٢٨‬ﳌﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻧﻈﺮ ﺍﳉﺰﺀ ﺍﳋﺎﺹ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻮﺍﺳﻄﺔ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻗﻊ ﻭﺁﻓﺎﻕ‪ ،‬ﰲ ﻛﺘﺎﺏ‪ :‬ﻣﻦ‬
‫ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺎ ﺇﱃ ﺍﻟﺪﻳﺪﺍﻛﺘﻴﻚ‪ ،‬ﺩﺭﺍﺳﺔ ﻭﺗﺮﲨﺔ ﺭﺷﻴﺪ ﺑﻨﺎﱐ‪.‬‬
‫‪ - ٢٩‬ﺣﺴﻦ ﺷﺤﺎﺗﺔ‪ ،‬ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﺹ ‪.٦٢‬‬
‫‪ -٣٠‬ﺭﺷﻴﺪ ﺑﻨﺎﱐ‪ ،‬ﻣﻦ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺎ ﺇﱃ ﺍﻟﺪﻳﺪﺍﻛﺘﻴﻚ‪ ،‬ﻁ‪ ،١‬ﺍﳊﻮﺍﺭ ﺍﻷﻛﺎﺩﳝﻲ ﻭﺍﳉﺎﻣﻌﻲ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﻟﺒﻴﻀﺎﺀ‪ ،‬ﺍﳌﻐﺮﺏ‪ ،١٩٩١‬ﺹ‬
‫‪.٦‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍ‪‬ﺘﻤﻊ"‪ ٣١.‬ﺇﻥ ﺍﻟﻘﺎﺳﻢ ﺍﳌﺸﺘﺮﻙ ﺍﻟﺬﻱ ﳚﻤﻊ ﺑﲔ ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﱵ ﺣﺪﺩﺕ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻫﻮ‬
‫ﺍﻹﺷﺎﺭﺓ ﺇﱃ‪:‬‬

‫ﺍﻟﻨﻴﺔ ﺃﻭ ﺍﻟﻘﺼﺪ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻮﺟﻪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﱡﻢ ﺣﱴ ﺗﻜﻮﻥ ﻓﻌﻼﹰ ﻭﺍﻋﻴﺎﹰ‬ ‫‪-‬‬
‫ﻭﻣﻘﺼﻮﺩﺍﹰ‪.‬‬

‫ﺍﳌﹸﺨﺮﺟﺎﺕ ﺃﻭ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﺍﻟﱵ ﻳﺴﻌﻰ ﺍﳌﻌﻠﱢﻢ ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﻟﺪﻯ ﺍﳌﺘﻌﻠﻤﲔ‪.‬‬ ‫‪-‬‬

‫ﻗﺎﺑﻠﻴﺔ ﺍﻟﻨﺘﻴﺠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻮﱘ‪" .‬ﻓﺄﹶﻥﹾ ﺗ‪‬ﻌﻠﹼﻢ ﻳﻌﲏ ﺃﻥ ﺗﻘﻮﺩ ﳓﻮ ﺳﻠﻮﻛﻴﺎﺕ ﻗﺎﺑﻠﺔ‬ ‫‪-‬‬
‫ﻟﻠﻘﻴﺎﺱ ﻭﺍﳌﻼﺣﻈﺔ" ﻣﺜﻞ‪ :‬ﻳﺘﻌﺮﻑ ﺍﳌﺘﻌﻠﻢ ﺇﱃ‪ ،‬ﻳ‪‬ﻌﺮﻑ ﺑـ‪ ،‬ﻳﺮﺩﺩ‪ ،‬ﳝﻴﺰ‪ ،‬ﻳﺴﻤﻲ‪،‬‬
‫ﳜﺘﺎﺭ‪ ،‬ﳛﻮﻝ‪ ،‬ﻳﺴﺘﺒﺪﻝ‪ ،‬ﻳﻔﺴﺮ‪ ،‬ﻳﺸﺮﺡ‪ ،‬ﻳﻌﻴﺪ ﺻﻴﺎﻏﺔ‪ ،‬ﻳﻨﺸﺊ‪ ،‬ﻳﻜﻮ‪‬ﻥ‪ ،‬ﻳﻠﺨﺺ‪،‬‬
‫ﻳﻘﻠﺺ‪ ،‬ﻳﻮﺍﺯﻥ‪ ،‬ﻳﺼﻒ ‪...‬ﺇﱁ‪.‬‬

‫ﺃﻥ ﻣﻔﻬﻮﻡ ﺍﳍﺪﻑ ﺟﻮﻫﺮﻱ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﺃﻣﺎ ﻋﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﺍﺭﺳﲔ ﻳﺼﻨﻔﻮ‪‬ﺎ ﺇﱃ ﺃﻗﺴﺎﻡ ﻭﺃﻧﻮﺍﻉ ﻳﺼﻌﺐ‪ ،‬ﺃﺣﻴﺎﻧﺎﹰ‪ ،‬ﻭﺿﻊ ﺣﺪ‪‬‬
‫ﻓﺎﺻﻞ ﺑﻴﻨﻬﺎ‪ .‬ﻓﻬﻨﺎﻙ ﺍﻟﻐﺎﻳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺮﲰﻲ‪ ،‬ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‬
‫ﳌﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺼﻔﻮﻑ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ‬
‫ﺍﻷﻧﻮﺍﻉ ﰲ ﻋﺮﻑ ﺑﻌﺾ ﺍﻟﺪﺍﺭﺳﲔ ﺑﺎﳌﻘﺎﺻﺪ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﺗﻀﺎﻑ ﺇﱃ ﻫﺬﻩ ﺍﻷﻗﺴﺎﻡ ﺍﻷﻧﻮﺍﻉ ﺍﻵﺗﻴﺔ‪ :‬ﺃﻫﺪﺍﻑ‬

‫‪ -٣١‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﺗﺄﻟﻴﻒ ﲨﺎﻋﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ‪ ،١‬ﻣﻄﺒﻌﺔ ﳒﻤﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﳌﻐﺮﺏ ‪ ،١٩٨٨‬ﺹ‬
‫‪.٧٥‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﳌﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺃﻫﺪﺍﻑ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺱ‪ .‬ﻭﻳﻄﻠﻖ ﺑﻌﻀﻬﻢ ﻋﻠﻴﻬﺎ ﻣﺼﻄﻠﺢ ﺍﻷﻫﺪﺍﻑ‬
‫‪٣٢‬‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ .‬ﻭﰲ ﻣﺎ ﻳﻠﻲ ﺭﺳﻢ ﺑﻴﺎﱐ ﳝﺜﻞ ﻣﻨﻈﻮﻣﺔ ﺍﻷﻫﺪﺍﻑ ﻭﺗﺪﺭﺝ ﻣﺴﺘﻮﻳﺎ‪‬ﺎ‪:‬‬

‫ﻟﻐﺎﻳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‬

‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‬

‫)‪(١‬‬

‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﳌﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ‬

‫)‪(٢‬‬

‫)‪(٣‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺼﻔﻮﻑ ﺍﻟﺪﺭﺍﺳﻴﺔ‬

‫)‪(٤‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‬

‫ﺃﻫﺪﺍﻑ ﺍﳌﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ‬

‫)‪(١‬‬

‫)‪(٢‬‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‬

‫)‪(٣‬‬
‫ﺍﻟﻔﺼﻞ‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺱ‬

‫‪ -٣٢‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﺣﺴﻦ ﺍﻟﺒﺠﺔ‪ ،‬ﺃﺻﻮﻝ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﳌﻤﺎﺭﺳﺔ‪ ،‬ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺪﻧﻴﺎ‪ ،‬ﺹ‪.٤٧‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﳌﺨﻄﻂ ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺍﺷﺘﻘﺎﻕ ﺍﻷﻫﺪﺍﻑ ﺑﻌﻀﻬﺎ ﻣﻦ ﺑﻌﺾ‪.‬‬ ‫‪-‬‬

‫ﻫﻨﺎﻙ ﺃﻫﺪﺍﻑ ﺗﺴﺘﻤﺪ ﻭﺟﻮﺩﻫﺎ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻀﻄﻠﻊ‬ ‫‪-‬‬
‫ﺑﺸﺆﻭﻥ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻜﻮﻳﻦ‪ .‬ﻭﻫﻨﺎﻙ ﺃﻫﺪﺍﻑ ﺃﺧﺮﻯ ﺗﻀﺒﻄﻬﺎ ﻓﺮﻕ ﻣﺘﺨﺼﺼﺔ ﰲ ﺑﻨﺎﺀ‬
‫ﺍﳌﻨﺎﻫﺞ ﻭﺗﻘﻮﳝﻬﺎ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﰲ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ ﻟﻠﻤﻨﺎﻫﺞ ﻭﺍﳌﻘﺮﺭﺍﺕ‪ .‬ﻭﻫﻨﺎﻙ‬
‫ﺃﻫﺪﺍﻑ ﺛﺎﻟﺜﺔ ﻳﻀﻄﻠﻊ ﺑﺘﺤﺪﻳﺪﻫﺎ ﺍﳌﺪﺭﺳﻮﻥ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﰲ ﺍﻷﻫﺪﺍﻑ ﺍﻹﺟﺮﺍﺋﻴﺔ ﺃﻭ‬
‫ﺍﻷﺩﺍﺋﻴﺔ ﻛﻤﺎ ﻳﺴﻤﻴﻬﺎ ﺑﻌﻀﻬﻢ‪ ،‬ﻭﻫﻲ ﺃﻫﺪﺍﻑ ﻋﻤﻠﻴﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻤﻼﺣﻈﺔ ﻭﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﻣﺎ‬
‫ﻳﻼﺣﻆ ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﺍﳌﻮﺟﻬﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺃﻥ ﺃﻏﻠﺒﻬﺎ ﻳﻔﺘﻘﺮ ﺇﱃ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻹﺟﺮﺍﺋﻴﺔ‪.‬‬

‫ﻭﻣﻦ ﺃﺑﺮﺯ ﺷﺮﻭﻁ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳉﻴﺪﺓ ﺍﻟﱵ ﺗﻌﲔ ﻋﻠﻰ ﺗﺮﲨﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺇﱃ ﺃﻫﺪﺍﻑ‬
‫ﺳﻠﻮﻛﻴﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺃﻥ ﺗﻜﻮﻥ ﻭﺍﻗﻌﻴﺔ ﳝﻜﻦ ﲢﻘﻴﻘﻬﺎ‪ ،‬ﻓﻼ ﺗﻐﺮﻕ ﰲ ﺍﳌﺜﺎﻟﻴﺔ ﻭﺍﻟﺘﺠﺮﻳﺪ‪.‬‬ ‫‪-‬‬

‫ﺃﻥ ﺗﻜﻮﻥ ﺇﺟﺮﺍﺋﻴﺔ ﳝﻜﻦ ﻗﻴﺎﺳﻬﺎ‪ ،‬ﻷﻥ ﺫﻟﻚ ﻳﺴﺎﻋﺪ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻮﱘ‪ ،‬ﻭﳝﻜﹼﻦ‬ ‫‪-‬‬
‫ﺍﳌﺪﺭﺱ ﻣﻦ ﺃﻥ ﻳﻠﻤﺲ ﺁﺛﺎﺭ ﺗﺪﺭﻳﺴﻪ‪ ،‬ﻭﳛﺪﺩ ﻣﺪﻯ ﳒﺎﺣﻪ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪.‬‬

‫ﺃﻥ ﺗﻜﻮﻥ ﻭﺍﺿﺤﺔ ﻭﺻﺮﳛﺔ‪ ،‬ﲝﻴﺚ ﺗﺼﺎﻍ ﺻﻴﺎﻏﺔ ﻻ ﺗﺪﻋﻮ ﺇﱃ ﺳﻮﺀ ﺍﻟﻔﻬﻢ‪.‬‬ ‫‪-‬‬

‫ﺃﻥ ﻻ ﺗﻜﻮﻥ ﻣﺘﻨﺎﻗﻀﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪.‬‬ ‫‪-‬‬

‫ﳚﺐ ﺃﻥ ﺗﺮﺍﻋﻲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻨﺪ ﺻﻴﺎﻏﺘﻬﺎ ﻭﲢﺪﻳﺪﻫﺎ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ‪ :‬ﺇﻥ ﲣﻄﻴﻂ ﻣﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﺎﻣﺔ ﻭﺍﻟﻨﺤﻮ ﺧﺎﺻﺔ ﰲ ﺣﺎﺟﺔ ﻣﺎﺳﺔ ﺇﱃ ﺗﺮﺳﻴﺦ‬
‫ﺛﻘﺎﻓﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻹﺟﺮﺍﺋﻴﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺪﻭﺭﻳﺔ‪ ،‬ﻭﻋﺪﻡ ﺍﻹﻓﺮﺍﻁ ﰲ ﺍﻟﺘﺼﺮﻳﺢ‬
‫ﺑﺄﻫﺪﺍﻑ ﻃﻤﻮﺣﺔ ﺟﺪﺍﹰ ﺃﻭ ﻓﻀﻔﺎﺿﺔ ﻳﺼﻌﺐ ﲢﻘﻴﻘﻬﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻛﺄﻥ ﺗ‪‬ﺴﻨﺪ ﳌﺎﺩﺓ ﺍﻟﻨﺤﻮ ﻭﻫﻮ‬
‫ﻓﺮﻉ ﻣﻦ ﻓﺮﻭﻉ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﲨﻠﺔ ﻋﺮﻳﻀﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﻭﻋﻠﻰ ﺭﺃﺳﻬﺎ ﺇﻛﺴﺎﺏ ﺍﳌﺘﻌﻠﻢ ﺍﳌﻠﻜﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪،‬‬
‫ﻭﺍﻟﱵ ﻻ ﺗﺘﺤﻘﻖ ﺇﻻ ﺑﺘﻀﺎﻓﺮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﺪﺭﺍﺕ ﺃﺑﺮﺯﻫﺎ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻨﺤﻮﻳﺔ‪ ،‬ﻭﻗﺪﺭﺓ ﺍﳋﻄﺎﺏ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ .‬ﻗﺎﻝ ﺍﺑﻦ ﺧﻠﺪﻭﻥ‪..." :‬ﻭﻫﺬﻩ ﺍﳌﻠﻜﺔ ]ﺃﻱ ﺍﻟﻠﻐﻮﻳﺔ[ ﺇﳕﺎ ﲢﺼﻞ‬
‫ﲟﻤﺎﺭﺳﺔ ﻛﻼﻡ ﺍﻟﻌﺮﺏ‪ ،‬ﻭﺗﻜﺮﺭﻩ ﻋﻠﻰ ﺍﻟﺴﻤﻊ‪ ،‬ﻭﺍﻟﺘﻔﻄﻦ ﳋﻮﺍﺹ ﺗﺮﻛﻴﺒﻪ‪ ،‬ﻭﻟﻴﺲ ﲢﺼﻞ ﲟﻌﺮﻓﺔ ﺍﻟﻘﻮﺍﻧﲔ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﺫﻟﻚ ﺍﻟﱵ ﺍﺳﺘﻨﺒﻄﻬﺎ ﺃﻫﻞ ﺻﻨﺎﻋﺔ ﺍﻟﺒﻴﺎﻥ‪ .‬ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻧﲔ ﺇﳕﺎ ﺗﻔﻴﺪ ﻋﻠﻤﺎﹰ ﺑﺬﻟﻚ ﺍﻟﻠﺴﺎﻥ ﻭﻻ‬
‫ﺗﻔﻴﺪ ﺣﺼﻮﻝ ﺍﳌﻠﻜﺔ ﺑﺎﻟﻔﻌﻞ ﰲ ﳏﻠﻬﺎ"‪ .‬ﺇﺫﺍﹰ ﻓﺎﻟﻨﺤﻮ ﻋﺎﻣﻞ ﻣﺴﺎﻋﺪ ﻭﻟﻴﺲ ﻫﻮ ﻛﻞ ﺷﻲﺀ ﰲ ﺗﻌﻠﱡﻢ ﻭﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺎﺕ‪ .‬ﻭﺇﺫﺍ ﺃﺭﺍﺩ ﺍﳌﺮﺑﻮﻥ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﻨﺤﻮ ﰲ ﺧﺪﻣﺔ ﺍﻟﺘﻌﺒﲑ ﺑﺸﻜﻠﻴﻪ ﺍﻟﺸﻔﻮﻱ ﻭﺍﻟﻜﺘﺎﰊ‪ ،‬ﻓﻌﻠﻴﻬﻢ ﺃﻥ ﻻ‬
‫ﻳﺘﺠﺎﻫﻠﻮﺍ ﺭﺑﻄﻪ ﺑﺎﻟﺒﻼﻏﺔ‪ ،‬ﺃﻱ ﻋﻠﻴﻬﻢ ﺻﻴﺎﻏﺔ ﺃﻫﺪﺍﻑ ﺇﺟﺮﺍﺋﻴﺔ ﲡﻤﻊ ﺑﲔ ﺍﳌﺎﺩﺓ ﺍﻟﻨﺤﻮﻳﺔ ﻭﻋﻠﻢ ﺍﳌﻌﺎﱐ‪ ،‬ﻓﻬﻮ‬
‫ﳝﺜﻞ ﻗﻤﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺟﻮﻫﺮﻫﺎ‪.‬‬

‫‪ - ٢ – ٣‬ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ ﻭﺗﻨﻈﻴﻤﻪ‪:‬‬

‫ﳝﺜﻞ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳ‪‬ﺪﺭ‪‬ﺱ ﻟﻠﻤﺘﻌﻠﻤﲔ ﰲ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ‬
‫ﺑﻨﺎﺀ ﺍﳌﻨﺎﻫﺞ ﺑﻌﺪ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﻨﻬﺎﺋﻲ ﺃﻭ ﺍﳌﺆﻗﺖ ﻟﻸﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ .‬ﻭﺗﱪﺯ ﺃﳘﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﺒﺪﺃ "ﺍﻻﺧﺘﻴﺎﺭ"‬
‫ﺃﻣﺎﻡ ﺍﻟﺸﺒﻜﺔ ﺍﳍﺎﺋﻠﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﲢﺘﻮﻳﻬﺎ ﺍﻟﻠﻐﺔ‪ .‬ﻓﺜﺮﻭﺓ ﻛﻞ ﻟﻐﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﺃﻛﱪ ﻣﻦ ﺃﻥ ﺗﻘﺪﻡ‬
‫ﰲ ﻣﺴﺘﻮﻯ ﻭﺍﺣﺪ ﻣﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﲢﺘﺎﺝ ﺃﺑﻮﺍﺏ ﺍﻟﻨﺤﻮ ﻭﻣﻮﺿﻮﻋﺎﺗﻪ ﺇﱃ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ‬
‫ﺗﻔﺮﺽ ﻋﻠﻰ ﺍﳋﱪﺍﺀ ﺍﺧﺘﻴﺎﺭ ﺑﻌﻀﻬﺎ ﻭﺭﻓﺾ ﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ‪ ،‬ﻛﻤﺎ ﺗﻔﺮﺽ ﻋﻠﻴﻬﻢ ﺗﻘﺪﱘ ﺑﻌﻀﻬﺎ ﻭﺗﺄﺟﻴﻞ‬
‫ﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ‪ .‬ﻓﻠﻴﺲ ﻛﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﻣﺘﺴﺎﻭﻳﺔ ﻣﻦ ﺣﻴﺚ ﺍﻷﳘﻴﺔ ﻭﺍﻟﻔﺎﺋﺪﺓ‪ ،‬ﻓﻬﻨﺎﻙ ﻣﻮﺿﻮﻋﺎﺕ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺑﺴﻴﻄﺔ ﻭﺃﺧﺮﻯ ﻣﻌﻘﺪﺓ‪ ،‬ﻭﻫﻨﺎﻙ ﻣﻮﺿﻮﻋﺎﺕ ﻭﺍﺿﺤﺔ ﻭﺃﺧﺮﻯ ﻏﺎﻣﻀﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﺑ‪‬ﲎ ﻣﺮﻛﺰﻳﺔ ﻻ ﻳﺴﺘﻐﲏ ﻋﻨﻬﺎ‬
‫ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺃﺧﺮﻯ ﻫﺎﻣﺸﻴﺔ ﺃﻭ ﺛﺎﻧﻮﻳﺔ ﻻ ﺗ‪‬ﺮﹺﺩ‪ ‬ﰲ ﺍﻟﻜﻼﻡ ﺇﻻ ﻧﺎﺩﺭﺍﹰ‪ .‬ﻭﺑﺎﺧﺘﺼﺎﺭ " ﺃﻥﹾ ﺗ‪‬ﻌ‪‬ﻠﱢﻢ" ﻣﻌﻨﺎﻩ‬
‫ﺃﻥ ﲣﺘﺎﺭ‪ ،‬ﻭﻟﻜﻲ ﻻ ﻳﻜﻮﻥ ﺍﻻﺧﺘﻴﺎﺭ ﺣﺪﺳﻴﺎﹰ ﺃﻭ ﺫﺍﺗﻴﺎﹰ ﺃﻭ ﻣﻦ ﺇﻣﻼﺀ ﺍﻟﺼﺪﻓﺔ ﺃﻭ ﺍﳋﱪﺓ ﻓﺤﺴﺐ‪ ،‬ﻻ ﺑﺪ ﻣﻦ‬
‫ﺿﺒﻄﻪ ﲟﻘﺎﻳﻴﺲ ﻣﻮﺿﻮﻋﻴﺔ‪ .‬ﻓﻤﺎ ﻫﻲ ﻣﻌﺎﻳﲑ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ ﺍﻷﺳﺎﺳﻲ ﺃﻭ ﺍﻟﻮﻇﻴﻔﻲ ﺃﻭ ﺍﳌﻨﺎﺳﺐ‬
‫ﻟﻠﻤﺘﻌﻠﻤﲔ؟‬

‫ﺇﻥ ﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻛﻤﺎ ﻳﻌﺮﻓﻪ ﺑﻌﺾ ﺍﻟﻠﺴﺎﻧﻴﲔ‪ ،‬ﻫﻮ ﺃﺳﻠﻮﺏ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﻳﺴﺘﻬﺪﻑ‬
‫ﺍﻟﻮﺻﻒ ﺍﳌﻮﺿﻮﻋﻲ ﳌﻀﺎﻣﲔ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﺃﻭ ﻫﻮ ﺇﺟﺮﺍﺀ ﺗﺮﺑﻮﻱ ﻣﻮﺿﻮﻋﻲ ﻳﻬﺪﻑ ﺇﱃ ﺍﳊﺼﺮ ﺍﻟﻜﻤﻲ‬
‫ﻭﺍﻟﻨﻮﻋﻲ ﻟﻠﺘﺮﺍﻛﻴﺐ ﻭﺍﻟﺒ‪‬ﲎ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻟﻌﻞ ﺃﻭﻝ ﺧﻄﻮﺓ ﰲ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ‬
‫ﺍﳌﻘﻨﻦ ﻟﻠﺒﲎ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻲ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺎﺕ ﻣﺴﺢ ﺷﺎﻣﻠﺔ ﻭﻣﻨﻈﻤﺔ ﻟﻠﺘﺮﺍﻛﻴﺐ ﺍﻟﺸﺎﺋﻌﺔ ﺍﻟﱵ ﲣﺘﺰ‪‬ﺎ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻤﺎ ﻭﺭﺩﺕ ﰲ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﳌﻨﻄﻮﻕ ﻭﺍﳌﻜﺘﻮﺏ‪ .‬ﻭﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﺣﺪﻳﺜﺎﹰ ﰲ‬
‫ﲢﺪﻳﺪ ﺍﶈﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻻﺳﺘﻘﺮﺍﺀ ﺍﻟﻮﺍﺳﻊ‪ ،‬ﲢﻠﻴﻞ ﺇﻧﺘﺎﺝ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺷﱴ ﺍﳌﺴﺘﻮﻳﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻦ ﺃﺟﻞ ﻣﻌﺮﻓﺔ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻟﱵ ﻳﻜﺜﺮ ﺷﻴﻮﻋﻬﺎ ﰲ ﺃﺳﺎﻟﻴﺒﻬﻢ ﺍﻟﻜﻼﻣﻴﺔ ﻭﺍﻟﻜﺘﺎﺑﻴﺔ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﺍﺳﺘﻨﻄﺎﻕ ﺃﺧﻄﺎﺋﻬﻢ ﻭﲢﻠﻴﻠﻬﺎ ﻟﻼﺳﺘﻔﺎﺩﺓ ﳑﺎ ﺗﻮﺣﻲ ﺑﻪ ﻣﻦ ﺇﺷﻜﺎﻻﺕ ﻟﻐﻮﻳﺔ ﻭﻏﲑ ﻟﻐﻮﻳﺔ‪ .‬ﻓﻤﻦ‬
‫ﺍﻟﻀﺮﻭﺭﻱ ﺑﻨﺎﺀ ﺃﺭﺿﻴﺔ ﺃﻭ ﺇﻋﺪﺍﺩ ﺫﺧﲑﺓ ﺗﻜﻮﻥ ﻣﺼﺪﺭﺍﹰ ﻟﺘﺰﻭﻳﺪ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ ﻭﻣﻘﺮﺭﺍﺗﻪ ﺑﺎﳌﻮﺿﻮﻋﺎﺕ ﲝﺴﺐ‬
‫ﺃﺳﺎﺳﻴﺎ‪‬ﺎ ﰲ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﺍﻟﺒﻨﺎﺀ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺃﻳﻀﺎﹰ ﲝﺴﺐ ﻣﻼﺀﻣﺘﻬﺎ ﳊﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻗﺪﺭﺍ‪‬ﻢ‪ .‬ﻭﻗﺒﻞ‬
‫ﺍﻟﺒﺤﺚ ﰲ ﻣﻘﺎﻳﻴﺲ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻋﻲ ﻟﻠﻤﺤﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻪ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻨﺤﻮﻳﺔ‬
‫ﺍﳌﻮﺟﻬﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ،‬ﻻ ﺑﺪ ﺃﻭﻻﹰ ﻣﻦ ﲢﺪﻳﺪ "ﻧﻮﻉ ﺍﻟﻘﻮﺍﻋﺪ "‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ - ١ - ٢ – ٣‬ﲢﺪﻳﺪ ﻧﻮﻉ ﺍﻟﻘﻮﺍﻋﺪ‪:‬‬

‫ﻟﻌﻞ ﺟﺎﻧﺒﺎﹰ ﻛﺒﲑﺍﹰ ﻣﻦ ﺍﻹﺷﻜﺎﻝ ﺍﻟﻮﺍﺳﻊ ﺍﻟﺬﻱ ﺍﻗﺘﺮﻥ ﺑﺎﻟﻨﺤﻮ ﻭﺗﻌﻠﻴﻤﻪ ﻳﻌﻮﺩ ﺇﱃ ﻋﺪﻡ ﲤﻴﻴﺰ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ‬
‫ﺑﻨﺎﺀ ﺍﳌﻨﺎﻫﺞ ﻭﺍﳌﺸﺮﻓﲔ ﻋﻠﻰ ﺗﻨﻔﻴﺬﻫﺎ ﺑﲔ ﺍﻷﳓﺎﺀ ﻻﺳﻴﻤﺎ ﺑﲔ‪ :‬ﺍﻟﻨﺤﻮ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺍﻟﻨﺤﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻓﺎﳋﻠﻂ‬
‫ﺑﻴﻨﻬﻤﺎ ﺳ‪‬ﺒ‪‬ﺐ‪ ‬ﺧﻄﲑ ﰲ ﺗﺪﻫﻮﺭ ﺗﺪﺭﻳﺲ ﻣﺎﺩﺓ ﺍﻟﻨﺤﻮ‪ ،‬ﺑﻞ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ .‬ﻓﺎﻟﻨﺤﻮ ﺍﻟﻌﻠﻤﻲ ﻗﺎﺋﻢ ﻋﻠﻰ‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﻨﻄﻘﻲ ﻟﻠﺒﻨﺎﺀ )ﺍﻟﻨﻈﺎﻡ( ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻣﺎ ﺗﻘﺘﻀﻴﻪ ﻣﻦ ﺗﺒﺴﻴﻂ ﻭﺗﺪﺭﺝ‪ .‬ﻓﻬﻮ‬
‫ﻛﻤﺎ ﻳﻘﻮﻝ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﳊﺎﺝ ﺻﺎﱀ‪ ،‬ﳓﻮ ﻋﻤﻴﻖ‪ ،‬ﳎﺮﺩ‪ ،‬ﺃﻫﺪﺍﻓﻪ ﺍﻟﻘﺮﻳﺒﺔ ﻭﺍﻟﺒﻌﻴﺪﺓ ﺍﳋﺎﺻﺔ ﺑﻪ ﻫﻲ ﺍﻟﺒﺤﺚ‬
‫ﻭﺍﻻﻛﺘﺸﺎﻑ ﺍﳌﺴﺘﻤﺮ‪ .‬ﻭﻣﻦ ﺃﺑﺮﺯ ﺧﺼﺎﺋﺺ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺃﻧﻪ ﻳﻘﻮﻡ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﻟﻐﻮﻳﺔ ﺗﻨﺸﺪ ﺍﻟﺪﻗﺔ ﰲ ﺍﻟﻮﺻﻒ ﻭﺍﻟﺘﻔﺴﲑ‪ ،‬ﻭﺗﺘﺨﺬ ﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ‬ ‫‪-‬‬
‫ﺍﳍﺪﻑ ﺃﺩﻕ ﺍﳌﻨﺎﻫﺞ ‪.‬‬

‫ﺃﻧﻪ ﺩﻗﻴﻖ ﻭﻣﻔﺼ‪‬ﻞ‪ ،‬ﻭﻟﻜﻨﻪ ﺃﻋﻘﺪ ﻣﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﺎﺩﺓ ﺗﻌﻠﻴﻤﻴﺔ ﺻﺎﳊﺔ‪ ،‬ﺗﺘﻼﺀﻡ ﻣﻊ‬ ‫‪-‬‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻃﺒﻴﻌﺘﻪ‪ ،‬ﻭﺧﺼﻮﺻﻴﺘﻪ‪.‬‬

‫ﳛﺼﺮ ﺃﳕﺎﻁ ﺍﳉﻤﻞ ﺍﻟﻨﺤﻮﻳﺔ ﰲ ﻟﻐﺔ ﻣﺎ‪ ،‬ﻭﻳﻘﺪﻡ ﳍﺎ ﻭﺻﻔﺎﹰ ﻭﺗﻔﺴﲑﺍﹰ‪.‬‬ ‫‪-‬‬

‫ﺃﻥ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺘﻨﻈﲑﻱ‪ ،‬ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻨﺤﻮ‪ ،‬ﺃﻫﻢ ﻣﻦ ﺍﻟﺘﻔﻜﲑ ﰲ‬ ‫‪-‬‬
‫ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺘﺮﺑﻮﻱ‪.‬‬

‫ﺃﻣﺎ ﺍﻟﻨﺤﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ )ﺍﻟﺘﺮﺑﻮﻱ( ﻓﻴﻨﺒﻐﻲ ﺃﻥ ﻳﺼﻤﻢ ﺃﺳﺎﺳﺎﹰ ﻟﻴﻜﻮﻥ ﻗﺎﺑﻼﹰ ﻟﻠﺘﺪﺭﻳﺲ ﻭﻣﺘﻀﻤﻨﺎﹰ ﻷﻭﺟﻪ‬
‫ﻋﺪﻳﺪﺓ ﻣﻦ ﺍﻟﺘﺒﺴﻴﻂ‪ .‬ﻓﻬﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻨﺤﻮ ﻳﺮﻛﺰ ﻋﻠﻰ ﻣﺎ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﺍﳌﺘﻌﻠﻢ ﰲ ﻭﺍﻗﻊ ﺍﳋﻄﺎﺏ‪ ،‬ﻭﳜﺘﺎﺭ‬
‫ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻣﻦ ﳎﻤﻮﻉ ﻣﺎ ﻳﻘﺪﻣﻪ ﺍﻟﻨﺤﻮ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻳﻌﺪﳍﺎ ﻃﺒﻘﺎﹰ ﻷﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﻳﻘﻮﻡ ﻫﺬﺍ‬
‫ﺍﳌﺴﺘﻮﻯ ﻋﻠﻰ ﺃﺳﺲ ﻟﻐﻮﻳﺔ ﻭﻧﻔﺴﻴﺔ ﻭﺗﺮﺑﻮﻳﺔ‪ .‬ﻭﻫﻮ ﰲ ‪‬ﺎﻳﺔ ﺍﳌﻄﺎﻑ ﻟﻴﺲ ﺗﻠﺨﻴﺼﺎﹰ ﻟﻠﻨﺤﻮ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﳛﺪﺩ "‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺗﺸﻮﻣﺴﻜﻲ" ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻨﺤﻮ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﻨﺤﻮ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﺑﺄﻥ ﺍﻷﻭﻝ ﻳﻬﺪﻑ ﺇﱃ ﲢﺪﻳﺪ ﻛﺎﻣﻞ‬
‫ﻟﻠﺒﻨﻴﺔ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺭﺍﺀ ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ ﻋﻨﺪ ﺍﻟﻔﺮﺩ‪ ،‬ﺃﻱ ﺗﻔﺴﲑ ﺍﳌﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻨﺪ ﺍﳌﺘﻜﻠﻢ‪ .‬ﻓﻘﻮﺍﻋﺪﻩ ﻣﻨﻈﻤﺔ‪ ،‬ﰲ‬
‫ﺭﺃﻳﻪ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺑﺎﻟﻐﺔ ﺍﻟﺘﺠﺮﻳﺪ ﻭﺍﻟﺼﻌﻮﺑﺔ‪ .‬ﻭﺃﻣﺎ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺮﺑﻮﻱ ﻓﻠﻪ ﰲ ﻧﻈﺮﻩ ﲰﺎﺕ ﺃﳘﻬﺎ‪:‬‬

‫ﺃ‪ -‬ﻳﻘﺪﻡ ﻋﺮﺿﺎﹰ ﻣﺒﺎﺷﺮﺍﹰ ﻟﻠﺒﻨﻴﺔ ﺍﻟﺴﻄﺤﻴﺔ ﻣﻊ ﺍﻹﻓﺎﺩﺓ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻣﻦ ﺍﻟﺮﺅﻳﺔ ﺍﻟﺘﺤﻮﻳﻠﻴﺔ‪.‬‬

‫ﺏ‪ -‬ﳛﺬﻑ ﻗﺪ‪‬ﺭﺍﹰ ﻛﺒﲑﺍﹰ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﻛﻲ ﻳﻨﺎﺳﺐ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻔﻲ‪.‬‬

‫ﺕ‪ -‬ﻫﻮ ﳕﻂ ﺧﺎﺹ ﻳﺘﻜﻮﻥ ﻣﻦ ﻣﺎﺩﺓ ﳐﺘﺎﺭﺓ ﻣﻦ ﺍﻟﻨﺤﻮ ﺍﻟﻌﻠﻤﻲ ﺍﳌﻔﺼﻞ‪ ،‬ﻃﺒﻘﺎﹰ ﳌﻌﺎﻳﲑ ﺗﺘﻮﺧﻰ ﺍﻟﻮﺿﻮﺡ‬
‫ﻭﺍﻟﻔﺎﺋﺪﺓ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬

‫ﻭﻗﺪ ﻻ ﺃﻛﻮﻥ ﻣﺒﺎﻟﻐﺎﹰ ﺇﺫﺍ ﻗﻠﺖ‪ :‬ﺇﻥ ﺗﺼﻨﻴﻒ ﺍﻟﻨﺤﺎﺓ ﺍﻷﻭﺍﺋﻞ ﺍﻟﻌﻠﻞ ﺇﱃ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻗﻴﺎﺳﻴﺔ‪ ،‬ﻭﺟﺪﻟﻴﺔ‪،‬‬
‫ﻳﺸﲑ ﺿﻤﻨﻴﺎﹰ ﺇﱃ ﻓﻜﺮﺓ ﺗﺮﺑﻮﻳﺔ ﺑﺎﻟﻐﺔ ﺍﻷﳘﻴﺔ‪ ،‬ﺗﺘﻤﺜﻞ ﰲ ﺿﺮﻭﺭﺓ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻷﳓﺎﺀ ﺃﻭ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ‬
‫ﺍﻟﱵ ﲢﺘﻮﻳﻬﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻓﻬﻨﺎﻙ ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﻟﻨﺤﻮ ﳜﺺ ﺍﻟﻠﺴﺎﱐ ﻭﺍﻟﺒﺎﺣﺚ ﰲ ﺍﻟﻨﺤﻮ‪ ،‬ﻫﺪﻓﻪ ﺍﻟﺘﺄﺳﻴﺲ‬
‫ﻭﺍﻟﺘﺄﺻﻴﻞ ﻭﺍﻻﺳﺘﻨﺒﺎﻁ ﻭﻋﻤﻖ ﺍﻟﺘﻔﺴﲑ‪ .‬ﻭﻫﻨﺎﻙ ﻣﺴﺘﻮﻯ ﺁﺧﺮ ﳜﺺ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺮﺑﲔ‪ ،‬ﻭﻣﻦ ﻏﲑ ﺍﳌﻌﻘﻮﻝ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻛﺘﺎﺏ ﺍﳌﺘﻌﻠﻢ ﻫﻮ ﻧﻔﺴﻪ ﻛﺘﺎﺏ ﺍﳌﻌﻠﻢ ﺃﻭ ﻣﻮﺳﻮﻋﺔ ﺍﻟﻨﺤﻮﻱ‪ .‬ﻭﻫﻨﺎﻙ ﻣﺴﺘﻮﻯ ﺛﺎﻟﺚ ﳜﺺ‬
‫ﺍﻻﻛﺘﺴﺎﺏ ﻭﺍﻟﺘﻌﻠﱡﻢ ) ﺃﻱ ﺍﳌﺘﻌﻠﻢ(‪ ،‬ﻭﻫﺪﻓﻪ ﺃﻥ "‪...‬ﻳﻠﺤﻖ ﻣﻦ ﻟﻴﺲ ﻣﻦ ﺃﻫﻞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺄﻫﻠﻬﺎ ﰲ‬
‫ﺍﻟﻔﺼﺎﺣﺔ‪ ،‬ﻓﻴﻨﻄﻖ ‪‬ﺎ ﻭﺇﻥ ﱂ ﻳﻜﻦ ﻣﻨﻬﻢ‪ ،‬ﻭﺇﻥ ﺷﺪ‪ ‬ﺑﻌﻀﻬﻢ ﻋﻨﻬﺎ ﺭ‪‬ﺩ‪ ‬ﺑﻪ ﺇﻟﻴﻬﺎ"‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻤﻴﺰ ﻫﺬﺍ‬
‫ﺍﻟﻨﻮﻉ ﺑﺎﻟﻮﺿﻮﺡ‪ ،‬ﻭﺃﻥ ﳚﻤﻊ ﺑﲔ ﺍﻟﻨﺤﻮ‪‬ﻳ‪‬ﻦ‪ :‬ﺍﻟﺒﻨﻴﻮﻱ ﻭﺍﻟﻮﻇﻴﻔﻲ ) ﺃﻱ ﺑﲔ ﳓﻮ ﺍﳉﻤﻠﺔ ﻭﳓﻮ ﺍﻟﻨﺺ(‪ .‬ﻭﻣﻦ‬
‫ﺃﻣﻬﺎﺕ ﺍﳌﺼﺎﺩﺭ ﰲ ﺍﻟﻨﺤﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻛﺘﺎﺏ ﺍﻟﻮﺍﺿﺢ " ﻟﻠﺰﺑﻴﺪﻱ"‪ ،‬ﻓﻬﻮ ﺫﺧﲑﺓ ﻻ ﻳﻌﺮﻑ ﻗﻴﻤﺘﻪ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﳌﺮﺑﲔ‪ .‬ﻗﺎﻝ ﻋﻨﻪ ﺍﺑﻦ ﺣﺰﻡ‪ " :‬ﻭﺃﻗﻞ ﻣﺎ ﳚﺰﺉ ﻣﻦ ﺍﻟﻨﺤﻮ ﻛﺘﺎﺏ ﺍﻟﻮﺍﺿﺢ ﻟﻠﺰﺑﻴﺪﻱ‪ ،‬ﻓﻬﻮ ﻣﺆﻟﻒ ﳐﺘﺼﺮ‪،‬‬
‫ﻭ‪‬ﺿﻊ ﻟﻴﻜﻮﻥ ﻛﻔﺎﻳﺔ ﺍﳌﺒﺘﺪﺉ‪ ،‬ﻭﻟﻴﻜﻮﻥ ﺍﻷﺻﻞ ﺍﻟﺬﻱ ﻻ ﻳ‪‬ﺴﺘﻐﲎ ﻋﻦ ﺷﻲﺀ ﳑﺎ ﺟﺎﺀ ﻓﻴﻪ" ﻭﻣﻴﺰﺓ ﻛﺘﺎﺏ‬
‫ﺍﻟﻮﺍﺿﺢ ﻻ ﺗﻜﻤﻦ ﰲ ﺍﺧﺘﺼﺎﺭﻩ ﳌﺎﺩﺓ ﺍﻟﻨﺤﻮ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﰲ ﺍﻟﻌﺮﺽ ﺍﻟﻮﺍﺿﺢ ﳌﻮﺿﻮﻋﺎﺗﻪ‪ .‬ﻭﺃﺯﻋﻢ ﺃﻥ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺍﻟﺰﺑﻴﺪﻱ ﺑﺎﺧﺘﻴﺎﺭﻩ ﻟﻠﻌﻨﻮﺍﻥ " ﺍﻟﻮﺍﺿﺢ" ﻛﺎﻥ ﻋﻠﻰ ﻭﻋﻲ ﺑﺄﻥ ﺍﻟﻨﺤﻮ ﰲ ﺣﺎﺟﺔ ﺇﱃ ﻭﺿﻮﺡ‪ ،‬ﻭﺗﻘﺘﻀﻲ ﻓﻜﺮﺓ‬
‫ﺍﻟﻮﺿﻮﺡ ﺍﻟﻨﻈﺮ ﰲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳ‪‬ﻌﺮﺽ ‪‬ﺎ ﺍﻟﻨﺤﻮ ﻭﻳ‪‬ﺒﻠﻎ ﻟﻠﻤﺘﻌﻠﻤﲔ‪ .‬ﻭﻣﻦ ﺃﺑﺮﺯ ﻣﻼﻣﺢ ﺍﻟﻮﺿﻮﺡ ﰲ ﻛﺘﺎﺏ‬
‫ﺍﻟﻮﺍﺿﺢ ﰲ ﻋﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﻴﻠﻪ ﻟﻠﻄﺮﻳﻘﺔ ﺍﳊﻮﺍﺭﻳﺔ ﰲ ﻋﺮﺽ ﺍﳌﺎﺩﺓ ﺍﻟﻨﺤﻮﻳﺔ‪ ،‬ﻭﺗﺒﻨﻴﻪ ﻟﻸﺳﻠﻮﺏ ﺍﻟﻮﺻﻔﻲ ﰲ‬
‫ﺷﺮﺡ ﻗﻀﺎﻳﺎ ﺍﻟﻨﺤﻮ‪ ،‬ﻭﲢﻠﻴﻠﻪ ﻟﻠﺘﺮﺍﻛﻴﺐ ﻭﺍﳉﻤﻞ ﺑﻄﺮﻳﻘﺔ ﻭﻇﻴﻔﻴﺔ ﺣﻴﺔ )ﻏﲑ ﺟﺎﻓﺔ(‪ ،‬ﻭﺗﺮﻛﻴﺰﻩ ﻋﻠﻰ ﺍﻟﺸﻮﺍﻫﺪ‬
‫ﺍﻟﻨﺜﺮﻳﺔ ﺍﻟﱵ ﲡﺮﻱ ﰲ ﻟﻐﺔ ﺍﻟﺘﺨﺎﻃﺐ ﺍﻟﻴﻮﻣﻲ‪ ،‬ﻭﲡﻨﺒﻪ ﻟﻠﺸﻮﺍﻫﺪ ﺍﳉﺎﻫﺰﺓ ﺍﳌﺼﻨﻮﻋﺔ ﺍﻟﱵ ﺗﺸﻴﻊ ﰲ ﻣﻌﻈﻢ‬
‫ﻣﺼﻨﻔﺎﺕ ﺍﻟﻨﺤﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ .‬ﻭﻣﻦ ﺫﻟﻚ ﻣﺜﻼﹰ ﺣﺪﻳﺜﻪ ﻋﻦ " ﺣﺒﺬﺍ" ﻭ " ﻟﻮﻻ" ﺣﻴﺚ ﻳﻘﻮﻝ‪ " :‬ﻭﺃﻣﺎ ﺣﺒ‪‬ﺬﹶﺍ‬
‫ﻓﻤﻌﻨﺎﻫﺎ ﺍﳌﺪﺡ ﻭﺃﺻﻠﻬﺎ‪ :‬ﺣﺐ‪ ‬ﺫﺍ ﺍﻟﺸﻲﺀ‪ .‬ﺣﺐ‪ :‬ﻓﻌﻞ ﻣﺎﺽ‪ ،‬ﻭﺫﺍ‪ :‬ﺍﺳﻢ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ‪ ،‬ﰒ ﻛﺜﺮ ﺍﺳﺘﻌﻤﺎﳍﺎ ﺣﱴ‬
‫ﺻﺎﺭ ﺣﺒﺬﺍ ﻛﻠﻤﺔ ﻭﺍﺣﺪﺓ‪ .‬ﻭﺻﺎﺭﺕ ﺫﺍ ﻛﺎﻟﺒﺎﺀ ﻣﻦ ﺿﺮﺏ ] ﺃﻱ ﺟﺰﺀ ﻣﻦ ﺍﻟﻜﻠﻤﺔ[ ﻓﺎﺭﺗﻔﻊ ﻣﺎ ﺑﻌﺪﻫﺎ ﻣﻦ‬
‫ﺍﻷﲰﺎﺀ ‪‬ﺎ‪ .‬ﺗﻘﻮﻝ‪ :‬ﺣﺒﺬﺍ ﻋﺒﺪ‪ ‬ﺍﷲ‪ ،‬ﻓﻌﺒﺪ ﺍﷲ ﺭ‪‬ﻓﻊ ﲝﺒﺬﺍ‪ ،‬ﻭﻛﺬﻟﻚ‪ :‬ﺣﺒﺬﺍ ﺍﻟﺮﺟﻼﻥ‪ ،‬ﻭﺣﺒﺬﺍ ﺍﳌﺮﺃﺓ"‪ .‬ﻭﰲ‬
‫ﺣﺪﻳﺜﻪ ﻋﻦ "ﻟﻮﻻ" ﻗﺎﻝ‪ " :‬ﻓﺄﻣﺎ ﻟﻮﻻ ﻓﺘﺪﻝ ﻋﻠﻰ ﺍﻣﺘﻨﺎﻉ ﺷﻲﺀ ﻟﻮﻗﻮﻉ ﻏﲑﻩ‪ ،‬ﻭﻻ ﺑﺪ ﳍﺎ ﺃﻳﻀﺎﹰ ﻣﻦ ﺟﻮﺍﺏ‬
‫ﺗﻘﻮﻝ‪ :‬ﻟﻮﻻ ﺯﻳﺪ ﻷﻛﺮﻣﺘﻚ‪ ."...‬ﻭﻣﻦ ﻣﻈﺎﻫﺮ ﺍﻟﻮﺿﻮﺡ ﺃﻳﻀﺎﹰ ﺣﺪﻳﺜﻪ ﻋﻦ ﺍﻟﻔﺎﻋﻞ ﻭﺇﻋﺮﺍﺑﻪ ﻗﺎﻝ‪ " :‬ﺇﺫﺍ‬
‫ﺃﺧﱪﺕ ﻋﻦ ﺷﻲﺀ ﺃﻧﻪ ﻓﻌﻞ ﻓﻌﻼﹰ ﻣﺎ‪ ،‬ﻭﻗﺪﻣﺖ ﻓﻌﻠﻪ ﻗﺒﻠﻪ ﻓﺎﺭﻓﻊ ﺫﻟﻚ ﺍﻟﺸﻲﺀ ﻷﻧﻪ ﺍﻟﻔﺎﻋﻞ ﺍﻟﺬﻱ ﻓﻌﻞ‪ .‬ﺗﻘﻮﻝ‪:‬‬
‫ﺫﻫﺐ ﺯﻳﺪ‪ .‬ﺫﻫﺐ ﻓﻌﻞ ﻣﺎﺽ‪ ،‬ﻭﺯﻳﺪ ﻣﺮﻓﻮﻉ ﻷﻧﻪ ﻫﻮ ﺍﻟﻔﺎﻋﻞ ﺍﻟﺬﻱ ﺫﻫﺐ‪ ،‬ﻭﺭﻓﻌﻪ ﰲ ﺍﻟﺪﺍﻝ ﻷﻧﻪ ﺁﺧﺮ‬
‫ﺍﻻﺳﻢ‪...‬ﻭﺗﻘﻮﻝ‪ :‬ﻗﺎﻡ ﺃﺧﻮﻙ‪ .‬ﻗﺎﻡ ﻓﻌﻞ ﻣﺎﺽ‪ ،‬ﻭﺃﺧﻮﻙ ﻣﺮﻓﻮﻉ ﻷﻧﻪ ﺍﻟﻔﺎﻋﻞ ﺍﻟﺬﻱ ﻗﺎﻡ‪ ،‬ﻭﺭﻓﻌﻪ ﺑﺎﻟﻮﺍﻭ ﻷﻧﻪ‬
‫ﺁﺧﺮ ﺍﻻﺳﻢ‪ ،‬ﻭﺍﻟﻜﺎﻑ ﻟﻴﺴﺖ ﻣﻦ ﺍﻻﺳﻢ ﻷ‪‬ﺎ ﺇﳕﺎ ﻫﻲ ﻛﺎﻑ ﺍﳌﺨﺎﻃﺐ؛ ﺗﻔﺘﺤﻬﺎ ﳌﺨﺎﻃﺒﺔ ﺍﳌﺬﻛﺮ ﻓﺘﻘﻮﻝ‪:‬‬
‫ﺃﺧﻮﻙ‪ ‬ﻭﺃﺑﻮﻙ‪ ،‬ﻭﺗﻜﺴﺮﻫﺎ ﳌﺨﺎﻃﺒﺔ ﺍﳌﺆﻧﺚ ﻓﺘﻘﻮﻝ‪ :‬ﺃﺧﻮﻙ‪ ‬ﻭﺃﺑﻮﻙ‪ ."‬ﻭﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﻳﻄﺮﺡ ﻧﻔﺴﻪ ﻫﺎﻫﻨﺎ‪:‬‬
‫ﳌﺎﺫﺍ ﺗﺸﺘﻬﺮ ﺃﻟﻔﻴﺔ ﺍﺑﻦ ﻣﺎﻟﻚ ﻛﻤﺼﺪﺭ ﻟﻠﻨﺤﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﻓﻴﻬﺎ ﻣﺎ ﻓﻴﻬﺎ ﻣﻦ ﺍﻟﺘﻌﻘﻴﺪ ﻭﺍﻟﻐﻤﻮﺽ ﺑﺴﺒﺐ ﺍﻹﻓﺮﺍﻁ‬
‫ﰲ ﺍﻹﳚﺎﺯ‪ ،‬ﻭﻳ‪‬ﻐﻔﻞ ﻋﻦ ﻛﺘﺎﺏ ﺍﻟﻮﺍﺿﺢ ﰲ ﻋﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺭﻏﻢ ﺍﺣﺘﻮﺍﺋﻪ ﻋﻠﻰ ﻣﺎﺩﺓ ﳓﻮﻳﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺑﺴﻴﻄﺔ‬
‫ﻭﻭﺍﺿﺤﺔ ﺟﺪﺍﹰ‪ ،‬ﳝﻜﻦ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻨﺎﻫﺞ ﻭﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻨﺤﻮﻳﺔ ﻟﻠﻨﺎﻃﻘﲔ ﻭﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ؟!‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ - ٢ - ٢ - ٣‬ﺃﺳﺲ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ‪:‬‬

‫ﳝﻜﻦ ﺗﻘﺴﻴﻢ ﺍﻷﺳﺲ ﺃﻭ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ﺗﺘﺤﻜﻢ ﰲ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﻣﻀﺎﻣﲔ ﺍﻟﺘﺪﺭﻳﺲ ﺇﱃ ﻗﺴﻤﲔ‪ :‬ﻣﻌﺎﻳﲑ‬
‫ﺧﺎﺭﺟﻴﺔ ﺗ‪‬ﺮﺍﻋﻲ ﺍﳌﺴﺘﻮﻯ ﻗﺒﻞ ﺍﶈﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﻃﺒﻴﻌﺘﻪ ﻟﻐﻮﻳﺔ ﺃﻭ ﻏﲑ ﻟﻐﻮﻳﺔ‪ .‬ﻭﺗﺘﻤﺜﻞ ﰲ‬
‫ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﺍﳌﺴﺘﻮﻯ ﺃﻭ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﻮﻗﺖ ﺍﳌﱪﻣﺞ ﻟﺘﺪﺭﻳﺲ ﺍﳌﺎﺩﺓ‪ ،‬ﻭﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﳚﺮﻱ ﻓﻴﻪ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻓﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ﳚﺐ ﺃﻥ ﳜﺘﻠﻒ ﻣﻨﻄﻘﻴﺎﹰ ﻋﻦ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻐﺮﺽ ﻋﺎﻡ‪ ،‬ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫‪‬ﺪﻑ ﺍﻟﺘﻮﺍﺻﻞ ﻟﻴﺲ ﻛﺘﻌﻠﻴﻤﻬﺎ ‪‬ﺪﻑ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﻌﻠﻴﻤﻬﺎ ﻟﻸﻃﻔﺎﻝ ﻏﲑ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻠﻜﺒﺎﺭ‪ ،‬ﻭﺗﻌﻠﻴﻤﻬﺎ ﺑﺎﻟﻄﺮﻳﻘﺔ‬
‫ﺍﳌﻜﺜﻔﺔ ﰲ ﻣﺪﺓ ﺯﻣﻨﻴﺔ ﻗﺼﲑﺓ ﻟﻴﺲ ﻛﺘﻌﻠﻴﻤﻬﺎ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳌﻮﺳﻌﺔ ﰲ ﻣﺪﺓ ﺯﻣﻨﻴﺔ ﻃﻮﻳﻠﺔ‪ ،‬ﻭﺗﻌﻠﻴﻤﻬﺎ ﰲ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﱵ ﺗ‪‬ﺴﺘﻌﻤﻞ ﻓﻴﻬﺎ ﻟﻴﺲ ﻛﺘﻌﻠﻴﻤﻬﺎ ﰲ ﺑﻴﺌﺔ ﻣﺼﻄﻨﻌﺔ‪...‬ﺇﱁ‪ .‬ﻭﻣﺎ ﻳﻼﺣﻆ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﺃ‪‬ﺎ ﻋﺎﻣﺔ‬
‫ﻭﺿﺮﻭﺭﻳﺔ ﻹﻋﺪﺍﺩ ﺃﻱ ﻣﻨﻬﺎﺝ ﺗﻌﻠﻴﻤﻲ‪ .‬ﺃﻣﺎ ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﳌﻌﺎﻳﲑ‪ ،‬ﻭﻫﻮ ﺍﻟﺬﻱ ﻳﻌﻨﻴﻨﺎ‪ ،‬ﻓﻴﺘﻌﻠﻖ ﺑﻌﻮﺍﻣﻞ‬
‫ﺩﺍﺧﻞ ﺍﻟﻠﻐﺔ ﺫﺍ‪‬ﺎ‪ ،‬ﻓﻠﻜﻲ ﺗﺘﺤﺮﺭ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ ﻣﻦ ﺍﳊﺸﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ﳌﻀﺎﻣﲔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻻ ﺑﺪ ﻣﻦ ﺍﳌﻘﺎﺭﻧﺔ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﺑﲔ ﺍﻟﺼﻴﻎ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﱵ ﲣﺘﺰ‪‬ﺎ ﺃﻭ ﺗﺘﻴﺤﻬﺎ ﺍﻟﻠﻐﺔ ﳌﺴﺘﻌﻤﻠﻴﻬﺎ‪ .‬ﻭﺍﳌﻌﺎﻳﲑ ﻫﺎﻫﻨﺎ ﻣﻌﺎﻳﲑ ﻟﺴﺎﻧﻴﺔ‬
‫ﺗﺘﺼﻞ ﻣﺒﺎﺷﺮﺓ ﺑﺎﻟﺮﺻﻴﺪ ﺍﻟﻨﺤﻮﻱ ﺫﺍﺗﻪ‪ ،‬ﻭﳝﻜﻦ ﺣﺼﺮﻫﺎ ﰲ ﻣﻌﻴﺎﺭﻳﻦ ﳘﺎ‪:‬‬

‫ﺃ ‪ -‬ﺍﻟﺸﻴﻮﻉ )‪:(Fréquence‬‬

‫ﺗﻌﺪ ﻭﺳﻴﻠﺔ ﺍﻹﺣﺼﺎﺀ ﺗﻘﻨﻴﺔ ﺿﺮﻭﺭﻳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﲢﺪﻳﺪﻫﺎ‪ .‬ﻓﻬﻲ‬
‫ﺃﺩﺍﺓ ﻣﻔﻴﺪﺓ ﺟﺪﺍﹰ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻣﺎ ﻳ‪‬ﻌﺮﻑ ﲟﻌﻴﺎﺭ ﺍﻟﺸﻴﻮﻉ ﻭﺍﻟﺘﻮﺍﺗﺮ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ‪ .‬ﻭﻳﻌﲏ ﻣﺼﻄﻠﺢ "‬
‫ﺍﻟﺸﻴﻮﻉ " ﺍﻟﺒﺤﺚ ﻋﻦ ﻧﺴﺒﺔ ﺗﻮﺍﺗﺮ ﻟﻔﻈﺔ ﺃﻭ ﺗﺮﻛﻴﺐ ﻣﺎ ﺗﻮﺍﺗﺮﺍﹰ ﺯﻣﻨﻴﺎﹰ ﺃﻭ ﻛﻤﻴﺎﹰ ﰲ ﺍﻟﻨﺼﻮﺹ ﺍﳌﻜﺘﻮﺑﺔ ﺃﻭ‬
‫ﺍﳋﻄﺎﺏ ﺍﳌﻨﻄﻮﻕ‪ ،‬ﻛﺄﻥ ﻧﺒﺤﺚ ﻣﺜﻼ ﻋﻦ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﻛﻠﻤﺔ "ﻧﻈﺎﻡ" ﰲ ﻛﺘﺎﺏ " ﳏﺎﺿﺮﺍﺕ ﰲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬
‫ﺍﻟﻌﺎﻣﺔ " ﻟﺪﻱ ﺳﻮﺳﲑ"‪ ،‬ﺃﻭ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﻟﺘﺼﻐﲑ‪ ،‬ﻭﲨﻊ ﺍﻟﺘﻜﺴﲑ‪ ،‬ﻭﺍﻟﻨﻮﺍﺳﺦ‪ ...‬ﰲ ﻗﺼﻴﺪﺓ ﺷﻌﺮﻳﺔ ﻣﻌﻴﻨﺔ‬
‫ﺃﻭ ﺩﻳﻮﺍﻥ ﻣﺎ‪ .‬ﻓﺄﺑﻮﺍﺏ ﺍﻟﻨﺤﻮ ﻭﻓﺮﻭﻋﻪ ﻻ ﺗﺘﺴﺎﻭﻯ ﰲ ﻧﺴﺒﺔ ﺗﺮﺩﺩﻫﺎ ﻭﺗﻮﺍﺗﺮﻫﺎ ﰲ ﺍﻻﺳﺘﻌﻤﺎﻝ‪ ،‬ﻓﻬﻨﺎﻙ ﺻﻴﻎ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺗﺮﺍﻛﻴﺐ ﻛﺜﲑﺓ ﺍﻻﺳﺘﻌﻤﺎﻝ‪ ،‬ﻭﺃﺧﺮﻯ ﻣﺘﻮﺳﻄﺔ‪ ،‬ﻭﺛﺎﻟﺜﺔ ﻗﻠﻴﻠﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﻣﺎ ﻫﻮ ﻧﺎﺩﺭ ﺟﺪﺍﹰ‪ .‬ﻓﻜﺜﺮ‪‬ﺎ ﻭﻗﻠﺘﻬﺎ‬
‫ﲣﺘﻠﻒ ﻣﻦ ﻣﺴﺘﻮﻯ ﺇﱃ ﻣﺴﺘﻮﻯ ﺁﺧﺮ‪ ،‬ﻭﻣﻦ ﻣﻴﺪﺍﻥ ﺇﱃ ﻣﻴﺪﺍﻥ ﺁﺧﺮ‪ ،‬ﻭﺃﻳﻀﺎﹰ ﻣﻦ ﺯﻣﻦ ﺇﱃ ﺯﻣﻦ ﺁﺧﺮ‪.‬‬
‫ﻓﺪﺭﺟﺔ ﺷﻴﻮﻉ ﺍ‪‬ﺮﻭﺭ ﺑﺎﳊﺮﻑ‪ ،‬ﻭﺣﺮﻭﻑ ﺍﳉﺮ‪ ،‬ﻭﺍﳌﻀﺎﻑ ﺇﻟﻴﻪ‪ ،‬ﻭﺍﻟﻔﻌﻞ ﻭﺍﻟﻔﺎﻋﻞ‪ ،‬ﻭﺣﺮﻭﻑ ﺍﻟﻌﻄﻒ ﰲ‬
‫ﻣﻴﺎﺩﻳﻦ ﺍﳌﻌﺮﻓﺔ ﻛﻠﻬﺎ ﲣﺘﻠﻒ ﻋﻦ ﺩﺭﺟﺔ ﺷﻴﻮﻉ ﺍﻟﺘﻤﻴﻴﺰ‪ ،‬ﻭﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ‪ ،‬ﻭﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ‪ ،‬ﻭﺍﻟﺘﻮﻛﻴﺪ‪،‬‬
‫ﻭﺍﻟﺘﺮﺧﻴﻢ‪ ،‬ﻭﺍﻟﻨﺪﺑﺔ‪ ،‬ﻭﺍﻻﺳﺘﻐﺎﺛﺔ ‪...‬ﺇﱁ‪ .‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻨﻮﺍﺳﺦ ﻣﺜﻼﹰ‪ ،‬ﻳﻼﺣﻆ ﺃﻥ ﺩﺭﺟﺔ ﺷﻴﻮﻉ ﻛﺎﻥ ﺃﻛﺜﺮ‬
‫ﻣﻦ ﺩﺭﺟﺔ ﺷﻴﻮﻉ ﻣﺎ ﻓﺘﺊ ﻭﻣﺎ ﺍﻧﻔﻚ‪ ،‬ﻭﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺇﻥﱠ ﻭ ﺃﻥﱠ ﺃﻛﺜﺮ ﰲ ﺍﻟﻜﻼﻡ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻣﻦ ﻟﻜﻦ‪ ‬ﻭﻟﻴﺖ ‪،‬‬
‫ﻭﺍﳉﻤﻠﺔ ﺍﳋﱪﻳﺔ ﺃﻛﺜﺮ ﺗﻮﺍﺗﺮﺍﹰ ﻣﻦ ﺍﳉﻤﻠﺔ ﺍﻟﺘﻌﺠﺒﻴﺔ ‪ ...‬ﺇﱁ‪.‬‬

‫ﺏ ‪ -‬ﺍﻟﺘﻮﺯﻳﻊ )‪:(Répartition‬‬

‫ﺇﻥ ﺍﳊﺪﻳﺚ ﻋﻦ ﻣﻌﻴﺎﺭ ﺍﻟﺸﻴﻮﻉ ﻳﺴﺘﺪﻋﻲ ﺁﻟﻴﺎﹰ ﺍﳊﺪﻳﺚ ﻋﻦ ﻣﻌﻴﺎﺭ ﺛﺎﻥ ﻳﺘﻤﺜﻞ ﰲ ﺍﻟﺘﻮﺯﻳﻊ‪ .‬ﻓﻬﻮ ﻳﻜﻤﻞ‬
‫ﻣﻌﻴﺎﺭ ﺍﻟﺸﻴﻮﻉ‪ .‬ﻭﻳ‪‬ﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻓﻬﻨﺎﻙ ﻭﺣﺪﺍﺕ ﺃﻭ‬
‫ﻋﻨﺎﺻﺮ ﻟﻐﻮﻳﺔ ﳍﺎ ﺍﻧﺘﺸﺎﺭ ﻭﺍﺳﻊ ﰲ ﻛﻞ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺑﻞ ﰲ ﻣﻌﻈﻢ ﳎﺎﻻﺕ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺎﻣﺔ‬
‫ﻭﺍﳋﺎﺻﺔ ﻣﺜﻞ‪ ،‬ﺣﺮﻭﻑ ﺍﻟﻌﻄﻒ‪ ،‬ﻭﺣﺮﻭﻑ ﺍﳉﺮ‪ ،‬ﻭﺍﳉﺮ ﺑﺎﻹﺿﺎﻓﺔ‪ ،‬ﻭﺍﻷﻓﻌﺎﻝ ﺍﳌﺎﺿﻴﺔ ﻭﺍﳌﻀﺎﺭﻋﺔ‪ ،‬ﻭﺃﺩﻭﺍﺕ‬
‫ﺍﻟﻨﺼﺐ ﻭﺍﳉﺰﻡ ‪...‬ﺇﱁ‪ .‬ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺃﻧﻔﻊ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻷﻥ ﺍﳌﺘﻌﻠﻢ ﻳﺴﺘﻄﻴﻊ ﺗﻮﻇﻴﻔﻬﺎ ﻟﻠﺘﻌﺒﲑ ﻋﻦ‬
‫ﻣﻮﺿﻮﻋﺎﺕ ﺷﱴ ﻋﻠﻤﻴﺔ ﻭﺃﺩﺑﻴﺔ ﻭﻗﺎﻧﻮﻧﻴﺔ ﻭﺍﻗﺘﺼﺎﺩﻳﺔ‪...‬ﺇﱁ‪ .‬ﻭﰲ ﺍﳌﻘﺎﺑﻞ‪ ،‬ﻫﻨﺎﻙ ﻣﻮﺿﻮﻋﺎﺕ ﻻ ﺗﺘﻮﺯﻉ ﺇﻻ ﰲ‬
‫ﳎﺎﻻﺕ ﺿﻴﻘﺔ ﺟﺪﺍﹰ‪ ،‬ﻣﺜﻞ ﺃﺳﻠﻮﺏ ﺍﻟﻨﺪﺑﺔ ﻭﺍﻻﺳﺘﻐﺎﺛﺔ‪ ،‬ﻻ ﻧﻜﺎﺩ ﻧﻌﺜﺮ ﻋﻠﻴﻬﻤﺎ ﺇﻻ ﰲ ﺍﻟﻜﺘﺎﺑﺎﺕ ﺍﻷﺩﺑﻴﺔ‬
‫)ﺍﻹﻧﺸﺎﺋﻴﺔ(‪ .‬ﻫﺬﺍ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺼﻴﻎ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ‪ ،‬ﺃﻣﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻠﻤﺎﺕ ﻓﻬﻨﺎﻙ ﺃﻟﻔﺎﻅ ﳍﺎ ﺣﻀﻮﺭ‬
‫ﰲ ﺟﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ‪ ،‬ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻷﻟﻔﺎﻅ ﺃﻭﱃ ﺑﺎﻻﺧﺘﻴﺎﺭ ﻣﻦ ﺍﻷﻟﻔﺎﻅ ﺍﻟﱵ ﻳﻀﻴﻖ ﺍﺳﺘﻌﻤﺎﳍﺎ‪ .‬ﻓﻜﻠﻤﺔ "ﻓﺘﺢ "‬
‫ﻣﺜﻼﹰ ﳍﺎ ﺩﺭﺟﺔ ﻣﺮﺗﻔﻌﺔ ﻣﻦ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻜﻼﻣﻲ‪ ،‬ﻧﻘﻮﻝ‪ :‬ﻓﺘﺢ ﺍﻟﺒﺎﺏ‪ ،‬ﻭﻓﺘﺢ ﺍﳌﺴﻠﻤﻮﻥ ﺍﻷﻧﺪﻟﺲ‪ ،‬ﻭﻓﺘﺢ ﺫﻫﻨﻪ‪،‬‬
‫ﻭﻓﺘﺢ ﻋﻴﻨﻴﻪ‪ ،‬ﻭﻓﺘﺢ ﺻﺪﺭﻩ‪ ،‬ﻭﻓﺘﺢ ﺣﺴﺎﺑﺎﹰ ﰲ ﺍﻟﺒﻨﻚ‪ ،‬ﻭﻓﺘﺢ ﺍﷲ ﻋﻠﻴﻪ‪ ...‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻫﺬﻳﻦ ﺍﳌﻌﻴﺎﺭﻳﻦ ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺸﻴﻮﻉ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻭﳘﺎ ﻣﻌﻴﺎﺭﺍﻥ ﻟﺴﺎﻧﻴﺎﻥ‪ ،‬ﳛﺘﻜﻢ ﺑﻌﻀﻬﻢ ﺇﱃ ﻣﻌﺎﻳﲑ ﻧﻔﺴﻴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺪﻋﻢ ﺍﳌﻌﺎﻳﲑ‬
‫ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﰲ ﻗﺎﺑﻠﻴﺔ ﺍﻻﺳﺘﺬﻛﺎﺭ‪ ،‬ﻭﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺗﺘﻌﻠﻖ ﻗﺎﺑﻠﻴﺔ ﺍﻻﺳﺘﺬﻛﺎﺭ ﺑﺎﻟﻌﻨﺎﺻﺮ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﺴﻬﻞ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻢ ﺗﺬﻛﺮﻫﺎ ﻭﺍﺳﺘﺪﻋﺎﺅﻫﺎ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪ ،‬ﻭﺭﲟﺎ ﰲ ﺳﻴﺎﻗﺎﺕ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻗﺪ ﻻ ﺗﻜﻮﻥ‬
‫ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻋﻠﻰ ﺩﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺸﻴﻮﻉ ﻭﺍﻟﺘﻮﺍﺗﺮ‪ .‬ﻭﻣﻦ ﺫﻟﻚ ﻣﺜﻼﹰ ﺃﲰﺎﺀ ﺍﻷﻓﻌﺎﻝ ﻭﻫﻲ " ﺃﲰﺎﺀ ﺗﺪﻝ‬
‫ﻋﻠﻰ ﻓﻌﻞ ﻣﻌﲔ‪ ،‬ﻭﺗﺘﻀﻤﻦ ﻣﻌﻨﺎﻩ ﻭﺯﻣﻨﻪ ﻭﻋﻤﻠﻪ ﻣﻦ ﻏﲑ ﺃﻥ ﺗﻘﺒﻞ ﻋﻼﻣﺘﻪ ﺃﻭ ﺗﺘﺄﺛﺮ ﺑﺎﻟﻌﻮﺍﻣﻞ"‪ .‬ﻓﺎﳌﺘﻌﻠﻢ‬
‫ﻳﺴﺘﺪﻋﻲ ﺍﻷﻓﻌﺎﻝ ﺑﺴﺮﻋﺔ‪ ،‬ﻭﻳﺴﺘﺪﻋﻲ ﺍﻷﲰﺎﺀ ﺑﺴﺮﻋﺔ ﻗﺪ ﺗﻜﻮﻥ ﺃﻛﱪ‪ ،‬ﺃﻣﺎ ﺃﲰﺎﺀ ﺍﻷﻓﻌﺎﻝ ﻓﻠﻴﺲ ﻣﻦ ﺍﻟﺴﻬﻞ‬
‫ﻋﻠﻴﻪ ﺍﺳﺘﺪﻋﺎﺅﻫﺎ ﺑﺎﻟﺴﺮﻋﺔ ﻧﻔﺴﻬﺎ ﰲ ﲨﻴﻊ ﺍﳌﻘﺎﻣﺎﺕ ﻭﺍﻷﺣﻮﺍﻝ‪ ،‬ﺑﻞ ﻳﺴﺘﺪﻋﻴﻬﺎ ﻛﺎﻟﱪﻕ ﰲ ﺳﻴﺎﻗﺎﺕ ﻣﻌﻴﻨﺔ‬
‫ﻣﺜﻞ " ﺁﻣﲔ" ﻋﻨﺪ ﺍﻟﺪﻋﺎﺀ‪ ،‬ﻭ"ﺃﹸﻑ‪ "‬ﻋﻨﺪ ﺍﻟﻀﺠﺮ‪ ،‬ﻭ"ﻫﻴﻬﺎﺕ" ﻋﻨﺪ ﺍﳊﺴﺮﺓ ﺃﻭ ﺍﻹﺣﺒﺎﻁ‪ .‬ﺃﻣﺎ ﻋﻦ ﻣﻌﻴﺎﺭﻱ‬
‫ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻌﻠﱡﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻓﻴﺘﻌﻠﻘﺎﻥ ﺑﺎﳌﺘﻌﻠﻢ ﻭﺍﳌﻌﻠﻢ ﻻ ﺑﺎﳌﺎﺩﺓ ﺍﻟﻨﺤﻮﻳﺔ ﺫﺍ‪‬ﺎ‪ ،‬ﻓﻬﻨﺎﻙ ﻋﻨﺎﺻﺮ ﳓﻮﻳﺔ ﻳﺼﻌﺐ ﻋﻠﻰ‬
‫ﺑﻌﺾ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻛﺘﺴﺎ‪‬ﺎ ﻛﺒﻌﺾ ﲨﻮﻉ ﺍﻟﺘﻜﺴﲑ ﻭﺍﳌﺜﲎ ﻭﺍﳌﺆﻧﺚ ﺍﳌﻌﻨﻮﻱ ﻭﺍﻟﻨﻜﺮﺓ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺜﻼﹰ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﺇﱃ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ،‬ﺧﺎﺻﺔ ﺇﺫﺍ ﱂ ﺗﻜﻦ ﻣﻮﺟﻮﺩﺓ ﰲ ﻧﻈﺎﻣﻬﻢ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﻫﻨﺎﻙ ﻋﻨﺎﺻﺮ ﻟﻐﻮﻳﺔ ﻳﺼﻌﺐ‬
‫ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺗﻌﻠﻴﻤﻬﺎ ﺇﻣﺎ ﻟﻌﺪﻡ ﻭﺿﻮﺣﻬﺎ ﰲ ﺫﻫﻨﻪ‪ ،‬ﺃﻭ ﻟﻌﺪﻡ ﻗﺪﺭﺓ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎ‪‬ﺎ‪.‬‬

‫‪ - ٣ – ٢ – ٣‬ﺗﻨﻈﻴﻢ ﺍﶈﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ‪:‬‬

‫ﲣﻀﻊ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮ‪ ،‬ﺑﻌﺪ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻛﻤﺎﹰ ﻭﻛﻴﻔﺎﹰ‪ ،‬ﺇﱃ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺗﻔﺮﺽ ﻋﻠﻰ ﻣﺼﻤﻤﻲ ﺍﳌﻨﺎﻫﺞ‬
‫ﺗﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﺍﻟﺪﺭﻭﺱ ﻭﻓﻖ ﻧﻮﻉ ﻣﱪﺭ ﻣﻦ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺬﻱ ﳜﺪﻡ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‬
‫ﻭﺍﻹﺟﺮﺍﺋﻴﺔ‪ .‬ﺇﺫﹾ ﺗ‪‬ﺮﺗﺐ ﻋﻠﻰ ﺷﻜﻞ ﻣﺘﺘﺎﻟﻴﺎﺕ ﻣﻦ ﺍﻟﺪﺭﻭﺱ ﲝﻴﺚ ﻳﺮﺍﻋﻰ ﻓﻴﻬﺎ ﺍﻟﺘﺴﻠﺴﻞ ﺍﳌﻨﻄﻘﻲ ﺃﻭ ﺍﻟﺘﺮﺑﻮﻱ ‪،‬‬
‫ﻛﺎﻻﻧﻄﻼﻕ ﻣﻦ ﺍﻟﻌﺎﻡ ﺇﱃ ﺍﳋﺎﺹ‪ ،‬ﻭﻣﻦ ﺍﳌﻌﻠﻮﻡ ﺇﱃ ﺍ‪‬ﻬﻮﻝ‪ ،‬ﻭﻣﻦ ﺍﻟﺒﺴﻴﻂ ﺇﱃ ﺍﳌﻌﻘﺪ‪ ،‬ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﺇﱃ‬
‫ﺍﻟﺼﻌﺐ‪...‬ﺇﱁ‪ .‬ﻭﺍﳍﺪﻑ ﻣﻦ ﺫﻟﻚ ﻫﻮ ﲢﻘﻴﻖ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﺪﺭﺝ ﰲ ﻋﺮﺽ ﺍﳌﺎﺩﺓ ﺍﻟﻨﺤﻮﻳﺔ ﻣﻦ ﺍﻷﻗﻞ ﺇﱃ‬
‫ﺍﻷﻛﺜﺮ ﺻﻌﻮﺑﺔ‪ ،‬ﲝﻴﺚ ﻳﺮﺗﺒﻂ ﺍﻟﺪﺭﺱ ﺍﳉﺪﻳﺪ ﲟﺎ ﻗﺒﻠﻪ ﻭﲟﺎ ﺑﻌﺪﻩ ﳌﺎ ﻓﻴﻪ ﻣﻦ ﺍﻟﺘﺪﻋﻴﻢ ﻭﺍﻟﺘﺜﺒﻴﺖ ﻟﻠﻤﻜﺘﺴﺒﺎﺕ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﻟﺘﻤﻬﻴﺪ ﻟﻠﺪﺭﺱ ﺍﻟﺬﻱ ﻳﻠﻴﻪ‪ .‬ﻭﻟﻺﺷﺎﺭﺓ ﻓﺈﻥ ﺗﺮﺗﻴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﺪﺭﺝ ﻣﻌﲔ‬
‫ﳜﺘﻠﻒ ﻣﻦ ﻣﺴﺘﻮﻯ ﺇﱃ ﺁﺧﺮ‪ ،‬ﻭﻣﻦ ﺍﻟﻨﺎﺩﺭ ﺟﺪﺍﹰ ﺃﻥ ﻧﻌﺜﺮ ﻋﻠﻰ ﻣﻘﺮﺭﻳﻦ ﳓﻮﻳﲔ ﻳﺘﻄﺎﺑﻘﺎﻥ ﰲ ﺫﻟﻚ ﺣﱴ ﻭﺇﻥ‬
‫ﺗﺸﺎ‪‬ﺖ ﻓﺌﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﻢ‪ .‬ﻓﺎﳌﺪﺭﺳﻮﻥ ﻻ ﳝﺎﺭﺳﻮﻥ ﺍﻟﺘﺪﺭﺝ ﺑﻜﻴﻔﻴﺔ ﻭﺍﺣﺪﺓ‪ .‬ﻭﺍﳌﺘﻌﻠﻤﻮﻥ‪ ،‬ﻫﻢ‬
‫ﺃﻳﻀﺎﹰ‪ ،‬ﻳﻔﺮﺿﻮﻥ ﺇﻳﻘﺎﻋﺎﹰ ﻣﻌﻴﻨﺎﹰ ﻣﻦ ﺍﻟﺘﺪﺭﺝ ﻋﻠﻰ ﻗﺪﺭ ﻗﺪﺭﺍ‪‬ﻢ ﻭﺧﻄﻮﺍ‪‬ﻢ ﰲ ﺍﻟﻔﻬﻢ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ‪ .‬ﻭﻣﻦ ﺃﺑﺮﺯ‬
‫ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﱵ ﺣﺪﺩﻫﺎ ﺑﻌﻀﻬﻢ ﳌﺮﺍﻋﺎﺓ ﻋﻨﺼﺮ ﺍﻟﺘﺪﺭﺝ ﻋﻨﺪ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻨﺤﻮﻳﺔ‬
‫ﻭﺗﺴﻠﺴﻠﻬﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺙ‪ -‬ﺃﻥ ﺗ‪‬ﻌﺘﱪ ﻓﻴﻬﺎ ﺃﺳﺒﻘﻴﺔ ﺍﳌﻄﺮﺩ ﻋﻠﻰ ﺍﻟﺸﺎﺫ ﲝﻴﺚ ﻧﻘﺪﻡ ﺍﻷﺑﻮﺍﺏ ﺍﻟﱵ ﺗﻄﱠﺮﺩ ﺍﻃﺮﺍﺩﺍﹰ ﺗﺎﻣﺎﹰ‪ ،‬ﰒ ﻧﻘﺪﻡ ﺑﻌﺪ‬
‫ﺫﻟﻚ ﺍﻷﺑﻮﺍﺏ ﺍﻟﱵ ﻳﻘﻞ ﻓﻴﻬﺎ ﺍﻟﺸﺎﺫ‪ ) ،‬ﻣﻦ ﺍﻷﻏﻠﺐ ﺇﱃ ﺍﻷﻛﺜﺮ ﺇﱃ ﺍﻟﻜﺜﲑ ﺇﱃ ﺍﻟﻘﻠﻴﻞ ﺇﱃ ﺍﻷﻗﻞ ﺇﱃ‬
‫ﺍﻟﻨﺎﺩﺭ( ﻛﺄﻥ ﻧﺒﺪﺃ ﺑﺘﺪﺭﻳﺲ ﺍﳉﻤﻮﻉ ﺍﻟﺴﺎﳌﺔ ﻗﺒﻞ ﺗﺪﺭﻳﺲ ﲨﻮﻉ ﺍﻟﺘﻜﺴﲑ‪ ،‬ﻭﺍﳌﺒﲏ ﻟﻠﻔﺎﻋﻞ ﻗﺒﻞ ﺍﳌﺒﲏ‬
‫ﻟﻠﻤﻔﻌﻮﻝ‪...‬‬

‫ﺝ‪ -‬ﺃﺳﺒﻘﻴﺔ ﺍﻷﺻﻠﻲ ﻋﻠﻰ ﺍﻟﻔﺮﻋﻲ ﻭﺿﻌﺎﹰ ﻭﺍﺳﺘﻌﻤﺎﻻﹰ‪ ،‬ﲝﻜﻢ ﺃﻥ ﺍﻷﺻﻮﻝ ﺗﺘﻤﻴﺰ ﻋﻦ ﻓﺮﻭﻋﻬﺎ ﺑﺒﺴﺎﻃﺘﻬﺎ‪.‬‬
‫ﻭﺍﻟﻔﺮﻉ ﻫﻮ ﺍﻷﺻﻞ ﻣﻊ ﺷﻲﺀ ﻣﻦ ﺍﻟﺘﺤﻮﻳﻞ‪ ،‬ﻭﻫﻮ ﲢﻮﻳﻞ ﻳﺮﺗﺒﻂ ﻓﻴﻪ ﺍﻷﺻﻞ ﺑﻔﺮﻭﻋﻪ ﺍﻟﻘﺮﻳﺒﺔ ﺍﳌﻼﺯﻣﺔ‬
‫ﻟﻪ ﻛﺎﺭﺗﺒﺎﻁ ﺍﳌﻔﺮﺩ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳉﻤﻊ‪ ،‬ﻭﺍﳌﺬﻛﺮ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺆﻧﺚ‪ ،‬ﻭﺍﻟﻨﻜﺮﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻌﺮﻓﺔ‪،‬‬
‫ﻭﺍﻹﺛﺒﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻨﻔﻲ‪ ،‬ﻭﺍ‪‬ﻬﻮﻝ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﻌﻠﻮﻡ‪...‬ﺇﱁ‪ .‬ﻭﳝﻜﻦ ﺍﺳﺘﺜﻤﺎﺭ ﻓﻜﺮﺓ ﺍﻷﺻﻞ‬
‫ﻭﺍﻟﻔﺮﻉ ﰲ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ ﺍﻹﻓﺮﺍﺩﻱ ﻭﺍﻟﺘﺮﻛﻴﱯ ﻭﺗﺮﺗﻴﺒﻪ ﰲ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻨﺤﻮﻳﺔ‪ .‬ﻓﻌﻠﻰ‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﺮﻛﻴﱯ ﻣﺜﻼﹰ ﲨﻊ "ﺍﺑﻦ ﻫﺸﺎﻡ ﺍﻷﻧﺼﺎﺭﻱ" ﺍﳉﻤﻞ ﺍﻷﺻﻮﻝ ﰲ ﺳﺖ ﺻﻮﺭ‪ ،‬ﺗﺘﻔﺮﻉ ﻋﻨﻬﺎ‬
‫ﻛﻞ ﺍﳉﻤﻞ ﺍﳌﻮﻟﺪﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻧﻜﺘﺸﻒ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻗﻮﻟﻪ‪ " :‬ﺻﻮﺭ ﺗﺄﻟﻴﻒ ﺍﻟﻜﻼﻡ‬
‫ﺳﺖ‪ ،‬ﻭﺫﻟﻚ ﻷﻧﻪ ﻳﺘﺄﻟﻒ ﻣﻦ ﺍﲰﲔ‪ ،‬ﺃﻭ ﻣﻦ ﻓﻌﻞ ﻭﺍﺳﻢ‪ ،‬ﺃﻭ ﻣﻦ ﲨﻠﺘﲔ‪ ،‬ﺃﻭ ﻣﻦ ﻓﻌﻞ ﻭﺍﲰﲔ‪ ،‬ﺃﻭ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻦ ﻓﻌﻞ ﻭﺛﻼﺛﺔ ﺃﲰﺎﺀ‪ ،‬ﺃﻭ ﻣﻦ ﻓﻌﻞ ﻭﺃﺭﺑﻌﺔ ﺃﲰﺎﺀ‪ .‬ﺃﻣﺎ ﺍﺋﺘﻼﻓﻪ ﻣﻦ ﺍﲰﲔ‪ ،‬ﻓﻠﻪ ﺃﺭﺑﻊ ﺻﻮﺭ‪ :‬ﺇﺣﺪﺍﳘﺎ‪،‬‬
‫ﺃﻥ ﻳﻜﻮﻥ ﻣﺒﺘﺪﺃ ﻭﺧﱪﺍﹰ ﳓﻮ ﺯﻳﺪ‪ ‬ﻗﺎﺋﻢ‪.‬‬

‫ﻟﺜﺎﻧﻴﺔ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﻣﺒﺘﺪﺃ ﻭﻓﺎﻋﻼ ﺳﺪ‪ ‬ﻣﺴﺪ‪ ‬ﺍﳋﱪ ﳓﻮ » ﺃﹶﻗﹶﺎﺋ‪‬ﻢ‪ ‬ﺍﻟﺰﻳﺪﺍﻥ ؟ « ﻭﺇﳕﺎ ﺟﺎﺯ ﺫﻟﻚ ﻷﻧﻪ ﰲ ﻗﻮﺓ‬
‫ﻗﻮﻟﻚ ‪ » :‬ﺃﻳﻘﻮﻡ ﺍﻟﺰﻳﺪﺍﻥ ؟ «‪ ،‬ﻭﺫﻟﻚ ﻛﻼﻡ ﺗﺎﻡ‪ ،‬ﻻ ﺣﺎﺟﺔ ﻟﻪ ﺇﱃ ﺷﻲﺀ‪ ،‬ﻓﻜﺬﻟﻚ ﻫﺬﺍ‪ .‬ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺃﻥ ﻳﻜﻮﻧﺎ‬
‫ﻣﺒﺘﺪﺃ ﻭﻧﺎﺋﺒﺎﹰ ﻋﻦ ﻓﺎﻋﻞ ﺳ‪‬ﺪ‪ ‬ﻣﺴﺪ ﺍﳋﱪ ﳓﻮ » ﺃﻣﻀﺮﻭﺏ ﺍﻟﺰﻳﺪﺍﻥ ؟ «‪ .‬ﺍﻟﺮﺍﺑﻌﺔ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﺍﺳﻢ ﻓﻌﻞ ﻭﻓﺎﻋﻠﻪ‬
‫ﳓﻮ » ﻫﻴﻬﺎﺕ‪ ‬ﺍﻟﻌﻘﻴﻖ «‪ ،‬ﻓﻬﻴﻬﺎﺕ‪ :‬ﻓﻌﻞ ﻭﻫﻮ ﲟﻌﲎ ﺑ‪‬ﻌ‪‬ﺪ‪ ،‬ﻭﺍﻟﻌﻘﻴﻖ ﻓﺎﻋﻞﹲ ﺑﻪ‪ .‬ﻭﺃﻣﺎ ﺍﺋﺘﻼﻓﻪ ﻣﻦ ﻓﻌﻞ ﻭﺍﺳﻢ‬
‫ﻓﻠﻪ ﺻﻮﺭﺗﺎﻥ‪ :‬ﺇﺣﺪﺍﳘﺎ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﺍﻻﺳﻢ ﻓﺎﻋﻼﹰ ﳓﻮ » ﻗﺎﻡ ﺯﻳﺪ‪ .« ‬ﻭﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﺍﻻﺳﻢ ﻧﺎﺋﺒﺎﹰ ﻋﻦ‬
‫ﺍﻟﻔﺎﻋﻞ‪ ،‬ﳓﻮ‪ » :‬ﺿ‪‬ﺮﺏ‪ ‬ﺯﻳﺪ‪ .« ‬ﻭﺃﻣﺎ ﺍﺋﺘﻼﻓﻪ ﻣﻦ ﺍﳉﻤﻠﺘﲔ ﻓﻠﻪ ﺻﻮﺭﺗﺎﻥ ﺃﻳﻀﺎ‪ :‬ﺇﺣﺪﺍﳘﺎ ﲨﻠﺔ ﺍﻟﺸﺮﻁ‬
‫ﻭﺍﳉﺰﺍﺀ ﳓﻮ » ﺇﻥ ﻗﺎﻡ ﺯﻳﺪ‪ ‬ﻗﹸﻤﺖ‪ .« ‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﲨﻠﺘﺎ ﺍﻟﻘﺴﻢ ﻭﺟﻮﺍﺑﻪ ﳓﻮ » ﺃﺣﻠﻒ ﺑﺎﷲ ﻟﺰﻳﺪ‪ ‬ﻗﺎﺋﻢ «‪ .‬ﻭﺃﻣﺎ‬
‫ﺍﺋﺘﻼﻓﻪ ﻣﻦ ﻓﻌﻞ ﻭﺍﲰﲔ ﳓﻮ‪ :‬ﻛﺎﻥ ﺯﻳﺪ‪ ‬ﻗﺎﺋﻤﺎﹰ‪ .‬ﻭﺃﻣﺎ ﺍﺋﺘﻼﻓﻪ ﻣﻦ ﻓﻌﻞ ﻭﺛﻼﺛﺔ ﺃﲰﺎﺀ ﻓﻨﺤﻮ‪ » :‬ﻋﻠﻤﺖ‪ ‬ﺯﻳﺪﺍﹰ‬
‫ﻓﺎﺿﻼﹰ «‪ .‬ﻭﺃﻣﺎ ﺍﺋﺘﻼﻓﻪ ﻣﻦ ﻓﻌﻞ ﻭﺃﺭﺑﻌﺔ ﺃﲰﺎﺀ ﻓﻨﺤﻮ‪ » :‬ﺃﹶﻋ‪‬ﻠﹶﻤ‪‬ﺖ‪ ‬ﺯﻳﺪﺍﹰ ﻋﻤﺮﺍﹰ ﻓﺎﺿﻼﹰ «‪ .‬ﻓﻬﺬﻩ ﺻﻮﺭ ﺍﻟﺘﺄﻟﻴﻒ‪،‬‬
‫ﻭﺃﻗﻞ ﺍﺋﺘﻼﻓﻪ ﻣﻦ ﺍﲰﲔ ﺃﻭ ﻣﻦ ﻓﻌﻞ ﻭﺍﺳﻢ«‪ .‬ﻭﻣﺎ ﻳﻼﺣﻆ ﻋﻠﻰ ﻗﻮﻝ ﺍﺑﻦ ﻫﺸﺎﻡ ﺃﻧﻪ ﺣﺼﺮ ﺍﻷﺑﻨﻴﺔ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺇﺣﺪﻯ ﻋﺸﺮﺓ ﲨﻠﺔ‪ ،‬ﻭﻛﻞ ﺍﳉﻤﻞ ﺍﻷﺧﺮﻯ ﺍﳌﻮﻟﺪﺓ ﺑﻌﻤﻠﻴﺎﺕ ﲢﻮﻳﻠﻴﺔ ﻫﻲ‬
‫ﻓﺮﻭﻉ ﻋﻨﻬﺎ‪ .‬ﻭﰲ ﻣﺎ ﻳﻠﻲ ﲤﺜﻴﻞ ﺑﻴﺎﱐ ﻟﻠﺘﺮﺍﻛﻴﺐ ﺍﻷﺳﺎﺳﻴﺔ ﻛﻤﺎ ﺣﺪﺩﻫﺎ ﺍﺑﻦ ﻫﺸﺎﻡ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻓﻜﺮﺓ ﺍﻟﺘﺼﻨﻴﻒ ﻫﺬﻩ ﻓﻜﺮﺓ ﺃﺻﻴﻠﺔ‪ ،‬ﳝﻜﻦ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ ﺇﻋﺪﺍﺩ ﻣﻨﺎﻫﺞ ﳓﻮﻳﺔ‪ ،‬ﻋﻤﺎﺩﻫﺎ ﺍﳉﻤﻠﺔ‪ .‬ﻛﻤﺎ ﳝﻜﻦ‬
‫ﻭﺍﻟﺘﻌﺎﺭﺽ‬ ‫)‪(similarité‬‬ ‫ﺗﺮﺗﻴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﰲ ﺍﳌﻨﻬﺎﺝ ﺑﻨﺎﺀ ﻋﻠﻰ ﻓﻜﺮﺓ ﺛﻨﺎﺋﻴﺔ ﺍﻟﺘﺸﺎﺑﻪ‬
‫ﺑﲔ ﺍﻷﺑﻨﻴﺔ‪ ،‬ﻓﻴ‪‬ﺮﺍﻋﻰ ﻓﻴﻪ ﻣﺒﺪﺃ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻟﺘﻘﺎﺑﻞ‪ ،‬ﻛﺄﻥ ﻳ‪‬ﺪﺭﺱ ﺍﳌﻌﺮﺏ ﰲ ﻣﻘﺎﺑﻞ ﺍﳌﺒﲏ‪،‬‬ ‫)‪(opposition‬‬

‫ﻭﺍﻟﻔﺎﻋﻞ ﰲ ﻣﻘﺎﺑﻞ ﺍﳌﺒﺘﺪﺃ ﺃﻭ ﻧﺎﺋﺐ ﺍﻟﻔﺎﻋﻞ‪ ،‬ﻭﺍﻷﻓﻌﺎﻝ ﺍﻟﻨﺎﻗﺼﺔ ﰲ ﻣﻘﺎﺑﻞ ﺍﳊﺮﻭﻑ ﺍﳌﺸﺒﻬﺔ ﺑﺎﻟﻔﻌﻞ‪ ،‬ﻭﺍﳉﻤﻠﺔ‬
‫ﺍﻻﲰﻴﺔ ﰲ ﻣﻘﺎﺑﻞ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‪ ،‬ﻭﺍﻹﺛﺒﺎﺕ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﻨﻔﻲ‪ ،‬ﻭﺍﻟﺬﻛﺮ ﰲ ﻣﻘﺎﺑﻞ ﺍﳊﺬﻑ‪ ،‬ﻭﺍﻹﻇﻬﺎﺭ ﰲ‬
‫ﻣﻘﺎﺑﻞ ﺍﻹﺿﻤﺎﺭ‪ ،‬ﻭﺍﻟﺘﻘﺪﱘ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺘﺄﺧﲑ‪ ،‬ﻭﺍﻟﻔﺼﻞ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﻮﺻﻞ‪ ،‬ﻭﺍﳋﱪ ﰲ ﻣﻘﺎﺑﻞ ﺍﻹﻧﺸﺎﺀ‪،‬‬
‫ﻭﺍﻟﺘﻘﻴﻴﺪ )ﺍﻟﻘﺼﺮ( ﰲ ﻣﻘﺎﺑﻞ ﺍﻹﻃﻼﻕ‪ ،‬ﻭﺍﻟﺘﻨﻜﲑ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺘﻌﺮﻳﻒ ‪ ...‬ﻭﻫﻠﻢ ﺟﺮﺍﹰ‪ .‬ﻓﻴﻨﺸﺄ ﰲ ﺫﻫﻦ ﺍﳌﺘﻌﻠﻢ‬
‫ﺗﺮﺍﺑﻂ ﺑﻨﻴﻮﻱ ﻭﺩﻻﱄ ﺑﲔ ﺍﻷﺑﻨﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻳﺴﺎﻋﺪﻩ ﰲ ﻋﻤﻠﻴﱵ ﺍﻟﺘﺨﺰﻳﻦ ﻭﺍﻻﺳﺘﺮﺟﺎﻉ‪ .‬ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﺪﺭﺝ‬
‫ﺍﻟﻮﻇﻴﻔﻲ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺃﺳﺎﺳﺎﹰ ﻋﻠﻰ ﻋﺮﺽ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮ ﺑﻄﺮﻳﻘﺔ ﺩﻭﺭﻳﺔ ﻭﻇﻴﻔﻴﺔ‪ ،‬ﻷﻥ ﺍﻟﻮﺿﻊ ﺍﻟﻄﺒﻴﻌﻲ‬
‫ﻟﻼﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﻮﻱ ﻳﺸﲑ ﺇﱃ ﺃﻥ ﺍﻟﻄﻔﻞ ﻻ ﻳﻜﺘﺴﺐ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻨﺤﻮﻳﺔ ﰲ ﺑﻴﺌﺘﻪ ﺍﻟﻌﻔﻮﻳﺔ ﺑﻜﻴﻔﻴﺔ ﺧﻄﻴﺔ‪ ،‬ﺑﻞ‬
‫ﻳﺘﻌﺮﺽ ﳍﺎ ﺩﻭﺭﻳﺎﹰ‪ ،‬ﻓﻴﻜﺘﺴﺐ ﻳﻮﻣﻴﺎﹰ ﻋﻨﺎﺻﺮ ﻭﺃﺟﺰﺍﺀ ﺗﻨﺘﻤﻲ ﺇﱃ ﺃﺑﻮﺍﺏ ﳓﻮﻳﺔ ﳐﺘﻠﻔﺔ‪ .‬ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ‪ :‬ﺇﻥ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺗﻨﻈﻴﻤﻪ ﻣﺴﺄﻟﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻷﺑﻌﺎﺩ‪ ،‬ﲢﺘﺎﺝ ﺇﱃ ﻋﺪﺩ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ‬
‫‪٣٣‬‬
‫ﺍﻟﱵ ﺗﺘﻀﺎﻓﺮ ﻓﻴﻬﺎ ﲨﻠﺔ ﻣﻦ ﺍﻟﻔﺮﻭﻉ ﻭﺍﻻﺧﺘﺼﺎﺻﺎﺕ ﻛﻤﺎ ﻳﺒﻴﻨﻬﺎ ﺍﳌﺨﻄﻂ ﺍﻟﺒﻴﺎﱐ ﺍﻵﰐ‪:‬‬

‫‪ -٣٣‬ﺃﺧﺬ ﺑﺘﺼﺮﻑ ﻋﻦ‪H .Besse, R.Galisson, Polemique en didactique, CLE International, :‬‬
‫‪Paris1980.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻛﻴﻒ ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ؟‬

‫‪ - ١‬ﲢﺪﻳﺪ ﲨﻬﻮﺭ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ‪.‬‬

‫‪ - ٢‬ﻃﻠﺐ ﲢﻮﻳﻞ ﻫﺬﻩ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬
‫ﺇﱃ ﺃﺷﻜﺎﻝ ﻟﻐﻮﻳﺔ‪.‬‬
‫‪ - ٣‬ﺟﺮﺩ ﺍﻷﺷﻜﺎﻝ ﺍﻟﻠﻐﻮﻳﺔ )ﺍﻟﺼﻴﻎ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ(ﺍﻟﱵ‬
‫ﺗﺴﺘﺠﻴﺐ ﻟﻼﺣﺘﻴﺎﺟﺎﺕ ) ﻣﺎﺩﺓ ﺧﺎﻡ (‪.‬‬
‫‪ - ٤‬ﺗﻜﻴﻴﻒ ﺍﳌﺎﺩﺓ ﺍﳋﺎﻡ ﺍﳌﺨﺘﺎﺭﺓ ﻣﻊ ‪:‬‬
‫ﺃ ‪ -‬ﻃﺒﻴﻌﺔ ﺍﳌﺘﻌﻠﻤﲔ‪.‬‬
‫ﺏ ‪ -‬ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ‪.‬‬
‫ﺝ ‪ -‬ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﻮﻓﺮﺓ‪.‬‬

‫‪43‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ – ٣ -٣‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﺇﻥ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﺍﻟﻨﺤﻮﻱ ﻋﻠﻰ ﺃﺳﺲ ﻣﻮﺿﻮﻋﻴﺔ ﺻﺎﺭﻣﺔ ﻟﺴﺎﻧﻴﺔ‪ ،‬ﻭﻧﻔﺴﻴﺔ‪ ،‬ﻭﺗﺮﺑﻮﻳﺔ‪ ،‬ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‪،‬‬
‫ﻭﺗﺮﺗﻴﺒﻪ ﻭﻓﻖ ﺗﺪﺭﺝ ﳏﻜﻢ‪ ،‬ﻻ ﻳﻌﲏ ﺷﻴﺌﺎﹰ ﺇﺫﺍ ﱂ ﻳﺘﺠﺴﺪ ﺫﻟﻚ ﻋﻤﻠﻴﺎﹰ ﰲ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺗﺄﺩﻳﺔ ﺍﳌﻌﻠﻢ ﳍﺎ‬
‫ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ‪ .‬ﻭﺇﻻ ﻣﺎ ﺍﻟﻔﺎﺋﺪﺓ ﻣﻦ ﺗﺼﻤﻴﻢ ﻣﻨﺎﻫﺞ ﳓﻮﻳﺔ ﺣﺪﻳﺜﺔ ﺟﺪﺍﹰ ﺇﺫﺍ ﻛﺎﻧﺖ ﻃﺮﻳﻘﺔ ﺗﺒﻠﻴﻐﻬﺎ ﺭﺩﻳﺌﺔ‪ ،‬ﺃﻭ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺪﺭﺱ ﺍﻟﺬﻱ ﺳﻴﺸﺮﻑ ﻋﻠﻰ ﺗﻨﻔﻴﺬﻫﺎ ﻳﻔﺘﻘﺮ ﺇﱃ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﳌﻬﺎﺭﺓ؟! ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﻳﺮﻯ‬
‫ﺑﻠﻮﻣﻔﻴﻠﺪ " ﺃﻥ ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﺒﺎﻳﻨﺔ ﺟﺪﺍﹰ ﰲ ﺗﺼﻤﻴﻤﻬﺎ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﻗﻠﻴﻠﺔ ﺍﻻﺧﺘﻼﻑ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ‬
‫ﺍﻹﺟﺮﺍﺋﻴﺔ‪) ،‬ﺃﻱ ﻋﻨﺪ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻔﻌﻠﻲ ﳍﺎ ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ(‪ ،‬ﻭﺃﻥ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﲢﻘﻘﻬﺎ ﺍﻟﺘﺮﺑﻴﺔ ﺗﺮﺗﺒﻂ ﺍﺭﺗﺒﺎﻃﺎﹰ ﻭﺛﻴﻘﺎﹰ‬
‫ﺑﺸﺮﻭﻁ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻛﻔﺎﺀﺓ ﺍﳌﻌﻠﻢ‪ ،‬ﻭﻗﻠﻤﺎ ﺗﺮﺗﺒﻂ ﺑﺎﻷﺳﺲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺍﻟﻄﺮﻳﻘﺔ"‪ ٣٤.‬ﻭﺭﻏﻢ ﺍﻟﺘﺒﺎﻳﻦ‬
‫ﺍﻟﻨﻈﺮﻱ ﺍﻟﻮﺍﺿﺢ ﺑﲔ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﱵ ﺗ‪‬ﻨﻌﺖ ﺑﺎﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻟﻄﺮﻕ ﺍﳌﺴﺘﺤﺪﺛﺔ‪ ،‬ﻓﺈ‪‬ﺎ ﲨﻴﻌﺎﹰ ﺑ‪‬ﻨﻴﺖ ﻋﻠﻰ‬
‫ﺗﺼﻮﺭ ﻣﻔﺎﺩﻩ ﺃﻥ ﻫﻨﺎﻙ ﺣﺠﻤﺎﹰ ﳏﺪﺩﺍﹰ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﳚﺐ‬
‫ﻋﻠﻰ ﺃﻱ ﻣﺘﻌﻠﻢ ﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺃﻥ ﳛﻜﻤﻬﺎ‪.‬‬

‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﶈﺎﻭﻻﺕ ﺍﳌﻌﺎﺻﺮﺓ ﻟﺘﺤﺪﻳﺚ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﻴﺪﺍﻧﻴﺔ ﰲ ﺗﺪﺭﻳﺲ ﺃﳓﺎﺀ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﳊﻴﺔ ﺧ‪‬ﻠﹸﺼﺖ ﺇﱃ ﻧﺘﻴﺠﺔ ﻣﺜﺒ‪‬ﻄﺔ ﻧﻮﻋﺎ ﻣﺎ‪ ،‬ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﺍﻟﺘﻌﻠﻴﻤﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻣﺎﺯﺍﻟﺖ‪ ،‬ﻣﻦ ﺍﻟﻮﺟﻬﺔ‬
‫ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﺑﻌﻴﺪﺓ ﻋﻦ ﺍﳊﺴﻢ ﺍﻟﻨﻬﺎﺋﻲ ﺣﻮﻝ ﺃﻓﻀﻞ ﻃﺮﻳﻘﺔ ﻟﺘﺪﺭﻳﺲ ﻣﺎﺩﺓ ﺍﻟﻨﺤﻮ‪ .‬ﺑﻞ ﺍﻷﻛﺜﺮ ﻣﻦ ﺫﻟﻚ ﻫﻮ ﺃﻥ‬
‫‪٣٥‬‬
‫ﻭﻋﻠﻴﻪ‪ ،‬ﻳﻈﻞ ﺇﻳﺼﺎﻝ‬ ‫ﺍﻟﺸﻜﻮﻙ ﺗﺮﺍﻭﺩ ﺑﻌﺾ ﺍﳋﱪﺍﺀ ﺣﻮﻝ ﺇﻣﻜﺎﻧﻴﺔ ﲢﻘﻴﻖ ﺫﻟﻚ ﰲ ﺍﻟﻘﺮﻳﺐ ﺍﻟﻌﺎﺟﻞ‪.‬‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺄﻧﻈﻤﺘﻬﺎ ﻭﻣﺪﻟﻮﻻ‪‬ﺎ ﺇﱃ ﺫﻫﻦ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺃﺻﻌﺐ ﺍﻷﻣﻮﺭ‪ ،‬ﻷ‪‬ﺎ ﺗﺘﻄﻠﺐ ﻣﻦ ﺍﳌﻌﻠﻢ ﻣﻬﺎﺭﺓ‬

‫‪٣٤‬‬
‫‪- H. Besse, R. Porquier, Grammaire et didactique des langues, LAL , Hatier ,‬‬
‫‪Didier ,1991, P264.‬‬
‫‪٣٥‬‬
‫‪- Claude Germain, Hubert Séguin , Le point sur la grammaire , p. 160 .‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻋﺎﻟﻴﺔ ﻻ ﳝﻜﻦ ﺃﻥ ﺗ‪‬ﺤﺼﺮ ﻛﻠﻬﺎ ﺑﻀﻮﺍﺑﻂ ﺟﺎﻣﻌﺔ ﻣﺎﻧﻌﺔ‪ ٣٦.‬ﻓﻼ ﻳﻜﻔﻲ ﺃﻥ ﻳ‪‬ﻠ‪‬ﻢ‪ ‬ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻨﺤﻮ‬
‫ﻟﻴﺘﻤﻜﻦ ﻣﻦ ﺗﺪﺭﻳﺴﻪ‪ .‬ﺑﻞ ﺇﻥ ﺑﻌﻀﻬﻢ ﻳﺮﻯ ﺃﻧﻪ ﻻ ﻳﺼﻠﺢ ﺍﳌﺪﺭﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﺤﻮ ﺇﺫﺍ ﻛﺎﻧﺖ ﺑﻀﺎﻋﺘﻪ ﺍﻟﻨﺤﻮ‬
‫ﻓﻘﻂ‪ ٣٧.‬ﻭﻟﺬﺍ ﻓﻘﺪ ﺑﺎﺕ ﺟﻠﻴﺎﹰ ﻟﺪﻯ ﺍﳋﱪﺍﺀ ﰲ ﻗﻀﺎﻳﺎ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﺑﻞ ﰲ ﻗﻀﺎﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺸﻜﻞ ﻋﺎﻡ ﺃﻧﻪ ﻻ‬
‫ﳝﻜﻦ ﻷﻱ ﻣﻨﻬﺎﺝ ﺃﻥ ﳛﻘﻖ ﻏﺎﻳﺘﻪ ﻭﻳﺒﻠﻎ ﻣﺮﻣﺎﻩ ﻣﺎ ﱂ ﻳﻠﻖ ﺗﺄﻳﻴﺪﺍﹰ ﻟﺪﻯ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻳﺴﻬﺮﻭﻥ ﻋﻠﻰ ﺗﻄﺒﻴﻘﻪ‬
‫ﰲ ﺍﳌﻴﺪﺍﻥ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﻭﺟﺐ ﺃﻥ ﺗﻌﺎﰿ ﻣﺴﺄﻟﺔ ﺇﻋﺪﺍﺩ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺎﺕ ﻭﺗﺄﻫﻴﻠﻬﻢ ﲜﺪﻳﺔ‪ .‬ﻓﻬﻲ ﺇﺷﻜﺎﻟﻴﺔ‬
‫ﺗﺘﻄﻠﺐ ﲝﺜﺎﹰ ﻗﺎﺋﻤﺎﹰ ﺑﺬﺍﺗﻪ‪ .‬ﻭﻻ ﻳﻨﺒﻐﻲ ﻣﺴﺘﻘﺒﻼﹰ ﺃﻥ ﻳﺸﺮﻑ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﻭﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬
‫ﺇﻻ ﻣﺘﺨﺼﺼﻮﻥ ﳛﻤﻠﻮﻥ ﺷﻬﺎﺩﺓ ﺟﺎﻣﻌﻴﺔ ﰲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ .‬ﺑﻞ ﺇﻥ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺣﺎﺟﺔ‬
‫ﻣﺎﺳﺔ ﺇﱃ ﳕﻮﺫﺝ ﺟﺪﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻤﲔ‪ ،‬ﺃﻃﻠﻖ ﻋﻠﻴﻪ ﺑﻌﻀﻬﻢ ﻣﺼﻄﻠﺢ ﺍﳌﻌﻠﻢ ﺍﻟﺒﺎﺣﺚ‪ .‬ﻭﻣﻦ ﺃﺑﺮﺯ ﺍﻟﺼﻔﺎﺕ‬
‫ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﻓﺮ ﻓﻴﻪ‪ :‬ﺍﻟﻔﻬﻢ ﺍﻟﻨﻈﺮﻱ ﺍﳌﺘﻜﺎﻣﻞ ﻷﺳﺲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﱡﻤﻬﺎ ﲝﻴﺚ ﻻ ﻳﻨﻘﺎﺩ ﻟﻜﻞ ﻣﺎ ﰲ‬
‫ﺍﳉﺪﻳﺪ ﻣﻦ ﺟﺎﺫﺑﻴﺔ ﻭﺇﻏﺮﺍﺀ؛ ﻳﺒﺎﺩﺭ ﻭﻳﻌﺪﻝ ﻭﻳﻄﻮﺭ ﰲ ﺃﺳﺎﻟﻴﺒﻪ ﺑﺎﺳﺘﻤﺮﺍﺭ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﻳﺴﺘﺠﺪ‪ ‬ﻣﻦ ﺗﻨﻈﲑ ﻭﻣﺎ‬
‫ﻳﻔﻀﻲ ﺇﻟﻴﻪ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬

‫‪ – ٣٦‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﳊﺎﺝ ﺻﺎﱀ‪ ،‬ﺃﺛﺮ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﺍﻟﻨﻬﻮﺽ ﲟﺴﺘﻮﻯ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺹ ‪.٦٥‬‬
‫‪ - ٣٧‬ﲤﺎﻡ ﺣﺴﺎﻥ‪ ،‬ﻣﻘﺎﻻﺕ ﰲ ﺍﻟﻠﻐﺔ ﻭﺍﻷﺩﺏ‪ ،‬ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪ ،١٩٨٥‬ﺹ‪.٩٧‬‬
‫* ﻟﻘﺪ ﺃﺷﺎﺭﺕ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﱵ ﺃﹸﺟﺮﻳﺖ ﺣﻮﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﻭﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺇﱃ ﺃﻥ ﺍﻹﻋﺪﺍﺩ‬
‫ﺍﳊﺎﱄ ﳌﺪﺭﺳﻴﻬﺎ ﻻ ﻳﻔﻲ ﺑﺎﳊﺎﺟﺎﺕ ﺍﻟﱵ ﻳﺘﻄﻠﺒﻬﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳊﺪﻳﺚ ﻟﻠﻐﺎﺕ‪ .‬ﻓﺜﻤﺔ ﺷﺒﻪ ﺇﲨﺎﻉ ﻋﻠﻰ ﻋﺪﻡ ﻛﻔﺎﺀﺓ ﺇﻋﺪﺍﺩ ﻣﺪﺭﺳﻲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻗﺪ ﻟﻮﺣﻆ ﺃﻥ ﺍﻟﻘﺼﻮﺭ ﻟﺪﻳﻬﻢ ﻻ ﻳﺘﺠﻠﻰ ﰲ ﺍﻟﻀﻌﻒ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺍﻟﺪﺭﻭﺱ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﺍﻟﺘﻘﻮﱘ‪ ،‬ﻭﺗﺼﻤﻴﻢ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪...‬ﺇﱁ‪.‬‬
‫ﺍﻧﻈﺮ‪ ،‬ﺃﻣﲔ ﺍﻟﻜﺨﻦ‪ ،‬ﺩﻟﻴﻞ ﺃﲝﺎﺙ ﻣﻴﺪﺍﻧﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‪ ،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ‬
‫ﻭﺍﻟﻌﻠﻮﻡ‪ ،‬ﺗﻮﻧﺲ‪.١٩٩٢‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ - ٤-٣‬ﺍﻟﺘﻘﻮﱘ‪:‬‬
‫ﻟﻜﻲ ﻧﺘﺄﻛﺪ ﻣﻦ ﻣﺪﻯ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻹﺟﺮﺍﺋﻴﺔ ﺍﻟﱵ ﺗﺼﺮﺡ ‪‬ﺎ ﺍﳌﻨﺎﻫﺞ ﻻ ﺑﺪ ﻣﻦ‬
‫ﺍﻟﺘﻘﻮﱘ‪ .‬ﻓﻬﻮ ﺭﻛﻦ ﺃﺳﺎﺳﻲ ﰲ ﺑﻨﺎﺀ ﺍﳌﻨﺎﻫﺞ ﻭﺗﻄﻮﻳﺮﻫﺎ‪ .‬ﻭﳝﺜﻞ‪ ،‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺪﺭﺱ‪ ،‬ﺃﺩﺍﺓ ﲤﻜﻦ ﻣﻦ ﻣﺮﺍﻗﺒﺔ‬
‫) ‪feed -‬‬ ‫ﳒﺎﺣﻪ ﺍﳋﺎﺹ‪ ،‬ﻭﺗﻌﺪﻳﻞ ﺃﺳﻠﻮﺑﻪ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﳛﺼﻞ ﻋﻠﻴﻪ ﻣﻦ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬
‫‪ .( back‬ﻭﻳ‪‬ﻔﺘﺮﺽ ﰲ ﺍﻟﺘﻘﻮﱘ ﺃﻥ ﻳﺴﺒﻖ ﺍﻟﻔﻌﻞ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﻳﻼﺯﻣﻪ‪ ،‬ﻭﻳﺘﺎﺑﻌﻪ‪ ،‬ﻣﻦ ﺃﺟﻞ ﺩﺭﺍﺳﺔ ﻭﺍﻗﻌﻪ ﻭﲝﺚ‬
‫ﻣﺸﻜﻼﺗﻪ ﻭﺭﺳﻢ ﺍﳋﻄﻮﻁ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻄﻮﻳﺮﻩ ﲢﻘﻴﻘﺎﹰ ﻟﻸﻫﺪﺍﻑ‪ .‬ﻓﻼ ﺗﻄﻮﻳﺮ ﻭﻻ ﲢﺪﻳﺚ ﻟﻠﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺩﻭﻥ ﺗﻘﻴﻴﻢ ﻭﺗﻘﻮﱘ‪ .‬ﻭﻟﻠﺘﻘﻮﱘ ﺍﺳﺘﻌﻤﺎﻻﺕ ﻛﺜﲑﺓ‪ ،‬ﻏﲑ ﺃﻧﻪ ﰲ ﺍﳉﺎﻧﺐ ﺍﻟﺘﺮﺑﻮﻱ ﻳ‪‬ﺮﺍﺩ ﺑﻪ ﺃﺣﺪ ﺷﻴﺌﲔ‪ :‬ﺑﻴﺎﻥ‬
‫ﻗﻴﻤﺔ ﲢﺼﻴﻞ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﻣﺪﻯ ﲢﻘﻴﻘﻪ ﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﺗﺼﺤﻴﺢ ﺗﻌﻠﻤﻪ ﻭﲣﻠﻴﺼﻪ ﻣﻦ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﰲ‬
‫ﲢﺼﻴﻠﻪ‪ .‬ﻓﻠﻠﺘﻘﻮﱘ ﺇﺫﺍﹰ ﻭﻇﻴﻔﺔ ﺛﻨﺎﺋﻴﺔ ﺗﺘﻤﺜﻞ ﰲ ﻗﻴﺎﺱ ﻣﺴﺘﻮﻯ ﺍﳌﺘﻌﻠﻢ ﻭ ﺗﻔﺴﲑﻩ‪ .‬ﻭﻫﺬﺍ ﻫﻮ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ‬
‫ﺍﻟﺘﻘﻮﱘ ﰲ ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﳊﺪﻳﺜﺔ‪ .‬ﻓﺎﻟﺘﻘﻮﱘ ﺍﻟﺘﺮﺑﻮﻱ ﻗﺪﳝﺎﹰ ﻛﺎﻥ ﻣﺮﺍﺩﻓﺎﹰ ﻟﻼﻣﺘﺤﺎﻥ ﻭﺍﻟﻌﻼﻣﺔ‪،‬‬
‫ﻭﺫﻛﺮﻩ ﰲ ﺍﻟﻮﺳﻂ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻳﺜﲑ ﰲ ﺍﻷﺫﻫﺎﻥ ﻓﻜﺮﺓ ﺍﻟﻌﻘﻮﺑﺔ‪ ،‬ﻷﻧﻪ ﻳﺄﰐ ﻋﺎﺩﺓ ﰲ ‪‬ﺎﻳﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫)‪ ،(évaluation sommative‬ﻭﻋﻠﻴﻪ ﻳﻨﺒﲏ ﺗﺮﺣﻴﻞ ﺍﳌﺘﻌﻠﻤﲔ ﻣﻦ ﻣﺴﺘﻮﻯ ﺇﱃ ﻣﺴﺘﻮﻯ ﺁﺧﺮ‪ .‬ﺃﻣﺎ ﰲ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻓﻴﻌﺪ ﻭﺳﻴﻠﺔ ﻟﺘﺸﺨﻴﺺ ﺍﳌﻜﺘﺴﺒﺎﺕ‪ ،‬ﻭﺗﻔﺴﲑﻫﺎ‪ ،‬ﻭﺍﻗﺘﺮﺍﺡ ﺍﳊﻠﻮﻝ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻌﻼﺟﻬﺎ ﺇﺫﺍ‬
‫ﻟﺰﻡ ﺍﻷﻣﺮ ﺫﻟﻚ‪ .‬ﻭ‪‬ﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺍﳉﺪﻳﺪ ﺃﺻﺒﺢ ﺍﻟﺘﻘﻮﱘ ﻳﺘﻌﻠﻖ ﲜﻤﻴﻊ ﻣﻜﻮﻧﺎﺕ ﺍﳌﻨﻬﺞ ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻷﻫﺪﺍﻑ‬
‫ﻭﺍﶈﺘﻮﻳﺎﺕ ﻭﺍﻟﻄﺮﺍﺋﻖ ﻭﺍﻷﻧﺸﻄﺔ ﻭﺍﳌﺘﻌﻠﻢ ﻭﺍﻟﺘﻘﻮﱘ ﻧﻔﺴﻪ‪ ،‬ﻭﻋﻼﻗﺘﻪ ﺑﺘﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ ﻋﻼﻗﺔ ﺩﺍﺋﺮﻳﺔ ﻻ ﺧﻄﻴﺔ‬
‫ﻳﺆﺛﺮ ﻓﻴﻬﺎ ﻭﻳﺘﺄﺛﺮ ‪‬ﺎ‪ .‬ﻭﻟﻴﺲ ﻫﻮ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺧﲑ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﳌﻨﻬﺎﺝ ﻛﻤﺎ ﰲ ﺍﳌﺨﻄﻂ ﺍﻟﺒﻴﺎﱐ ﺍﻵﰐ‪:‬‬
‫اﻷھﺪاف‬
‫ﺍﶈﺘﻮﻯ‬ ‫ﺍﻟﺘﻘﻮﱘ‬

‫ﺍﻟﻄﺮﻳﻘـﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻳﺘﻀﺢ ﻟﻨﺎ ﺧﻼﻝ ﺍﳌﺨﻄﻂ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺍﻟﺘﻘﻮﱘ ﻣﻌﲏ ﲜﻤﻴﻊ ﻣﻜﻮﻧﺎﺕ ﺍﳌﻨﻬﺎﺝ‪ ،‬ﻭﻋﺪﻡ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﱵ ﺗﺮﺻﺪﻫﺎ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻗﺪ ﻳﻌﻮﺩ ﺇﱃ ﺧﻠﻞ ﰲ ﻣﺴﺘﻮﻯ ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻛﺄﻥ ﺗﻜﻮﻥ ﻃﻤﻮﺣﺔ ﻟﻠﻐﺎﻳﺔ‪،‬‬
‫ﺃﻭ ﰲ ﻣﺴﺘﻮﻯ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﻛﺄﻥ ﻳﻜﻮﻥ ﻓﻘﲑﺍﹰ ﻻ ﻳﻠﱯ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﻻ ﻳﺴﺘﺠﻴﺐ ﻟﻌﺼﺮﻫﻢ‬
‫ﻭﺑﻴﺌﺘﻬﻢ‪ ،‬ﺃﻭ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻘﻮﱘ ﻛﺄﻥ ﻳﻜﻮﻥ ﺍﻻﺧﺘﺒﺎﺭ ﻏﲑ ﻣﻮﺿﻮﻋﻲ ﻳﻔﺘﻘﺮ ﺇﱃ ﻣﻌﺎﻳﲑ ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ‪،‬‬
‫ﺃﻭ ﻋﻠﻰ ﻣﺴﺘﻮﺍﻫﻢ ﲨﻴﻌﺎﹰ‪ .‬ﻭ‪‬ﺬﺍ ﺍﻹﺟﺮﺍﺀ ﻻ ﺗ‪‬ﻠﻘﻰ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻔﺸﻞ ﻭﻋﺪﻡ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﻋﻠﻰ ﻛﺎﻫﻞ‬
‫ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﻻ ﻳ‪‬ﺘﻬﻢ ﻟﻮﺣﺪﻩ ﺑﻨﻘﺺ ﰲ ﺍﻟﻌﺒﻘﺮﻳﺔ ﻭﺍﻟﺬﻛﺎﺀ‪ .‬ﻭﻣﺎ ﻳﻼﺣﻆ ﻋﻠﻰ ﻣﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ‬
‫ﻭﻣﻨﻬﺎ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ‪ ،‬ﺃ‪‬ﺎ ﺗﻔﺘﻘﺮ ﺇﱃ ﻧﻮﻉ ﺇﺟﺮﺍﺋﻲ ﻣﻦ ﺍﻟﺘﻘﻮﱘ ﺃﻃﻠﻖ ﻋﻠﻴﻪ ﺑﻌﻀﻬﻢ ﻣﺼﻄﻠﺢ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺘﻜﻮﻳﲏ‬
‫‪ ،(évaluation‬ﻭﻫﻮ ﻧﻮﻉ ﻋﻤﻠﻲ ﻳﻼﺯﻡ ﺍﻟﻔﻌﻞ ﺍﻟﺘﺪﺭﻳﺴﻲ ﰲ ﲨﻴﻊ ﻣﺮﺍﺣﻠﻪ ﻭﺧﻄﻮﺍﺗﻪ‬ ‫)‪formative‬‬

‫ﺍﻻﺳﺘﺜﻤﺎﺭ(‪ ،‬ﻳ‪‬ﻨﺠﺰ ﺑﻌﺪ ﻛﻞ ﻭﺣﺪﺓ ﺃﻭ‬ ‫ﺍﻟﺘﺜﺒﻴﺖ‬ ‫ﺍﻟﺸﺮﺡ‬ ‫ﺍﻟﻌﺮﺽ‬ ‫)ﺍﻟﺘﻤﻬﻴﺪ‬

‫ﺣﻠﻘﺔ ﺃﻭ ﳏﻮﺭ ﺃﻭ ﺟﺰﺀ ﻣﻨﻪ ‪‬ﺪﻑ ﺍﻟﺘﻌﺪﻳﻞ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺴﺘﻤﺮﻳﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ – ٤‬ﺍﳋﺎﲤﺔ‪:‬‬
‫ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ‪ :‬ﺇﻥ ﺍﳉﺪﻝ ﺣﻮﻝ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﱂ ﻳﻜﻦ ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ ﺳﻮﻯ ﺟﺰﺀ ﻣﻦ ﺍﻟﺒﺤﺚ‬
‫ﻋﻦ ﺃﻓﻀﻞ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﻭﺇﻧﻪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺃﻥ ﻧﻔﺎﺿﻞ ﺑﲔ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﺒﺎﻳﻨﺔ ﻧﻈﺮﻳﺎﹰ ﺃﻣﺎﻡ ﺧﻴﺒﺔ ﺍﻷﻣﻞ‬
‫ﺍﻟﻨﺴﺒﻴﺔ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺣﻘﻘﻬﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﻟﻄﺮﻕ ﺍﳌﺴﺘﺤﺪﺛﺔ؟ ﻓﺄﻓﻀﻞ ﺍﳌﻨﺎﻫﺞ ﺃﻛﺜﺮﻫﺎ ﺧﺼﻮﺑﺔ ﻭﺇﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺇﻥ‬
‫ﻛﺎﻥ ﺑﻌﻀﻬﻢ ﻳﺮﻯ ﺃﻥ ﺍﻟﻨﺘﺎﺋﺞ ﺍﶈﻘﻘﺔ ﻟﺪﻯ ﺍﳌﺘﻌﻠﻤﲔ ) ﺃﻱ ﺍﳌﺨﺮﺟﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ( ﺗﺘﻌﻠﻖ ﺑﻜﻔﺎﺀﺓ ﺍﳌﻌﻠﻢ ﻭﻗﻠﻤﺎ‬
‫ﺗﺮﺗﺒﻂ ﺑﺎﳋﻠﻔﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ﺗﺘﺄﺳﺲ ﻋﻠﻴﻬﺎ ﺍﳌﻨﺎﻫﺞ‪ .‬ﻓﺎﳌﻨﺎﻫﺞ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻏﲑ ﻣﻮﺟﻮﺩﺓ ﻭﻻ ﳝﻜﻦ ﺃﻥ ﺗﻮﺟﺪ‬
‫ﺃﺻﻼﹰ ﺃﻣﺎﻡ ﲡﺪﺩ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺑﻞ ﺃﻣﺎﻡ ﺣﺘﻤﻴﺔ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻘﺎﺋﻤﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ ﺃﻭ ﺩﺣﻀﻬﺎ‬
‫ﺑﺎﺳﺘﻤﺮﺍﺭ‪ .‬ﻭﻟﻜﻦ‪ ،‬ﻭﺩﻭﻥ ﺍﻟﻀﻴﺎﻉ ﰲ ﺿﺒﺎﺑﻴﺔ ﻫﺬﺍ ﺍﻟﺘﺸﺎﺅﻡ ﻳﻈﻞ ﺍﳌﺘﺨﺼﺺ ﰲ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺎﺕ ﻣﻄﺎﻟﺒﺎﹰ‬
‫ﺑﺎﳌﻘﺎﺭﺑﺔ ﻭﺍﻟﺘﺴﺪﻳﺪ ﻟﺘﺼﻤﻴﻢ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻤﻴﺔ ﺗﻀﻤﻦ ﺃﻗﺼﻰ ﺣﺪﻭﺩ ﺍﻟﻨﺠﺎﻋﺔ‪ .‬ﻭﻟﻀﻤﺎﻥ ﺟﻮﺩﺓ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﻮ‬
‫ﺍﳌﺆﻣﻠﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻧﻀﻊ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻨﺪ ﺇﻋﺪﺍﺩﻫﺎ ﻭﻋﻨﺪ ﺗﻨﻔﻴﺬﻫﺎ‪:‬‬

‫‪ .١‬ﺍﻟﻨﺤﻮ ﰲ ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﻮﺿﻮﺡ‪ ،‬ﻭﻳﺘﻌﻠﻖ ﺍﻟﻮﺿﻮﺡ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻳ‪‬ﻌﺮﺽ ‪‬ﺎ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻤﲔ‪.‬‬

‫‪ .٢‬ﺍﻟﻨﺤﻮ ﻋﺎﻣﻞ ﻣﺴﺎﻋﺪ ﻭﻟﻴﺲ ﻫﻮ ﻛﻞ ﺷﻲﺀ ﰲ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ .٣‬ﺇﻥ ﻣﻌﺮﻓﺔ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻨﺤﻮﻳﺔ ﻻ ﺗﻌﲏ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﻮﺍﺻﻞ‪.‬‬

‫‪ .٤‬ﻻ ﻳﺼﻠﺢ ﺍﳌﻌﻠﻢ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﺤﻮ ﺇﺫﺍ ﻛﺎﻧﺖ ﺑﻀﺎﻋﺘﻪ ﺍﻟﻨﺤﻮ ﻓﻘﻂ‪.‬‬

‫‪ .٥‬ﺇﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺍﻋﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ ﻟﻴﺴﺖ ﺍﻟﺸﺮﻁ ﺍﻟﻀﺮﻭﺭﻱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﰲ ﺍﳌﻘﺎﺑﻞ ﻓﺈﻥ ﺗﻌﻠﱡﻢ ﺍﻟﻠﻐﺔ ﻻ‬
‫ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻛﻠﻪ ﻋﻤﻠﻴﺔ ﻏﲑ ﻭﺍﻋﻴﺔ‪ .‬ﻭﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺆﻣﻠﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﻓﺮ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺿﻤﻨﻴﺔ‬
‫ﻭﺃﺧﺮﻯ ﺻﺮﳛﺔ‪ .‬ﻭﻳﻘﺘﻀﻲ ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﳉﻬﺪ ﻭﺍﻟﻮﻗﺖ ﺗﻘﺪﱘ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻀﻤﲏ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﻟﺼﺮﻳﺢ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪ .٦‬ﺍﻟﻨﺤﻮ ﳑﺎﺭﺳﺔ ﻭﺍﺳﺘﻌﻤﺎﻝ‪ ،‬ﻭﻫﻴﻬﺎﺕ ﺃﻥ ﻳﻨﺠﺢ ﺗﺪﺭﻳﺴﻪ ﺩﻭﻥ ﺗﺪﺭﻳﺐ ﻭﺗﻄﺒﻴﻖ‪ .‬ﻭﻗﺪ ﻻ ﺃﻛﻮﻥ ﻣﺒﺎﻟﻐﺎﹰ‬
‫ﺇﺫﺍ ﺍﻗﺘﺮﺣﺖ ﺃﻥ ﻳﻜﻮﻥ ﺩﺭﺱ ﺍﻟﻨﺤﻮ ﻛﻠﹼﻪ ﳑﺎﺭﺳﺔ ﻭﺗﻄﺒﻴﻘﺎﹰ ﻛﻤﺎ ﰲ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﱐ ﺍﻵﰐ‪:‬‬

‫ﺧﻄﻮﺍﺕ ﺍﻟﺪﺭﺱ‬

‫ﺍﻻﺳﺘﺜﻤﺎﺭ‬ ‫ﺍﻟﺘﺜﺒﻴﺖ‬ ‫ﺍﻟﻌﺮﺽ‬ ‫ﲤﻬﻴﺪ‬

‫ﺍﻟﺘﺪﺭﻳﺒــــــــﺎﺕ‬

‫ﻭﺇﻥ ﺃﺣﺴﻦ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺘﺤﺼﻴﻞ ﺍﻟﻨﺤﻮ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﻭﺗﻔﺎﺩﻱ ﺍﻟﻨﺺ ﺍﳌﺴﻬﺐ ﺍﻟﺬﻱ ﻳﺼﻌﺐ ﺣﻔﻈﻪ‬
‫ﻋﻠﻰ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻫﻲ ﺍﻟﱵ ﺗﻘﺪﻡ ﻣﻌﻠﻮﻣﺎﺗﻪ ﻭﻗﻮﺍﻧﻴﻨﻪ ﻋﻠﻰ ﺷﻜﻞ ﺭﺳﻮﻡ ﺑﻴﺎﻧﻴﺔ ﺑﺴﻴﻄﺔ ﻳ‪‬ﺸﺎﺭ ﻓﻴﻬﺎ ﺇﱃ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﺎﻟﺮﻣﻮﺯ ﻭﺍﳉﺪﺍﻭﻝ ﻭﺍﻟﺴﻬﺎﻡ ﻭﺍﻷﻗﻮﺍﺱ ﻭﺍﳌﺸﺠﺮﺍﺕ‪ ،‬ﻭﺗ‪‬ﺴﺘﺜﻤﺮ ﻓﻴﻬﺎ ﺍﻷﻟﻮﺍﻥ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﺤﻠﻴﻞ ﺍﻟﺤﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻓﻲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ‬

‫ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬
‫ﺩ‪ /‬ﻫﺪﺍﻳﺔ ﻫﺪﺍﻳﺔ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺸﻴﺦ ﻋﻠﻲ‬
‫أﺳﺘﺎذ ﻣﺴﺎﻋﺪ اﻟﻤﻨﺎھﺞ وﻃﺮاﺋﻖ ﺗﺪرﯾﺲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻟﻐﯿﺮ اﻟﻨﺎﻃﻘﯿﻦ ﺑﮭﺎ‬

‫ﻣﻘﺪﻣﺔ‪:‬‬

‫ﺗﻌﺪ ﺍﻟﻠﻐﺔ ﻣﻈﻬﺮﺍ ﻣﻦ ﻣﻈﺎﻫﺮ ﺍﳊﻀﺎﺭﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ؛ ﻓﻬﻲ ﺃﺩﺍﺓ ﺍﻟﺘﻔﺎﻫﻢ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﻭﺍﳌﺼﺎﱀ ﺑﲔ‬
‫ﺍﻟﺒﺸﺮ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ ﻭﺳﻴﻠﺔ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ‪ ،‬ﻓﺒﺪﻭ‪‬ﺎ ﻳﺼﻌﺐ ﺍﻟﺘﻮﺍﺻﻞ ﻭﺍﻟﺘﻔﺎﻫﻢ ﺑﲔ‬
‫ﺍﻟﺸﻌﻮﺏ‪ ،‬ﻛﺬﻟﻚ ﺗﻌﺪ ﺍﻟﻠﻐﺔ ﺩﻟﻴﻼ ﻋﻠﻰ ﺗﻘﺪﻡ ﺍﻟﺸﻌﻮﺏ ﻭﺍﻷﻣﻢ؛ ﻭﳍﺬﺍ ﻓﻘﺪ ﺣﺮﺻﺖ ﺍﻟﺸﻌﻮﺏ ﻋﻠﻰ ﻧﺸﺮ‬
‫ﻟﻐﺎ‪‬ﺎ ﺧﺎﺭﺝ ﻧﻄﺎﻕ ﺍﳌﺘﻜﻠﻤﲔ ‪‬ﺎ؛ ﻷﻥ ﺫﻟﻚ ﳝﻨﺤﻬﺎ ﻫﻴﻤﻨﺔ ﻓﻜﺮﻳﺔ‪ ،‬ﻭﺛﻘﺎﻓﻴﺔ ﻋﻠﻰ ﺍﳌﺘﻜﻠﻤﲔ ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ‬
‫ﺗﻌﺮﻑ ﺍﻵﺧﺮﻳﻦ ﺑﺜﻘﺎﻓﺎﺕ‪ ،‬ﻭﻓﻜﺮ‪ ،‬ﻭﺳﻠﻮﻛﻴﺎﺕ‪ ،‬ﻭﻋﺎﺩﺍﺕ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻫﺬﺍ ﻫﻮ ﺳﺮ ﻋﻨﺎﻳﺔ ﺍﻟﺸﻌﻮﺏ‬
‫ﺑﻠﻐﺎ‪‬ﺎ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻧﺸﺮﻫﺎ‪ ،‬ﻓﻜﻠﻤﺎ ﺍﺭﺗﻔﻌﺖ ﺍﻷﻣﺔ ﺍﺭﺗﻔﻌﺖ ﻟﻐﺘﻬﺎ‪ ،‬ﻭﻛﻠﻤﺎ ﺍﳓﻄﺖ ﺍﻷﻣﺔ ﺍﳓﻄﺖ ﻟﻐﺘﻬﺎ‪.‬‬

‫ﻭﻧﻈﺮﺍﹰ ﻻﻧﺘﺸﺎﺭ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ؛ ﺃﺻﺒﺢ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﺸﻌﻮﺏ ﺃﻣﺮﺍﹰ ﻳﺴﲑﺍﹰ‪،‬‬
‫ﻭﻻ ﺗﺴﺘﻄﻴﻊ ﺩﻭﻟﺔ ﻣﻦ ﺍﻟﺪﻭﻝ ﺃﻥ ﺗﻌﻴﺶ ﰲ ﻋﺰﻟﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺘﻄﻮﺭ ﻭﺍﻻﺗﺼﺎﻝ؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﳊﻜﻮﻣﺎﺕ‬
‫ﻭﺍﻟﺸﻌﻮﺏ ﺗﻌﲏ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻷﺑﻨﺎﺋﻬﺎ‪ ،‬ﺧﺎﺻﺔ ﺍﻟﻠﻐﺎﺕ ﺍﳊﻴﺔ ﻭﺍﺳﻌﺔ ﺍﻻﻧﺘﺸﺎﺭ ﺍﻟﱵ ﻳﻜﺜﺮ ﻋﺪﺩ‬
‫ﺍﳌﺘﻜﻠﻤﲔ ‪‬ﺎ‪ ،‬ﻭﺍﻟﱵ ﻳ‪‬ﺘ‪‬ﺤﺪﺙ ‪‬ﺎ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺮﲰﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ؛ ﻷﻧﻪ ﻻ ﻏﻨﺎﺀ ﳍﺬﻩ ﺍﻟﺪﻭﻝ ﻭﺍﻟﺸﻌﻮﺏ ﻋﻦ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﳍﻴﺌﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪.‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺮﺋﻴﺴﺔ ﰲ ﺍﻟﻌﺎﱂ؛ ﻓﻬﻲ‬
‫ﻳﺘﺤﺪﺙ ‪‬ﺎ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﰲ ﻗﺎﺭﺗﲔ؛ ﻋﱪ ﴰﺎﻝ ﺇﻓﺮﻳﻘﻴﺎ ﺣﱴ ﺷﺒﻪ ﺍﳉﺰﻳﺮﺓ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﰲ ﺁﺳﻴﺎ ﰲ ﺷﺒﻪ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﳉﺰﻳﺮﺓ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﺑﺄﻛﻤﻠﻪ‪ ،‬ﻓﻬﻲ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﻟﺘﺴﻊ ﻋﺸﺮﺓ ﺩﻭﻟﺔ؛ ﻭﻟﺬﺍ ﻓﻬﻲ ﺗﺼﻨﻒ ﻣﻦ‬
‫)‪(٣٨‬‬
‫ﺑﲔ ﺃﻋﻠﻰ ﻋﺸﺮ ﻟﻐﺎﺕ ﻋﻠﻰ ﻛﻮﻛﺐ ﺍﻷﺭﺽ ﺍﻟﱵ ﻳﺘﺤﺪﺙ ‪‬ﺎ‬

‫ﻭﻗﺪ ﻓﺮﺿﺖ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻧﻔﺴﻬﺎ ﻛﻠﻐﺔ ﺳﺎﺩﺳﺔ ﰲ ﻣﻨﻈﻤﺔ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺍﳍﻴﺌﺎﺕ ﺍﻟﺘﺎﺑﻌﺔ ﳍﺎ ﺟﻨﺒﺎﹰ ﺇﱃ‬
‫ﺟﻨﺐ ﻣﻊ ﺍﻟﻠﻐﺎﺕ‪ :‬ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﻭﺍﻷﺳﺒﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﺼﻴﻨﻴﺔ‪ ،‬ﻭﺍﻟﺮﻭﺳﻴﺔ‪ ،‬ﻓﻬﻲ ﻟﻐﺔ ﻋﻤﻞ ﺭﲰﻴﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﰲ ﺍﳌﻨﺎﻗﺸﺎﺕ‪ ،‬ﻭﺍﻟﺘﻮﺛﻴﻖ‪ ،‬ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‪ ،‬ﻭﺫﻟﻚ ﻧﻈﺮﺍﹰ ﻷﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺗﺴﻌﺔ ﻋﺸﺮ ﻋﻀﻮﺍﹰ ﻣﻦ‬
‫ﺃﻋﻀﺎﺀ ﻣﻨﻈﻤﺔ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ ﻟﻐﺔ ﻋﻤﻞ ﻣﻘﺮﺭﺓ ﰲ ﻭﻛﺎﻻﺕ ﻭﻣﻨﻈﻤﺎﺕ ﻣﺘﺨﺼﺼﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﻨﻈﻤﺔ‬
‫ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻭﻣﻨﻈﻤﺔ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﻟﻸﻏﺬﻳﺔ ﻭﺍﻟﺰﺭﺍﻋﺔ‪ ،‬ﻭﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪،‬‬
‫‪٣٩‬‬
‫ﻭﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻭﻣﻨﻈﻤﺔ ﺍﻟﻮﺣﺪﺓ ﺍﻹﻓﺮﻳﻘﻴﺔ‬

‫ﻭﻧﻈﺮﺍﹰ ﻷﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ؛ ﻓﺈﻥ ﺍﻟﺪﻭﻝ ﺍﻷﺟﻨﺒﻴﺔ ﺗﺘﺴﺎﺑﻖ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ؛ ﻹﻗﺎﻣﺔ ﻋﻼﻗﺎﺕ ﻭﻃﻴﺪﺓ ﻣﻊ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﺣﻜﻮﻣﺎﺕ‪ ،‬ﻭﺷﻌﻮﺏ؛ ﻭﺫﻟﻚ ﻟﻸﳘﻴﺔ‪ :‬ﺍﻟﺪﻳﻨﻴﺔ‪،‬‬

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‫‪) Nicholas, A. And Putros, S.: The Arabic Alphabet How to Read and Write it,‬‬
‫‪The American University in Cairo Press, Third Printing, 1994,p.13.‬‬
‫‪ ٣٩‬ﺍﻧﻈﺮ ﻛﻼﹰ ﻣﻦ ‪:‬‬
‫ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ :‬ﻗﺮﺍﺭ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺭﻗﻢ )‪ ،(٣١٩٠‬ﻭﺭﺩ ﰲ ﺍﳉﻠﺴﺔ ﺍﻟﻌﺎﻣﺔ ﺭﻗﻢ )‪ (٢٢٠٦‬ﰲ ﺩﻳﺴﻤﱪ‬ ‫‪-‬‬
‫‪١٩٧٣‬ﻡ ‪.‬‬
‫ﺳﻠﻴﻤﺎﻥ ﺩﺍﻭﺩ ﺍﻟﻮﺍﺳﻄﻲ‪ :‬ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻷﺟﺎﻧﺐ ﻭﻧﻮﻋﻴﺎ‪‬ﻢ ﻭﻗﺎﺋﻊ ﻧﺪﻭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ‬ ‫‪-‬‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺟـ‪ ،٢‬ﻣﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺮﰊ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪١٩٨٥ ،‬ﻡ ﺹ‪. ٢١١‬‬
‫ﻋﻠﻲ ﻣﺪﻛﻮﺭ‪ :‬ﺗﺪﺭﻳﺲ ﻓﻨﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﺩﺍﺭ ﺍﻟﺸﻮﻑ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪١٩٩١ ،‬ﻡ ﺹ ‪.٥٠‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﺍﳉﻐﺮﺍﻓﻴﺔ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺍﻟﺘﺎﺭﳜﻴﺔ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﳍﺬﻩ ﺍﳌﻨﻄﻘﺔ‪ ،‬ﻭﻫﺬﺍ ﺍﻹﻗﺒﺎﻝ ﺍﻟﻌﺎﳌﻲ ﻋﻠﻰ ﺗﻌﻠﻢ‬
‫‪٤٠‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﻌﻠﻬﺎ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﱵ ﻳﺰﺩﺍﺩ ﺍﻹﻗﺒﺎﻝ ﻋﻠﻰ ﺗﻌﻠﻤﻬﺎ‪.‬‬

‫ﻭﻣﻦ ﺃﺟﻞ ﻣﺎ ﺳﺒﻖ ﻓﺈﻥ ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻷﺟﻨﺒﻴﺔ ﻳﺘﻮﺟﻬﻮﻥ ﺇﱃ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﰲ ﺑﻼﺩﻫﺎ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻓﻴﻨﺘﺴﺒﻮﻥ ﺇﱃ ﺟﺎﻣﻌﺎ‪‬ﺎ ﻭﻣﻌﺎﻫﺪﻫﺎ ﺍﳌﺘﺨﺼﺼﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺑﻌﺾ‬
‫ﻫﺬﻩ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﺼﺮ‪ ،‬ﻭﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﻭﻏﲑﳘﺎ ﺗﻘﺪﻡ ﻣﻨﺤﺎﹰ ﳎﺎﻧﻴﺔ ﳍﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻷﺟﺎﻧﺐ؛‬
‫ﻟﻴﺘﻌﻠﻤﻮﺍ‪ :‬ﻣﺒﺎﺩﺉ ﺍﻟﺪﻳﻦ ﺍﻹﺳﻼﻣﻲ‪ ،‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻮﻃﻦ ﺍﻷﺻﻠﻲ ﳍﻤﺎ‪ ،‬ﺣﻴﺚ ﻳﻮﺟﺪ ﰲ ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﻫﺪ ﺍﳌﺘﺨﺼﺼﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﻌﻬﺪ ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ‪ ،‬ﻭﻣﻌﻬﺪ‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﻭﻣﻌﻬﺪ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪...‬ﺇﱁ‪ ،‬ﻛﻤﺎ ﻳﻮﺟﺪ ﰲ ﻣﺼﺮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﻫﺪ ﺍﳌﺘﺨﺼﺼﺔ‬
‫ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﻌﻬﺪ ﺍﻟﺒﻌﻮﺙ‪ ،‬ﻭﻣﻌﻬﺪ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳋﺎﺻﺔ ﺍﻟﺘﺎﺑﻌﲔ ﻟﻸﺯﻫﺮ‬
‫ﺍﻟﺸﺮﻳﻒ‪ ،‬ﻭﻣﺮﻛﺰ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺎﺑﻊ ﻟﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﲜﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪...‬ﺇﱁ‪.‬‬

‫ﻭﺍﻧﻄﻼﻗﺎ ﳑﺎ ﺳﺒﻖ ﻳﻨﺒﻐﻲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﺪﺭﻳﺐ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ ﻋﻠﻰ ﺇﺟﺎﺩﺓ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻣﻊ ﻣﻦ‬
‫ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻌﻬﻢ ﰲ ﻫﺬﻩ ﺍﻟﺒﻼﺩ؛ ﻭﳍﺬﺍ ﺗﱪﺯ ﺿﺮﻭﺭﺓ ﲢﻠﻴﻞ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﳍﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﻓﻴﻬﺎ ﺇﱃ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ؛ ﻭﻣﻦ ﺛﹶﻢ ﺑﻨﺎﺀ ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻘﺪﻡ‬
‫ﳍﻢ ﰲ ﺿﻮﺀ ﻫﺬﻩ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ؛ ﻟﻴﺸﻌﺮ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﻮﻥ ﺑﺄﳘﻴﺔ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﳍﻢ؛‬
‫ﻧﻈﺮﺍ ﻷ‪‬ﺎ ﺗﻠﱯ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﻭﺭﻏﺒﺎ‪‬ﻢ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﺴﺎﻋﺪﻫﻢ ﰲ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻔﻌﺎﻝ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ‬
‫ﻳﺘﻌﺮﺿﻮﻥ ﳍﺎ‪.‬‬

‫‪ (٤٠‬ﻫﺪﺍﻳﺔ ﻫﺪﺍﻳﺔ ﺇﺑﺮﺍﻫﻴﻢ‪:‬ﺑﺮﻧﺎﻣﺞ ﻣﻘﺘﺮﺡ ﻟﻌﻼﺝ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﻛﺘﺎﺑﺎﺕ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ‬
‫ﺑﻐﲑﻫﺎ ﰲ ﺿﻮﺀ ﻣﺪﺧﻞ ﺍﻟﺘﻘﺎﺑﻞ ﺍﻟﻠﻐﻮﻱ ﻭﲢﻠﻴﻞ ﺍﻷﺧﻄﺎﺀ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﺓ" ﻏﲑ ﻣﻨﺸﻮﺭﺓ"‪ ،‬ﻣﻌﻬﺪ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪٢٠٠٨ ،‬ﻡ‪ ،‬ﺹ ‪.٢‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺗﻘﺪﻳﺮ ﻭﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺗﻌﺪ ﺃﺳﺎﺳﺎ ﻓﻌﺎﻻ ﻟﻨﺠﺎﺡ ﺃﻭ ﺗﻄﻮﻳﺮ ﺃﻱ ﺑﺮﻧﺎﻣﺞ ﺩﺭﺍﺳﻲ؛‬
‫ﺣﻴﺚ ﻳﺸﻌﺮ ﺍﻟﺪﺍﺭﺳﻮﻥ ﺑﺘﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻋﺪﻡ ﺍﺑﺘﻌﺎﺩ ﻣﺎ ﻳﺪﺭﺳﻮﻧﻪ ﻋﻤﺎ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻪ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ‬
‫ﺗﺘﻮﻓﺮ ﳍﻢ ﻓﺮﺹ ﺇﳚﺎﺑﻴﺔ ﻟﻠﻤﺎﺭﺳﺔ ﺍﻟﻔﻌﺎﻟﺔ ﳌﺎ ﺗﻌﻠﻤﻮﻩ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻋﻤﻠﻴﺔ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺗﺴﺘﺨﺪﻡ ﻛﺄﺩﺍﺓ ﻓﺤﺺ‬
‫ﻟﻠﺴﻴﺎﻗﺎﺕ ﻭﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺍﳌﺘﻌﻠﻢ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ؛ ﳑﺎ ﳚﻌﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺫﺍﺕ ﻣﻌﲎ‪ ،‬ﻭﺃﻛﺜﺮ‬
‫ﺇﳚﺎﺑﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﺍﺭﺳﲔ؛ ﻷﻥ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻗﺪ ﺃﻋﺪ ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻔﻌـﻠﻴﺔ‪ ،‬ﻓﻼ ﻳﺸﻌﺮ‬
‫‪٤١‬‬
‫ﺍﻟﺪﺍﺭﺳﻮﻥ ﺑﻮﺟﻮﺩ ﻓﺠﻮﺓ ﺑﲔ‪ :‬ﻣﺎ ﻳﺪﺭﺳﻮﻧﻪ‪ ،‬ﻭﻣﺎ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻪ ﻓﻌﻠﻴﺎ‪.‬‬

‫ﻭﻗﺪ ﺩﻋﺖ ﺩﺭﺍﺳﺔ )ﻧﺎﺻﺮ ﺍﻟﻐﺎﱄ(‪ ٤٢‬ﺇﱃ ﺃﻥ ﻳﻜﻮﻥ ﺃﺣﺪ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺑﻨﺎﺀ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺮﺑﻮﻳﺔ‬
‫ﺍﳉﻴﺪﺓ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ‪ ،‬ﻭﺗﻌﺮﻑ ﺍﻟﻔﺠﻮﺓ ﺑﲔ ﻣﺎ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺳﻮﻥ ﺍﻟﻘﻴﺎﻡ ﺑﻪ‪ ،‬ﻭﻣﺎ ﻫﻢ‬
‫ﲝﺎﺟﺔ ﺇﱃ ﺃﻥ ﻳﻜﻮﻧﻮ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻳﺘﻌﺮﺿﻮﻥ ﳍﺎ‪ ،‬ﻛﻤﺎ ﺃﻛﺪﺕ ﺩﺭﺍﺳﺔ‬
‫)ﻟﻴﱰ ‪ ،(Linse‬ﻭﺩﺭﺍﺳﺔ)ﺇﻳﺮﺑﺘﺶ ﻭﺁﺧﺮﻳﻦ )‪ (Auerbach&others‬ﺿﺮﻭﺭﺓ ﺇﺷﺒﺎﻉ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﳊﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻣﺜﻞ ﺣﺎﺟﺎﺕ‪ :‬ﺍﳌﺴﻜﻦ‪ ،‬ﻭﺍﻟﺼﺤﺔ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻫﻴﺌﺎﺕ ﺍ‪‬ﺘﻤﻊ ﻭﻣﺆﺳﺴﺎﺗﻪ‪،‬‬
‫ﻭﺍﻟﻌﻤﻞ ‪...‬ﺇﱁ‪.‬‬

‫ﻭﺃﻛﺪﺕ ﺩﺭﺍﺳﺔ ) ﺍﻟﺴﻌﻴﺪ ﺑﺪﻭﻱ( )‪ (٤٣‬ﺃﻥ ﺃﻱ ﲣﻄﻴﻂ ﻟﻐﻮﻱ ﺗﺮﺑﻮﻱ ﻳﻌﺘﱪ ﻣﻀﻴﻌﺔ ﻟﻠﻮﻗﺖ ﺇﺫﺍ ﱂ ﻳﻜﻦ‬
‫ﺣﺼﻴﻠﺔ ﺍﺳﺘﻘﺮﺍﺀ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺒﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻛﻤﺎ ﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ )ﻭﻓﺎﺀ ﺳﻠﻴﻢ(‪ ٤٤‬ﺇﱃ ﺍﺳﺘﻘﺼﺎﺀ ﺍﳊﺎﺟﺎﺕ‬

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‫‪) Kathleen Santpientro: Needs Assessment for Adult ESL Learners, Colorado‬‬
‫‪Univeresity, Department of Education,p.1.‬‬
‫‪http://www.airssforum.com/f29/t22143.html.‬‬
‫)‪ ( ٤٢‬ﻧﺎﺻﺮ ﺍﻟﻐﺎﱄ‪ :‬ﻣﻘﺮﺭ ﺇﻋﺪﺍﺩ ﻣﻨﺎﻫﺞ ﻭﻣﻮﺍﺩ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﰲ‪http://www.faculty.ksu.edu.sa :‬‬
‫‪ (٤٣‬ﺍﻟﺴﻌﻴﺪ ﺑﺪﻭﻱ‪ :‬ﺃﻭﻟﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ﰲ ﻣﻴﺪﺍﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻌﺮﺏ‪ ،‬ﺍﻟﺴﺠﻞ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻨﺪﻭﺓ‬
‫ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺝ‪ ،٣‬ﻋﻤﺎﺩﺓ ﺷﺌﻮﻥ ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺮﻳﺎﺽ‪،‬‬
‫‪١٩٨٠‬ﻡ‪ ،‬ﺹ‪.٣٠‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻨﻮﻋﺔ ﻟﺪﻯ ﻃﻼﺏ ﻣﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻸﺟﺎﻧﺐ ﺑﺪﻣﺸﻖ؛ ﺑﻐﻴﺔ ﺍﻻﺳﺘﻨﺎﺩ ﺇﻟﻴﻬﺎ ﰲ ﺗﺄﻟﻴﻒ‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﻼﺯﻣﺔ ﳍﻢ‪ ،‬ﻭﺇﳚﺎﺩ ﺍﻟﻄﺮﺍﺋﻖ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻴﻤﻬﻢ‪.‬‬

‫ﻭﻛﺎﻥ ﻣﻦ ﺑﲔ ﺃﻫﺪﺍﻑ ﺩﺭﺍﺳﺔ ) ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ( )‪ (٤٥‬ﲢﺪﻳﺪ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﻳ‪‬ﺘﻮﻗﻊ ﺃﻥ ﳝﺮ ‪‬ﺎ‬
‫ﺍﻟﺪﺍﺭﺱ ﻟﻠﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻛﺬﻟﻚ ﲢﺪﻳﺪ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ‬
‫ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﻮﻥ ﺍﳌﺒﺘﺪﺋﻮﻥ ﻋﻨﺪ ﺗﻌﻠﻤﻬﻢ ﺍﻟﻌﺮﺑﻴﺔ؛ ﲟﺎ ﳝﻜﻨﻬﻢ ﻣﻦ ﺍﻻﺗﺼﺎﻝ ﲟﺘﺤﺪﺛﻲ ﺍﻟﻌﺮﺑﻴﺔ ﰲ‬
‫ﺃﻗﻄﺎﺭﻫﺎ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺪﻗﺔ ﻭﻛﻔﺎﺀﺓ‪.‬‬

‫ﻭﺑﺎﻟﺮﻏﻢ ﳑﺎ ﺳﺒﻖ ﻓﺈﻥ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻠﻐﻮﻱ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳌﻮﺍﻗﻒ‬
‫ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻣﻊ ﻫﺬﺍ ﺍ‪‬ﺘﻤﻊ ﺍﳉﺪﻳﺪ ﺍﻟﺬﻱ ﻭﻓﺪﻭﺍ ﺇﻟﻴﻪ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ‪ :‬ﰲ ﺍﳌﻌﻬﺪ ﺍﻟﺬﻱ ﻳﺪﺭﺳﻮﻥ ﻓﻴﻪ‪ ،‬ﺃﻡ‬
‫ﰲ ﺍﻟﺴﻜﻦ‪ ،‬ﺃﻡ ﰲ ﺍﳌﻄﻌﻢ‪ ،‬ﺃﻡ ﰲ ﺍﻟﺴﻮﻕ‪ ،‬ﺃﻡ ﰲ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﺃﻡ ﰲ ﺍﻟﺸﺎﺭﻉ‪...‬ﺇﱁ؛ ﻷﻥ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‬
‫ﲢﺘﺎﺝ ﺇﱃ ﺍﻛﺘﺴﺎﺏ ﺍﻟﺪﺍﺭﺳﲔ ﳌﻬﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ؛ ﻟﺬﺍ ﺗﱪﺯ ﺿﺮﻭﺭﺓ ﲢﺪﻳﺪ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﳍﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﺿﻮﺀ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻌﺮﺿﻮﻥ ﳍﺎ‪ .‬ﻭﻗﺪ ﺃﺛﺒﺘﺖ ﺩﺭﺍﺳﺔ )ﻋﺒﺪ‬
‫‪٤٦‬‬
‫ﻗﺼﻮﺭ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ؛ ﻧﻈﺮﺍ ﻟﻌﺪﻡ ﺍﺭﺗﺒﺎﻁ ﺍﶈﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﳋﺎﻟﻖ ﺍﻟﻀﺒﻴﺎﱐ(‬
‫ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ؛ ﻭﻣﻦ ﺛﹶﻢ ﻋﺪﻡ ﺭﺿﺎﻫﻢ ‪‬ﺬﺍ ﺍﶈﺘﻮﻯ ﺍﳌﻘﺪﻡ ﳍﻢ؛ ﻷﻧﻪ ﻻ ﻳﻠﱯ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻏﲑ ﻣﺆﺛﺮ ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺸﺒﻊ ﺗﻠﻚ ﺍﳊﺎﺟﺎﺕ‪.‬‬

‫)‪ ( ٤٤‬ﻭﻓﺎﺀ ﺧﺎﻟﺪ ﺳﻠﻴﻢ‪ :‬ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﺧﻄﺎﺀ ﺍﻟﺸﺎﺋﻌﺔ ﻟﺪﻯ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ"ﻏﲑ ﻣﻨﺸﻮﺭﺓ"‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺩﻣﺸﻖ‪١٩٨٩ ،‬ﻡ‪ ،‬ﺹ‪.٢‬‬
‫)‪ (٤٥‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺍﻷﺳﺲ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻡ‬
‫ﺍﻟﻘﺮﻯ‪١٩٨٢ ،‬ﻡ‪،‬ﺹ‪.٢٢‬‬
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‫‪) Abd-Alkhliq Al-dabyany: Language Needs for Engineering College‬‬
‫(‪Questionair, Faculty of Engineering, Sanhaa Univeresty-Yammen,MP‬‬
‫‪Unpuplished),2004. http://www.yemen- ic.info/contents/studies/detail.php?ID=9381‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪٤٧‬‬
‫ﺇﱃ ﻗﺼﻮﺭ ﺩﻭﺭ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﳌﻘﺪﻡ ﰲ ﻣﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬ ‫ﻭﺗﻮﺻﻠﺖ ﺩﺭﺍﺳﺔ )ﻭﻓﺎﺀ ﺳﻠﻴﻢ(‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻸﺟﺎﻧﺐ ﺑﺪﻣﺸﻖ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻄﻼﺏ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻼﺗﺼﺎﻝ ﺍﳉﻴﺪ ﰲ ﺍﳌﻮﺍﻗﻒ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ؛ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺃﻥ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﱂ ﻳﻌﺪ ﰲ ﺿﻮﺀ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﳍﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ؛‬
‫ﻓﻜﺜﲑ ﻣﻦ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﺗﺪﻭﺭ ﺣﻮﳍﺎ ﺍﻟﺪﺭﻭﺱ ﰎ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﻋﺸﻮﺍﺋﻲ ﺩﻭﻥ ﻭﺟﻮﺩ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ‬
‫ﲢﻠﻴﻠﻴﺔ ﳊﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻗﺪ ﺃﻛﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ‪ ٤٨‬ﺃﻥ‬
‫ﻛﺜﲑﺍ ﻣﻦ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﱂ ﺗﻠﺐ‪ ‬ﺣﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ؛ ﻷ‪‬ﺎ ﺍﺧﺘﲑﺕ ﻋﻠﻰ‬
‫ﺃﺳﺎﺱ ﻋﺸﻮﺍﺋﻲ ﻳﻌﺘﻤﺪ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ ﻋﻠﻰ ﺍﳋﱪﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﺆﻟﻔﲔ ﺩﻭﻥ ﻭﺟﻮﺩ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﲢﻠﻞ‬
‫ﻭﲢﺪﺩ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻣﻌﻈﻢ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺗﻌﻄﻲ ﺍﻫﺘﻤﺎﻣﺎ ﺯﺍﺋﺪﺍ ﻟﺒﻌﺾ ﺍ‪‬ﺎﻻﺕ ﻭﺍﳌﻮﺍﻗﻒ‬

‫)‪ ( ٤٧‬ﻭﻓﺎﺀ ﺳﻠﻴﻢ‪ :‬ﻣﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪. ٣‬‬

‫‪ ( ٤٨‬ﺍﻧﻈﺮ ﻛﻼ ﻣﻦ‪:‬‬
‫ﺍﻟﺴﻌﻴﺪ ﺑﺪﻭﻱ‪ :‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢٦‬‬ ‫‪-‬‬
‫ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.١٩‬‬ ‫‪-‬‬
‫ﻭﻓﺎﺀ ﺧﺎﻟﺪ ﺳﻠﻴﻢ‪ :‬ﻣﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢‬‬ ‫‪-‬‬
‫‪- Al-Mulhim, Abdullah: An English Teacher Needs Assessment of‬‬
‫‪Saudi College of Students with Respect to a Number of Business Sectors in‬‬
‫‪Saudi Arabia", PhD, The Technology University of Mississippi, 2001.‬‬

‫‪- Jordan,Ronald,R.: EAP and Needs Analysis, with a Focus on Materials‬‬

‫‪Development in academic English, Sultan Qaboos University, Oman,2001.‬‬

‫‪- Long Michael: Second language Needs Analysis,2005.‬‬

‫‪http;//www.lavoisier.fr/notice/html‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻊ ﺇﻏﻔﺎﻝ ﳎﺎﻻﺕ ﺃﺧﺮﻯ ﺑﺄﻛﻤﻠﻬﺎ؛ ﳑﺎ ﳛﺮﻡ ﺍﻟﺪﺍﺭﺱ ﺑﻌﺪ ﺫﻟﻚ ﻣﻦ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻓﻴﻬﺎ‪ ،‬ﺃﻭ ﺍﻛﺘﺴﺎﺏ‬
‫ﻣﻬﺎﺭﺓ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﻨﺎﺱ ﻣﻦ ﺧﻼﳍﺎ؛ ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﺪﺍﺭﺳﲔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﺘﻌﺮﺿﻮﻥ ﳍﺎ ﰲ‪ :‬ﺍﳌﻄﻌﻢ‪ ،‬ﺍﻟﺴﻮﻕ‪ ،‬ﺍﳉﺎﻣﻌﺔ‪ ،‬ﺍﻟﺸﺎﺭﻉ‪ ،‬ﺍﳌﺴﻜﻦ‪ ،‬ﺍﳍﻴﺌﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪ ،‬ﺍﳌﻄﺎﺭ‪...‬ﺇﱁ‪.‬‬

‫ﻭﳍﺬﺍ ﻓﺈﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺗـﻌﲎ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺩﺍﺭﺳﻲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﰒ ﺑﻴﺎﻥ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‬
‫ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﲡﺎﻩ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﻛﺬﻟﻚ ﺑﻴﺎﻥ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭ ﺍﳉﻐﺮﺍﻓﻴﺔ ﺍﻟﱵ‬
‫ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﻮﻥ ﲡﺎﻩ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻹﺣﺴﺎﺱ ﺑﺎﳌﺸﻜﻠﺔ‪:‬‬
‫ﺃﺣﺲ ﺍﻟﺒﺎﺣﺚ ﲟﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺍﳋﱪﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﺒﺎﺣﺚ‪ :‬ﺣﻴﺚ ﻳﻌﻤﻞ ﺍﻟﺒﺎﺣﺚ ﰲ ﻣﻴﺪﺍﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ‬ ‫‪-٥‬‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻗﺪ ﻻﺣﻆ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺍﻟﺪﺍﺭﺳﲔ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻗﺼﻮﺭ ﰲ ﺍﻟﺘﻮﺍﺻﻞ‬
‫ﺍﳉﻴﺪ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻳﺘﻌﺮﺿﻮﻥ ﳍﺎ؛ ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﺍﻓﺘﻘﺎﺭﻫﻢ ﻟﺒﻌﺾ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﲤﻜﻨﻬﻢ ﻣﻦ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻔﻌﺎﻝ ﰲ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ‪.‬‬

‫ﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﺃﺷﺎﺭﺕ ﺇﱃ ﻋﺪﻡ‬ ‫‪-٦‬‬
‫ﺍﻫﺘﻤﺎﻡ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﻌﻤﻠﻴﺔ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﻣﻦ ﺛﹶﻢ ﺑﻨﺎﺀ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‬
‫ﰲ ﺿﻮﺀ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ؛ ﳑﺎ ﻳﺘﺴﺒﺐ ﻋﻨﻪ ﻋﺰﻭﻑ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ ﻋﻦ ﺗﻠﻚ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺍﻟﻘﺼﻮﺭ ﺍﻟﻮﺍﺿﺢ ﰲ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻼﺯﻡ ﺗﻮﺍﻓﺮﻫﺎ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﳌﺨﺘﻠﻔﺔ – ﻭﻗﺪ ﺳﺒﻖ ﺍﻹﺷﺎﺭﺓ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ‪.-‬‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ )‪ (٤٩‬ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﺍﻟﱵ ﺍﺷﺘﻤﻠﺖ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪-٧‬‬

‫‪ (٤٩‬ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﰲ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ﻣﺎ ﺑﲔ ﺷﻬﺮﻱ ﺃﺑﺮﻳﻞ‪ ،‬ﻭﻣﺎﻳﻮ ﺳﻨﺔ ‪٢٠٠٩‬ﻡ ﻭﻛﺎﻥ ﻋﺪﺩ‬
‫ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﺬﻳﻦ ﲤﺖ ﻣﻘﺎﺑﻠﺘﻬﻢ )‪ (١٥‬ﺩﺍﺭﺳﺎ‪ ،‬ﻭﻋﺪﺩ ﺍﻷﺳﺎﺗﺬﺓ ﺍﳌﺘﺨﺼﺼﲔ )‪ (٧‬ﺃﺳﺎﺗﺬﺓ ‪ .‬ﻭﻛﺎﻥ ﺍﳊﻮﺍﺭ ﻣﻌﻬﻢ ﻳﺪﻭﺭ‬
‫ﺣﻮﻝ ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺑﻐﲑﻫﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻊ ﺩﺍﺭﺳﻲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ؛ ﻟﺘﻌﺮﻑ‬ ‫‪-‬‬
‫ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﻮﻥ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪-‬‬

‫ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ؛ ﻟﺘﻌﺮﻑ ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﰲ‬
‫ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ﻣﻼﺣﻈﺔ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﺑﻌﺾ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ – ﻣﻦ ﺍﳌﻔﺘﺮﺽ‪ -‬ﺃﻥ‬ ‫‪-‬‬
‫ﻳﺴﺘﻌﻤﻠﻮﺍ ﻓﻴﻬﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺗﻮﺍﺻﻠﻴﺔ‪ .‬ﻭﻗﺪ ﺃﺳﻔﺮﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﻋﻦ ﻗﺼﻮﺭ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻃﺒﻘﺖ‬
‫ﻋﻠﻴﻬﻢ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‪ ،‬ﻭﻛﺎﻥ ﻣﻦ ﺃﺳﺒﺎﺏ ﺫﻟﻚ ﻋﺪﻡ ﻣﺮﺍﻋﺎﺓ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﻳﺪﺭﺳﻮ‪‬ﺎ ﻟﻠﺤﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ‬
‫ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﻮﻥ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺗﺘﻤﺜﻞ ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻗﺼﻮﺭ ﻣﺴﺘﻮﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‬
‫ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﻓﻴﻬﺎ ﺇﱃ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ؛ ﻭﻣﻦ ﺃﺳﺒﺎﺏ ﺫﻟﻚ‪ :‬ﻋﺪﻡ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﻟﻠﺤﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺘﻄﻠﺒﻬﺎ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻋﺪﻡ ﻣﺮﺍﻋﺎﺓ ﺗﻠﻚ ﺍﳊﺎﺟﺎﺕ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﳍﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬

‫ﻭﻟﻠﺘﺼﺪﻱ ﻟﺘﻠﻚ ﺍﳌﺸﻜﻠﺔ ﳛﺎﻭﻝ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺮﺋﻴﺴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ .١‬ﻣﺎ ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻟﻠﻐﻮﻱ؟‬

‫‪ .٢‬ﻣﺎ ﻣﺪﻯ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﺘﻮﺳﻄﻲ ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﻣﻦ ﺟﻬﺔ‬
‫ﺃﺧﺮﻯ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ؟‬

‫‪ .٣‬ﻣﺎ ﻣﺪﻯ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ؟‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱄ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ .١‬ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﺘﻌﺮﺿﻮﻥ ﳍﺎ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪ -‬ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ‪ -‬ﺍﻻﺗﺼﺎﻝ‬
‫ﻣﻊ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻬﺪ ﺃﻭ ﺍﻟﻜﻠﻴﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻮﻥ ﺇﻟﻴﻬﺎ‪ -‬ﺍﻻﺗﺼﺎﻝ ﰲ ﺍﻟﺴﻜﻦ ﺍﳉﺎﻣﻌﻲ‪ -‬ﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﻄﻌﻢ‪-‬‬
‫ﺍﻻﺗﺼﺎﻝ ﰲ ﺍﻷﺳﻮﺍﻕ‪ ...‬ﺇﱁ‪.‬‬

‫‪ .٢‬ﺑﻴﺎﻥ ﻣﺪﻯ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﺘﻮﺳﻄﻲ ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﻣﻦ ﺟﻬﺔ‬
‫ﺃﺧﺮﻯ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫‪ .٣‬ﺑﻴﺎﻥ ﻣﺪﻯ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻓﺮﺿﺎ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺗﺴﻌﻰ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺇﱃ ﺍﺧﺘﺒﺎﺭ ﺻﺤﺔ ﺍﻟﻔﺮﺿﲔ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬

‫ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ )‪ (٠,٠٥‬ﺑﲔ ﻣﺘﻮﺳﻄﻲ‬ ‫‪-١‬‬
‫ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﲡﺎﻩ‬
‫ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ )‪ (٠,٠٥‬ﺑﲔ ﺩﺭﺟﺎﺕ‬ ‫‪-٢‬‬
‫ﳎﻤﻮﻋﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺗﺴﺎﺅﻻﺕ ﺍﻟﺒﺤﺚ ﻓﺈﻥ ﺍﻟﺒﺤﺚ ﻳﺴﲑ ﻭﻓﻘﺎ ﻟﻠﺨﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫‪ .١‬ﺑﻨﺎﺀ ﺍﺳﺘﺒﺎﻧﺔ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﳎﺎﻻﺕ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺇﺟﺮﺍﺀ ﻣﺴﺢ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﺍﻫﺘﻤﺖ ﺑﺘﺤﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ؛‬ ‫‪-‬‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪‬ﺪﻑ ﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺗﻠﻚ‬
‫ﺍﳊﺎﻟﻴﺔ‪.‬‬

‫ﻣﺮﺍﺟﻌﺔ ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬ ‫‪-‬‬

‫ﺍﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﺍﳋﱪﺍﺀ ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﲢﻠﻴﻞ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬ ‫‪-‬‬
‫) ﲢﻠﻴﻞ ﻣ‪‬ﻬ‪‬ﻤ‪‬ﺔ (‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻣﻼﺣﻈﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻠﻐﻮﻱ ﻟﻠﺪﺍﺭﺳﲔ ﰲ ﻫﺬﻩ‬
‫ﺍﳌﻮﺍﻗﻒ‪.‬‬

‫ﺇﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕ ﺷﺨﺼﻴﺔ ﻣﻊ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ؛ ﻟﺘﻌﺮﻑ ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ‬ ‫‪-‬‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ﺇﻋﺪﺍﺩ ﺍﺳﺘﺒﺎﻧﺔ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬ ‫‪-‬‬
‫ﰲ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ‪.‬‬

‫ﻋﺮﺽ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﶈﻜﻤﲔ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﻼﺣﻴﺘﻬﺎ‪ ،‬ﻭﺍﻟﻮﺻﻮﻝ ﺇﱄ‬ ‫‪-‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﳍﺎ ‪.‬‬

‫ﺗﻌﺪﻳﻞ ﺍﻻﺳﺘﺒﺎﻧﺔ ﰲ ﺿﻮﺀ ﺁﺭﺍﺀ ﺍﶈﻜﻤﲔ‪ ،‬ﻭﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﺗﻄﺒﻴﻖ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﺳﺘﺨﻼﺹ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫‪-‬‬

‫‪ .٢‬ﺑﻴﺎﻥ ﻣﺪﻯ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‬
‫ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺣﺴﺎﺏ‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺩﺭﺟﺎﺕ ﻛﻼ ﺍﻟﻔﺮﻳﻘﲔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ )ﺕ(‪.‬‬

‫‪ .٣‬ﺑﻴﺎﻥ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺪﺍﺭﺳﲔ ﳓﻮ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﳎﺎﻻﺕ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﲢﻠﻴﻞ ﺗﺒﺎﻳﻦ ﺃﺣﺎﺩﻱ ﺍﻻﲡﺎﻩ ﳍﺬﻩ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ‪.‬‬

‫‪ .٤‬ﺍﺳﺘﺨﻼﺹ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻘﺪﱘ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﳌﻘﺘﺮﺣﺎﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺚ ﺇﻟﻴﻬﺎ‪.‬‬

‫ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ ‪:‬‬

‫ﺗﺴﺘﺨـﺪﻡ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺍﳌﻨﻬـﺞ ﺍﻟﻮﺻـﻔﻲ ﻋﻨﺪ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻀﻤﻨﺔ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﰒ ﺑﻴﺎﻥ ﻣﺪﻯ ﺍﻟﻔﺮﻭﻕ ﺑﲔ‬
‫ﺍﺳﺘﺠﺎﺑﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻭﻛﺬﻟﻚ ﺑﻴﺎﻥ ﺍﻟﻔﺮﻭﻕ ﺑﲔ‬
‫ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻮﻥ ﺇﻟﻴﻬﺎ‪.‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ ﻭﻋﻴﻨﺘﻪ‪:‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ ﻫﻮ ﻛﻞ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﺗﻌﻤﻢ ﻋﻠﻴﻪ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻳﺸﺘﺮﻙ ﰲ ﺧﺼﺎﺋﺺ ﻭﺍﺣﺪﺓ ﳝﻜﻦ‬
‫ﻣﻼﺣﻈﺘﻬﺎ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﻓﺈﻥ ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﻳﺘﻤﺜﻞ ﰲ ﻃﻼﺏ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴﺔ؛‬
‫ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻗﺪ ﺣﺼﻠﻮﺍ ﻋﻠﻰ ﻗﺪﺭ ﻣﻨﺎﺳﺐ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ؛ ﳑﺎ ﻳﺘﻴﺢ‬
‫ﳍﻢ ﻓﺮﺻﺔ ﺍﻟﺘﻌﺒﲑ ﺍﳉﻴﺪ ﻋﻦ ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻬﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻛﺬﻟﻚ‬
‫ﻳﺸﻤﻞ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺣﻴﺚ ﺗﻄﺒﻖ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﻟﱵ ﲤﺜﻞ ﺍﻷﺩﺍﺓ‬
‫ﺍﻟﺮﺋﻴﺴﺔ ﰲ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﻓﺌﺘﲔ‪ ،‬ﳘﺎ‪ :‬ﺍﻟﺪﺍﺭﺳﻮﻥ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﻮﻥ ﻭﺍﳌﺘﺨﺼﺼﻮﻥ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪.‬‬

‫ﺃﻣﺎ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﺃﻱ ﳎﻤﻮﻋﺔ ﺟﺰﺋﻴﺔ ﻣﻦ ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻫﻨﺎﻙ ﺃﻧﻮﺍﻉ ﻣﺘﻌﺪﺩﺓ‬
‫ﻟﻠﻌﻴﻨﺎﺕ‪ ،‬ﻣﺜﻞ‪:‬‬
‫‪-‬ﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﻄﺒﻘﻴﺔ‪) :‬ﺍﻟﻨﺴﺒﻴﺔ‪-‬ﺍﳌﺘﺴﺎﻭﻳﺔ(‪.‬‬ ‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ‬ ‫‪-‬‬

‫‪-‬ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﻨﺘﻈﻤﺔ‪.‬‬ ‫ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﻌﻨﻘﻮﺩﻳﺔ‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪-‬ﺍﻟﻌﻴﻨﺔ ﺍﻟﻐﺮﺿﻴﺔ‪.‬‬ ‫ﻋﻴﻨﺔ ﺍﳌﺼﺎﺩﻓﺔ‬ ‫‪-‬‬

‫‪-‬ﻋﻴﻨﺔ ﺍﳊﺼﺔ ‪...‬ﺇﱁ‪.‬‬ ‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﻜﺘﻠﻴﺔ‬ ‫‪-‬‬

‫ﻭﺗﺘﻤﺜﻞ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﰲ ﻓﺌﺘﲔ‪ ،‬ﳘﺎ‪) :‬ﺃ( ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻃﺒﻘﻴﺔ ﻣﻦ ﻃﻼﺏ ﺍﳌﺴﺘﻮﻱ ﺍﳌﺘﻮﺳﻂ ﰲ‪:‬‬

‫ﻣﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﲜﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ‪.‬‬ ‫‪-‬‬

‫ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﲜﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪.‬‬ ‫‪-‬‬

‫ﻣﻌﻬﺪ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳋﺎﺻﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺒﻌﻮﺛﲔ ﺑﺎﻷﺯﻫﺮ ﺍﻟﺸﺮﻳﻒ‪ ،‬ﻭﺍﻟﺬﻱ‬ ‫‪-‬‬
‫ﻳﻌﺪ ﲟﺜﺎﺑﺔ ﻣﺮﺣﻠﺔ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻠﻐﻮﻱ ﳍﺆﻻﺀ ﺍﻟﻄﻼﺏ‪.‬‬

‫ﻣﻌﻬﺪ ﺍﻟﺒﻌﻮﺙ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺒﻌﻮﺛﲔ ﺑﺎﻷﺯﻫﺮ ﺍﻟﺸﺮﻳﻒ ﺑﻌﺪ ﺍﺟﺘﻴﺎﺯﻫﻢ ﳌﻌﻬﺪ‬ ‫‪-‬‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳋﺎﺻﺔ‪ ،‬ﺣﻴﺚ ﳝﻨﺢ ﻫﺬﺍ ﺍﳌﻌﻬﺪ ﺷﻬﺎﺩﺓ ﺑﺎﺟﺘﻴﺎﺯ ﺍﳌﺮﺣﻠﺘﲔ‪ :‬ﺍﳌﺘﻮﺳﻄﺔ‪،‬‬
‫ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﻷﺯﻫﺮ ﺍﻟﺸﺮﻳﻒ‪ ،‬ﻭﻣﻦ ﺛﹶﻢ ﳛﻖ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺬﻱ ﺍﺟﺘﺎﺯ ﻫﺬﺍ ﺍﳌﻌﻬﺪ‬
‫ﺍﻻﻧﺘﺴﺎﺏ ﳉﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ‪.‬‬

‫ﺑﻌﺾ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﺪﺍﺭﺱ ﺇﻗﺒﺎﻝ ﺍﻟﻌﺎﳌﻴﺔ ﺑﺎﻟﺮﻳﺎﺽ‪ ،‬ﻭﻣﺪﺍﺭﺱ ﺍﳌﻨﺎﺭﺍﺕ‬ ‫‪-‬‬
‫ﺍﻟﺪﻭﻟﻴﺔ ﺑﺎﻟﺮﻳﺎﺽ‪ ،‬ﻭﻣﺪﺍﺭﺱ ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﺪﻭﻟﻴﺔ ﺑﺎﻟﻘﺎﻫﺮﺓ‪.‬‬

‫ﺑﻌﺾ ﺍﳌﺮﺍﻛﺰ ﺍﳋﺎﺻﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺑﺎﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺜﻞ‪:‬‬ ‫‪-‬‬

‫ﻣﺮﻛﺰ ﺍﻟﻔﺠﺮ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬ ‫‪-‬‬

‫ﻣﺮﻛﺰ ﺍﻟﺒﻴﺎﻥ ﺍﻟﻌﺮﰊ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬ ‫‪-‬‬

‫ﻣﺮﻛﺰ ﻗﺮﻃﺒﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫)ﺏ( ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻣﻦ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ﻣﻦ‬
‫ﺃﺳﺎﺗﺬﺓ ﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﻮﺍ‪ :‬ﻣﺘﺨﺼﺼﲔ ﰲ ﻣﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺃﻡ ﻣﺘﺨﺼﺼﲔ ﰲ‬
‫ﳎﺎﻝ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﺃﻡ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ‪ .‬ﻭﻗﺪ ﺣﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﻩ‬
‫ﺍﻟﻌﻴﻨﺔ ﺗﻨﻮﻳﻌﻬﺎ ﺛﻘﺎﻓﻴﺎ؛ ﻟﺘﻌﱪ ﻋﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ ﺑﺼﻮﺭﺓ ﻣﻘﺒﻮﻟﺔ‪ ،‬ﻭﻟﺘﻌﱪ ﻋﻦ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻨﻮﻋﺔ‬
‫ﻟﺪﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ؛ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﻫﺬﺍ ﺍﻟﺘﻨﻮﻉ ﺍﻟﺜﻘﺎﰲ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﻘﺪﻣﺔ‬
‫ﻷﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﳍﺬﺍ ﰎ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻄﻼﺏ ﻣﻦ ﻛﺘﻞ ﺟﻐﺮﺍﻓﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻓﻘﺪ ﻛﺎﻥ ﺑﻌﻀﻬﻢ ﻣﻦ ﺟﻨﻮﺏ ﺷﺮﻕ ﺁﺳﻴﺎ‪،‬‬
‫ﻭﺑﻌﻀﻬﻢ ﻣﻦ ﺇﻓﺮﻳﻘﻴﺎ‪ ،‬ﻭﺑﻌﻀﻬﻢ ﻣﻦ ﺃﻭﺭﻭﺑﺎ‪ ،‬ﻭﺑﻌﻀﻬﻢ ﻣﻦ ﺃﻣﺮﻳﻜﺎ؛ ﻭﺑﻌﻀﻬﻢ ﻣﻦ ﺑﺎﻛﺴﺘﺎﻥ ﻭﻣﺎ ﺣﻮﳍﺎ؛‬
‫ﻭﺫﻟﻚ ‪‬ﺪﻑ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻜﺘﻞ ﺍﳉﻐﺮﺍﻓﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻗﺪ ﻓﻀﻞ ﺍﻟﺒﺎﺣﺚ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺘﻪ‬
‫ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﻄﺒﻘﻴﺔ؛ ﻷ‪‬ﺎ ﻣﻦ ﺃﻓﻀﻞ ﻃﺮﺍﺋﻖ ﲤﺜﻴﻞ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ؛ ﺣﻴﺚ ﺇ‪‬ﺎ ﲤﻨﺢ ﻛﻞ ﺃﻓﺮﺍﺩ‬
‫ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ ﻓﺮﺻﺎ ﻣﺘﺴﺎﻭﻳﺔ ﻷﻥ ﻳﻜﻮﻥ ﺿﻤﻦ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﻼﺋﻢ ﻃﺒﻴﻌﺔ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ؛‬
‫ﺣﻴﺚ ﻳﺘﻢ ﺗﻄﺒﻴﻘﻪ ﻋﻠﻰ ﻛﺘﻞ ﺑﺸﺮﻳﺔ ﺗﻨﺘﻤﻲ ﳌﻨﺎﻃﻖ ﺟﻐﺮﺍﻓﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﻳﻨﺘﻤﻮﻥ‬
‫ﺇﱃ ﲣﺼﺼﺎﺕ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﺫﻟﻚ ﻳﻨﺎﺳﺐ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻄﺒﻘﻴﺔ ﺍﻟﱵ ﺗﻌﻄﻲ ﺍﻟﻔﺮﺻﺔ ﻷﻓﺮﺍﺩ ﻛﻞ ﻛﺘﻠﺔ ﺃﻭ ﻃﺒﻘﺔ ﰲ ﺃﻥ‬
‫ﻳﺪﺧﻞ ﺿﻤﻦ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﻌﺸﻮﺍﺋﻲ ﺩﺍﺧﻞ ﺍﻟﻜﺘﻠﺔ؛ ﳑﺎ ﻳﺴﺎﻋﺪﻧﺎ ﰲ ﺍﻻﻗﺘﺮﺍﺏ ﻣﻦ ﲤﺜﻴﻞ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ ﺑﺼﻮﺭﺓ‬
‫ﺟﻴﺪﺓ‪ ،‬ﻭﱂ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻜﺘﻠﻴﺔ ﺑﺮﻏﻢ ﺗﺸﺎﺑﻪ ﺍﻻﺳﻢ ﻣﻊ ﻣﺼﻄﻠﺢ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭ ﺍﳉﻐﺮﺍﻓﻴﺔ؛‬
‫ﻷﻥ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻜﺘﻠﻴﺔ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ؛ ﻧﻈﺮﺍ ﻷ‪‬ﺎ ﺗﻄﺒﻖ ﻋﻠﻰ ﻛﺘﻠﺔ ﺑﻌﻴﻨﻬﺎ ﻓﻘﻂ ﺩﻭﻥ ﳏﺎﻭﻟﺔ ﲤﺜﻴﻞ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ‬
‫ﻟﻠﺪﺭﺍﺳﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺣﺪﻭﺩ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺗﺘﻤﺜﻞ ﺣﺪﻭﺩ ﺍﻟﺒﺤﺚ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺣﺪﻭﺩ ﻣﻜﺎﻧﻴﺔ‪ :‬ﻳﺘﻢ ﺗﻄﺒﻴﻖ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺍﺭﺳﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‬ ‫‪-١‬‬
‫ﰲ ﻛﻠﻴﺎﺕ ﻭﻣﻌﺎﻫﺪ ﻭﻣﺮﺍﻛﺰ ﻭﻣﺪﺍﺭﺱ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺍﻟﺴﺎﻟﻒ‬
‫ﺫﻛﺮﻫﺎ ﰲ ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ ﻭﻋﻴﻨﺘﻪ‪.‬‬

‫ﺣﺪﻭﺩ ﺯﻣﺎﻧﻴﺔ‪:‬ﻳـﺘﻮﻗﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺴﺘﻐﺮﻕ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺒﺎﻧﺔ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫‪-٢‬‬
‫ﺃﺭﺑﻌﺔ ﺃﺷﻬﺮ ﻣﺘﺘﺎﻟﻴﺔ‪.‬‬

‫ﺣﺪﻭﺩ ﻣﻮﺿﻮﻋﻴﺔ‪ :‬ﻳﻘﺘﺼﺮ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﻋﻠﻰ ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻀﻤﻨﺔ ﰲ‬ ‫‪-٣‬‬
‫ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻳﺘﻢ‬
‫ﺣﺴﺎﺏ ﺩﺭﺟﺔ ﺍﻷﳘﻴﺔ ﻟﻠﺤﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺣﺎﺟﺎﺕ ﻋﺎﻟﻴﺔ ﺍﻷﳘﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻟﱵ ﺗﺘﺮﺍﻭﺡ ﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ ﻣﺎ ﺑﲔ )‪.(١٠٠-٧٠‬‬ ‫‪-‬‬

‫ﺣﺎﺟﺎﺕ ﻣﺘﻮﺳﻄﺔ ﺍﻷﳘﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻟﱵ ﺗﺘﺮﺍﻭﺡ ﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ ﻣﺎ ﺑﲔ )‪.(٦٩-٥٠‬‬ ‫‪-‬‬

‫ﺣﺎﺟﺎﺕ ﻣﻨﺨﻔﻀﺔ ﺍﻷﳘﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻟﱵ ﺗﺘﺮﺍﻭﺡ ﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ ﻣﺎ ﺑﲔ )‪.(٤٩-٢٥‬‬ ‫‪-‬‬

‫ﺣﺎﺟﺎﺕ ﻏﲑ ﻣﻬﻤﺔ‪ :‬ﻭﻫﻲ ﺍﻟﱵ ﺗﺘﺮﺍﻭﺡ ﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ ﻣﺎ ﺑﲔ‪) :‬ﺻﻔﺮ‪.(٢٤-‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‪:‬‬

‫ﻳﺘﻮﻗﻊ ﺍﻟﺒﺎﺣﺚ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃ‪‬ﺎ ﻗﺪ ﺗﺴﻬﻢ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫ﳐﻄﻄﻲ ﻭﻣﺆﻟﻔﻲ ﺍﳌﻨﺎﻫﺞ‪ :‬ﺣﻴﺚ ﲤﺪﻫﻢ ﺑﺎﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻀﻤﻨﺔ ﰲ ﺍﳌﻮﺍﻗﻒ‬ ‫‪-١‬‬
‫ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﻌﺮﻓﻬﻢ‬
‫ﺑﺎﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺪﺍﺭﺳﲔ ﻣﻦ ﺣﻴﺚ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ؛ ﳑﺎ‬
‫ﻳﺴﺎﻋﺪﻫﻢ ﰲ ﻣﺮﺍﻋﺎﺓ ﺫﻟﻚ ﻋﻨﺪ ﺻﻴﺎﻏﺔ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫ﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ :‬ﺣﻴﺚ ﺗﺴﺎﻋﺪﻫﻢ ﰲ ﺗﻌﺮﻳﻔﻬﻢ ﺑﺎﳊﺎﺟﺎﺕ‬ ‫‪-٢‬‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﻄﻼﺏ؛ ﻟﲑﺍﻋﻮﻫﺎ ﻋﻨﺪ ﺗﺪﺭﻳﺴﻬﻢ ﻟﻠﻄﻼﺏ؛ ﻟﺌﻼ ﻳﻜﻮﻥ‬
‫ﺗﺪﺭﻳﺴﻬﻢ ﻟﻠﻄﻼﺏ ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ؛ ﳑﺎ ﻳﻘﻠﻞ ﺩﺍﻓﻌﻴﺘﻬﻢ ﳓﻮ ﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﺍﳌﻘﻮﻣﲔ‪ :‬ﺣﻴﺚ ﲤﺪﻫﻢ ﺑﻘﺎﺋﻤﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﺪﺍﺭﺳﲔ ﻭﺍﻟﱵ ﲤﻜﻨﻬﻢ ﻣﻦ ﺗﻘﻮﱘ‬ ‫‪-٣‬‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﻘﺪﻣﺔ ﳍﻢ ﰲ ﺿﻮﺀ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ‪.‬‬

‫ﻣﻌﺎﻫﺪ ﻭﻣﺮﺍﻛﺰ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ :‬ﺣﻴﺚ ﻳﺴﺎﻋﺪﻫﻢ ﲢﺪﻳﺪ ﺗﻠﻚ‬ ‫‪-٤‬‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺑﺮﺍﳎﻬﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻳﻘﺪﻣﻮ‪‬ﺎ ﻟﻠﺪﺍﺭﺳﲔ‪ ،‬ﲝﻴﺚ ﺗﻘﺪﻡ ﺗﻠﻚ‬
‫ﺍﻟﱪﺍﻣﺞ ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻔﻌﻠﻴﺔ‪.‬‬

‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﺣﻴﺚ ﺗﺴﻬﻢ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎﺕ‬ ‫‪-٥‬‬
‫ﺍﻟﻄﻼﺏ؛ ﳑﺎ ﻳﺰﻳﺪ ﺩﺍﻓﻌﻴﺘﻬﻢ ﻟﻠﺘﻌﻠﻢ‪.‬‬

‫ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ :‬ﺣﻴﺚ ﺗﻠﱯ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺣﺎﺟﺎﺕ‬ ‫‪-٦‬‬
‫ﺍﻟﻄﻼﺏ ﺍﻟﻠﻐﻮﻳﺔ؛ ﳑﺎ ﻳﺰﻳﺪ ﺭﻏﺒﺘﻬﻢ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺇﺗﻘﺎﻥ ﻣﻬﺎﺭﺍ‪‬ﺎ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﺒـﺎﺣﺜـﲔ‪ :‬ﺣﻴﺚ ﺗﻔﺘﺢ ﺍ‪‬ﺎﻝ ﺃﻣﺎﻡ ﺩﺭﺍﺳﺎﺕ ﺃﺧﺮﻯ ﻣﺴﺘﻘﺒﻠﻴﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ‬ ‫‪-٧‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫‪ -‬ﺍﳊـﺎﺟـﺎﺕ‪:‬‬

‫ﻋﺮﻓﻬﺎ ﻗﺎﻣﻮﺱ " ﻭﺑﺴﺘﺮ" ﺑﺄ‪‬ﺎ‪ :‬ﺍﻹﺣﺴﺎﺱ ﺑﻨﻘﺺﹺ ﺃﻱ‪ ‬ﺷﻲﺀ ﻣﺮﻏﻮﺏ ﺃﻭ ﻣﻔﻴﺪ‪ ،‬ﻛﺸﻌﻮﺭ ﺍﻟﺸﺨﺺ‬
‫ﲝﺎﺟﺘﻪ ﺇﱃ ﺗﻌﻠﻴﻢ ﺃﻓﻀﻞ‪(٥٠).‬‬

‫ﻭﻋﺮﻓﻬﺎ " ﺍﻷﺩﻏﻢ" )‪ (٥١‬ﺑﺄ‪‬ﺎ‪ :‬ﺷﻌﻮﺭ ﺩﺍﺧﻠﻲ ﺑﺎﻟﺘﻮﺗﺮ ﻳﺪﻓﻊ ﺍﻹﻧﺴﺎﻥ ﻟﻠﺘﺨﻠﺺ ﻣﻨﻪ ‪ ،‬ﻭﻳﺼﺪﻕ ﻫﺬﺍ ﻋﻠﻰ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ‪ ،‬ﻛﻤﺎ ﻳﺼﺪﻕ ﻋﻠﻰ ﺍﻷﻧﻮﺍﻉ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺤﺎﺟﺎﺕ ﺍﻟﺜﺎﻧﻮﻳﺔ ‪ ،‬ﻧﻔﺴﻴﺔ ﻛﺎﻧﺖ‪ ،‬ﺃﻡ‬
‫ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺃﻡ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﺃﻡ ﻟﻐﻮﻳﺔ‪.‬‬

‫ﻭﻋﺮﻓﻬﺎ "ﳐﺘﺎﺭ ﲪﺰﺓ" )‪ (٥٢‬ﺑﺄ‪‬ﺎ‪ :‬ﺍﺿﻄﺮﺍﺏ ﳜﻞ ﺑﺘﻮﺍﺯﻥ ﺍﻟﻔﺮﺩ ﻓﻴﺴﻌﻰ ﺍﻟﻔﺮﺩ ﺇﱃ ﺍﺳﺘﻌﺎﺩﺓ ﺗﻮﺍﺯﻧﻪ‪ ،‬ﻛﻤﺎ‬
‫ﺃ‪‬ﺎ ﻣﺜﲑ ﻣﺴﺘﻤﺮ ﻳﺴﻴﻄﺮ ﻋﻠﻰ ﺍﻟﻔﺮﺩ ﻭﺳﻠﻮﻛﻪ ﺣﱴ ﻳﺴﺘﺠﻴﺐ ﻟﻪ ﺑﺸﻜﻞ ﻳﺆﺩﻱ ﺇﱃ ﺯﻭﺍﻝ ﺗﺄﺛﲑﻩ‪.‬‬

‫ﻭﺗﺘﺒﲎ ﺍﻟﺪﺍﺭﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻫﺬﺍ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻷﺧﲑ؛ ﻷﻧﻪ ﻳﺘﻤﺸﻰ ﻣﻊ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ؛ ﺣﻴﺚ ﻳﺸﻌﺮ‬
‫ﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﺿﻄﺮﺍﺏ ﻭﺍﺧﺘﻼﻝ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻻ ﻳﺴﺘﻌﻴﺪ ﺗﻮﺍﺯﻧﻪ ﰲ ﻫﺬﻩ‬

‫‪50‬‬
‫‪) Webster, Ameriam: Webster's New International Dictionary of the English‬‬
‫‪Language C&C Meriam Company, Publishers Springfield, Mess, U.S.A., 1952, pl636.‬‬
‫)‪(51‬ﺭﺿﺎ ﺣﺎﻓﻆ ﺍﻷﺩﻏﻢ‪ :‬ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺎﻟﻘﻄﺎﻉ ﺍﻟﻄﱯ‪ ‬ﰲ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬
‫ﻧﺪﻭﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ‪ ،‬ﻣﻌﻬﺪ ﺍﳋﺮﻃﻮﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﺴﻮﺩﺍﻥ‪ ،٢٠٠٣ ،‬ﺹ‪.٢٣٩‬‬

‫)‪ ( ٥٢‬ﳐﺘﺎﺭ ﲪﺰﺓ‪ :‬ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪ ،‬ﺩﺍﺭ ﺍ‪‬ﻤﻊ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺟﺪﺓ ‪١٩٧٩‬ﻡ‪ ،‬ﺹ‪.٧٤‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﳌﻮﺍﻗﻒ ﺇﻻ ﺇﺫﺍ ﺃﺟﺎﺩ ﺍﻻﺗﺼﺎﻝ ﻓﻴﻬﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻣﺘﻼﻙ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻠﱯ ﺣﺎﺟﺎﺗﻪ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻫﺬﻩ‬
‫ﺍﳌﻮﺍﻗﻒ‪.‬‬

‫‪ -‬ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ‪:‬‬

‫ﻳﻌﺮﻓﻬﺎ "ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ")‪ (٥٣‬ﺑﺄ‪‬ﺎ‪ :‬ﺍﻟﺒﻮﺍﻋﺚ ﻭﺍﻟﺪﻭﺍﻓﻊ ﺃﻭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﻮﻟﺪ ﻋﻨﺪ ﺍﻟﺪﺍﺭﺱ ﺇﺣﺴﺎﺳﺎ‬
‫ﺩﺍﺧﻠﻴﺎ‪ ،‬ﻭﺭﻏﺒﺔ ﰲ ﺗﻌﻠﻢ ﻟﻐﺔ ﻣﻌﻴﻨﺔ‪.‬‬

‫ﻭﻳﻌﺮﻓﻬﺎ "ﺭﻳﺘﺸﺎﺭﺯ ‪ ٥٤"Richerich‬ﺑﺄ‪‬ﺎ‪:‬ﻣﺎ ﻳﻌﺘﱪﻩ ﺷﺨﺺ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺷﺨﺎﺹ‬

‫ﺿﺮﻭﺭﻳﺎ ﰲ ﳊﻈﺔ ﺃﻭ ﻣﻜﺎﻥ ﻣﺎ ﻣﻦ ﺃﺟﻞ ﺇﺩﺭﺍﻙ ﻭﺗﻨﻈﻴﻢ ﺗﻔﺎﻋﻞ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﺃﻭ ﻫﺬﻩ‬
‫ﺍ‪‬ﻤﻮﻋﺔ ﻣﻊ ﺍﶈﻴﻂ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﺇﺟﺮﺍﺋﻴﺎ ﺑﺄ‪‬ﺎ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ ﺍﳌﻌﻠﻨﺔ ] ﺍﻟﺪﺭﺟﺎﺕ [ ﻟﺪﻯ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺃﺩﺍﺓ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ) ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ( ﺍﻟﱵ ﺃﻋﺪﻫﺎ ﺍﻟﺒﺎﺣﺚ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ ،‬ﻭﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ؛ ﻣﻦ ﺃﺟﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳉﻴﺪ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫‪ (٥٣‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ‪ ،‬ﻣﻔﺎﻫﻴﻤﻪ ‪ ،‬ﺃﺳﺴﻪ ‪ ،‬ﻣﻨﻬﺠﻴﺎﺗﻪ ‪ ،‬ﻧﺪﻭﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻏـﺮﺍﺽ‬
‫ﺧﺎﺻﺔ ‪ ،‬ﻣﻌﻬﺪ ﺍﳋﺮﻃﻮﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﺴﻮﺩﺍﻥ‪ ،٢٠٠٣ ،‬ﺹ‪.٦‬‬

‫‪ ٥٤‬ﻭﻓﺎﺀ ﺳﻠﻴﻢ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -‬ﺍﻻﺗﺼﺎﻝ‪:‬‬
‫‪٥٥‬‬
‫ﻳﻌﺮﻓﻪ "ﺍﻟﻄﻮﲜﻲ") ( ﺑﺄﻧﻪ‪ :‬ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﺍﻧﺘﻘﺎﻝ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺷﺨﺺ ﻵﺧﺮ ﺣﱴ ﺗﺼﺒﺢ‬
‫ﻣﺸﺎﻋﺎﹰ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﺗﺆﺩﻱ ﺇﱃ ﺍﻟﺘﻔﺎﻫﻢ ﺑﲔ ﻫﺬﻳﻦ ﺍﻟﺸﺨﺼﲔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﺼﺒﺢ ﳍﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻨﺎﺻﺮ‬
‫ﻭﻣﻜﻮﻧﺎﺕ ﻭﳍﺎ ﺍﲡﺎﻩ ﺗﺴﲑ ﻓﻴﻪ‪ ،‬ﻭﻫﺪﻑ ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻪ‪ ،‬ﻭﳎﺎﻝ ﺗﻌﻤﻞ ﻓﻴﻪ‪ ،‬ﻭﻳﺆﺛﺮ ﻓﻴﻬﺎ؛ ﳑﺎ ﳜﻀﻌﻬﺎ‬
‫ﻟﻠﻤﻼﺣﻈﺔ‪ ،‬ﻭﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﺘﺠﺮﻳﺐ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺑﻮﺟﻪ ﻋﺎﻡ‪.‬‬

‫ﻭﺗﻌﺘﱪ ﺩﺍﺋﺮﺓ ﺍﳌﻌﺎﺭﻑ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﺃﻥ ﺍﻻﺗﺼﺎﻝ ﻳﻌﲏ ﺗﺒﺎﺩﻝ ﺍﳌﻌﺎﱐ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺧﻼﻝ ﻧﻈﺎﻡ ﻋﺎﻡ‬
‫ﻟﻠﺮﻣﻮﺯ‪ (٥٦).‬ﻭﺗﺮﻯ "ﺳﺎﻧﺪﺭﺍ ﺳﺎﻓﺠﻨﻮﻥ" ﺃﻥ ﺍﻻﺗﺼﺎﻝ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻟﻠﺘﻌﺒﲑ ﻭﺍﻟﺘﻔﺴﲑ ﻭﺗﺒﺎﺩﻝ ﻭﺟﻬﺎﺕ‬
‫ﺍﻟﻨﻈﺮ )ﺍﻟﺘﻔﺎﻭﺽ(‪ ،‬ﻭﺃﻥ ﻓﺮﺹ ﺍﻻﺗﺼﺎﻝ ﻏﲑ ﳏﺪﻭﺩﺓ‪ ،‬ﻭﺗﺸﻤﻞ ﻧﻈﻤﺎ ﳐﺘﻠﻔﺔ ﻟﻺﺷﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﻌﻼﻣﺎﺕ‪،‬‬
‫ﻭﺍﻟﺮﻣﻮﺯ ﺍﻟﱵ ﻻ ﻧﺴﺘﻄﻴﻊ ﺍﻵﻥ ﺍﻟﺒﺪﺀ ﰲ ﺗﺼﻨﻴﻔﻬﺎ‪ ،‬ﺃﻭ ﺣﱴ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺪﻗﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻜﻮﻥ ﻣﻨﻬﺎ ﺃﻱ ﻟﻐﺔ‪(٥٧).‬‬

‫ﻭﺗﺘﺒﲎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻷﻭﻝ ﻷﻥ ﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﺍﻟﺬﻱ ﻳﺄﰐ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻳﺘﻌﺮﺽ ﳌﻮﺍﻗﻒ ﺗﻮﺍﺻﻠﻴﺔ ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪﻩ ﰲ ﺗﺒﺎﺩﻝ ﺍﳌﻌﺮﻓﺔ ﻣﻊ ﺍﻵﺧﺮﻳﻦ؛ ﳑﺎ‬
‫ﻳﺆﺩﻱ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺇﱃ ﺇﺣﺪﺍﺙ ﺗﻔﺎﻫﻢ ﺑﻴﻨﻪ ﻭﺑﲔ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﳝﻜﻦ ﺇﺧﻀﺎﻋﻬﺎ ﻟﻠﻤﻼﺣﻈﺔ‬
‫ﻭﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﺠﺮﻳﺐ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ‪‬ﺪﻑ ﺇﱃ ﻣﻼﺣﻈﺔ ﺗﻠﻚ ﺍﳌﻮﺍﻗﻒ ﻭﲢﻠﻴﻠﻬﺎ؛ ‪‬ﺪﻑ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺴﻬﻢ ﰲ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳉﻴﺪ ﰲ ﺗﻠﻚ ﺍﳌﻮﺍﻗﻒ ﻟﺪﻯ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬

‫‪ (٥٥‬ﺣﺴﲔ ﲪﺪﻱ ﺍﻟﻄﻮﲜﻲ ‪ :‬ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺩﺍﺭ ﺍﻟﻘﻠﻢ‪١٩٨٢ ،‬ﻡ‪ ،‬ﺹ‪.٢٥‬‬

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‫‪The Encyclopedia Britannica. Vol. 3 Micropedia, 15th ed,1986,p.496.‬‬
‫‪57‬‬
‫‪Savignon, S. : Communicative Competence, Theory and Classroom Practice,‬‬
‫‪Reading, Adison - Wesley Publishing Company, 1983.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -‬ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪:‬‬

‫ﻳﻘﺼﺪ ‪‬ﺎ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺗﻠﻚ ﺍﳋﱪﺍﺕ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﰲ ﺗﻌﺎﻣﻼﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﺍﻟﱵ‬
‫ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺇﱃ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ؛ ﳑﺎ ﻳ‪‬ﺒ‪‬ﺮﹺﺯ‪ ‬ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ ﻣﻌﻴﻨﺔ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻫﺬﺍ ﺍﻟﺪﺍﺭﺱ ﻟﻠﺘﻮﺍﺻﻞ‬
‫ﺍﳉﻴﺪ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫‪ -‬ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ‪:‬‬

‫ﻳ‪‬ﻘﺼﺪ ‪‬ﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺑﻠﻐﺎﺕ ﻏﲑ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﻮﺍ ﻳﻨﺘﻤﻮﻥ ﺳﻴﺎﺳﻴﺎ ﺇﱃ‬
‫ﺩﻭﻝ‪ :‬ﻋﺮﺑﻴﺔ‪ ،‬ﺃﻡ ﻏﲑ ﻋﺮﺑﻴﺔ‪(٥٨).‬‬

‫ﻭﻫﺬﺍ ﺍﻟﺘﻌﺮﻳﻒ ﺗﺘﺒﻨﺎﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻟﺘﻤﺸﻴﻪ ﻣﻊ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

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‫( ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﺑﲔ ﻣﺸﻜﻼﺕ ﺍﻟﻌﻤﻞ ﻭﺃﻭﻟﻮﻳﺎﺕ ﺍﻟﺘﻨﻔﻴﺬ ‪ ،‬ﻧﺪﻭﺓ ﺗﻄﻮﻳﺮ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ‪ ،‬ﺟﺎﻛﺮﺗﺎ‪١٩٩٠ ،‬ﻡ‪ ،‬ﺹ‪.٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪:‬‬

‫ﺃﻭﻻ‪ -‬ﻣﻔﻬﻮﻡ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪:‬‬

‫ﻳﻌﺘﱪ ﺃﺣﺪ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻷﺳﺎﺱ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻮ ﺿﺮﻭﺭﺓ ﺃﻥ ﺗﺒﲎ ﺗﻠﻚ ﺍﻟﱪﺍﻣﺞ ﻋﻠﻰ ﲢﻠﻴﻞ‬
‫ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺗ‪‬ﻌ‪‬ﺮ‪‬ﻑ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳉﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ‬
‫ﲤﻜﻨﻬﻢ ﻣﻦ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻔﻌﺎﻝ ﰲ ﺍﳋﱪﺍﺕ ﻭﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺎﺳﻢ " ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ"‪ ،‬ﻭﺍﻟﱵ ﺗﺆﺛﺮ ﰲ‪:‬‬
‫ﺗﺼﻤﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﻃﺮﺍﺋﻖ ﺍﻟﺘ‪‬ﺪﺭﻳﺲ ﺍﳌﻼﺋﻤﺔ‪ ،‬ﻭﺧﱪﺍﺕ ﺍﻟﺘ‪‬ﻌﻠﹼﻢ ﺍﻟﱵ ﺗﻘﺪﻡ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ‬
‫ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﳍﺬﺍ ﻳﺘﺼﺪﻯ ﻫﺬﺍ ﺍﶈﻮﺭ ﺇﱃ ﲢﺪﻳﺪ ﻣﻔﻬﻮﻡ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﻓﻴﻌﺮﻓﻬﺎ "ﺭﻳﺘﺸﺎﺭﺯ ‪ "Richerich‬ﺑﺄ‪‬ﺎ‪ :‬ﻣﺎ ﻳﻌﺘﱪﻩ ﺷﺨﺺ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺿﺮﻭﺭﻳﺎ ﰲ ﳊﻈﺔ‬
‫ﺃﻭ ﻣﻜﺎﻥ ﻣﺎ ﻣﻦ ﺃﺟﻞ ﺇﺩﺭﺍﻙ ﻭﺗﻨﻈﻴﻢ ﺗﻔﺎﻋﻞ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﺃﻭ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﻣﻊ ﺍﶈﻴﻂ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻠﻐﺔ‬
‫)‪.(٥٩‬ﻭﻳﻌﺮﻓﻬﺎ "ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ")‪ (٦٠‬ﺑﺄ‪‬ﺎ‪ :‬ﺍﻟﺒﻮﺍﻋﺚ ﻭﺍﻟﺪﻭﺍﻓﻊ ﺃﻭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﻮﻟﺪ ﻋﻨﺪ ﺍﻟﺪﺍﺭﺱ ﺇﺣﺴﺎﺳﺎ‬
‫ﺩﺍﺧﻠﻴﺎ‪،‬ﻭﺭﻏﺒﺔ ﰲ ﺗﻌﻠﻢ ﻟﻐﺔ ﻣﻌﻴﻨﺔ‪.‬‬

‫ﻭﻳﺮﻯ ﻛﻞ ﻣﻦ "ﻫﺎﺗﺸﻨﻮﻥ ﻭﻭﺗﺮﺯ" ﺃﻥ ﻣﻔﻬﻮﻡ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻳﺘﺴﻊ ﻟﻴﺸﻤﻞ ﺛﻼﺛﺔ ﻣﻔﺎﻫﻴﻢ ﺃﺳﺎﺱ‬
‫ﻫﻲ‪:‬‬

‫ﺃﻭ ﺍﻷﺳﺎﺳﻴﺎﺕ‪ :‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻣﻄﺎﻟﺐ ﺍﳉﻤﻬﻮﺭ‬ ‫‪Necessities‬‬ ‫ﺍﻟﻀﺮﻭﺭﺍﺕ‬ ‫‪-٨‬‬

‫ﺍﳌﺴﺘﻬﺪﻑ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﺃﻱ ﻣﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻌﺮﻓﻪ ﺍﻟﺪﺍﺭﺱ ﻟﻜﻲ ﻳﻮﺍﺟﻪ ﺑﻜﻔﺎﺀﺓ‬
‫ﻭﻓﻌﺎﻟﻴﺔ ﻣﻄﺎﻟﺐ ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ ﰲ ﻣﻮﺍﻗﻒ ﻣﻌﻴﻨﺔ‪.‬‬

‫‪ (٥٩‬ﻭﻓﺎﺀ ﺳﻠﻴﻢ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٤‬‬

‫‪ ( ٦٠‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٦‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻭﺟﻪ ﺍﻟﻌﺠﺰ ﺃﻭ ﺍﻟﺘﺨﻠﻒ ‪ :Lacks‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻣﺪﻯ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﻣﺎ ﻳﻠﺰﻡ ﺍﻟﺪﺍﺭﺱ ﺃﻥ‬ ‫‪-٩‬‬
‫ﻳﻌﺮﻓﻪ ﺃﻭ ﳚﻴﺪﻩ ﻣﻦ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺑﲔ ﻣﺎ ﻳﺘﻮﻓﺮ ﻟﺪﻳﻪ ﺑﺎﻟﻔﻌﻞ‪ ،‬ﳑﺎ ﻳ‪‬ﻠﺰﻡ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺎ‬
‫ﻟﺪﻯ ﺍﻟﺪﺍﺭﺱ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﺎﺭﻑ ﻭﺍﲡﺎﻫﺎﺕ ﻭﻣﻬﺎﺭﺍﺕ ﰲ ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‬
‫)ﺍﻟﻌﺮﺑﻴﺔ( ﺣﱴ ﳓﺪﺩ ﺑﺪﻗﺔ ﻣﺎ ﻳﻨﻘﺼﻪ‪.‬‬

‫ﺍﻟﺮﻏﺒﺎﺕ ‪ :Wants‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻣﺎ ﻳﺮﻯ ﺍﻟﺪﺍﺭﺱ ﻧﻔﺴﻪ ﺃﻧﻪ ﻣﻬﻢ ﻭﻣﻄﻠﻮﺏ‪ ،‬ﻓﻀﻼﹰ‬ ‫‪-١٠‬‬
‫ﻋﻦ ﺭﻏﺒﺎﺗﻪ ﺍﳋﺎﺻﺔ‪ ،‬ﺳﻮﺍﺀ ﻣﻦ ﺣﻴﺚ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﻮﺩ ﺇﺗﻘﺎ‪‬ﺎ‪ ،‬ﺃﻭ ﻣﻦ‬
‫ﺣﻴﺚ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﻳﻮﺩ ﺍﻹﳌﺎﻡ ‪‬ﺎ‪.‬‬

‫ﻓﻘﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﺼﺎﺩﻡ ﺑﲔ ﲢﺪﻳﺪ ﺍﳋﱪﺍﺀ ﻟﻠﻤﺘﻄﻠﺒﺎﺕ ﺃﻭ ﺍﻟﻀﺮﻭﺭﺍﺕ ﻭﺭﻏﺒﺎﺕ‬ ‫‪-١١‬‬
‫ﺍﻟﺪﺍﺭﺳﲔ ﺃﻧﻔﺴﻬﻢ ؛ ﻓﻼ ﻣﻌﲎ ﻟﻠﺤﺪﻳﺚ ﻋﻦ ﺣﺎﺟﺔ ﺑﻌﻴﺪﺍﹰ ﻋﻤﺎ ﻳﺸﻌﺮﻭﻥ ﺑﻪ‪.‬‬

‫ﻛﻤﺎ ﻳﻌﺮﻓﻬﺎ "ﺑﺮﻭﺍﻥ ‪ "Broun‬ﺑﺄ‪‬ﺎ‪ :‬ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﻳﺘﻢ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ ﰲ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﺃﺳﺎﺳﺎﹰ ﻟﺒﻨﺎﺀ ﺍﳌﻨﻬﺞ ﺍﻟﺬﻱ ﻳﻠﱯ ﺣﺎﺟﺎﺕ ﺍﻟﺘﻌﻠﻢ ‪‬ﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﺗﺘﻌﻠﻖ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ‬
‫ﰲ ﺑﺮﺍﻣﺞ ﺍﻟﻠﻐﺔ ﺑﺎﻟﻠﻐﺔ ﺫﺍ‪‬ﺎ‪.(٦١) .‬‬

‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﺇﺟﺮﺍﺋﻴﺎ ﺑﺄ‪‬ﺎ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ ﺍﳌﻌﻠﻨﺔ ] ﺍﻟﺪﺭﺟﺎﺕ [ ﻟﺪﻯ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺃﺩﺍﺓ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ) ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ( ﺍﻟﱵ ﺃﻋﺪﻫﺎ ﺍﻟﺒﺎﺣﺚ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ ،‬ﻭﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ؛ ﻣﻦ ﺃﺟﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳉﻴﺪ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫‪ ( ٦١‬ﳏﻤﻮﺩ ﺍﻟﻨﺎﻗﺔ‪ ،‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﺗﺼﺎﻟﻴﺎ ﺑﲔ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ ،‬ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ‬
‫ﻭﺍﻟﺜﻘﺎﻓﺔ "ﺍﻹﺳﻴﺴﻜﻮ"‪٢٠٠٦،‬ﻡ‪ ،‬ﺹ‪.٧‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺛﺎﻧﻴﺎ‪ -‬ﺃﻏﺮﺍﺽ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪:‬‬

‫ﻳﺴﺘﺨﺪﻡ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻟﻌﺪﺩ ﻣﻦ ﺍﻷﻏﺮﺍﺽ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻨﻬﺎ‪:‬‬

‫ﲢﺪﻳﺪ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻷﺩﺍﺀ ﺩﻭﺭ ﻣﻌﲔ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﺪﻳﺮ‬ ‫‪-‬‬
‫ﻣﺒﻴﻌﺎﺕ‪ ،‬ﺃﻭ ﻣﺮﺷﺪ ﺳﻴﺎﺣﻲ‪ ،‬ﺃﻭ ﻃﺎﻟﺐ ﺟﺎﻣﻌﻲ‪ ،‬ﺃﻭ ﺩﺍﻋﻴﺔ‪ ،‬ﺃﻭ ﻃﺒﻴﺐ‪ ،‬ﺃﻭ‬
‫ﻣﻬﻨﺪﺱ‪...‬ﺇﱁ‪.‬‬

‫ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﲢﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻘﺎﺋﻤﺔ ﺗﻌﺎﰿ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﳌﺘﻮﻗﻊ‬ ‫‪-‬‬
‫ﺍﻟﺘﺤﺎﻗﻬﻢ ﺑﺎﻟﱪﻧﺎﻣﺞ ﺑﺸﻜﻞ ﻛﺎﻑ‪٠‬‬

‫ﲢﺪﻳﺪ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻫﻢ ﰲ ﺣﺎﺟﺔ ﻣﺎﺳﺔ ﻟﻠﺘﺪﺭﻳﺐ ﻋﻠﻰ ﻣﻬﺎﺭﺍﺕ ﻟﻐﻮﻳﺔ ﻣﻌﻴﻨﺔ‪.‬‬ ‫‪-‬‬

‫ﺗﻌﺮﻑ ﺍﻟﻔﺠﻮﺓ ﺑﲔ‪ :‬ﻣﺎ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﺍﻟﻘﻴﺎﻡ ﺑﻪ‪ ،‬ﻭﻣﺎ ﻫﻢ ﲝﺎﺟﺔ ﺇﱃ ﺃﻥ ﻳﻜﻮﻧﻮﺍ‬ ‫‪-‬‬
‫ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻪ‪.‬‬

‫ﲨﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﺸﻜﻠﺔ ﻣﻌﻴﻨﺔ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ‪.‬‬ ‫‪-‬‬

‫ﻭﻗﺪ ﺣﺪﺩ ‪ (1993) Linse‬ﺑﻌﺾ ﺍﻷﻏﺮﺍﺽ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ‬
‫ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻷﻏﺮﺍﺽ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﲨﻊ ﻣﻠﻒ ﺩﳝﻐﺮﺍﰲ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳝﺜﻠﻬﺎ ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪-‬‬

‫ﻗﻴﺎﺱ ﻣﺴﺘﻮﻯ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻄﻼﺏ ﻟﻠﻐﺎ‪‬ﻢ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭﻣﺴﺘﻮﻯ ﺍﻛﺘﺴﺎ‪‬ﻢ ﻟﻺﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫‪-‬‬

‫ﲢﺪﻳﺪ ﻗﺪﺭﺍ‪‬ﻢ ﺍﻻﺗﺼﺎﻟﻴﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﻛﺘﺸﺎﻑ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﻼﺏ ﻟﻠﻐﺔ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪٠‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﲢﺪﻳﺪ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻤﻜﲔ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﰲ‬ ‫‪-‬‬
‫ﻛﻞ ﺃﻧﺸﻄﺔ ﺍﳌﺪﺭﺳﺔ ﻭﺍ‪‬ﺘﻤﻊ‪٠‬‬

‫ﺍﻛﺘﺸﺎﻑ ﺍﳋﱪﺓ ﺍﻟﺴﺎﺑﻘﺔ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻲ‪٠‬‬ ‫‪-‬‬

‫ﲢﺪﻳﺪ ﺗﻮﺟﻬﺎﺕ ﺍﻟﻄﻼﺏ ﻭﺗﻮﺟﻬﺎﺕ ﻋﺎﺋﻼ‪‬ﻢ ﳓﻮ ﺍﳌﺪﺭﺳﺔ ﻭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻲ‪.‬‬ ‫‪-‬‬

‫ﲢﺪﻳﺪ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﺘﻘﻨﻬﺎ ﺍﻟﻄﻼﺏ‪٠‬‬ ‫‪-‬‬

‫ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﻄﻼﺏ ﰲ‪ :‬ﺍﻟﻨﻤﻮ ﺍﳌﻌﺮﰲ ﻭﺍﻛﺘﺴﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ ﰲ‬ ‫‪-‬‬

‫ﻟﻐﺎ‪‬ﻢ ﺍﻷﺻﻠﻴﺔ‪٠‬‬

‫ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﱵ ﺍﻛﺘﺴﺒﻬﺎ ﺍﻟﻄﻼﺏ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪٠‬‬ ‫‪-‬‬

‫ﲢﺪﻳﺪ ﺧﺼﺎﺋﺺ ﺍﻟﻄﻼﺏ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ)‪٠(٦٢‬‬ ‫‪-‬‬

‫ﻋﺪﺩ ﻣﻦ ﺍﻷﻏﺮﺍﺽ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻣﻨﻬﺎ‪:‬‬ ‫‪-‬‬

‫ﻣﺴﺎﻋﺪﺓ ﻣﺼﻤﻤﻲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺗﻨﻔﻴﺬﻫﺎ ﰲ ﺗﻄﻮﻳﺮ‪ :‬ﺍﶈﺘﻮﻯ‬ ‫‪-‬‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﻃﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﰲ ﺿﻮﺀ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﺗﻮﻓﲑ ﻣﻨﺎﻫﺞ ﻟﻐﻮﻳﺔ ﻣﺮﻧﺔ ﺑﺪﻻ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﺍﳉﺎﻣﺪﺓ ﻭﺍﳌﺼﻤﻤﺔ ﻣﺴﺒﻘﺎ ﺩﻭﻥ ﻣﺮﺍﻋﺎﺓ‬ ‫‪-‬‬
‫ﳊﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ ( ٦٢‬ﻧﺎﺻﺮ ﺍﻟﻐﺎﱄ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٥-١٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﺰﻭﻳﺪ ﺍﳌﻌﻠﻤﲔ ﲟﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﺪﺍﺭﺳﲔ ﺇﺫﺍ ﺃﺟﺮﻱ ﺍﻟﺘﺤﻠﻴﻞ ﻗﺒﻞ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ‪،‬‬ ‫‪-‬‬
‫ﻭﲟﻌﻠﻮﻣﺎﺕ ﻋﻤﺎ ﺃﳒﺰ ﺇﺫﺍ ﺃﺟﺮﻱ ﺍﻟﺘﺤﻠﻴﻞ ﰲ ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﲟﻌﻠﻮﻣﺎﺕ ﻋﻤﺎ‬
‫ﻳﺮﻳﺪﻩ ﺍﻟﺪﺍﺭﺳﻮﻥ ﻭﻣﺎ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻪ ﺑﻌﺪ ﺫﻟﻚ ﺇﺫﺍ ﺃﺟﺮﻱ ﺍﻟﺘﺤﻠﻴﻞ ﺑﻌﺪ ﺗﻨﻔﻴﺬ‬
‫ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬

‫ﻭﻗﺪ ﺫﻛﺮﺕ "ﻛﺎﺛﻠﲔ ﺳﺎﻧﺘﻮﺑﺘﺮﻭ")‪ (٦٣‬ﻋﺪﺩﺍ ﻣﻦ ﺍﻷﻏﺮﺍﺽ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻣﻨﻬﺎ‪:‬‬

‫ﻣﺴﺎﻋﺪﺓ ﻣﺼﻤﻤﻲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺗﻨﻔﻴﺬﻫﺎ ﰲ ﺗﻄﻮﻳﺮ‪ :‬ﺍﶈﺘﻮﻯ‬ ‫‪-‬‬
‫ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﻃﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ‪،‬‬
‫ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﺗﻮﻓﲑ ﻣﻨﺎﻫﺞ ﻟﻐﻮﻳﺔ ﻣﺮﻧﺔ ﺑﺪﻻ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﺍﳉﺎﻣﺪﺓ ﻭﺍﳌﺼﻤﻤﺔ ﻣﺴﺒﻘﺎ ﺩﻭﻥ ﻣﺮﺍﻋﺎﺓ‬ ‫‪-‬‬
‫ﳊﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﺗﺰﻭﻳﺪ ﺍﳌﻌﻠﻤﲔ ﲟﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﺪﺍﺭﺳﲔ ﺇﺫﺍ ﺃﺟﺮﻱ ﺍﻟﺘﺤﻠﻴﻞ ﻗﺒﻞ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ‪،‬‬ ‫‪-‬‬
‫ﻭﲟﻌﻠﻮﻣﺎﺕ ﻋﻤﺎ ﺃﳒﺰ ﺇﺫﺍ ﺃﺟﺮﻱ ﺍﻟﺘﺤﻠﻴﻞ ﰲ ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﲟﻌﻠﻮﻣﺎﺕ ﻋﻤﺎ‬
‫ﻳﺮﻳﺪﻩ ﺍﻟﺪﺍﺭﺳﻮﻥ ﻭﻣﺎ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻪ ﺑﻌﺪ ﺫﻟﻚ ﺇﺫﺍ ﺃﺟﺮﻱ ﺍﻟﺘﺤﻠﻴﻞ ﺑﻌﺪ ﺗﻨﻔﻴﺬ‬
‫ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬

‫ﻭﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻼﺯﻡ ﺗﻮﺍﻓﺮﻫﺎ ﻟﺪﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻳﻘﺪﻡ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺃﻏﺮﺍﺽ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﺜﻞ‪:‬‬

‫ﲢﺪﻳﺪ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻟﺘﻘﻮﱘ ﺑﺮﻧﺎﻣﺞ ﻟﻐﻮﻱ ﻗﺎﺋﻢ‪ ،‬ﺃﻭ ﺃﺣﺪ ﻣﻜﻮﻧﺎﺗﻪ‪.‬‬ ‫‪-‬‬

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‫‪Kathleen Santpientro: Op.cit, P.2.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﻮﻓﲑ ﺍﻷﺳﺎﺱ ﻟﺘﺨﻄﻴﻂ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﻷﻫﺪﺍﻑ ﻟﱪﻧﺎﻣﺞ ﻟﻐﻮﻱ ﻣﺴﺘﻘﺒﻠﻲ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺗﻄﻮﻳﺮ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻷﺧﺮﻯ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺍﺧﺘﻴﺎﺭ ﻃﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﻨﺎﺳﺒﺔ ﰲ ﺑﺮﻧﺎﻣﺞ ﻣﻌﲔ‪.‬‬ ‫‪-‬‬

‫ﺗﻮﻓﲑ ﺍﻷﺳﺎﺱ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻘﺮﺭﺍﺕ ﻭﺍﶈﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻘﺪﻣﺔ ﻟﻠﺪﺍﺭﺳﲔ‪.‬‬ ‫‪-‬‬

‫ﻭﳑﺎ ﺳﺒﻖ ﻳﺘﻀﺢ ﺃﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﺪﺍﺭﺳﲔ ﻳﻬﺪﻑ ﺇﱃ ﺃﻏﺮﺍﺽ ﺇﳚﺎﺑﻴﺔ ﺗﻔﻴﺪ ﺍﻟﺪﺍﺭﺳﲔ‪،‬‬
‫ﻣﻨﻬﺎ‪:‬‬

‫ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺎ ﻳﺘﻘﻨﻪ ﺍﻟﺪﺍﺭﺳﻮﻥ‪ ،‬ﻭﻣﺎ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻪ ﻓﻌﻼ‪.‬‬ ‫‪-‬‬

‫ﲢﺪﻳﺪ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﰲ ﺍﶈﺘﻮﻯ ﺍﳌﻘﺪﻡ ﻟﻠﺪﺍﺭﺳﲔ‪.‬‬ ‫‪-‬‬

‫ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻜﻞ ﻣﻦ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ‪.‬‬ ‫‪-‬‬

‫ﺗﻮﻓﲑ ﻗﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﳌﺮﻭﻧﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﺴﺎﳘﺔ ﰲ ﺇﳚﺎﺩ ﺑﺮﺍﻣﺞ ﻟﻐﻮﻳﺔ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ‪ ،‬ﻭﺗﻠﱯ ﳍﻢ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﺛﺎﻟﺜﺎ‪ -‬ﺃﺩﻭﺍﺕ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪:‬‬

‫ﳝﻜﻦ ﲢﻠﻴﻞ ﻭﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻦ ﺧﻼﻝ ﻋﺪﺓ‬
‫ﺃﺩﻭﺍﺕ ﲤﻜﱢـﻦ ﻣﻦ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺃﻫﻢ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺇﺫﺍ ﻟﹸـﺒﻴﺖ ﻟﻠﺪﺍﺭﺳﲔ؛ ﻣﻜﻨﺘﻬﻢ ﻣﻦ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻔﻌﺎﻝ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺟﻌﻠﺖ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻟﻪ ﻗﻴﻤﺔ ﺑﺎﺭﺯﺓ ﻟﺪﻯ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻗﺪ ﺍﺷﺘﻤﻠﺖ ﺍﻷﺩﺑﻴﺎﺕ ﻋﻠﻰ ﺃﻃﺮ ﻛﺜﲑﺓ ﻟﺘﺤﻠﻴﻞ ﺣﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ‪ .‬ﻭﻟﻌﻞ ﺍﻹﻃﺎﺭ ﺍﻟﺬﻱ ﻗﺪﻣﻪ‬
‫"ﺭﻭﺑﺮﺕ ﺟﻮﺭﺩﺍﻥ" ﻣﻦ ﺃﺣﺪﺛﻬﺎ ﻭﺃﻛﺜﺮﻫﺎ ﴰﻮﻻﹰ‪ .‬ﻭﻗﺪ ﻋﺮﺽ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﰲ ﻣﺆﲤﺮ ﻋﻘﺪ ﰲ )ﻣﺎﺭﺱ‬
‫‪ (٢٠٠١‬ﲜﺎﻣﻌﺔﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ؛ ﻟﺒﻴﺎﻥ ﺃﺳﺎﻟﻴﺐ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺨﻄﻴﻄﻲ‬
‫ﳍﺬﺍ ﺍﻹﻃﺎﺭ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ ﻳﺘﻀﺢ ﺃﻥ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﺗﺘﻤﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫‪ .١‬ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪،‬‬

‫‪ .٢‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ ﺍﻟﺘﺘﺒﻌﻴﺔ‪،‬‬

‫‪ .٣‬ﺍﻟﺘﻘﻮﱘ ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‪،‬‬

‫‪ .٤‬ﺍﺧﺘﺒﺎﺭ ‪‬ﺎﻳﺔ ﺍﳌﻘﺮﺭ‪،‬‬

‫‪ .٥‬ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ‪،‬‬

‫‪ .٦‬ﺍﳌﺬﻛﺮﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ) ﺍﻟﻴﻮﻣﻴﺔ ( ﻟﻠﻄﺎﻟﺐ ﻭﺻﺤﺎﺋﻒ ﺍﳊﺎﻟﺔ‪،‬‬

‫‪ .٧‬ﻭﺛﺎﺋﻖ ﺳﺎﺑﻘﺔ‪،‬‬

‫‪ .٨‬ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ )ﺳﻮﺍﺀ ﰲ ﺑﻠﺪ ﺍﻟﻄﺎﻟﺐ ﺃﻭ ﻋﻨﺪ ﻗﺒﻮﻟﻪ(‪،‬‬

‫‪ .٩‬ﺃﺳﺎﻟﻴﺐ ﺗﻘﺪﻳﺮ ﺍﻟﺬﺍﺕ‪،‬‬

‫‪ .١٠‬ﺍﳌﻼﺣﻈﺔ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ‪،‬‬

‫‪ .١١‬ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻜﻮﻳﻨﻴﺔ )ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ(‪،‬‬

‫‪ .١٢‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﳌﻘﻨﻨﺔ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺴﺤﻴﺔ ﻋﻦ ﺍﻟﻄﺎﻟﺐ‪(٦٤).‬‬

‫‪ ( ٦٤‬ﳏﻤﻮﺩ ﺍﻟﻨﺎﻗﺔ‪ ،‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﺗﺼﺎﻟﻴﺎ ﺑﲔ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٢١-٢٠‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺃﻫﻢ ﺃﺩﻭﺍﺕ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﻨﺎﻭﳍﺎ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﻓﻴﻤﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ‪:questionnaires‬‬

‫ﺗﻌﺪ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺇﺣﺪﻯ ﺃﺷﻬﺮ ﺍﻷﺩﻭﺍﺕ ﺍﺳﺘﺨﺪﺍﻣﺎﹰ‪ ،‬ﻭﻫﻲ ﺳﻬﻠﺔ ﺍﻹﻋﺪﺍﺩ ﻧﻮﻋﺎﹰ ﻣﺎ‪ ،‬ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬
‫ﻣﻊ ﳎﻤﻮﻋﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻳﺴﻬﻞ ﲢﻠﻴﻠﻬﺎ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ‬
‫ﻣﻨﻬﺎ‪،‬ﻭﺗﻜﻮﻥ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺇﻣﺎ ﻣﻘﻴﺪﺓ )ﲝﻴﺚ ﳜﺘﺎﺭ ﺍ‪‬ﻴﺐ ﻣﻦ ﺑﲔ ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻹﺟﺎﺑﺎﺕ(‪ ،‬ﺃﻭ ﻏﲑ‬
‫ﻣﻘﻴﺪﺓ )ﲝﻴﺚ ﻳﺘﻢ ﺇﻋﻄﺎﺀ ﺍ‪‬ﻴﺐ ﺃﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ ﺍﻟﻨﻬﺎﻳﺎﺕ ﳝﻜﻦ ﺃﻥ ﳚﻴﺐ ﻋﻨﻬﺎ ﺣﺴﺐ ﺍﺧﺘﻴﺎﺭﻩ(‪،‬‬
‫ﻓﺎﻻﺳﺘﺒﺎﻧﺔ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﲤﻜﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻣﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻣﻴﺴﺮﺓ ﻭﳏﺪﺩﺓ‪.‬‬

‫ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻣﺰﺍﻳﺎ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺇﻻ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻗﺪ ﺗﻜﻮﻥ ﺳﻄﺤﻴﺔ ﺃﻭ ﻏﲑ‬
‫ﺩﻗﻴﻘﺔ‪ ،‬ﻭﲢﺘﺎﺝ ﻏﺎﻟﺒﺎﹰ ﺇﱃ ﻣﻮﺍﺻﻠﺔ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻟﻔﻬﻢ ﻣﺎ ﻳﻘﺼﺪﻩ ﺍ‪‬ﻴﺒﻮﻥ‬
‫ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﺍﻛﺘﻤﺎﻻﹰ‪ ،‬ﻟﺬﺍ ﻳﻨﺼﺢ ﺑﻀﺮﻭﺭﺓ ﻣﻌﺮﻓﺔ ﻣﺒﺎﺩﺉ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﳉﻴﺪﺓ ﺣﱴ ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﲡﺮﻳﺐ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻗﺒﻞ ﺗﻮﺯﻳﻌﻬﺎ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻮﺍﻃﻦ‪:‬‬
‫ﺍﻟﻐﻤﻮﺽ‪ ،‬ﻭﺍﻟﺼﻌﻮﺑﺔ‪ ،‬ﻭﺍﻟﺴﻄﺤﻴﺔ ﻓﻴﻬﺎ‪.‬‬

‫ﺍﳌﻘﺎﺑﻼﺕ ‪:interviews‬‬

‫ﺗﺴﻤﺢ ﺍﳌﻘﺎﺑﻼﺕ ﺑﺘﻨﺎﻭﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺑﺸﻜﻞ ﺃﻋﻤﻖ ﳑﺎ ﻫﻮ ﳑﻜﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃ‪‬ﺎ‬
‫ﺗﺴﺘﻐﺮﻕ ﻭﻗﺘﺎﹰ ﺃﻃﻮﻝ ﰲ ﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻓﻘﻂ ﻣﻊ ﳎﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﳌﻘﺎﺑﻠﺔ‬
‫ﻣﻔﻴﺪﺓ ﰲ ﻣﺮﺣﻠﺔ ﺃﻭﻟﻴﺔ ﻣﻦ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﺣﻴﺚ ﺇ‪‬ﺎ ﺗﺴﺎﻋﺪ ﺍﳌﺼﻤﻢ ﰲ ﺃﺧﺬ ﻓﻜﺮﺓ ﻋﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ‬
‫ﻭﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻬﺎ ﰲ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﺍﳌﻘﺎﺑﻠﺔ ﺍﳌﻘﻴﺪﺓ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﺴﻤﺢ ﺑﺘﺤﻘﻴﻖ ﺗﻨﺎﻏﻢ ﺃﻛﱪ ﻳﲔ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﳝﻜﻦ ﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺑﻼﺕ ﻭﺟﻬﺎﹰ ﻟﻮﺟﻪ‬
‫ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﳍﺎﺗﻒ‪.‬‬

‫ﺍﳌﻼﺣﻈﺔ ‪:observation‬‬

‫ﺗﻌﺪ ﻣﻼﺣﻈﺔ ﺳﻠﻮﻙ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﳌﻮﻗﻒ ﺍﳍﺪﻑ ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ﻟﻘﻴﺎﺱ ﺣﺎﺟﺎ‪‬ﻢ‪ .‬ﻓﻤﻼﺣﻈﺔ ‪-‬ﻋﻠﻰ‬
‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻣﻮﻇﻔﲔ ﻳﺆﺩﻭﻥ ﻋﻤﻠﻬﻢ ﰲ ﺑﻨﻚ‪ ،‬ﺳﻮﻑ ﳝﻜﹼﻦ ﺍﳌﻼﺣﻆ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻌﻴﻨﺔ ﺣﻮﻝ‬
‫ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻨﺎﺱ ﻏﺎﻟﺒﺎﹰ ﻻﻳﺆﺩﻭﻥ ﺃﺩﺍﺀ ﺟﻴﺪﺍﹰ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻧﻮﻥ ﲢﺖ ﺍﳌﻼﺣﻈﺔ؛ ﻟﺬﺍ ﳚﺐ ﺃﺧﺬ‬
‫ﺫﻟﻚ ﺑﺎﳊﺴﺒﺎﻥ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﺎﳌﻼﺣﻈﺔ ﻣﻬﺎﺭﺓ ﺧﺎﺻﺔ ﺗﻘﺘﻀﻲ ﻣﻌﺮﻓﺔ ﻛﻴﻒ ﺗﻼﺣﻆ؟ ﻭﻣﺎﺫﺍ ﺗﻼﺣﻆ؟‬
‫ﻭﻛﻴﻒ ﺗﺴﺘﺨﺪﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ؟‪ ،‬ﻭﻫﺬﺍ ﻛﻠﻪ ﻳﺘﻄﻠﺐ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺗﺪﺭﻳﺒﺎﹰ ﺧﺎﺻﺎﹰ‪.‬‬

‫ﲨﻊ ﻋﻴﻨﺎﺕ ﻣﻦ ﻟﻐﺔ ﺍﳌﺘﻌﻠﻢ‪:‬‬

‫ﻳﻌﺪ ﲨﻊ ﻋﻴﻨﺎﺕ ﺗﺘﻌﻠﻖ ﺑﻜﻴﻔﻴﺔ ﺃﺩﺍﺀ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﻣﻬﻤﺎﺕ ﻟﻐﻮﻳﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﺜﻞ‪) :‬ﺭﺳﺎﺋﻞ ﺍﻷﻋﻤﺎﻝ‪،‬‬
‫ﻭﺍﳌﻘﺎﺑﻼﺕ‪ ،‬ﻭﺍﳌﻜﺎﳌﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ(‪ ،‬ﻭﺗﻮﺛﻴﻖ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻮ‪‬ﺎ ﻣﺼﺪﺭﺍﹰ ﻣﻔﻴﺪﺍﹰ ﻭﻣﺒﺎﺷﺮﺍﹰ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺣﻮﻝ ﺣﺎﺟﺎﺕ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﳝﻜﻦ ﲨﻊ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﻣﻬﻤﺎﺕ ﻛﺘﺎﺑﻴﺔ ﺃﻭ ﺷﻔﻬﻴﺔ‪ :‬ﺣﻴﺚ ﻳﺘﻢ ﲨﻊ ﺃﻣﺜﻠﺔ ﻣﻦ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ‪ :‬ﺍﳌﻜﺘﻮﺑﺔ‪ ،‬ﺃﻭ‬ ‫‪-‬‬
‫ﺍﻟﺸﻔﻬﻴﺔ‪.‬‬

‫‪ :role‬ﺣﻴﺚ ﻳ‪‬ﻌﻄﻰ ﺍﻟﻄﻼﺏ ﺑﻌﺾ‬ ‫‪play‬‬ ‫ﺃﻭ ﲤﺜﻴﻞ ﺍﻟﺪﻭﺭ‬ ‫‪simulation‬‬ ‫ﺍﶈﺎﻛﺎﺓ‬ ‫‪-‬‬
‫ﺍﻷﺷﻴﺎﺀ ﶈﺎﻛﺎ‪‬ﺎ ﺃﻭ ﲤﺜﻴﻠﻬﺎ‪ ،‬ﻭﺗﺘﻢ ﻣﻼﺣﻈﺔ ﺃﺩﺍﺋﻬﻢ ﻭﺗﺴﺠﻴﻞ ﺫﻟﻚ‪.‬‬

‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ ‪ :achievement tests‬ﺣﻴﺚ ﻳ‪‬ﺨﺘﱪ ﺍﻟﻄﻼﺏ ﰲ ﻗﺪﺭﺍ‪‬ﻢ ﰲ‬ ‫‪-‬‬

‫ﺟﻮﺍﻧﺐ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪ :performance‬ﺣﻴﺚ ﻳ‪‬ﺨﺘﱪ ﺍﻟﻄﻼﺏ ﰲ ﺃﺩﺍﺀﺍﺕ ﳍﺎ‬ ‫‪tests‬‬ ‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺀ‬ ‫‪-‬‬
‫ﻋﻼﻗﺔ ﺑﺎﻟﻌﻤﻞ ﺃﻭ ﺍﳌﻬﻤﺎﺕ ﺍﳌﻨﻮﻃﺔ ‪‬ﻢ‪.‬‬

‫ﲢﻠﻴﻞ ﺍﳌﹶﻬ‪‬ﻤ‪‬ﺔ‪:‬‬

‫ﲢﻠﻴﻞ ﺍﳌﻬﻤﺔ ﻫﻮ ﲢﻠﻴﻞ ﺃﻧﻮﺍﻉ ﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﺳﻴﺎﻗﺎﺕ ﻭﻇﻴﻔﻴﺔ ﺃﻭ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻣﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﻗﻴﺎﺱ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻤﻬﻤﺎﺕ ﻭﻣﺎ ﺗﺘﻄﻠﺒﻪ ﻫﺬﻩ ﺍﳌﻬﻤﺎﺕ‪ ،‬ﻓﻘﺪ ﳚﺐ ﻋﻠﻰ ﻣﻮﻇﻒ ﺍﻟﻔﻨﺪﻕ‬
‫ﻣﺜﻼﹰ ﺍﻟﻘﻴﺎﻡ ﺑﺎﳌﻬﻤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺍﻟﺘﺮﺣﻴﺐ ﺑﻀﻴﻮﻑ ﺍﻟﻔﻨﺪﻕ‪.‬‬ ‫‪-‬‬

‫ﺳﺆﺍﳍﻢ ﻋﻦ ﺣﺎﺟﺎ‪‬ﻢ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻹﻗﺎﻣﺔ‪.‬‬ ‫‪-‬‬

‫ﺇﺧﺒﺎﺭﻫﻢ ﺑﺎﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﺘﻮﻓﺮﺓ ﰲ ﺍﻟﻔﻨﺪﻕ‪.‬‬ ‫‪-‬‬

‫ﻣﺴﺎﻋﺪ‪‬ﻢ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻘﻴﺎﻡ ﺑﺈﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺧﻮﻝ ﻟﻠﻔﻨﺪﻕ‪.‬‬ ‫‪-‬‬

‫ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ‪:case study‬‬

‫ﻳﺘﻢ ﰲ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﺗﺘﺒﻊ ﻃﺎﻟﺐ ﺃﻭ ﳎﻤﻮﻋﺔ ﳐﺘﺎﺭﺓ ﻣﻦ ﺍﻟﻄﻼﺏ ﺧﻼﻝ ﻋﻤﻞ ﺫﻱ ﺻﻠﺔ ﺃﻭ ﺧﱪﺓ‬
‫ﺗﻌﻠﻴﻤﻴﺔ؛ ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ ﺧﺼﺎﺋﺺ ﺫﻟﻚ ﺍﳌﻮﻗﻒ‪ ،‬ﻓﻘﺪ ﻳﺘﻢ – ﻣﺜﻼ‪ -‬ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﻟﺪﻯ ﻣﻬﺎﺟﺮ ﻭﺻﻞ‬
‫ﺣﺪﻳﺜﺎ ﻟﻔﺘﺮﺓ ﻣﻦ ﺍﻟﺰﻣﻦ‪ ،‬ﻳﻘﻮﻡ ﺧﻼﳍﺎ ﺑﺎﻻﺣﺘﻔﺎﻅ ﺑﺴﺠﻞ ﻳﺪﻭﻥ ﻓﻴﻪ ﺧﱪﺍﺗﻪ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ‬
‫ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﲟﻼﺣﻈﺘﻪ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻋﻠﻰ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺗﻌﻤﻴﻢ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ‪ ،‬ﻓﻬﻲ ﺗﻘﺪﻡ ﻣﺼﺪﺭﺍﹰ ﻏﻨﻴﺎﹰ ﺟﺪﺍﹰ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ‬
‫ﺗﻜﻤﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﺃﺧﺮﻯ‪.‬‬

‫ﲢﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ‪:‬‬

‫ﰲ ﺃﻱ ﻣﻮﻗﻒ ﺗﱪﺯ ﻓﻴﻪ ﺍﳊﺎﺟﺔ ﺇﱃ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻫﻨﺎﻙ ﻛﻢ‪ ‬ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ‪‬ﺬﻩ‬
‫ﺍﳊﺎﺟﺎﺕ ﻣﻮﺟﻮﺩﺓ ﰲ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ‪ ،‬ﻣﺜﻞ‪:‬‬

‫ﺍﻟﻜﺘﺐ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﻘﺎﻻﺕ ﺍﳌﻨﺸﻮﺭﺓ ﰲ ﺍ‪‬ﻼﺕ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺘﻘﺎﺭﻳﺮ ﻭﺍﳌﺴﻮﺡ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺴﺠﻼﺕ ﻭﺍﳌﻠﻔﺎﺕ‪.‬‬ ‫‪-‬‬

‫ﺣﻴﺚ ﳝﻜﻦ ﲢﻠﻴﻞ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﰲ ﻫﺬﻩ ﺍﳌﺼﺎﺩﺭ؛ ﻟﻼﺳﺘﻔﺎﺩﺓ ﳑﺎ ﻭﺻﻠﺖ ﺇﻟﻴﻪ ﻣﻦ ﻧﺘﺎﺋﺞ‬
‫‪٦٥‬‬
‫ﻭﺗﻮﺻﻴﺎﺕ ﻭﻣﻘﺘﺮﺣﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ ٦٥‬ﺍﻧﻈﺮ ﻛﻼ ﻣﻦ‪:‬‬
‫ﻧﺎﺻﺮ ﺍﻟﻐﺎﱄ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.٢٥ :٢٢‬‬ ‫‪-‬‬
‫‪-Kathleen Santpientro: Op.cit., P.2:4.‬‬
‫‪- Abd-Alkhliq Al-‬‬
‫‪dabyany:Op.cit.,h p://www.yemennic.info/contents/studies/detail.php?ID=9381‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺗﺴﺘﻔﻴﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﳑﺎ ﺳﺒﻖ؛ ﺣﻴﺚ ﺇ‪‬ﺎ ﺍﺳﺘﺨﺪﻣﺖ ﺑﻌﺾ ﺃﺩﻭﺍﺕ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﻫﻲ‪:‬‬

‫ﻣﻼﺣﻈﺔ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﲢﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﰲ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬ ‫‪-‬‬

‫ﲢﻠﻴﻞ ﺍﳌﻬﻤﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﻻﺳﺘﺒﺎﻧﺔ‪ :‬ﻭﻗﺪ ﰎ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻭﻓﺮ‪‬ﺎ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺑﻨﺎﺀ‬ ‫‪-‬‬
‫ﺑﻨﻮﺩ ﻭﻣﻔﺮﺩﺍﺕ ﺍﻻﺳﺘﺒﺎﻧﺔ‪.‬‬

‫ﻭﻣﻦ ﺍﳌﻼﺣﻆ ﺃﻥ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺮﺗﺒﻄﺔ ‪‬ﺎ ﻟﻴﺴﺖ ﻣﻨﻔﺼﻠﺔ ﻋﻦ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪،‬‬
‫ﻭﺇﳕﺎ ﻫﻨﺎﻙ ﺗﺪﺍﺧﻞ ﻭﺗﻜﺎﻣﻞ ﺑﲔ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺗﺼﺐ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﰲ ﺑﻨﺎﺀ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﳌﻌﻨﻴﺔ ﺑﺘﺤﺪﻳﺪ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﻭﳑﺎ ﺳﺒﻖ ﻳﺘﻀﺢ ﺃﻥ ﻧﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺗﺘﻜﻮﻥ ‪ -‬ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ -‬ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺄﺧﻮﺫﺓ ﻣﻦ‬
‫ﻣﺼﺎﺩﺭ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﺗﺘﻜﺎﺗﻒ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻹﻋﻄﺎﺀ ﺻﻮﺭﺓ ﻣﻜﺘﻤﻠﺔ – ﻗﺪﺭ ﺍﳌﺴﺘﻄﺎﻉ‪ -‬ﻋﻦ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻣﻦ ﺛﹶﻢ‪ ‬ﺗﻮﻓﺮ ﻫﺬﻩ ﺍﳌﺼﺎﺩﺭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺗﺴﺎﻋﺪ ﺍﻟﺒﺎﺣﺚ ﰲ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺍﳌﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﺪﺍﺭﺳﲔ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﺪﻯ ﺗﻔﻀﻴﻞ ﺍﻟﺪﺍﺭﺳﲔ ﻷﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬ ‫‪-‬‬

‫ﻣﺪﻯ ﺗﻜﺮﺍﺭ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺗﺮﺗﻜﺐ ﰲ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻟﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﻣﺪﻯ ﺗﻜﺮﺍﺭ ﻋﻨﺎﺻﺮ ﺃﻭ ﻭﺣﺪﺍﺕ ﻟﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﺗﺼﺎﻟﻴﺔ ﳐﺘﻠﻔﺔ‪.‬‬ ‫‪-‬‬

‫ﺃﺷﻜﺎﻝ ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﻌﺠﺰ ﺍﻟﺪﺍﺭﺳﻮﻥ ﻋﻦ ﺃﺩﺍﺋﻬﺎ ﺑﺸﻜﻞ ﺟﻴﺪ‪.‬‬ ‫‪-‬‬

‫ﺭﺍﺑﻌﺎ‪ -‬ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪:‬‬

‫ﺇﻥ ﺃﺣﺪ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻷﺳﺎﺱ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻮ ﺑﻨﺎﺀ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻭﺗﻌﺮﻑ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳉﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﺗﻨﻔﻴﺬ‬
‫ﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ ﻗﺒﻞ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﺃﻭ ﰲ ﺃﺛﻨﺎﺋﻪ‪ ،‬ﺃﻭ ﺑﻌﺪ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﺣﻴﺚ ﺇﻧﻪ ﳝﺪ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‬
‫ﲟﺎ ﳛﺘﺎﺟﻪ ﺍﻟﺪﺍﺭﺳﻮﻥ ﻓﻌﻠﻴﺎ؛ ﳑﺎ ﳚﻌﻞ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺫﺍﺕ ﻣﻌﲎ‪ ،‬ﻭﳍﺎ ﻗﻴﻤﺔ ﻛﺒﲑﺓ ﻟﺪﻯ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬

‫ﻭﺗﺘﻤﺜﻞ ﺃﳘﻴﺔ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻗﺒﻞ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﰲ ﺃﻧﻪ ﻳﻮﻓﺮ ﻟﻠﻤﻬﺘﻤﲔ ﺑﺘﻨﻔﻴﺬ ﻫﺬﻩ‬
‫ﺍﻟﱪﺍﻣﺞ ﻓﺮﺻﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳉﻴﺪ ﻟﺘﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻛﻤﺎ ﻳﻮﻓﺮ ﳍﻢ ﻓﺮﺻﺔ ﺗﻀﻤﲔ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ‬
‫ﺍﶈﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﱪﻧﺎﻣﺞ ﺍﳌﺮﺍﺩ ﺗﻨﻔﻴﺬﻩ‪ ،‬ﺃﻣﺎ ﺗﻨﻔﻴﺬ ﺍﻟﺘﺤﻠﻴﻞ ﰲ ﺃﺛﻨﺎﺀ ﺗﻄﺒﻴﻖ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﻓﺈﻧﻪ ﻳﺒﲔ‬
‫ﻧﻮﺍﺣﻲ ‪:‬ﺍﻟﻀﻌﻒ‪ ،‬ﻭﺍﻟﻘﻮﺓ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﲟﺎ ﻳﺘﻼﺋﻢ ﻣﻊ ﺣﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﻳﺴﺎﻋﺪ ﰲ‬
‫ﺇﻣﻜﺎﻥ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﺇﱃ ﺃﻥ ﻳﺘﻢ ﺗﻌﺪﻳﻞ ﺍﻟﱪﻧﺎﻣﺞ ﲟﺎ ﻳﺸﺒﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﰎ‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺑﻌﺪ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻓﺈﻧﻪ ﻳﺴﺎﻋﺪﻧﺎ ﰲ ﺗﻘﻮﱘ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻘﺎﺋﻢ ﻭﻗﻴﺎﺱ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺘﻪ ﰲ ﺇﺷﺒﺎﻉ‬
‫ﺣﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ؛ ﳑﺎ ﻳﻮﻓﺮ ﻓﺮﺹ ﺍﻟﺘﻌﺪﻳﻞ ﻭﺍﻟﺘﺠﻮﻳﺪ ﺑﻌﺪ ﺫﻟﻚ‪.‬‬

‫ﻭﻗﺪ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻋﻨﺪ ﺗﻨﻔﻴﺬ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﻩ‬
‫ﺍﳊﺎﺟﺎﺕ ﳚﺐ ﺗﺮﺗﻴﺒﻬﺎ ﺣﺴﺐ ﺍﻷﻭﻟﻮﻳﺔ؛ ﻷﻧﻪ ﻻ ﳝﻜﻦ‪ -‬ﻋﻤﻠﻴﺎﹰ‪ -‬ﻣﻌﺎﳉﺔ ﻛﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺑﺮﻧﺎﻣﺞ ﻟﻐﻮﻱ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺍﺣﺪ؛ ﻷﻥ ﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﻗﺪ ﻻ ﻳﻔﻲ ﺑﺈﺷﺒﺎﻉ ﻛﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﰎ ﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﺍﳊﻘﻴﻘﺔ‬
‫ﺍﳌﻬﻤﺔ ﻫﻲ ﺃﻥ ﺍﻛﺘﺸﺎﻑ ﺍﳊﺎﺟﺎﺕ ﻻ ﻳﻌﲏ ﺗﻠﻘﺎﺋﻴﺎ ﺃﻧﻪ ﳚﺐ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑﺍﺕ ﻓﻮﺭﻳﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﺇﺫ ﳚﺐ‬
‫ﺃﻭﻻ ﻓﺤﺺ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﻭﺗﺼﻨﻴﻔﻬﺎ؛ ﻟﺘﺤﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔ‪ ،‬ﰒ ﺍﳌﻬﻤﺔ‪ ،‬ﰒ ﺍﻷﻗﻞ ﺃﳘﻴﺔ‪ ،‬ﻭﻣﻦ ﺛﹶﻢ‪‬‬
‫ﺍﺳﺘﺒﻌﺎﺩ ﺍﳊﺎﺟﺎﺕ ﻏﲑ ﺍﳌﻬﻤﺔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻫﺬﺍ ﺍﻟﺘﺼﻨﻴﻒ ﳝﻜﻨﻨﺎ ﻣﻦ ﺇﺣﺪﺍﺙ ﺗﻮﺍﺯﻥ ﰲ ﺗﻠﺒﻴﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﳍﺬﻩ ﺍﳊﺎﺟﺎﺕ؛ ﳑﺎ ﳚﻌﻞ ﺍﻟﺪﺍﺭﺳﲔ ﺃﻛﺜﺮ ﺇﻗﺒﺎﻻ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪.‬‬

‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻷﻫﻢ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻳﺘﻢ ﰲ ﻣﺮﺣﻠﺔ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪،‬‬
‫ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﻗﺒﻞ ﺗﺼﻤﻴﻢ ﺍﻟﱪﻧﺎﻣﺞ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﺗﺘﻌﻠﻖ ﺑﺒﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ‬
‫ﺗﺄﺛﲑ ﰲ ﺍﻟﱪﻧﺎﻣﺞ؛ ﻣﺜﻞ‪ :‬ﻃﺒﻴﻌﺔ ﺍﻟﺪﺍﺭﺳﲔ ﻭﺧﺼﺎﺋﺼﻬﻢ‪ ،‬ﻭﻣﺪﻯ ﺇﻋﺪﺍﺩ ﺍﳌﻌﻠﻤﲔ ﻟﺘﺪﺭﻳﺲ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ‪،‬‬
‫ﻭﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﻟﺘﺪﺭﻳﺲ ﺍﻟﱪﻧﺎﻣﺞ؛ ﻟﺬﺍ ﳚﺐ ﻗﻴﺎﺱ ﺗﺄﺛﲑﻫﺎ ﺍﶈﺘﻤﻞ؛ ﻹﳚﺎﺩ ﺑﺮﻧﺎﻣﺞ ﻟﻐﻮﻱ ﻧﺎﺟﺢ‪.‬‬

‫ﺧﺎﻣﺴﺎ‪ -‬ﻣﻔﻬﻮﻡ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪:‬‬

‫ﻳﻌﺮﻓﻪ " ﺍﻟﻄﻮﲜﻲ")‪ (٦٦‬ﺑﺄﻧﻪ‪ :‬ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﺍﻧﺘﻘﺎﻝ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺷﺨﺺ ﻵﺧﺮ ﺣﱴ‬
‫ﺗﺼﺒﺢ ﻣﺸﺎﻋﺎﹰ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﺗﺆﺩﻱ ﺇﱃ ﺍﻟﺘﻔﺎﻫﻢ ﺑﲔ ﻫﺬﻳﻦ ﺍﻟﺸﺨﺼﲔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﺼﺒﺢ ﳍﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﻋﻨﺎﺻﺮ ﻭﻣﻜﻮﻧﺎﺕ ﻭﳍﺎ ﺍﲡﺎﻩ ﺗﺴﲑ ﻓﻴﻪ‪ ،‬ﻭﻫﺪﻑ ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻪ‪ ،‬ﻭﳎﺎﻝ ﺗﻌﻤﻞ ﻓﻴﻪ‪ ،‬ﻭﻳﺆﺛﺮ ﻓﻴﻬﺎ؛ ﳑﺎ‬
‫ﳜﻀﻌﻬﺎ ﻟﻠﻤﻼﺣﻈﺔ‪ ،‬ﻭﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﺘﺠﺮﻳﺐ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺑﻮﺟﻪ ﻋﺎﻡ‪.‬‬

‫ﻭﳝﻜﻦ ﺗﻮﺿﻴﺢ ﻛﻴﻒ ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻜﻞ ﺍﻟﺬﻱ ﻭﺿﻌﻪ ﺍﻟﻄﻮﲜﻲ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

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‫( ﺣﺴﲔ ﲪﺪﻱ ﺍﻟﻄﻮﲜﻲ ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٢٥‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻭﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﲤﺮ ﲟﺮﺍﺣﻞ ﺛﻼﺙ‪ ،‬ﻫﻲ‪:‬‬

‫ﺃ‪ .‬ﺍﳌﺮﺳﻞ‪ :‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﳌﺮﺳﻞ ﺑﻌﻤﻠﻴﺔ ﺗﺸﻔﲑ ﺃﻭ ﺗﺮﻛﻴﺐ ﻟﺮﻣﻮﺯﻩ ﺍﻟﻠﻐﻮﻳﺔ ‪ encoding‬ﻣﻦ ﺧﻼﻝ‪:‬‬
‫ﺭﺻﻴﺪﻩ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺧﱪﺍﺗﻪ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﳝﺘﻠﻜﻬﺎ ﰲ ﺭﺻﻴﺪﻩ ﺍﳌﻌﺮﰲ‪ ،‬ﺣﻴﺚ ﻳﻨﺘﻘﻲ ﺍﳌﺮﺳﻞ ﺃﺷﻜﺎﻝ‬
‫ﺍﻷﺩﺍﺀ ﺍﳌﻼﺋﻤﺔ ﶈﺘﻮﻯ ﺍﻟﺮﺳﺎﻟﺔ ﺍﳌﺮﺍﺩ ﺇﺑﻼﻏﻬﺎ ﻟﻠﻤﺴﺘﻘﺒﻞ‪ ،‬ﻭﺍﳌﺮﺳﻞ ﻫﻨﺎ ﺇﻣﺎ‪ :‬ﻣﺘﻜﻠﻢ‪ ،‬ﻭﺇﻣﺎ‬
‫ﻛﺎﺗﺐ‪ ،‬ﻓﺈﻥ ﻛﺎﻥ ﻣﺘﻜﻠﻤﺎ ﺑﺮﺯ ﺍﳉﺎﻧﺐ ﺍﻟﺸﻔﻮﻱ ﻟﻠﻐﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺸﻔﲑ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﻛﺎﺗﺒﺎ ﺑﺮﺯ‬
‫ﺍﳉﺎﻧﺐ ﺍﻟﻜﺘﺎﰊ ﻟﻠﻐﺔ‪.‬‬
‫ﺏ‪ .‬ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ‪ :‬ﻭﻳﻄﻠﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ "ﺍﻟﻮﺳﻴﻠﺔ"‪ ،‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺍﻷﺩﺍﺓ ﺍﻟﱵ ﺗﻨﺘﻘﻞ ﻣﻦ ﺧﻼﳍﺎ‬
‫ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﻟﺼﻮﺕ ﺍﻟﻌﺎﺩﻱ‪ ،‬ﺃﻭ ﺍﻟﺼﻔﺤﺔ ﺍﳌﻄﺒﻮﻋﺔ‪ ،‬ﺃﻭ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﻣﺬﻳﺎﻉ‬
‫ﺇﱃ ﺗﻠﻔﺎﺯ ﺇﱃ ﺣﺎﺳﻮﺏ ‪...‬ﺇﱁ‪.‬ﻭﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﰲ ﺃﺛﻨﺎﺀ ﻗﻴﺎﻣﻪ ﺑﻌﻤﻠﻴﺔ ﻧﻘﻞ ﺍﻟﺮﺳﺎﻟﺔ ﻣﻦ ﺍﳌﺮﺳﻞ‬
‫ﺇﱃ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻗﺪ ﺗﺼﺎﺏ ﺍﻟﺮﺳﺎﻟﺔ ﺑﻌﻤﻠﻴﺎﺕ ﺗﺸﻮﻳﺶ ﺗﻌﻮﻕ ﺩﻭﻥ ﺍﻟﻔﻬﻢ ﺍﻟﺘﺎﻡ ﳌﻀﻤﻮﻥ ﺍﻟﺮﺳﺎﻟﺔ‪،‬‬
‫ﻭﻋﻠﻰ ﺍﳌﺮﺳﻞ ﺃﻥ ﻳﺘﻨﺒﻪ ﳍﺬﺍ ﺍﻟﺘﺸﻮﻳﺶ؛ ﻟﺌﻼ ﻳﺼﻴﺐ ﺍﻟﺮﺳﺎﻟﺔ ﺑﺘﺤﺮﻳﻒ ﰲ ﻓﻬﻢ ﻣﻀﻤﻮ‪‬ﺎ‬
‫ﺍﻟﺼﺤﻴﺢ ﰲ ﺃﺛﻨﺎﺀ ﺭﺣﻠﺔ ﻭﺻﻮﳍﺎ ﺇﱃ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬
‫ﺝ‪ .‬ﺍﳌﺴﺘﻘﺒﻞ‪ :‬ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﻦ ﻳﻘﻮﻡ ﺑﺘﻠﻘﻲ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺍﺳﺘﻘﺒﺎﳍﺎ ﺳﻮﺍﺀ ﺃﻛﺎﻥ‪ :‬ﻓﺮﺩﺍ‪ ،‬ﺃﻡ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻣﻦ ﺛﹶﻢ‪ ‬ﻳﻘﻮﻡ ﺑﺘﻔﺴﲑﻫﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺍﲣﺎﺫ ﺍﳌﻮﻗﻒ ﺍﳌﻨﺎﺳﺐ ﺇﺯﺍﺀﻫﺎ ﰲ ﺿﻮﺀ ﺧﱪﺍﺗﻪ‬
‫ﻭﺛﻘﺎﻓﺘﻪ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻭﺗﻌﺘﱪ ﺩﺍﺋﺮﺓ ﺍﳌﻌﺎﺭﻑ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﺃﻥ ﺍﻻﺗﺼﺎﻝ ﻳﻌﲏ ﺗﺒﺎﺩﻝ ﺍﳌﻌﺎﱐ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺧﻼﻝ ﻧﻈﺎﻡ ﻋﺎﻡ‬
‫ﻟﻠﺮﻣﻮﺯ‪ (٦٧) .‬ﻭﺗﺮﻯ "ﺳﺎﻧﺪﺭﺍ ﺳﺎﻓﺠﻨﻮﻥ" ﺃﻥ ﺍﻻﺗﺼﺎﻝ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻟﻠﺘﻌﺒﲑ ﻭﺍﻟﺘﻔﺴﲑ ﻭﺗﺒﺎﺩﻝ ﻭﺟﻬﺎﺕ‬
‫ﺍﻟﻨﻈﺮ )ﺍﻟﺘﻔﺎﻭﺽ(‪ ،‬ﻭﺃﻥ ﻓﺮﺹ ﺍﻻﺗﺼﺎﻝ ﻏﲑ ﳏﺪﻭﺩﺓ‪ ،‬ﻭﺗﺸﻤﻞ ﻧﻈﻤﺎ ﳐﺘﻠﻔﺔ ﻟﻺﺷﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﻌﻼﻣﺎﺕ‪،‬‬
‫ﻭﺍﻟﺮﻣﻮﺯ ﺍﻟﱵ ﻻ ﻧﺴﺘﻄﻴﻊ ﺍﻵﻥ ﺍﻟﺒﺪﺀ ﰲ ﺗﺼﻨﻴﻔﻬﺎ‪ ،‬ﺃﻭ ﺣﱴ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺪﻗﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻜﻮﻥ ﻣﻨﻬﺎ ﺃﻱ ﻟﻐﺔ‪(٦٨).‬‬

‫ﻭﻳﻮﺿﺢ "ﺭﻳﻠﻲ")‪ (٦٩‬ﺃﻥ ﻣﺼﻄﻠﺢ ﺍﻻﺗﺼﺎﻝ ﻳﻄﻠﻖ ﺣﲔ ﳛﺪﺩ ﻣﺴﺘﻌﻤﻞ ﺍﻟﻠﻐﺔ ﻣﻮﻗﻔﺎﹰ ﻳﺘﻄﻠﺐ ﻣﻨﻪ ﻧﻘﻞ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﻌﻴﻨﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻘﺎﺭﺏ ﺍﳌﻌﺮﰲ ‪ Convergence of Knowledge‬ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻣﻦ ﰒ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﺘﻐﲑ ﻫﺬﺍ ﺍﳌﻮﻗﻒ ﺑﺸﻜﻞ ﺃﻭ ﺑﺂﺧﺮ‪ .‬ﻭﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ ﺃﻭ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺗﺘﻄﻠﺐ ﺍﻟﺘﻔﺎﻭﺽ ﺃﻭ ﺗﺒﺎﺩﻝ ﻭﺟﻬﺎﺕ‬
‫ﺍﻟﻨﻈﺮ ﺣﻮﻝ ﺍﳌﻌﺎﱐ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺃﻃﻠﻖ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﻣﻦ ﺍﻟﺘﻔﺎﻭﺽ ﻟﻔﻆ ﺍﳋﻄﺎﺏ‬
‫‪ ،Discourse‬ﻭﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﻳﺸﲑ ﺇﱃ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﻳﺄﺧﺬ ﻣﻜﺎﻧﻪ ﻟﺘﺄﻛﻴﺪ ﻗﻴﻤﺔ ﺍﳌﻌﲎ ﳌﺎ ﻳﻨﻄﻖ ﺑﻪ‬
‫ﺍﳌﺘﺤﺪﺙ‪ ،‬ﻭﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻓﻌﺎﻟﻴﺘﻪ ﻛﻤﺆﺷﺮ ﻟﻨﻴﺔ ﺍﳌﺘﺤﺪﺙ ﺃﻭ ﻗﺼﺪﻩ‪.‬‬

‫ﻭﺗﺘﺒﲎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻷﻭﻝ ﻷﻥ ﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﺍﻟﺬﻱ ﻳﺄﰐ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻳﺘﻌﺮﺽ ﳌﻮﺍﻗﻒ ﺗﻮﺍﺻﻠﻴﺔ ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪﻩ ﰲ ﺗﺒﺎﺩﻝ ﺍﳌﻌﺮﻓﺔ ﻣﻊ ﺍﻵﺧﺮﻳﻦ؛ ﳑﺎ‬
‫ﻳﺆﺩﻱ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺇﱃ ﺇﺣﺪﺍﺙ ﺗﻔﺎﻫﻢ ﺑﻴﻨﻪ ﻭﺑﲔ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﳝﻜﻦ ﺇﺧﻀﺎﻋﻬﺎ ﻟﻠﻤﻼﺣﻈﺔ‬
‫ﻭﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﺠﺮﻳﺐ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ‪‬ﺪﻑ ﺇﱃ ﻣﻼﺣﻈﺔ ﺗﻠﻚ ﺍﳌﻮﺍﻗﻒ ﻭﲢﻠﻴﻠﻬﺎ؛ ‪‬ﺪﻑ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺴﻬﻢ ﰲ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳉﻴﺪ ﰲ ﺗﻠﻚ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬

‫ﺳﺎﺩﺳﺎ‪ -‬ﻣﻘﻮﻣﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪:‬‬

‫‪67‬‬
‫‪) The Encyclopedia Britannica. Vol. 3 Micropedia, 15th ed,1986,p.496.‬‬

‫‪68‬‬
‫‪) Savignon, S. : op.cit.‬‬
‫‪69‬‬
‫‪) Riley, P.: Discourse and Learning. London, Longman, 1985, P.7.‬‬
‫‪88‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻳﻘﺼﺪ ﲟﻘﻮﻣﺎﺕ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﳎﻤﻮﻋﺔ ﺍﻟﺸﺮﻭﻁ ﺍﻟﱵ ﻳﻌﺘﱪ ﺗﻮﻓﺮﻫﺎ ﺃﺳﺎﺳﺎﹰ ﻟﻨﺠﺎﺡ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻟﻠﻐﻮﻱ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺃ‪ .‬ﻣﻦ ﺣﻴﺚ ﺍﻟﺮﺳﺎﻟﺔ ‪ :‬ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺇﺫﺍ ﺗﻮﻓﺮﺕ ﰲ ﺍﻟﺮﺳﺎﻟﺔ ﻋﺪﺓ ﺧﺼﺎﺋﺺ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫ﺍﻟﺘﺮﺗﻴﺐ ﺍﳌﻨﻄﻘﻲ ﻟﻸﻓﻜﺎﺭ‪.‬‬ ‫‪-١‬‬

‫ﺩﻗﺔ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻷﻓﻜﺎﺭ‪.‬‬ ‫‪-٢‬‬

‫ﺑﺴﺎﻃﺔ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬ ‫‪-٣‬‬

‫ﻗﻠﺔ ﺍﻟﺮﻣﻮﺯ ﻭﺍﻟﺘﺠﺮﻳﺪﺍﺕ‪.‬‬ ‫‪-٤‬‬

‫ﻣﻨﺎﺳﺒﺔ ﺣﺠﻤﻬﺎ‪ ،‬ﻓﻼ ﻫﻲ ﺑﺎﻟﻄﻮﻳﻠﺔ ﺍﳌﻤﻠﺔ‪ ،‬ﻭﻻ ﺑﺎﻟﻘﺼﲑﺓ ﺍﳌﺨﻠﺔ‪.‬‬ ‫‪-٥‬‬

‫ﺻﺤﺔ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻧﻘﻠﺖ ﻣﻦ ﺧﻼﳍﺎ ﺍﻷﻓﻜﺎﺭ‪.‬‬ ‫‪-٦‬‬

‫ﻭﺿﻮﺡ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﻗﻠﺔ ﻋﺪﺩﻫﺎ‪.‬‬ ‫‪-٧‬‬

‫ﺏ‪ .‬ﻣﻦ ﺣﻴﺚ ﺍﳌﺮﺳ‪‬ﻞ‪ :‬ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺇﺫﺍ ﺗﻮﻓﺮﺕ ﰲ ﺍﳌﺮﺳ‪‬ﻞ ﻋﺪﺓ ﺧﺼﺎﺋﺺ ﻣﻨﻬﺎ‪:‬‬
‫ﻭﺿﻮﺡ ﺍﻟﻔﻜﺮﺓ ﰲ ﺫﻫﻨﻪ‪.‬‬ ‫‪-١‬‬

‫ﻋﻤﻖ ﺧﱪﺗﻪ ﺑﺎﳌﻮﺿﻮﻉ ﺍﻟﺬﻱ ﻳﻌﺎﳉﻪ‪.‬‬ ‫‪-٢‬‬

‫ﺗﻨﻮﻉ ﻃﺮﻳﻘﺘﻪ ﰲ ﻋﺮﺽ ﺍﻷﻓﻜﺎﺭ‪.‬‬ ‫‪-٣‬‬

‫ﻗﺪﺭﺗﻪ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻟﻔﺎﻅ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬ ‫‪-٤‬‬

‫ﻭﺿﻮﺡ ﺻﻮﺗﻪ ﻋﻨﺪ ﺍﳊﺪﻳﺚ‪.‬‬ ‫‪-٥‬‬

‫ﺇﻋﺎﺩﺓ ﻋﺮﺽ ﺍﻷﻓﻜﺎﺭ ﺑﺘﻔﺼﻴﻞ ﺃﻛﺜﺮ‪.‬‬ ‫‪-٦‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺿﺮﺏ ﺃﻣﺜﻠﺔ ﲡﻌﻞ ﺍﻟﺮﺳﺎﻟﺔ ﳏﺴﻮﺳﺔ ﻭﻟﻴﺴﺖ ﳎﺮﺩﺓ‪.‬‬ ‫‪-٧‬‬

‫ﺝ‪ .‬ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﺳﻴﻠﺔ‪ :‬ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺇﺫﺍ ﺗﻮﻓﺮﺕ ﰲ ﺍﻟﻮﺳﻴﻠﺔ ﻋﺪﺓ ﺧﺼﺎﺋﺺ ﻣﻨﻬﺎ‪:‬‬
‫ﺩﻗﺘﻬﺎ ﰲ ﻧﻘﻞ ﺍﻷﺻﻮﺍﺕ )ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺤﺪﻳﺚ(‪.‬‬ ‫‪-١‬‬

‫ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﺆﺛﺮﺍﺕ ﺟﺎﻧﺒﻴﺔ ﺗﺸﻮﺵ ﻋﻠﻰ ﺍﳊﺪﻳﺚ‪.‬‬ ‫‪-٢‬‬

‫ﻭﺿﻮﺡ ﺍﻟﻄﺒﺎﻋﺔ‪.‬‬ ‫‪-٣‬‬

‫ﺩﻗﺔ ﺍﻟﻄﺒﺎﻋﺔ ﻭﻗﻠﺔ ﺍﻷﺧﻄﺎﺀ ﺍﳌﻄﺒﻌﻴﺔ‪.‬‬ ‫‪-٤‬‬

‫ﺟﺎﺫﺑﻴﺔ ﺍﻹﺧﺮﺍﺝ ﻭﺣﺴﻦ ﺗﻨﺴﻴﻖ ﺍﻟﺼﻔﺤﺔ‪.‬‬ ‫‪-٥‬‬

‫ﻣﻦ ﺣﻴﺚ ﺍﳌﺴﺘﻘﺒﻞ‪ :‬ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺇﺫﺍ ﺗﻮﻓﺮﺕ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﻋﺪﺓ ﺧﺼﺎﺋﺺ‪،‬‬ ‫‪-٦‬‬
‫ﻣﻨﻬﺎ‪:‬‬

‫ﺳﻼﻣﺔ ﺣﻮﺍﺳﻪ ﰲ ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﺮﺳﺎﻟﺔ )ﺍﻷﺫﻥ ﻭﺍﻟﻌﲔ(‪.‬‬ ‫‪-‬‬

‫ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﻓﻚ ﺍﻟﺮﻣﻮﺯ ﺍﻟﱵ ﻭﺻﻠﺖ ﺇﻟﻴﻪ‪.‬‬ ‫‪-‬‬

‫ﺩﺭﺍﻳﺘﻪ ﺑﺎﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺴﺘﻘﺒﻞ ‪‬ﺎ ﺍﻟﺮﺳﺎﻟﺔ‪.‬‬ ‫‪-‬‬

‫ﺧﱪﺗﻪ ﲟﻮﺿﻮﻉ ﺍﻟﺮﺳﺎﻟﺔ‪.‬‬ ‫‪-‬‬

‫ﺃﹸﻟﻔﺘﻪ ﺑﺎﳌﺮﺳﻞ ﻭﻣﻌﺮﻓﺘﻪ ﻟﻌﺎﺩﺍﺗﻪ ﰲ ﺍﳊﺪﻳﺚ ﺃﻭ ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﲡﺎﻫﻪ ﳓﻮ ﺍﳌﻮﺿﻮﻉ ﻭﲢﻤﺴﻪ ﻷﻓﻜﺎﺭﻩ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺳﺎﺑﻌﺎ‪ -‬ﺍﻟﻌﺮﺑﻴﺔ ﻭﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪:‬‬

‫ﻳﻘﺼﺪ ﲟﺠﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﳎﻤﻮﻋﺔ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺍﻟﻔﺮﺩ ﻓﻴﻬﺎ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﲣﺘﻠﻒ‬
‫ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﺑﺎﺧﺘﻼﻑ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﺎﻟﻔﺮﺩ‪ ،‬ﻭﻣﻮﺍﻗﻒ ﺍﳊﻴﺎﺓ ﺍﻟﱵ ﳝﺮ ‪‬ﺎ‪ ،‬ﻭﺧﺼﺎﺋﺼﻪ ﻫﻮ ﻧﻔﺴﻪ‪ ،‬ﻭﻣﺪﻯ‬
‫ﺇﺗﻘﺎﻧﻪ ﻟﻠﻐﺔ ﺍﻟﱵ ﻫﻲ ﺃﺩﺍﺓ ﺍﻟﺘﻮﺍﺻﻞ‪ ،‬ﻭﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﱵ ﳚﺮﻱ ﻓﻴﻬﺎ ﺍﻻﺗﺼﺎﻝ‪ ...‬ﺇﱃ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﻋﻮﺍﻣﻞ‬
‫ﺍﻟﺘﺒﺎﻳﻦ ﰲ ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﻭﻣﻊ ﺍﻟﺘﺴﻠﻴﻢ ‪‬ﺬﻩ ﺍﳊﻘﺎﺋﻖ ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪﺩﺍﹰ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﺎﻣﺔ ﻟﻼﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺗﻠﺨﺼﻬﺎ "ﻭﻟﻴﺠﺎ‬
‫ﺭﻳﻔﺮﺯ" ﻭﺻﺎﺣﺒﺘﻬﺎ "ﻣﺎﺭﻱ ﺗﻴﻤﱪﱄ" ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺗﻜﻮﻳﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﺣﺘﻔﺎﻅ ‪‬ﺎ‪.‬‬ ‫‪-١‬‬

‫ﺗﻌﺒﲑ ﺍﻟﻔﺮﺩ ﻋﻦ ﺍﺳﺘﺠﺎﺑﺎﺗﻪ ﻟﻸﺷﻴﺎﺀ‪.‬‬ ‫‪-٢‬‬

‫ﺇﺧﻔﺎﺀ ﺍﻟﻔﺮﺩ ﻧﻮﺍﻳﺎﻩ‪.‬‬ ‫‪-٣‬‬

‫ﲣﻠﺺ ﺍﻟﻔﺮﺩ ﻣﻦ ﻣﺘﺎﻋﺒﻪ‪.‬‬ ‫‪-٤‬‬

‫ﻃﻠﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﻋﻄﺎﺅﻫﺎ‪.‬‬ ‫‪-٥‬‬

‫ﺗﻌﻠﻢ ﻃﺮﻳﻘﺔ ﻋﻤﻞ ﺍﻷﺷﻴﺎﺀ ﺃﻭ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻶﺧﺮﻳﻦ‪.‬‬ ‫‪-٦‬‬

‫ﺍﶈﺎﺩﺛﺔ ﻋﱪ ﺍﻟﺘﻠﻴﻔﻮﻥ‪.‬‬ ‫‪-٧‬‬

‫ﺣﻞ ﺍﳌﺸﻜﻼﺕ‪.‬‬ ‫‪-٨‬‬

‫ﻣﻨﺎﻗﺸﺔ ﺍﻷﻓﻜﺎﺭ‪.‬‬ ‫‪-٩‬‬

‫ﺍﻟﻠﻌﺐ ﺑﺎﻟﻠﻐﺔ‪.‬‬ ‫‪-١٠‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻟﻌﺐ ﺍﻷﺩﻭﺍﺭ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫‪-١١‬‬

‫ﺍﻟﺘﺮﻭﻳﺢ ﻋﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫‪-١٢‬‬

‫ﲢﻘﻴﻖ ﺍﻟﻔﺮﺩ ﻹﳒﺎﺯﺍﺗﻪ‪.‬‬ ‫‪-١٣‬‬

‫ﻭﻟﻜﻞ ﳎـﺎﻝ ﻣﻦ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﺑﺎﻟﻄﺒﻊ ﺃﳕﺎﻁ ﺍﻟﻠﻐﺔ ﺍﳌﻨﺎﺳﺒﺔ ﳍﺎ ﻣﻦ ﺃﺻﻮﺍﺕ ﻭﻣﻔﺮﺩﺍﺕ ﻭﺗﺮﺍﻛﻴﺐ‪،‬‬
‫)‪(٧٠‬‬
‫ﻓﻀﻼﹰ ﻋﻦ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺜﻘﺎﰲ ﺍﶈﻴﻂ ‪‬ﺎ‪.‬‬

‫ﻭﳛﺪﺩ "ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ")‪ (٧١‬ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺫﻛﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬

‫ﺍﻟﺴﻜﻦ‪.‬‬ ‫‪-١‬‬

‫ﺍﻟﻌﻤﻞ‪.‬‬ ‫‪-٢‬‬

‫ﻭﻗﺖ ﺍﻟﻔﺮﺍﻍ‪.‬‬ ‫‪-٣‬‬

‫ﺍﻟﺴﻔﺮ‪.‬‬ ‫‪-٤‬‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫‪-٥‬‬

‫ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ‪.‬‬ ‫‪-٦‬‬

‫ﺍﻟﺼﺤﺔ ﻭﺍﳌﺮﺽ‪.‬‬ ‫‪-٧‬‬

‫‪ ( ٧٠‬ﳏﻤﻮﺩ ﺍﻟﻨﺎﻗﺔ‪ ،‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﺗﺼﺎﻟﻴﺎ ﺑﲔ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٦٤‬‬
‫‪ ( ٧١‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺍﻷﺳﺲ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.٧٦:٦٣‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬ ‫‪-٨‬‬

‫ﰲ ﺍﻟﺴﻮﻕ‪.‬‬ ‫‪-٩‬‬

‫ﰲ ﺍﳌﻄﻌﻢ‪.‬‬ ‫‪-١٠‬‬

‫ﺍﳋﺪﻣﺎﺕ‪.‬‬ ‫‪-١١‬‬

‫ﺍﻟﺒﻠﺪﺍﻥ ﻭﺍﻷﻣﺎﻛﻦ‪.‬‬ ‫‪-١٢‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬ ‫‪-١٣‬‬

‫ﺍﳌﻨﺎﺥ‪.‬‬ ‫‪-١٤‬‬

‫ﻭﺗﺴﺘﻔﻴﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﳑﺎ ﺳﺒﻖ ﰲ ﲢﺪﻳﺪ ﺑﻌﺾ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺩﺍﺭﺳﻮ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﻓﻴﻬﺎ ﺇﱃ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪ ،‬ﺣﻴﺚ ﺗ‪‬ﻌﲎ‬
‫ﺍﻟﺪﺍﺭﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻻ ﺗﻜﺘﻔﻲ ﺑﺬﻟﻚ‪ ،‬ﻭﺇﳕﺎ ﺗﺴﺘﻄﻠﻊ ﺁﺭﺍﺀ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﺴﺘﻄﻠﻊ ﺁﺭﺍﺀ ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺒﺎﻧﺔ ﺗﻘﺪﻡ ﳍﻢ‪ ،‬ﻛﺬﻟﻚ ﻳﻘﻮﻡ‬
‫ﺍﻟﺒﺎﺣﺚ ﺑﺘﺤﻠﻴﻞ ﺍﳌﻬﻤﺔ ﻟﻠﻤﻮﺍﻗﻒ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻣﺎ ﲢﺘﺎﺝ ﺇﻟﻴﻪ ﻣﻦ ﺗﻮﺍﻓﺮ ﻣﻬﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ ﻟﻠﺪﺍﺭﺳﲔ؛ ﻟﺘﺤﻘﻴﻖ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻔﻌﺎﻝ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻌﻤﻠﻲ‪:‬‬
‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﶈﻮﺭ ﺇﱃ ﺑﻴﺎﻥ ﻭﲢﻠﻴﻞ ﺍﳋﻄﻮﺍﺕ ﺍﻹﺟﺮﺍﺋﻴﺔ ﺍﻟﱵ ﺍﺗﺒﻌﺘﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ؛ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪،‬‬
‫ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ ﰲ‪ :‬ﺑﻨﺎﺀ ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃﻡ ﰲ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‪ ،‬ﺃﻡ ﰲ ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﻭﺗﻔﺴﲑﻫﺎ ﻭﻳﺸﺘﻤﻞ ﻫﺬﺍ ﺍﶈﻮﺭ ﻋﻠﻰ‪:‬‬

‫ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪-‬‬

‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬ ‫‪-‬‬

‫ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﺍﻷﺩﺍﺓ ﺍﻟﺮﺋﻴﺴﺔ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻲ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﺍﻻﺳﺘﺒﺎﻧﺔ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﻳﻠﺠﺄ ﺇﻟﻴﻬﺎ‬
‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻟﺘﻌﺮﻑ ﻣﻮﺍﻃﻦ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻨﺪ ﺍﻟﺪﺍﺭﺳﲔ ﺃﻭ ﺍﳋﱪﺍﺀ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻣﻮﺍﻃﻦ ﺍﻻﺗﻔﺎﻕ‬
‫ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﻗﺪ ﻣﺮ‪ ‬ﺑﻨﺎﺀ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺑﺎﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﻫﺪﻑ ﺍﻻﺳﺘﺒﺎﻧﺔ‪:‬‬

‫ﺍﺳﺘﻬﺪﻓﺖ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﲢﺪﻳﺪ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻮﻗﻊ ﺃﻥ ﳝﺮ ‪‬ﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬ ‫‪-‬‬
‫ﻋﻨﺪﻣﺎ ﻳﺄﺗﻮﻥ ﺇﱃ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ ﻓﻴﻬﺎ‪.‬‬

‫ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﻮﻥ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺼﺎﺩﺭ ﻣﺎﺩﺓ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪:‬‬

‫ﺗﻨﻮﻋﺖ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﺍﺳﺘﻔﺎﺩ ﻣﻨﻬﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﺑﻨﺎﺀ ﺑﻨﻮﺩ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﺼﺎﺩﺭ ﻫﻲ‪:‬‬

‫ﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﺨﺼﺼﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﻫﺬﻩ‬ ‫ﺃ‪.‬‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ‪ :‬ﻋﺮﺑﻴﺔ‪ ،‬ﺃﻡ ﺃﺟﻨﺒﻴﺔ ‪ ،‬ﻭﺍﻟﱵ ﺗﺮﺗﺒﻂ ﲝﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫ﺏ‪ .‬ﻣﺮﺍﺟﻌﺔ ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬
‫ﺝ‪ .‬ﺍﳋﱪﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﺒﺎﺣﺚ‪ ،‬ﺣﻴﺚ ﻗﺎﻡ ﺑﺘﺤﺪﻳﺪ ﺑﻌﺾ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ؛‬
‫ﻭﺫﻟﻚ ﺑﺎﻋﺘﺒﺎﺭﻩ‪ :‬ﺃﺣﺪ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻫﺬﺍ‬
‫ﺍ‪‬ﺎﻝ ﺃﻳﻀﺎ‪.‬‬
‫ﺩ‪ .‬ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺪﺭﺍﺳﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ﺗﻀﻤﻨﺖ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﲢﻠﻴﻞ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺑﻐﲑﻫﺎ‬ ‫‪-‬‬
‫) ﲢﻠﻴﻞ ﻣ‪‬ﻬ‪‬ﻤ‪‬ﺔ (‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻣﻼﺣﻈﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻠﻐﻮﻱ ﻟﻠﺪﺍﺭﺳﲔ ﰲ ﻫﺬﻩ‬
‫ﺍﳌﻮﺍﻗﻒ‪.‬‬

‫ﺇﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕ ﺷﺨﺼﻴﺔ ﻣﻊ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ؛ ﻻﺳﺘﻄﻼﻉ ﺁﺭﺍﺋﻬﻢ‪ ،‬ﻭﺗﻌﺮﻑ‬ ‫‪-‬‬

‫ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ﺍﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﺍﳋﱪﺍﺀ ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬ ‫‪-‬‬

‫ﻭﻣﻦ ﺧﻼﻝ ﻣﺎ ﺳﺒﻖ ﲤﻜﹼﻦ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺍﺳﺘﺨﻼﺹ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺃﻭ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‬
‫ﺍﻟﱵ ﲤﺜﻞ ﳏﺎﻭﺭ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﻭﺿﻊ ﲢﺖ ﻛﻞ ﳎﺎﻝ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺻﻴﺎﻏﺔ ﻋﺒﺎﺭﺍﺕ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪:‬‬

‫ﻭﻣﻦ ﺧﻼﻝ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺴﺎﺑﻘﺔ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺼﻴﺎﻏﺔ ﳏﺎﻭﺭ ﻭﻋﺒﺎﺭﺍﺕ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪ ،‬ﺣﻴﺚ ﺍﺷﺘﻤﻠﺖ ﻋﻠﻰ‬
‫ﺍﺛﲏ ﻋﺸﺮ ﳏﻮﺭﺍ‪ ،‬ﻳﻨﺪﺭﺝ ﲢﺖ ﻛﻞ ﳏﻮﺭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ‪ ،‬ﻭﻗﺪ ﺭ‪‬ﻭﻋﻲ ﻓﻴﻬﺎ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫ﺳﻬﻮﻟﺔ ﻋﺒﺎﺭﺍﺕ ﺍﻻﺳﺘﺒﺎﻧﺔ ؛ ﻟﻜﻲ ﺗ‪‬ﻘﺮﺃ ﺩﻭﻥ ﻣﺸﻘﺔ ‪.‬‬

‫ﻋﺪﻡ ﺍﺣﺘﻮﺍﺀ ﻛﻞ ﻋﺒﺎﺭﺓ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ﺣﺎﺟﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ‪.‬‬

‫ﻭﺿﻮﺡ ﺍﻟﻌﺒﺎﺭﺍﺕ ﲝﻴﺚ ﻻ ﲢﺘﻤﻞ ﺃﻱ ﻣﻌﲎ ﺁﺧﺮ ﻏﲑ ﺍﻟﺬﻱ ُﻗﺼﺪ ‪.‬‬

‫ﺻﺪﻕ ﺍﻻﺳﺘﺒﺎﻧﺔ‪:‬‬

‫ﻋ‪‬ﺮﺿﺖ ﺍﻻﺳﺘﺒﺎﻧﺔ ﰲ ﺻﻮﺭ‪‬ﺎ ﺍﻷﻭﻟﻴﺔ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﶈﻜﻤﲔ )‪(٧٢‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﺑﻨﻮﺩﻫﺎ‬
‫ﻟﻠﺘﻄﺒﻴﻖ ‪ ،‬ﻭﻗﺪ ﴰﻠﺖ ﳎﻤﻮﻋﺔ ﺍﳌﹸﺤﻜﱠﻤﲔ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫ﺑﻌﺾ ﺍﳋﱪﺍﺀ ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﺑﻌﺾ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﻣﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺑﻌﺾ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‪.‬‬

‫ﺑﻌﺾ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ‪.‬‬

‫ﻭﻗﺪ ﺍﺷﺘﻤﻠﺖ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻋﻠﻰ‪ :‬ﺍﻟﻐﻼﻑ‪ ،‬ﻭﺍﳌﻘﺪﻣﺔ ﺍﻟﱵ ﺗﻮﺿﺢ ﺍﳍﺪﻑ ﻣﻦ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﺑﻌﺾ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬

‫‪،‬‬
‫ﺍﳌﻮﺟﻬﺔ ﺇﱃ ﺍﻟﺴﺎﺩﺓ ﺍﳌﹸﺤ‪‬ﻜﱠﻤ‪‬ﲔ ﻭﳎﺎﻻﺕ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﻻﺛﲏ ﻋﺸﺮ ﲟﺎ ﻳﻨﻄﻮﻱ ﲢﺘﻬﺎ ﻣﻦ ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ ﺗﻠﺰﻡ‬

‫‪ ( ٧٢‬ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ )‪ :(٣‬ﺃﲰﺎﺀ ﺍﳌﹸﺤﻜﱠﻤﲔ ﻋﻠﻰ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻛﻞ ﳎﺎﻝ ﰲ ﺻﻮﺭ‪‬ﺎ ﺍﳌﺒﺪﺋﻴﺔ‪ ،‬ﻭﰲ ﺿﻮﺀ ﺗﻌﺪﻳﻼﺕ ﺍﶈﻜﻤﲔ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻻﺳﺘﺒﺎﻧﺔ ﰲ ﺻﻮﺭ‪‬ﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ؛‬
‫ﻟﻴﺘﻢ ﺗﻄﺒﻴﻘﻬﺎ ‪ -‬ﺑﻌﺪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻜﻴﻢ ‪ -‬ﻋﻠﻰ ﻓﺌﺘﲔ‪ ،‬ﳘﺎ‪ :‬ﻓﺌﺔ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬
‫‪٧٣‬‬
‫ﻭﻓﺌﺔ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪( ) .‬‬

‫ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪:‬‬

‫ﺑﻌﺪ ﺇﺟﺮﺍﺀ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﱵ ﺍﻗﺘﺮﺣﻬﺎ ﺍﳌﹸﺤ‪‬ﻜﱠﻤ‪‬ﻮﻥ ‪ ،‬ﺃﺧﺬﺕ‪ ‬ﺍﻻﺳﺘﺒﺎﻧﺔﹸ ﺷﻜﻠﻬﺎ ﺍﻟﻨﻬﺎﺋﻲ)‪ ،(٧٤‬ﻭﻗﺪ ﺗﻜﻮﻧﺖ‬
‫ﻣﻦ‪:‬‬

‫ﺍﻟﻐﻼﻑ‪ :‬ﻭﻗﺪ ﴰﻞ ﺑﻌﺾ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺴﺘﻬﺪﻓﲔ ‪ ،‬ﻣﺜﻞ ‪ :‬ﺍﻻﺳﻢ‪ ،‬ﺍﳉﻨﺴﻴﺔ‪ ،‬ﺍﻟﻜﻠﻴﺔ ﺃﻭ ﺍﳌﻌﻬﺪ‪،‬‬
‫ﺍﻟﻌﻤﺮ‪،‬ﺍﳉﻨﺲ‪ ،‬ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪.‬‬

‫ﺍﳌﻘﺪﻣﺔ‪ :‬ﻭﻫﻲ ﺗﺘﻀﻤﻦ ﺍﳍﺪﻑ ﻣﻦ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﺑﻌﺾ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﳌﻮﺟﻪ ﻟﻠﻤﺴﺘﻬﺪﻓﲔ ﻣﻦ ﺍﻻﺳﺘﺒﺎﻧﺔ‪.‬‬

‫ﺃﻗﺴﺎﻡ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪ :‬ﺗﺘﻜﻮﻥ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﻟﱵ ﻃﺒﻘﺖ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﺍﺛﲏ ﻋﺸﺮ ﳎﺎﻻ ﻣﻦ ﳎﺎﻻﺕ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﲢﺖ ﻛﻞ ﳎﺎﻝ ﺗﻨﺪﺭﺝ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻗﺪ ﺃﹸﻋﺪ ﺃﻣﺎﻡ ﻛﻞ ﺣﺎﺟﺔ ﻟﻐﻮﻳﺔ‬
‫ﺃﺭﺑﻌﺔ ﺑﺪﺍﺋﻞ ﺗﺒﲔ ﺩﺭﺟﺔ ﺍﻷﳘﻴﺔ‪ ،‬ﻭﻫﻲ ‪) :‬ﻋﺎﻟﻴﺔ – ﻣﺘﻮﺳﻄﺔ – ﺿﻌﻴﻔﺔ‪ ،‬ﻏﲑ ﻣﻬﻤﺔ(‪ ،‬ﲝﻴﺚ ﻳﻌﱪ ﻛﻞ ﺑﺪﻳﻞ‬
‫ﻋﻦ ﺃﳘﻴﺔ ﻛﻞ ﺣﺎﺟﺔ؛ ﻟﻴﻀﻊ ﺍﳌﻔﺤﻮﺹ ﻋﻼﻣﺔ ﴿ √﴾ ﲢﺖ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﺒﺪﺍﺋﻞ‪ ،‬ﻭﻗﺪ ﺟﻌﻞ ﺍﻟﺒﺎﺣﺚ ﻋﺪﺩ‬
‫ﺍﻟﺒﺪﺍﺋﻞ ﻋﺪﺩﺍ ﺯﻭﺟﻴﺎ ﻭﱂ ﳚﻌﻠﻪ ﻓﺮﺩﻳﺎ ﺗﻔﺎﺩﻳﺎ ﻟﻈﺎﻫﺮﺓ ﺍﳉﻨﻮﺡ ﺇﱃ ﺍﻟﻮﺳﻂ ﻟﺪﻯ ﻣﻦ ﺗﻄﺒﻖ ﻋﻠﻴﻬﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ‪،‬‬

‫‪ ( ٧٣‬ﻣﻠﺤﻮﻇﺔ‪ :‬ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﻟﱵ ﺗﻄﺒﻖ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺳﲔ ﻫﻲ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﺗﻄﺒﻖ ﻋﻠﻰ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪ ،‬ﺇﻻ ﺃﻥ‬
‫ﺍﻟﺒﺎﺣﺚ ﻛﺎﻥ ﻳﻐﲑ ﺍﻟﻐﻼﻑ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﳌﺘﻀﻤﻨﺔ ﰲ ﺍﳌﻘﺪﻣﺔ ﻓﻘﻂ ؛ ﻟﺘﻨﺎﺳﺐ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻛﻞ ﻓﺮﻳﻖ ﻣﻦ ﺍﻟﻔﺮﻳﻘﲔ‪ ،‬ﺃﻱ‬
‫ﺃ‪‬ﺎ ﺃﺩﺍﺓ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪ ( ٧٤‬ﻣﻠﺤﻖ ﺭﻗﻢ )‪ :(٢‬ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ"ﺍﻟﺼﻮﺭﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ"‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻓﺎﳉﻨﻮﺡ ﺇﱃ ﺍﻟﻮﺳﻂ ﻣﻦ ﻣﺸﺎﻛﻞ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻟﻔﺮﺩﻳﺔ‪ ،‬ﻭﻳﻮﺿﺢ ﺍﻟﺒﺎﺣﺚ ﻛﻴﻔﻴﺔ ﺗﻘﺴﻴﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ ﰲ ﺍﳉﺪﻭﻝ‬
‫ﺍﻟﺘﺎﱄ‪ :‬ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١‬ﺟﺪﻭﻝ ﺗﻮﺿﻴﺤﻲ ﻷﻗﺴﺎﻡ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬

‫ﺍﻟﻌﺪﺩ ﺍﻹﲨﺎﱄ‬ ‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‬ ‫ﻡ‬

‫‪١١‬‬ ‫‪١١:١‬‬ ‫ﳎﺎﻝ ﺍﻟﺘﻌﺎﺭﻑ‬ ‫‪.١‬‬

‫ﳎﺎﻝ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻐﲑ‪ :‬ﺍﻟﺰﻣﻼﺀ– ﺍﻷﺳﺎﺗﺬﺓ‪-‬‬

‫‪١٩‬‬ ‫‪٣٠:١٢‬‬ ‫‪.٢‬‬
‫ﺍﻹﺩﺍﺭﻳﲔ‬

‫‪١٠‬‬ ‫‪٤٠:٣١‬‬ ‫ﳎﺎﻝ ﺍﻟﺴﻜﻦ‪ :‬ﺍﻟﻄﻼﰊ‪ -‬ﺍﳋﺎﺭﺟﻲ‬ ‫‪.٣‬‬

‫‪٨‬‬ ‫‪٤٨:٤١‬‬ ‫ﳎﺎﻝ ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ‬ ‫‪.٤‬‬

‫‪٦‬‬ ‫‪٥٤:٤٩‬‬ ‫ﳎﺎﻝ ﺍﻟﺴﻮﻕ‬ ‫‪.٥‬‬

‫‪٨‬‬ ‫‪٦٢:٥٥‬‬ ‫ﳎﺎﻝ ﺍﳋﺪﻣﺎﺕ‬ ‫‪.٦‬‬

‫‪١١‬‬ ‫‪٧٣:٦٣‬‬ ‫ﳎﺎﻝ ﺍﻟﺴﻔﺮ‬ ‫‪.٧‬‬

‫‪٧‬‬ ‫‪٨٠:٧٤‬‬ ‫ﳎﺎﻝ ﺍﳌﻄﻌﻢ‬ ‫‪.٨‬‬

‫‪٥‬‬ ‫‪٨٥:٨١‬‬ ‫ﳎﺎﻝ ﺍﳌﻜﺘﺒﺔ‬ ‫‪.٩‬‬

‫‪٥‬‬ ‫‪٩٠:٨٦‬‬ ‫ﳎﺎﻝ ﺍﳌﻨﺎﺳﺒﺎﺕ ﻭﺍﻷﻋﻴﺎﺩ‬ ‫‪.١٠‬‬

‫‪٦‬‬ ‫‪٩٦:٩١‬‬ ‫ﳎﺎﻝ ﺍﻟﺼﺤﺔ ﻭﺍﳌﺮﺽ‬ ‫‪.١١‬‬

‫‪٤‬‬ ‫‪١٠٠:٩٧‬‬ ‫ﳎﺎﻝ ﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫‪.١٢‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺍﹸﺧﺘﲑﺕ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺍﻟﱵ ﲡﻴﺐ ﻋﻦ ﺑﻨﻮﺩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺑﺎﺗﺒﺎﻉ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﻗﺴﻤﺖ ﺍﻟﻌﻴﻨﺔ ﺇﱃ ﻓﺌﺘﲔ‪ ،‬ﳘﺎ‪ :‬ﻓﺌﺔ ﺍﻟﺪﺍﺭﺳﲔ )‪ ٥٠‬ﺩﺍﺭﺳﺎ(‪ ،‬ﻭﻓﺌﺔ ﺍﳌﻌﻠﻤﲔ‬ ‫‪-‬‬
‫ﻭﺍﳌﺘﺨﺼﺼﲔ )‪ ٥٠‬ﻣﻌﻠﻤﺎ ﻭﻣﺘﺨﺼﺼﺎ(‪ ،‬ﻭﻗﺪ ﻗﺼﺪ ﺍﻟﺒﺎﺣﺚ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﻟﻔﺌﺘﲔ ﰲ‬
‫ﺍﻟﻌﺪﺩ؛ ﻹﳚﺎﺩ ﻗﺪﺭ ﻣﻦ ﺍﳌﻮﺿﻮﻋﻴﺔ ﰲ ﺍﻻﺳﺘﺮﺷﺎﺩ ﺑﺂﺭﺍﺀ ﺍﻟﻔﺌﺘﲔ ﻋﻨﺪ‪ :‬ﺗﻔﺮﻳﻎ‬
‫ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‪ ،‬ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬

‫ﺍﺧﺘﲑﺕ ﺍﻟﻌﻴﻨﺔ ﻣﻦ‪ :‬ﻣﻌﺎﻫﺪ‪ ،‬ﻭﻣﺮﺍﻛﺰ‪ ،‬ﻭﻣﺪﺍﺭﺱ ﻭﺟﺎﻣﻌﺎﺕ ﳐﺘﻠﻔﺔ؛ ﺃﻣﻼ ﰲ ﺗﻨﻮﻉ‬ ‫‪-‬‬
‫ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻌﻴﻨﺔ ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ‪ :‬ﺩﺍﺭﺳﲔ‪ ،‬ﺃﻡ ﻣﻌﻠﻤﲔ‪ ،‬ﺃﻡ ﻣﺘﺨﺼﺼﲔ؛ ﻭﺫﻟﻚ‬
‫‪‬ﺪﻑ ﲤﺜﻴﻞ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ‪ -‬ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪.-‬‬

‫ﺣﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺗﻜﻮﻥ ﻋﻴﻨﺔ ﺍﻟﺪﺍﺭﺳﲔ ﳑﺜﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻷﺻﻠﻲ‪ -‬ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪،-‬‬ ‫‪-‬‬
‫ﻭﺫﻟﻚ ﺑﺘﺼﻨﻴﻔﻬﺎ ﺇﱃ ﻛﺘﻞ ﺑﺸﺮﻳﺔ ﲤﺜﻞ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﻲ‪) :‬ﺃﻓﺮﻳﻘﻴﺎ‪-‬‬
‫ﺟﻨﻮﺏ ﺷﺮﻕ ﺁﺳﻴﺎ‪ -‬ﺑﺎﻛﺴﺘﺎﻥ ﻭﻣﺎ ﺣﻮﳍﺎ‪ -‬ﺃﻭﺭﺑﺎ ﻭﺃﻣﺮﻳﻜﺎ(‪ ،‬ﻭﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﻗﺎﻡ‬
‫ﺍﻟﺒﺎﺣﺚ ﺑﺘﻮﺯﻳﻊ ﻋﺪﺩ ﺃﻛﺜﺮ ﻣﻦ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺳﲔ ﻭﺻﻞ ﺇﱃ )‪ ٩٥‬ﺍﺳﺘﺒﺎﻧﺔ(‪،‬‬
‫ﺭ‪‬ﺩ‪ ‬ﻣﻨﻬﺎ ﺇﱃ ﺍﻟﺒﺎﺣﺚ )‪ ٨٠‬ﺍﺳﺘﺒﺎﻧﺔ(‪ ،‬ﰒ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺼﻨﻴﻔﻬﺎ ﺣﺴﺐ ﺍﻟﻜﺘﻞ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﳏﺎﻭﻻ ﺇﳚﺎﺩ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﻮﺍﺯﻥ ﰲ ﺍﻷﻋﺪﺍﺩ ﺑﲔ ﻫﺬﻩ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺑﺎﺳﺘﺒﻌﺎﺩ ﺑﻌﺾ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻐ‪‬ـﻠﱢﺐ ﻛﺘﻠﺔ ﻋﻠﻰ ﻛﺘﻠﺔ‪ ،‬ﺃﻭ ﱂ ﻳﺴﺘﻜﻤﻞ ﺃﺻﺤﺎ‪‬ﺎ‬
‫ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻛﺎﻣﻞ ﺑﻨﻮﺩﻫﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻭﺻﻞ ﻋﺪﺩ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺇﱃ )‪ ٥٠‬ﺍﺳﺘﺒﺎﻧﺔ(‪،‬‬
‫ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﻫﺬﻩ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻋﺪﺩ ﺃﻓﺮﺍﺩﻫﺎ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺟﺪﻭﻝ )‪ :(٢‬ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻜﺘﻠﻲ ﻟﻔﺌﺔ ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺍﻟﻌﻴﻨﺔ‬

‫ﺍﻟﻌﺪﺩ ﺍﻹﲨﺎﱄ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻌﺪﺩﻱ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻜﺘﻠﻲ‬ ‫ﻡ‬

‫‪١٢‬‬ ‫‪١٢:١‬‬ ‫ﻃﻼﺏ ﺟﻨﻮﺏ ﺷﺮﻕ ﺁﺳﻴﺎ‬ ‫‪.١‬‬

‫‪١٥‬‬ ‫‪٢٧:١٣‬‬ ‫ﻃﻼﺏ ﺃﻓﺮﻳﻘﻴﺎ‬ ‫‪.٢‬‬

‫‪١٢‬‬ ‫‪٣٩:٢٨‬‬ ‫ﻃﻼﺏ ﺃﻭﺭﺑﺎ ﻭﺃﻣﺮﻳﻜﺎ‬ ‫‪.٣‬‬

‫‪١١‬‬ ‫‪٥٠:٤٠‬‬ ‫ﻃﻼﺏ ﺑﺎﻛﺴﺘﺎﻥ ﻭﻣﺎ ﺣﻮﳍﺎ‬ ‫‪.٤‬‬

‫‪٥٠‬‬ ‫ﺍ‪‬ﻤﻮﻉ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻄﺒﻴﻖ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪:‬‬

‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺃﺳﻠﻮﺑﲔ ﰲ ﺗﻄﺒﻴﻖ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ :‬ﺃﻭﳍﻤﺎ‪ -‬ﺗﻮﺯﻳﻌﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﺃﻭ‬
‫ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪ ،‬ﻭﺛﺎﻧﻴﻬﻤﺎ‪ -‬ﻋﻦ ﻃﺮﻳﻖ ﺇﻋﻄﺎﺋﻬﺎ ﳌﻌﻠﻤﲔ ﺑﻴﻨﻬﻢ ﻭﺑﲔ ﺍﻟﺒﺎﺣﺚ ﺻﻠﺔ ﻭﺛﻴﻘﺔ؛ ﻭﺫﻟﻚ‬
‫ﻟﺘﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ‪ :‬ﺯﻣﻼﺋﻬﻢ ﺍﳌﻌﻠﻤﲔ‪ ،‬ﺃﻭ ﺗﻮﺻﻴﻠﻬﺎ ﻟﻠﺪﺍﺭﺳﲔ ﰒ ﲡﻤﻴﻌﻬﺎ ﻣﻨﻬﻢ‪.‬‬
‫)‪( ٣٠‬‬ ‫)‪(٨٠‬‬ ‫)‪(٩٥‬‬
‫ﺍﺳﺘﺒﺎﻧﺔ ‪ ،‬ﺍﹸﺳﺘﺒﻌﺪ ﻣﻨﻬﺎ‬ ‫ﺍﺳﺘﺒﺎﻧﺔ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺳﲔ ﻭﺣﺪﻫﻢ‪ ،‬ﺭﺟﻊ ﻣﻨﻬﺎ‬ ‫ﻭﻗﺪ ﻭﺯﻉ ﺍﻟﺒﺎﺣﺚ‬
‫ﺍﺳﺘﺒﺎﻧﺔ ﻟﺘﻮﺍﺯﻥ ﺗﻮﺯﻳﻊ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ‪ -‬ﻛﻤﺎ ﺳﺒﻖ ﺗﻮﺿﻴﺤﻪ‪ ،-‬ﺃﻭ ﻟﻌﺪﻡ ﺍﺳﺘﻜﻤﺎﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻣﻦ‬
‫)‪( ٦٢‬‬
‫ﺍﺳﺘﺒﺎﻧﺔ ﻋﻠﻰ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪،‬‬ ‫ﻗ‪‬ﺒ‪‬ﻞﹺ ﺑﻌﺾ ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﰲ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﻮﺯﻳﻊ‬
‫ﺭﺟﻊ ﻣﻨﻬﺎ)‪ (٥٠‬ﺍﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﲟﺠﺮﺩ ﺭﺟﻮﻉ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﺗﻮﻗﻒ ﺍﻟﺒﺎﺣﺚ ﻋﻦ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ؛ ﻷﻧﻪ ﻛﺎﻥ ﻳﺮﻳﺪ‬
‫ﺇﺣﺪﺍﺙ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﻓﺌﱵ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻻﺳﺘﺠﺎﺑﺎﺕ؛ﻟﻜﻲ ﻳﺘﺴﻢ ﺗﻔﺮﻳﻎ‬
‫ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﺑﺪﺭﺟﺔ ﻣﺮﺗﻔﻌﺔ ﻣﻦ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻭﺍﳊﻴﺎﺩﻳﺔ؛ ﺑﺴﺒﺐ ﺗﻮﺍﺯﻥ ﺍﻟﻌﺪﺩ ﺑﲔ ﻓﺌﱵ‬
‫ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻌﺪﺩﻱ ﻟﻠﻔﺌﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﻨﺪﺭﺟﺔ ﲢﺖ ﻫﺬﻩ ﺍﻟﻔﺌﺔ‪:‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(٣‬ﺟﺪﻭﻝ ﺗﻮﺯﻳﻌﻲ ﻟﻔﺌﺔ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‬

‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﻔﺌﺔ ﺍﻟﻔﺮﻋﻴﺔ‬ ‫ﻡ‬

‫‪٥‬‬ ‫ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ‬ ‫‪١‬‬

‫‪٥‬‬ ‫ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‬ ‫‪٢‬‬
‫‪٣٦‬‬ ‫ﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬ ‫‪٣‬‬
‫‪٤‬‬ ‫ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬ ‫‪٤‬‬
‫‪٥٠‬‬ ‫ﺍ‪‬ﻤﻮﻉ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺗﻔﺴﲑﻫﺎ‪:‬‬

‫ﻳﺴﺘﻬﺪﻑ ﻫﺬﺍ ﺍﳉﺰﺀ ﲢﻠﻴﻞ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﳓﻮ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﲟﺤﺎﻭﺭﻫﺎ ﺍﻻﺛﲏ ﻋﺸﺮ؛ ﻭﺫﻟﻚ ‪‬ﺪﻑ‪:‬‬
‫ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﻓﺮﻭﺽ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ‪ ،‬ﻭﳝﻜﻦ ﺗﻨﺎﻭﻝ ﺫﻟﻚ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﻭﺍﻟﺘﻔﺼﻴﻞ ﻛﻤﺎ ﻳﻠﻲ‪ :‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻝ ﺍﻷﻭﻝ‪ ،‬ﻭﻫﻮ )ﻣﺎ ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ‬
‫ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ؟‬

‫ﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﻗﺎﺋﻤﺔ ﺑﺎﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﺑﻠﻐﺖ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ )‪ (١٠٠‬ﺣﺎﺟﺔ ﻟﻐﻮﻳﺔ‪ ،‬ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﻛﻤﺎ‬
‫ﻳﻞ‪:‬‬

‫ﺟﺪﻭﻝ )‪ :(٤‬ﻗﺎﺋﻤﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‬

‫ﺃﻭﻻ‪ :‬ﳎﺎﻝ ﺍﻟﺘﻌﺎﺭﻑ‬ ‫ﻡ‬

‫ﺃﻗﺪﻡ ﻧﻔﺴﻲ ﺇﱃ ﺍﻟﻐﲑ ﺑﺬﻛﺮ ﺍﲰﻲ‪.‬‬ ‫‪.١‬‬

‫ﺃﺳﺄﻝ ﺍﻟﻐﲑ ﻋﻦ ﺍﲰﻪ‪.‬‬ ‫‪.٢‬‬

‫ﺃﻋﺮﻑ ﺍﻟﻐﲑ ﲜﻨﺴﻴﱵ ﻭﻣﻮﻗﻊ ﺑﻠﺪﻱ‪.‬‬ ‫‪.٣‬‬

‫ﺃﺗﻌﺮﻑ ﺟﻨﺴﻴﺔ ﺍﻟﻐﲑ ﻭﺑﻠﺪﻩ‪.‬‬ ‫‪.٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺣﺪﺩ ﻋﻨﻮﺍﻥ ﺇﻗﺎﻣﱵ ﻭﻣﻜﺎﻥ ﺍﻟﺴﻜﻦ‪.‬‬ ‫‪.٥‬‬

‫ﺃﻋﻄﻰ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺩﻳﺎﻧﱵ ﻭﻣﺬﻫﱯ‪.‬‬ ‫‪.٦‬‬

‫ﺃﺫﻛﺮ ﺍﳍﺪﻑ ﻣﻦ ﳎﻴﺌﻲ ﳍﺬﺍ ﺍﻟﺒﻠﺪ ﺍﻟﻌﺮﰊ‪.‬‬ ‫‪.٧‬‬

‫ﺃ‪‬ﻰ ﺍﳊﻮﺍﺭ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬ ‫‪.٨‬‬

‫ﺃﻭﺩﻉ ﻣﻦ ﺗﻌﺮﻓﺖ ﻋﻠﻴﻪ ﺑﻌﺒﺎﺭﺍﺕ ﻻﺋﻘﺔ‪.‬‬ ‫‪.٩‬‬

‫ﺃﻋﺮﻓﻪ ﺑﻌﻤﻠﻲ ﻭﻃﺒﻴﻌﺘﻪ ﻭﺃﺗﻌﺮﻑ ﻋﻤﻠﻪ ﰲ ﺑﻼﺩﻧﺎ ﺍﻷﺻﻠﻴﺔ‪.‬‬ ‫‪.١٠‬‬

‫ﺃﺗﻌﺮﻑ ﺍﳍﺪﻑ ﻣﻦ ﳎﻴﺌﻪ ﳍﺬﺍ ﺍﻟﺒﻠﺪ ﺍﻟﻌﺮﰊ‪.‬‬ ‫‪.١١‬‬

‫ﺛﺎﻧﻴﺎ‪ :‬ﳎﺎﻝ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻐﲑ‬

‫ﺃ‪ ٠‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪:‬‬

‫ﺃﺟﺎﻣﻞ ﺍﻟﺰﻣﻼﺀ ﺑﺒﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻄﻴﺒﺔ‪.‬‬ ‫‪.١٢‬‬

‫ﺃﺳﺘﻔﺴﺮ ﻣﻨﻬﻢ ﻋﻦ ﺍﶈﺎﺿﺮﺍﺕ ﻭﺍﻷﺳﺎﺗﺬﺓ‪.‬‬ ‫‪.١٣‬‬

‫ﺃﺗﺒﺎﺩﻝ ﻣﻌﻬﻢ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﻭﺍﻷﺩﻭﺍﺕ‪.‬‬ ‫‪.١٤‬‬

‫ﺃﻗﺪﻡ ﺍﻟﺘﺤﻴﺔ ﻟﻠﺰﻣﻼﺀ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﳌﻮﻗﻒ‪.‬‬ ‫‪.١٥‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻗﺪﻡ ﺍﻟﺸﻜﺮ ﻋﻠﻰ ﺍﳌﻌﺎﻭﻧﺔ‪.‬‬ ‫‪.١٦‬‬

‫ﺃﻋﺘﺬﺭ ﻋﻦ ﺍﳍﻔﻮﺍﺕ ﻭﺍﻷﺧﻄﺎﺀ‪.‬‬ ‫‪.١٧‬‬

‫ﺃﺗﺒﺎﺩﻝ ﺍﻟﻨﺼﺢ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪.‬‬ ‫‪.١٨‬‬

‫ﺏ‪ ٠‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ‪:‬‬

‫ﺃﺳﺘﻔﺴﺮ ﻣﻦ ﺍﻷﺳﺘﺎﺫ ﻋﻤﺎ ﻻ ﺃﻓﻬﻤﻪ‪.‬‬ ‫‪.١٩‬‬

‫ﺃﺧﺎﻃﺐ ﺍﻷﺳﺘﺎﺫ ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬ ‫‪.٢٠‬‬

‫ﺃﺳﺄﻟﻪ ﻋﻦ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﻭﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ‪.‬‬ ‫‪.٢١‬‬

‫ﺃﺳﺄﻟﻪ ﻋﻦ ﻃﺒﻴﻌﺔ ﺑﻼﺩﻩ‪.‬‬ ‫‪.٢٢‬‬

‫ﺃﺳﺘﻔﺴﺮ ﻣﻨﻪ ﻋﻦ ﻃﺮﺍﺋﻖ ﺍﻻﺳﺘﺬﻛﺎﺭ ﺍﳉﻴﺪ‪.‬‬ ‫‪.٢٣‬‬

‫ﺃﺳﺄﻟﻪ ﻋﻦ ﺃﺷﻬﺮ ﺍﳉﺎﻣﻌﺎﺕ ﰲ ﺑﻼﺩﻩ‪.‬‬ ‫‪.٢٤‬‬

‫ﺟـ ‪ ٠‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ‪:‬‬

‫ﺃﺳﺄﳍﻢ ﻋﻦ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻛﻴﻔﻴﺔ ﺗﻨﻈﻴﻤﻬﺎ‪.‬‬ ‫‪.٢٥‬‬

‫ﺃﺳﺄﳍﻢ ﻋﻦ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻐﻴﺎﺏ ﻭﺍﳊﻀﻮﺭ‪.‬‬ ‫‪.٢٦‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻋﺮﺽ ﺑﻌﺾ ﻣﺸﺎﻛﻞ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﺭﻗﻴﺔ ﺍﻟﱵ ﺗﻘﺎﺑﻠﲏ‪.‬‬ ‫‪.٢٧‬‬

‫ﺃﺳﺘﻔﺴﺮ ﻣﻨﻬﻢ ﻋﻦ ﺃﻣﺎﻛﻦ ﺍﳊﻔﻼﺕ ﻭﺍﻟﻨﺪﻭﺍﺕ‪.‬‬ ‫‪.٢٨‬‬

‫ﺃﺳﺄﳍﻢ ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﻘﺪﱘ ﺍﻟﻄﻠﺒﺎﺕ ﻭﺍﻻﻟﺘﻤﺎﺳﺎﺕ‪.‬‬ ‫‪.٢٩‬‬

‫ﺃﺳﺄﳍﻢ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﻇﻬﻮﺭ ﺍﻟﻨﺘﻴﺠﺔ ﻭﺃﻣﺎﻛﻦ ﺗﻌﻠﻴﻘﻬﺎ‪.‬‬ ‫‪.٣٠‬‬

‫ﺛﺎﻟﺜﺎ‪ ٠‬ﳎﺎﻝ ﺍﻟﺴﻜﻦ‪:‬‬

‫ﺃ‪ ٠‬ﺍﻟﺴﻜﻦ ﺍﻟﻄﻼﰊ‪:‬‬

‫ﺃﺗﻌﺮﻑ ﺍﳌﺸﺮﻓﲔ ﻭﺃﲢﺪﺙ ﻣﻌﻬﻢ ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬ ‫‪.٣١‬‬

‫ﺃﺳﺄﳍﻢ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﺍﻟﻄﻌﺎﻡ ﻭﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ‪.‬‬ ‫‪.٣٢‬‬

‫ﺃﻃﻠﺐ ﻣﻦ ﺍﻟﺰﻣﻼﺀ ﰲ ﺍﻟﻐﺮﻑ ﺍ‪‬ﺎﻭﺭﺓ ﺍﳍﺪﻭﺀ ﻋﻨﺪ ﺇﺣﺪﺍﺙ ﺍﻟﻀﻮﺿﺎﺀ‪.‬‬ ‫‪.٣٣‬‬

‫ﺃﻋﺮﺽ ﻋﻠﻰ ﺍﳌﺸﺮﻓﲔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻬﲏ ﰲ ﺍﻟﻐﺮﻓﺔ‪.‬‬ ‫‪.٣٤‬‬

‫ﺏ‪ ٠‬ﺍﻟﺴﻜﻦ ﺍﳋﺎﺭﺟﻲ‪:‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﳌﺴﺎﻛﻦ‪ ) :‬ﻣﻔﺮﻭﺵ ‪ ٠‬ﻏﲑ ﻣﻔﺮﻭﺵ‪ ٠‬ﺇﳚﺎﺭ‪ ٠‬ﲤﻠﻴﻚ‪.....‬ﺇﱁ‪.‬‬ ‫‪.٣٥‬‬

‫ﺃﺗﻌﺮﻑ ﻗﻴﻤﺔ ﺍﻹﳚﺎﺭ ﻟﻠﺴﻜﻦ ﻭﻣﺘﻌﻠﻘﺎﺗﻪ‪ ،‬ﻣﺜﻞ‪:‬‬ ‫‪.٣٦‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫) ﻭﻗﺖ ﺍﻟﺴﺪﺍﺩ‪ ٠‬ﺍﻟﺘﺄﻣﲔ‪ ٠‬ﻣﻘﺪﻡ ﺍﻹﳚﺎﺭ‪...‬ﺇﱁ (‪.‬‬

‫ﺃﺗﻌﺮﻑ ﺃﺛﺎﺙ ﺍﻟﺴﻜﻦ‪ ) :‬ﺳﺮﻳﺮ‪ ٠‬ﺩﻭﻻﺏ‪ ٠‬ﻛﺮﺳﻲ‪ ٠‬ﻣﺎﺋﺪﺓ‪...‬ﺇﱁ (‪.‬‬ ‫‪.٣٧‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﳌﻨﻄﻘﺔ ﺍﻟﱵ ﻳﻘﻊ ﻓﻴﻬﺎ ﺍﻟﺴﻜﻦ‪.‬‬ ‫‪.٣٨‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﻣﺮﺍﻓﻖ ﺍﻟﺴﻜﻦ‪ ) :‬ﺩﻭﺭﺓ ﺍﳌﻴﺎﻩ‪ ٠‬ﺍﻟﻜﻬﺮﺑﺎﺀ‪ ٠‬ﺍﳌﻴﺎﻩ‪...‬ﺇﱁ (‪.‬‬ ‫‪.٣٩‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺣﺪﻳﻘﺔ ﺍﳌﱰﻝ )ﺗﺮﺗﻴﺒﻬﺎ‪ ،‬ﺗﻨﻈﻴﻤﻬﺎ‪ ،‬ﻧﻈﺎﻓﺘﻬﺎ‪...‬ﺇﱁ(‪.‬‬ ‫‪.٤٠‬‬

‫ﺭﺍﺑﻌﺎ‪ ٠‬ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ‪:‬‬

‫ﺃﺗﻌﺮﻑ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬ ‫‪.٤١‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﺴﻴﻨﻤﺎ ﻭﺍﳌﺴﺮﺡ ﻟﺰﻳﺎﺭ‪‬ﻤﺎ‪.‬‬ ‫‪.٤٢‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﳌﺘﺎﺣﻒ ﻭﺍﳌﻌﺎﺭﺽ ﻟﺰﻳﺎﺭ‪‬ﻤﺎ‪.‬‬ ‫‪.٤٣‬‬

‫ﺃﻗﺮﺃ ﺍﻟﺼﺤﻒ ﻭﺍ‪‬ﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫‪.٤٤‬‬

‫ﺃﻋﱪ ﻋﻦ ﻫﻮﺍﻳﺎﰐ ﺍﳌﻔﻀﻠﺔ‪ ) :‬ﻗﺮﺍﺀﺓ‪ ،‬ﺳﺒﺎﺣﺔ_ﺭﻳﺎﺿﺔ‪...‬ﺇﱁ(‪.‬‬ ‫‪.٤٥‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻠﻔﺎﺯ ﻭﺃﺗﻌﺮﻑ ﻋﻠﻴﻬﺎ‪.‬‬ ‫‪.٤٦‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺫﺍﻋﻴﺔ ﻭﺃﺗﻌﺮﻓﻬﺎ‪.‬‬ ‫‪.٤٧‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺗﻌﺮﻑ ﻫﻮﺍﻳﺎﺕ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫‪.٤٨‬‬

‫ﺧﺎﻣﺴﺎ‪ ٠‬ﳎﺎﻝ ﺍﻟﺴﻮﻕ‪:‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﻣﻜﺎﻥ ﺍﻟﺴﻮﻕ ﻭﻛﻴﻔﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ‪.‬‬ ‫‪.٤٩‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﺍﻟﻌﻤﻞ ﺑﺎﻟﺴﻮﻕ‪.‬‬ ‫‪.٥٠‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﻌﺮﻭﺽ ﻭﺃﲦﺎﻥ ﺍﻟﺒﻀﺎﺋﻊ‪.‬‬ ‫‪.٥١‬‬

‫ﺃﺗﻌﺮﻑ ﺃﻧﻮﺍﻉ ﺍﶈﺎﻝ ﺍﻟﺘﺠﺎﺭﻳﺔ‪) :‬ﺧﻀﺮﻱ‪ ،‬ﺑﻘﺎﻝ‪ ،‬ﻓﺎﻛﻬﻲ‪ ،‬ﺇﺳﻜﺎﰲ‪...‬ﺇﱁ(‪.‬‬ ‫‪.٥٢‬‬

‫ﺃﻃﻠﺐ ﻛﻤﻴﺎﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺒﻀﺎﺋﻊ ) ﻛﻴﻠﻮ‪،‬ﻟﺘﺮ‪ ،‬ﻗﻨﻄﺎﺭ‪ ،‬ﺃﺭﺩﺏ‪...‬ﺇﱁ(‪.‬‬ ‫‪.٥٣‬‬

‫ﺃﺗﻌﺎﻣﻞ ﺑﻠﺒﺎﻗﺔ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺴﻮﻕ ﻭﺃﺷﻜﺮﻫﻢ‪.‬‬ ‫‪.٥٤‬‬

‫ﺳﺎﺩﺳﺎ‪ ،‬ﳎﺎﻝ ﺍﳋﺪﻣﺎﺕ‪:‬‬

‫ﺃﺗﻌﺮﻑ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱪﻳﺪﻳﺔ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺭﺟﺎﻝ ﺍﻟﱪﻳﺪ‪.‬‬ ‫‪.٥٥‬‬

‫ﺃﺗﻌﺮﻑ ﺍﳋﺪﻣﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﻇﻔﲔ‪.‬‬ ‫‪.٥٦‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺼﺮﻓﻴﺔ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ ﻣﻮﻇﻔﻲ ﺍﳌﺼﺎﺭﻑ‪.‬‬ ‫‪.٥٧‬‬

‫ﺃﺗﻌﺮﻑ ﺧﺪﻣﺎﺕ ﻣﺮﺍﻛﺰ ﺗﺼﻠﻴﺢ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ ﻋﻤﺎﳍﺎ‪.‬‬ ‫‪.٥٨‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺳﺄﻝ ﻋﻦ ﻣﻜﺎﻥ ﺍﳊﻼﻕ ﻭﻣﻮﺍﻋﻴﺪﻩ‪.‬‬ ‫‪.٥٩‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﳏﻼﺕ ﻏﺴﻞ ﻭﻛﻲ‪ ‬ﺍﳌﻼﺑﺲ‪.‬‬ ‫‪.٦٠‬‬

‫ﺃﺳﺄﻝ ﻋﻦ‪ :‬ﺍﳋﻴﺎﻁ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻷﻗﻤﺸﺔ‪ ،‬ﻭﻣﻮﺍﺻﻔﺎ‪‬ﺎ‪.‬‬ ‫‪.٦١‬‬

‫ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﻣﻮﻇﻔﻲ ﻣﺼﻠﺤﺔ ﺍﳉﻮﺍﺯﺍﺕ‪.‬‬ ‫‪.٦٢‬‬

‫ﺳﺎﺑﻌﺎ‪ ،‬ﳎﺎﻝ ﺍﻟﺴﻔﺮ‪:‬‬

‫ﺃﺗﻌﺮﻑ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺴﻔﺮ ﻭﻃﺮﺍﺋﻖ ﺍﺳﺘﺨﺮﺍﺟﻬﺎ‪.‬‬ ‫‪.٦٣‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺴﻔﺮ ﻭﺃﺳﻌﺎﺭﻫﺎ‪.‬‬ ‫‪.٦٤‬‬

‫ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﳊﺠﺰ ﻭﻣﻮﺍﻋﻴﺪ ﺍﻟﻘﻴﺎﻡ ﻭﺍﻟﻮﺻﻮﻝ‪.‬‬ ‫‪.٦٥‬‬

‫ﺃﺗﻌﺮﻑ ﺃﻧﻮﺍﻉ ﺍﻟﻌﻤﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻛﻴﻔﻴﺔ ﲢﻮﻳﻠﻬﺎ‪.‬‬ ‫‪.٦٦‬‬

‫ﺃﻃﻠﺐ ﲪﻞ ﺣﻘﺎﺋﺐ ﺍﻟﺴﻔﺮ ﻣﻦ ﺍﳊﻤﺎﻟﲔ‪.‬‬ ‫‪.٦٧‬‬

‫ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺷﺮﻃﻲ ﺍﳉﻮﺍﺯﺍﺕ‪.‬‬ ‫‪.٦٨‬‬

‫ﺃﺗﻌﺮﻑ ﺍﳌﻨﻄﻘﺔ ﺍﳊﺮﺓ ﻟﻘﻀﺎﺀ ﺃﻭﻗﺎﺕ ﺍﻻﻧﺘﻈﺎﺭ ﻓﻴﻬﺎ‪.‬‬ ‫‪.٦٩‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﻔﻨﺎﺩﻕ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺬﻫﺎﺏ ﺇﻟﻴﻬﺎ‪.‬‬ ‫‪.٧٠‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻋﺮﺽ ﺍﳊﻘﺎﺋﺐ ﻭﺍﻷﻭﺭﺍﻕ ﻋﻠﻰ ﻣﺴﺌﻮﱄ ﺍﳌﻄﺎﺭ‪.‬‬ ‫‪.٧١‬‬

‫ﺃﻓﻬﻢ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﱵ ﺗﻘﺎﻝ ﺩﺍﺧﻞ ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬ ‫‪.٧٢‬‬

‫ﺃﺗﻌﺮﻑ ﺇﺟﺮﺍﺀﺍﺕ ﻭﻗﻮﺍﻋﺪ ﺩﺧﻮﻝ ﺍﻟﺒﻠﺪ ﻭﺍﳋﺮﻭﺝ ﻣﻨﻬﺎ‪.‬‬ ‫‪.٧٣‬‬

‫ﺛﺎﻣﻨﺎ‪ ،‬ﰲ ﺍﳌﻄﻌﻢ‪:‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻄﻌﺎﻡ‪.‬‬ ‫‪.٧٤‬‬

‫ﺃﻗﺮﺃ ﻗﻮﺍﺋﻢ ﺍﻟﻄﻌﺎﻡ‪.‬‬ ‫‪.٧٥‬‬

‫ﺃﻃﻠﺐ ﺃﻧﻮﺍﻋﺎ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻄﻌﺎﻡ‪.‬‬ ‫‪.٧٦‬‬

‫ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﺎﺩﻝ )ﺍﳉﺮﺳﻮﻥ(‪.‬‬ ‫‪.٧٧‬‬

‫ﺃﺣﺠﺰ ﻣﺎﺋﺪﺓ ﻟﻠﻄﻌﺎﻡ‪.‬‬ ‫‪.٧٨‬‬

‫ﺃﺑﺪﻱ ﺍﻟﺮﺃﻱ ﰲ ﺍﻟﻄﻌﺎﻡ ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬ ‫‪.٧٩‬‬

‫ﺃﺷﻜﺮ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻄﻌﻢ ﺑﻌﺪ ﺗﻨﺎﻭﻝ ﺍﻟﻄﻌﺎﻡ‪.‬‬ ‫‪.٨٠‬‬

‫ﺗﺎﺳﻌﺎ‪ ،‬ﰲ ﺍﳌﻜﺘﺒﺔ‪:‬‬

‫ﺳﺄﻝ ﻋﻦ ﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬ ‫‪.٨١‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺪﻋﺎﺀ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬ ‫‪.٨٢‬‬

‫ﺃﻃﻠﺐ ﺗﺼﻮﻳﺮ ﺑﻌﺾ ﺍﳌﺮﺍﺟﻊ‪.‬‬ ‫‪.٨٣‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺍﳋﺪﻣﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ(‪.‬‬ ‫‪.٨٤‬‬

‫ﺃﻭﺟﻪ ﺍﻟﺸﻜﺮ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬ ‫‪.٨٥‬‬

‫ﻋﺎﺷﺮﺍ‪ ،‬ﺍﳌﻨﺎﺳﺒﺎﺕ ﻭﺍﻷﻋﻴﺎﺩ‪:‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﻷﻋﻴﺎﺩ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻠﺒﻠﺪ ﺍﻟﱵ ﺗﱰﻝ ﻓﻴﻬﺎ‪.‬‬ ‫‪.٨٦‬‬

‫ﺃﺟﺎﻣﻞ ﺍﻵﺧﺮﻳﻦ ﰲ ﻣﻨﺎﺳﺒﺎ‪‬ﻢ‪ ) :‬ﺃﻋﻴﺎﺩ ﺍﳌﻴﻼﺩ‪ ،‬ﺍﻟﺰﻭﺍﺝ‪ ،‬ﺍﻟﻨﺠﺎﺡ‪...‬ﺇﱁ(‪.‬‬ ‫‪.٨٧‬‬

‫ﺃﺟﻴﺪ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻌﺰﻳﺔ‪.‬‬ ‫‪.٨٨‬‬

‫ﺃﺟﻴﺪ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻬﻨﺌﺔ‪.‬‬ ‫‪.٨٩‬‬

‫ﺃﺳﺘﺨﺪﻡ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﺎﻝ ﰲ ﺍﻷﻋﻴﺎﺩ‪.‬‬ ‫‪.٩٠‬‬

‫ﺣﺎﺩﻱ ﻋﺸﺮ‪ ،‬ﺍﻟﺼﺤﺔ ﻭﺍﳌﺮﺽ‪:‬‬

‫ﺃﻋﱪ ﻋﻦ ﺃﺟﺰﺍﺀ ﺟﺴﻤﻲ‪.‬‬ ‫‪.٩١‬‬

‫ﺃﻋﱪ ﻋﻦ ﻣﺸﺎﻋﺮﻱ ﺇﺯﺍﺀ ﺣﺎﺩﺙ ﻭﻗﻊ ﻟﺼﺪﻳﻘﻲ‪.‬‬ ‫‪.٩٢‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﺒﻴﺐ‪ ) :‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻷﱂ‪ ،‬ﲢﺪﻳﺪ ﻣﻮﻗﻌﻪ‪ ،‬ﺷﺮﺡ ﺣﺎﻟﺘﻪ‪ ،‬ﻓﻬﻢ ﺗﻌﻠﻴﻤﺎﺕ‬
‫‪.٩٣‬‬
‫ﺍﻟﻄﺒﻴﺐ‪....‬ﺇﱁ(‪.‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﺼﻴﺪﻟﻴﺔ ﻭﺃﻃﻠﺐ ﺩﻭﺍﺀ ﻣﻌﲔ ﻣﻨﻬﺎ‪.‬‬ ‫‪.٩٤‬‬

‫ﺃﺳﺄﻝ ﻋﻦ ﺷﺮﻭﻁ ﺗﻌﺎﻃﻲ ﺍﻟﺪﻭﺍﺀ‪.‬‬ ‫‪.٩٥‬‬

‫ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺪﻋﺎﺀ ﺍﻹﺳﻌﺎﻑ‪.‬‬ ‫‪.٩٦‬‬

‫ﺛﺎﱐ ﻋﺸﺮ‪ ٠‬ﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪:‬‬

‫ﺃﲢﺪﺙ ﻋﻦ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺮﺍﻫﻨﺔ‪.‬‬ ‫‪.٩٧‬‬

‫ﺃﺳﺘﻔﺴﺮ ﻋﻦ ﺍﻷﺣﺰﺍﺏ ﻭﺷﺮﻭﻁ ﺍﻻﻧﻀﻤﺎﻡ ﺇﻟﻴﻬﺎ‪.‬‬ ‫‪.٩٨‬‬

‫ﺃﲢﺪﺙ ﻋﻦ ﺍﳊﺮﻭﺏ ﻭﺍﻷﺯﻣﺎﺕ‪.‬‬ ‫‪.٩٩‬‬

‫ﺃﺗﻌﺮﻑ ﺍﲡﺎﻫﺎﺕ ﺍﻟﻔﻜﺮ ﺍﻟﺴﻴﺎﺳﻲ ﺍﻟﺴﺎﺋﺪ‪.‬‬ ‫‪.١٠٠‬‬

‫ﰒ ﻗﺎﻡ ﺑﻌﺮﺽ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻌﺪ ﻭﺿﻌﻬﺎ ﰲ ﺷﻜﻞ ﺍﺳﺘﺒﺎﻧﺔ )‪(٧٥‬؛ ﻟﺒﻴﺎﻥ ﺩﺭﺟﺔ‬
‫ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﻟﺪﻯ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻗﺪ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﻔﺮﻳﻎ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﻌﱪﺓ‬
‫ﻋﻦ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻌﻴﻨﺔ ﲡﺎﻩ ﻣﻔﺮﺩﺍﺕ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﳌﺎﺋﺔ‪ ،‬ﰒ ﻗﺎﻡ ﺑﺎﺳﺘﺨﺮﺍﺝ ﺍﳌﺘﻮﺳﻂ ﻟﻜﻞ ﻣﻔﺮﺩﺓ؛ ﻟﻴﺴﻬﻞ‬

‫‪ ( ٧٥‬ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ )‪ :(٣‬ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ" ﺍﻟﺸﻜﻞ ﺍﻟﻨﻬﺎﺋﻲ"‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﺮﺗﻴﺐ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺗﺒﻌﺎ ﻟﺪﺭﺟﺔ ﺍﻷﳘﻴﺔ‪ ،‬ﻭﻗﺪ ﺃﻋﻄﻰ ﺍﻟﺒﺎﺣﺚ ﻟﻜﻞ ﺑﺪﻳﻞ ﺩﺭﺟﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻫﻲ‪-٣-٤):‬‬
‫‪ (١-٢‬ﻭﻗﺪ ﻓﺮﺯ ﺍﻟﺒﺎﺣﺚ ﻫﺬﻩ ﺍﳌﺘﻮﺳﻄﺎﺕ ﰲ ﺿﻮﺀ ﻫﺬﺍ ﺍﳌﻌﻴﺎﺭ‪:‬‬

‫ﺍﳊﺎﺟﺎﺕ ﻋﺎﻟﻴﺔ ﺍﻷﳘﻴﺔ‪ :‬ﻫﻲ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺗﺘﺮﺍﻭﺡ ﻣﺘﻮﺳﻄﺎ‪‬ﺎ ﺑﲔ )‪.(١٠٠ :٧٠‬‬ ‫‪-‬‬

‫ﺍﳊﺎﺟﺎﺕ ﻣﺘﻮﺳﻄﺔ ﺍﻷﳘﻴﺔ‪ :‬ﻫﻲ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺗﺘﺮﺍﻭﺡ ﻣﺘﻮﺳﻄﺎ‪‬ﺎ ﺑﲔ )‪:٥٠‬‬ ‫‪-‬‬
‫‪.(٦٩‬‬

‫ﺍﳊﺎﺟﺎﺕ ﺿﻌﻴﻔﺔ ﺍﻷﳘﻴﺔ‪ :‬ﻫﻲ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺗﺘﺮﺍﻭﺡ ﻣﺘﻮﺳﻄﺎ‪‬ﺎ ﺑﲔ )‪.(٤٩ :٢٥‬‬ ‫‪-‬‬

‫ﺍﳊﺎﺟﺎﺕ ﻏﲑ ﺍﳌﻬﻤﺔ‪ :‬ﻫﻲ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺗﺘﺮﺍﻭﺡ ﻣﺘﻮﺳﻄﺎ‪‬ﺎ ﺑﲔ )ﺻﻔﺮ‪.(٢٤ :‬‬ ‫‪-‬‬

‫ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﺗﺮﺗﻴﺐ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺗﺒﻌﺎ ﻟﺪﺭﺟﺔ ﺍﻷﳘﻴﺔ ﺍﳌﻮﺿﺤﺔ ﺃﻋﻼﻩ‪:‬‬

‫ﺍﳊﺎﺟﺎﺕ ﻏﲑ ﺍﳌﻬﻤﺔ‬ ‫ﺍﳊﺎﺟﺎﺕ ﺿﻌﻴﻔﺔ‬ ‫ﺍﳊﺎﺟﺎﺕ ﻣﺘﻮﺳﻄﺔ‬ ‫ﺍﳊﺎﺟﺎﺕ ﻋﺎﻟﻴﺔ‬

‫ﺍﻷﳘﻴﺔ‬ ‫ﺍﻷﳘﻴﺔ‬ ‫ﺍﻷﳘﻴﺔ‬ ‫ﺍﻟﺘﺼﻨﻴﻒ‬
‫)ﺻﻔﺮ‪(٢٤ :‬‬
‫)‪(٤٩ :٢٥‬‬ ‫)‪(٦٩ :٥٠‬‬ ‫)‪(١٠٠:٧٠‬‬

‫‪-٢٨-٢٥-٢٤-٢٢ -٣١-١٤-١٠-٦ -٣٤-٣٢-٢٧-٢٣ -٥-٤-٣-٢-١‬‬

‫‪-٥٧-٥٥-٥٢-٤٠ -٤٦-٤٣-٤٢-٣٣ -٥٨-٥٦-٥١-٤٨ -١١-٩-٨-٧‬‬
‫‪-٩١-٧٠-٦٩-٦١ -٦٠-٥٩-٥٣-٤٧‬‬ ‫‪.٩٦-٨٤-٨٠‬‬ ‫‪-١٥-١٣-١٢‬‬ ‫ﺃﺭﻗﺎﻡ‬

‫‪.١٠٠-٩٨-٩٢‬‬ ‫‪-٧٨-٧١-٦٨-٦٧‬‬ ‫ﺍﳊﺎﺟﺎﺕ ‪-١٨-١٧-١٦‬‬

‫‪.٩٩-٩٧-٨٦-٧٩‬‬ ‫‪-٢١-٢٠-١٩‬‬
‫‪-٣٠-٢٩-٢٦‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪-٣٧-٣٦-٣٥‬‬
‫‪-٤١-٣٩-٣٨‬‬
‫‪-٤٩-٤٥-٤٤‬‬
‫‪-٦٢-٥٤-٥٠‬‬
‫‪-٦٥-٦٤-٦٣‬‬
‫‪-٧٣-٧٢-٦٦‬‬
‫‪-٧٦-٧٥-٧٤‬‬
‫‪-٨٢-٨١-٧٧‬‬
‫‪-٨٧-٨٥-٨٣‬‬
‫‪-٩٠-٨٩-٨٨‬‬
‫‪.٩٥-٩٤-٩٣‬‬

‫‪١٥‬‬ ‫‪٢٠‬‬ ‫‪١١‬‬ ‫‪٥٤‬‬ ‫ﺍﻟﻌﺪﺩ‬

‫ﻭﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺣﺼﻠﺖ ﻋﻠﻰ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻷﳘﻴﺔ ﻛﺎﻧﺖ ﻫﻲ‬
‫ﺍﻷﻋﻠﻰ‪ ،‬ﻓﻘﺪ ﺑﻠﻐﺖ )‪ (٥٤‬ﺣﺎﺟﺔ ﻟﻐﻮﻳﺔ‪ ،‬ﺃﻣﺎ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺣﺼﻠﺖ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ ﺍﻷﳘﻴﺔ‪ ،‬ﻓﻘﺪ‬
‫ﺑﻠﻐﺖ )‪ (١١‬ﺣﺎﺟﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺣﺼﻠﺖ ﻋﻠﻰ ﺩﺭﺟﺔ ﺿﻌﻴﻔﺔ ﻓﻘﺪ ﺑﻠﻐﺖ )‪ (٢٠‬ﺣﺎﺟﺔ ﻟﻐﻮﻳﺔ‪،‬‬
‫ﻛﺬﻟﻚ ﺍﳊﺎﺟﺎﺕ ﻏﲑ ﺍﳌﻬﻤﺔ ﻗﺪ ﺑﻠﻐﺖ )‪ (١٥‬ﺣﺎﺟﺔ ﻟﻐﻮﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﳝﻜﻦ ﺗﻔﺴﲑﻩ ﺑﺄﻥ ﺍﻟﺪﺍﺭﺳﲔ ﻳﻌﺎﻧﻮﻥ ﻣﻦ‬
‫ﺍﻓﺘﻘﺎﺭ ﻭﻋﻮﺯ ﺇﱃ ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ ﻣﺘﻌﺪﺩﺓ ﲤﻜﻨﻬﻢ ﻣﻦ ﺍﻟﺘﻮﺍﺻﻞ ﺍﳉﻴﺪ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ؛ ﻭﳍﺬﺍ‬
‫ﺃﺧﺬﺕ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ‪ ‬ﺍﻟﻠﻐﻮﻳﺔﹸ – ﻋﺎﻟﻴﺔ ﺍﻷﳘﻴﺔ ‪-‬ﺍﻟﻨﺼﻴﺐ‪ ‬ﺍﻷﻛﱪ‪ ‬ﰲ ﺍﺳﺘﺠﺎﺑﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ‪،‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺍﳌﺘﺨﺼﺼﲔ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ؛ ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﺍﻟﺸﻌﻮﺭ ﺍﻟﻘﻮﻱ ﺑﺄﳘﻴﺔ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ‬
‫ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﻭﺗﺘﻔﻖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻣﻊ ﺩﺭﺍﺳﺔ )ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ( )‪ (٧٦‬ﺍﻟﱵ ﺩﻋﺖ‬
‫ﺇﱃ ﺿﺮﻭﺭﺓ ﲢﺪﻳﺪ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﻳﺘﻮﻗﻊ ﺃﻥ ﳝﺮ ‪‬ﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﺍﻟﱵ‬
‫ﳛﺘﺎﺟﻮﻥ ﻓﻴﻬﺎ ﺇﱃ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ ﻭﺛﻘﺎﻓﻴﺔ ﻣﻌﻴﻨﺔ؛ ﲟﺎ ﳝﻜﻨﻬﻢ ﻣﻦ ﺍﻻﺗﺼﺎﻝ ﲟﺘﺤﺪﺛﻲ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺃﻗﻄﺎﺭﻫﺎ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﺇﺫﺍ ﻣﺎ ﺃﺷﺒﻌﺖ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﻳﻔﺘﻘﺮﻭﻥ ﺇﻟﻴﻬﺎ‪.‬‬

‫ﻛﻤﺎ ﺗﺘﻔﻖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻊ ﺩﺭﺍﺳﺔ )ﻧﺎﺻﺮ ﺍﻟﻐﺎﱄ ( )‪،(٧٧‬ﺍﻟﱵ ﺃﺷﺎﺭﺕ ﺇﱃ ﻭﺟﻮﺩ ﻓﺠﻮﺓ ﺑﲔ‪ :‬ﻣﺎ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺳﻮﻥ ﺍﻟﻘﻴﺎﻡ ﺑﻪ‪ ،‬ﻭﻣﺎ ﻫﻢ ﲝﺎﺟﺔ ﺇﱃ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ‬
‫ﻳﺘﻌﺮﺿﻮﻥ ﳍﺎ‪ ،‬ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺍﻓﺘﻘﺎﺭﻫﻢ ﺇﱃ ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ ﻣﻌﻴﻨﺔ ﻳﻨﺒﻐﻲ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﻭﺗﺘﻔﻖ ﻛﺬﻟﻚ ﻣﻊ ﺩﺭﺍﺳﺔ )ﺃﲪﺪ ﻋﺒﺪ ﺍﻟﺼﻤﺪ( )‪ (٧٨‬ﺍﻟﱵ ﺃﻇﻬﺮﺕ ﺍﻓﺘﻘﺎﺭ ﺍﻟﺪﺍﺭﺳﲔ ﻟﻜﺜﲑ ﻣﻦ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﲟﺎ ﳝﻜﻨﻬﻢ ﻣﻦ ﻣﻮﺍﺻﻠﺔ ﺩﺭﺍﺳﺘﻬﻢ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺃﺟﺮﻳﺖ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺇﻻ ﺇ‪‬ﺎ ﺗﻌﺪ ﻣﺆﺷﺮﺍ ﻗﻮﻳﺎ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺈﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻟﺪﻯ ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﺧﺎﺻﺔ ﻭﺃ‪‬ﺎ ﺃﺟﺮﻳﺖ ﻋﻠﻰ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ‬

‫‪ ( ٧٦‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺍﻷﺳﺲ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،...‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.٢٢ ،٨‬‬
‫‪ ( ٧٧‬ﻧﺎﺻﺮ ﺍﻟﻐﺎﱄ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪http://www.faculty.ksu.edu.sa ،‬‬
‫‪ ( ٧٨‬ﺃﲪﺪ ﻋﺒﺪ ﺍﻟﺼﻤﺪ‪ :‬ﲢﻠﻴﻞ ﺣﺎﺟﺎﺕ ﻃﻼﺏ ﺍﻟﻘﺴﻢ ﺍﻟﻌﻠﻤﻲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺇﻃﺎﺭ ﻋﺎﻡ‬
‫ﻟﺘﺤﺴﲔ ﻟﻐﺘﻬﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ"ﻏﲑ ﻣﻨﺸﻮﺭﺓ"‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻗﺎﺯﻳﻖ‪،‬‬
‫‪١٩٨٤‬ﻡ‪ ،‬ﳎﻠﺔ ﺍﳌﺴﺘﺨﻠﺼﺎﺕ ﺍﳌﺼﺮﻳﺔ‪،‬ﺝ )ﺏ(‪ ،‬ﺍ‪‬ﻠﺪ ﺍﻷﻭﻝ‪،‬ﺹ‪.٦٥١‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﱵ ﺗﻌﲎ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻠﻐﺎﺕ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺗﺸﺘﺮﻙ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﰲ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫ﻭﳑﺎ ﻳﺆﻛﺪ ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺩﺭﺍﺳﺔ )ﻋﺒﺪ ﺍﳋﺎﻟﻖ ﺍﻟﻀﺒﻴﺎﱐ( )‪ (٧٩‬ﺍﻟﱵ ﺃﺛﺒﺘﺖ ﻗﺼﻮﺭ ﻣﺴﺘﻮﻯ‬
‫ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ؛ ﻧﻈﺮﺍ ﻟﻌﺪﻡ ﺍﺭﺗﺒﺎﻁ ﺍﶈﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ؛ ﻭﻣﻦ ﺛﹶﻢ‬
‫ﻋﺪﻡ ﺭﺿﺎﻫﻢ ‪‬ﺬﺍ ﺍﶈﺘﻮﻯ ﺍﳌﻘﺪﻡ ﳍﻢ؛ ﻷﻧﻪ ﻻ ﻳﻠﱯ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻏﲑ ﻣﺆﺛﺮ ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍ‪‬ﻢ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺸﺒﻊ ﺗﻠﻚ ﺍﳊﺎﺟﺎﺕ‪.‬‬

‫ﻭﱂ ﻳﻜﺘﻒ ﺍﻟﺒﺎﺣﺚ ﺑﺒﻴﺎﻥ ﺗﺮﺗﻴﺐ ﺩﺭﺟﺔ ﺃﳘﻴﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻔﺮﺩﺓ‪ ،‬ﻭﺇﳕﺎ ﺃﺭﺍﺩ ﺑﻴﺎﻥ ﺩﺭﺟﺔ ﺃﳘﻴﺔ‬
‫ﻛﻞ ﳎﺎﻝ ﻋﻠﻰ ﺣﺪﺓ ﲟﺎ ﻳﻨﺪﺭﺝ ﲢﺘﻪ ﻣﻦ ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ‪ ،‬ﺣﻴﺚ ﻗﺎﻡ ﺑﺘﺠﻤﻴﻊ ﺩﺭﺟﺎﺕ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ‬
‫ﺗﻨﺪﺭﺝ ﲢﺖ ﳎﺎﻝ ﻭﺍﺣﺪ‪ ،‬ﰒ ﻗﺎﻡ ﲝﺴﺎﺏ ﺍﳌﺘﻮﺳﻂ ﺍﻟﻜﻠﻲ ﻟﻜﻞ ﳎﺎﻝ ﻋﻠﻰ ﺣﺪﺓ)‪ ،(٨٠‬ﻭﻣﻦ ﺛﹶﻢ‪ ‬ﺭ‪‬ﺗ‪‬ﺒﺖ ﻫﺬﻩ‬
‫ﺍﳌﺘﻮﺳﻄﺎﺕ ﺗﻨﺎﺯﻟﻴﺎ ﻣﻦ ﺍﻷﻋﻠﻰ ﺇﱃ ﺍﻷﺩﱏ؛ ﻟﺒﻴﺎﻥ ‪ :‬ﺃﳘﻴﺔ ﻛﻞ ﳎﺎﻝ‪ ،‬ﻭﲢﺪﻳﺪ ﻣﻮﻗﻌﻪ ﻭﺗﺮﺗﻴﺒﻪ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﻤﺠﺎﻻﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﻫﺬﺍ ﺍﻟﺘﺮﺗﻴﺐ ﳌﺘﻮﺳﻄﺎﺕ ﳎﺎﻻﺕ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪:‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(٦‬ﺟﺪﻭﻝ ﺗﺮﺗﻴﺐ ﻣﺘﻮﺳﻄﺎﺕ ﳎﺎﻻﺕ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‬

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‫‪Abd-Alkhliq Al-dabyany : op.cit. http://www.yemen-‬‬
‫‪ic.info/contents/studies/detail.php?ID=9381.‬‬
‫‪ ( ٨٠‬ﻣﻠﺤﻮﻇﺔ‪ :‬ﻳﻘﺼﺪ ﺑﺎﳌﺘﻮﺳﻂ ﺍﻟﻜﻠﻲ ﻟﻠﻤﺠﺎﻝ ﻫﻨﺎ‪ :‬ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ‪ ،‬ﻭﺍﳌﺘﺨﺼﺼﲔ ﳎﺘﻤﻌﺔﹰ ﻣﻌﺎ‬
‫ﲡﺎﻩ ﺍﳊﺎﺟﺎﺕ ﺍﳌﻨﺪﺭﺟﺔ ﲢﺖ ﳎﺎﻝ ﻣﻌﲔ‪ ،‬ﰒ ﺍﺳﺘﺨﺮﺍﺝ ﻣﺘﻮﺳﻂ ﻛﻠﻲ ﳍﺎ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺘﻮﺳﻄﺎﺕ ﻣﺮﺗﺒﺔ ﺗﻨﺎﺯﻟﻴﺎ‬ ‫ﳎﺎﻻﺕ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫ﻡ‬

‫‪90‬‬ ‫ﺍﳌﻜﺘﺒﺔ‬

‫‪88.5‬‬ ‫ﺍﳌﻨﺎﺳﺒﺎﺕ ﻭﺍﻷﻋﻴﺎﺩ‬

‫‪82.36‬‬ ‫ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‬

‫‪76‬‬ ‫ﺍﻟﺘﻌﺎﺭﻑ‬

‫‪72.66‬‬ ‫ﺍﻟﺴﻜﻦ ﺍﳋﺎﺭﺟﻲ‬

‫‪69‬‬ ‫ﺍﳌﻄﻌﻢ‬

‫‪66.41‬‬ ‫ﺍﻟﺴﻔﺮ‬

‫‪65.42‬‬ ‫ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ‬

‫‪64.16‬‬ ‫ﺍﻟﺼﺤﺔ ﻭﺍﳌﺮﺽ‬

‫‪62.50‬‬ ‫ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ‬

‫‪61.67‬‬ ‫ﺍﻟﺴﻮﻕ‬

‫‪61.25‬‬ ‫ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪49.37‬‬ ‫ﺍﻟﺴﻜﻦ ﺍﻟﻄﻼﰊ‬

‫‪38.37‬‬ ‫ﺍﳋﺪﻣﺎﺕ‬

‫‪20.37‬‬ ‫ﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‬

‫ﻭﺑﺘﺤﻠﻴﻞ ﻫﺬﺍ ﺍﳉﺪﻭﻝ ﳝﻜﻦ ﻣﻼﺣﻈﺔ ﻋﺪﺓ ﺃﻣﻮﺭ‪ ،‬ﻫﻲ‪:‬‬

‫ﺣﺼﻠﺖ ﳎﺎﻻﺕ‪) :‬ﺍﳌﻜﺘﺒﺔ‪ -‬ﺍﳌﻨﺎﺳﺒﺎﺕ‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪ -‬ﺍﻟﺘﻌﺎﺭﻑ‪ -‬ﺍﻟﺴﻜﻦ‪‬‬ ‫‪-‬‬

‫ﺍﳋﺎﺭﺟﻲ( ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﳌﺘﻮﺳﻄﺎﺕ؛ ﺣﻴﺚ ﺯﺍﺩﺕ ﻣﺘﻮﺳﻄﺎ‪‬ﺎ ﻋﻦ )‪ ،(٧٠‬ﻭﳝﻜﻦ‬
‫ﺗﻔﺴﲑ ﺫﻟﻚ ﺑﺄﳘﻴﺔ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﺍﺭﺳﲔ‪ ،‬ﺣﻴﺚ ﻳﺄﰐ )ﳎﺎﻝ ﺍﳌﻜﺘﺒﺔ( ﰲ‬
‫ﺍﻟﺘﺮﺗﻴﺐ ﺍﻷﻭﻝ؛ ﻧﻈﺮﺍ ﻷﻥ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ ﺇﳕﺎ ﺃﺗﻮﺍ ﻣﻦ ﺑﻼﺩﻫﻢ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﻦ ﻣﻨﺒﻌﻬﺎ ﺍﻷﺻﻠﻲ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﻢ ﻣﺘﻔﺮﻏﻮﻥ ﻓﻘﺪ ﺣﺼﻞ ﺃﻛﺜﺮﻫﻢ ﻋﻠﻰ ﻣﻨﺢ ﺩﺭﺍﺳﻴﺔ‬
‫ﻟﻠﺪﺭﺍﺳﺔ ﰲ‪ :‬ﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﻭﺍﳌﻌﺎﻫﺪ‪ ،‬ﻭﺍﳌﺮﺍﻛﺰ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻛﺬﻟﻚ ﻫﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﻮﻥ‬
‫ﻟﺪﻳﻬﻢ ﺩﺍﻓﻊ ﻗﻮﻱ ﻟﻠﺘﻌﻠﻢ؛ ﻓﻤﻌﻈﻤﻬﻢ ﻳﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺮﻏﺒﺘﻪ ﺩﻭﻥ ﺇﺟﺒﺎﺭ‪ ،‬ﻭﻣﻦ‬
‫ﻫﻨﺎ ﻓﺈﻥ ﺍﳌﻜﺘﺒﺔ ﻣﻦ ﺃﺣﺐ ﺍﻷﻣﺎﻛﻦ ﳍﺆﻻﺀ ﺍﻟﺪﺍﺭﺳﲔ ﻳﺸﻐﻠﻮﻥ ‪‬ﺎ ﺃﻭﻗﺎﺕ ﻓﺮﺍﻏﻬﻢ‪،‬‬
‫ﻭﳛﺼ‪‬ﻠﻮﻥ ﻣﻨﻬﺎ ﻋﻠﻮﻣﻬﻢ ﻭﻣﻌﺎﺭﻓﻬﻢ‪ ،‬ﰒ ﻳﺄﰐ )ﳎﺎﻝ ﺍﳌﻨﺎﺳﺒﺎﺕ ﻭﺍﻷﻋﻴﺎﺩ( ﺑﻌﺪ ﺫﻟﻚ‬
‫ﰲ ﺍﻷﳘﻴﺔ‪ ،‬ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﺫﻟﻚ ﺑﺄﻥ ﺍﻟﺪﺍﺭﺳﲔ ﻳﻬﺘﻤﻮﻥ ‪‬ﺬﺍ ﺍ‪‬ﺎﻝ؛ ﻷ‪‬ﻢ ﻳﺮﻳﺪﻭﻥ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ‪ :‬ﻋﺎﺩﺍﺕ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﳌﻈﺎﻫﺮ ﺍﳊﻀﺎﺭﻳﺔ ﻟﺪﻳﻬﺎ‪ ،‬ﻭﺍﳌﻨﺎﺳﺒﺎﺕ‬
‫ﻭﺍﻷﻋﻴﺎﺩ ﺍﻟﱵ ﳛﺘﻔﻠﻮﻥ ‪‬ﺎ‪ ،‬ﰒ ﻳﺄﰐ ﺑﻌﺪ ﺫﻟﻚ‪ -‬ﰲ ﺩﺭﺟﺔ ﺍﻷﳘﻴﺔ‪ -‬ﳎﺎﻻ‪) :‬ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪ ،‬ﻭﺍﻟﺘﻌﺎﺭﻑ(‪ ،‬ﻭﻳﻔﺴﺮ ﺫﻟﻚ ﺑﺄﻥ ﻫﺬﻳﻦ ﺍ‪‬ﺎﻟﲔ ﻣﺘﻘﺎﺭﺑﺎﻥ ﻷ‪‬ﻤﺎ ﻧﻮﻉ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻦ ﺇﳚﺎﺩ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻟﻪ ﺃﳘﻴﺔ ﺑﺎﺭﺯﺓ ﻟﺪﻯ ﺍﻟﺪﺍﺭﺳﲔ؛ ﺣﻴﺚ‬
‫ﳝﻜﱢﻨﻬﻢ ﻣﻦ ﺗﻮﺳﻴﻊ ﻋﻼﻗﺎ‪‬ﻢ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﰲ ﻫﺬﺍ ﺍ‪‬ﺘﻤﻊ ﺍﳉﺪﻳﺪ ﺍﻟﺬﻱ ﻳﻌﻴﺸﻮﻥ ﻓﻴﻪ‪،‬‬
‫ﻭﻣﻦ ﺛﹶﻢ‪ :‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﱪﺍ‪‬ﻢ ﻭﻣﻌﺎﺭﻓﻬﻢ‪ ،‬ﻭﺗﻮﻓﲑ ﻓﺮﺻﺔ ﻃﻴﺒﺔ ﳌﻤﺎﺭﺳﺔ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻴﻬﺎ‪ ،‬ﰒ ﻳﺄﰐ )ﳎﺎﻝ ﺍﻟﺴﻜﻦ ﺍﳋﺎﺭﺟﻲ( ﺑﻌﺪ ﺫﻟﻚ ﰲ ﺍﻷﳘﻴﺔ؛‬
‫ﺣﻴﺚ ﳝﺜﱡﻞ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺃﳘﻴﺔ ﺑﺎﺭﺯﺓ ﻟﻠﺪﺍﺭﺳﲔ‪ ،‬ﻓﺒﻌﺾ ﺍﻟﺪﺍﺭﺳﲔ ﻻ ﳛﺼﻞ ﻋﻠﻰ‬
‫ﺳﻜﻦ ﺩﺍﺧﻠﻲ ﺗﺎﺑﻊ ﻟﻠﺠﺎﻣﻌﺔ ﺃﻭ ﺍﳌﻌﻬﺪ ﺍﻟﺬﻱ ﻳﺪﺭﺱ ﻓﻴﻪ‪ ،‬ﺃﻭ ﻳﺴﻜﻦ ﺧﺎﺭﺝ ﺍﳉﺎﻣﻌﺔ‬
‫ﻷﻧﻪ ﻣﺘﺰﻭﺝ ﻭﻳﺮﻳﺪ ﺃﻥ ﻳﺴﻜﻦ ﻣﻊ ﺯﻭﺟﺘﻪ‪ ،‬ﻭﻣﻌﻈﻢ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﺗﻮﻓﺮ ﺳﻜﻨﺎ‬
‫ﻟﻠﻤﺘﺰﻭﺟﲔ‪ ،‬ﻓﻴﺴﻌﻰ ﻫﺬﺍ ﺍﻟﺪﺍﺭﺱ ﺇﱃ ﺗﻮﻓﲑ ﺳﻜﻦ ﺧﺎﺭﺟﻲ‪ ،‬ﳑﺎ ﻳﻌﺮﺿﻪ ﳌﻮﻗﻒ‬
‫ﺗﻮﺍﺻﻠﻲ ﻣﻬﻢ ﻣﻊ ﺻﺎﺣﺐ ﺍﻟﺴﻜﻦ‪ ،‬ﻭﻫﺬﺍ ﺍﳌﻮﻗﻒ ﻳﱪﺯ ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ ﻣﻬﻤﺔ ﻟﺪﻯ‬
‫ﺍﻟﺪﺍﺭﺱ؛ ﻷ‪‬ﺎ ﺗﻠﱯ ﺣﺎﺟﺔ ﺿﺮﻭﺭﻳﺔ ﻟﺪﻳﻪ ﰲ ﻣﻮﻗﻒ ﺗﻮﺍﺻﻠﻲ ﻳﺘﻌﺮﺽ ﻟﻪ‪.‬‬

‫ﺣﺼﻠﺖ ﳎﺎﻻﺕ‪) :‬ﺍﳌﻄﻌﻢ‪ -‬ﺍﻟﺴﻔﺮ‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ‪ -‬ﺍﻟﺼﺤﺔ ﻭﺍﳌﺮﺽ‪-‬‬ ‫‪-‬‬

‫ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ‪ -‬ﺍﻟﺴﻮﻕ‪ -‬ﺍﻟﺴﻜﻦ ﺍﻟﻄﻼﰊ( ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ؛ ﺣﻴﺚ‬
‫ﺗﺮﺍﻭﺣﺖ ﻣﺘﻮﺳﻄﺎ‪‬ﺎ ﺑﲔ‪ ،(٦٩ :٥٠):‬ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﺫﻟﻚ ﺑﺄﻥ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﲤﺜﻞ‬
‫ﻗﻴﻤﺔ ﺃﻗﻞ ﻟﺪﻯ ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺗﻨﺪﺭﺝ ﲢﺖ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﻟﻴﺴﺖ‬
‫ﻛﺜﲑﺓ ﻭﻣﺘﺸﻌﺒﺔ ﻣﻘﺎﺭﻧﺔ ﺑﺎ‪‬ﺎﻻﺕ ﺍﻟﱵ ﺣﺼﻠﺖ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﺮﺗﻔﻌﺔ ﻓﻴﻤﺎ ﺳﺒﻖ‪.‬‬

‫ﺣﺼﻞ ﳎﺎﻝ )ﺍﳋﺪﻣﺎﺕ( ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻨﺨﻔﻀﺔ؛ ﺣﻴﺚ ﻗﻠﺖ ﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ ﻋﻦ‬ ‫‪-‬‬
‫)‪ ،(٥٠‬ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﺫﻟﻚ ﺑﺄﻥ ﺍﺣﺘﻴﺎﺝ ﺍﻟﺪﺍﺭﺳﲔ ﳋﺪﻣﺎﺕ ﻣﻌﻴﻨﺔ ﻗﺪ ﺗﻐﲑ ﰲ ﺍﻟﻌﺼﺮ‬
‫ﺍﳊﺪﻳﺚ؛ ﻧﻈﺮﺍ ﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﻌﺼﺮ‪ ،‬ﻓﻤﺜﻼ‪ :‬ﺍﳋﺪﻣﺎﺕ ﺍﻟﱪﻳﺪﻳﺔ‪ ،‬ﻭﺍﳋﺪﻣﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ‬
‫ﺍﳌﻨﺪﺭﺟﺘﲔ ﲢﺖ ﳎﺎﻝ ﺍﳋﺪﻣﺎﺕ ﻗﺪ ﻗﻠﺖ ﺃﳘﻴﺘﻬﺎ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ ﻋﻦ ﺫﻱ ﻗﺒﻞ؛‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺗﻮﺍﻓﺮ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ( ﺍﻟﱵ ﺃﺻﺒﺢ ﺍﻟﺪﺍﺭﺳﻮﻥ‬
‫ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﰲ ﺇﺭﺳﺎﻝ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺪﻻ ﻣﻦ ﺍﻟﱪﻳﺪ ﺍﻟﻌﺎﺩﻱ؛ ﻧﻈﺮﺍ ﻷﻧﻪ‪:‬‬
‫ﺃﺳﺮﻉ‪ ،‬ﻭﺃﺭﺧﺺ‪ ،‬ﻭﺃﺳﻬﻞ‪ ،‬ﻭﺃﺩﻕ‪ ،‬ﻭ ﺃﻋﻠﻰ ﺧﺪﻣﺔ‪ ،‬ﻛﺬﻟﻚ ﺗﻮﺍﻓﺮ ﺧﺪﻣﺔ ﺍﳊﺪﻳﺚ‬
‫ﻣﻊ ﺍﻵﺧﺮﻳﻦ )ﺍﻟﺸﺎﺕ( ﻋﱪ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﺃﻳﻀﺎ ﺟﻌﻞ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺍﳋﺪﻣﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ‬
‫ﺃﻗﻞ ﺃﳘﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﺍﺭﺳﲔ‪ ،‬ﻭﺃﻳﻀﺎ ﺍﻟﺴﺆﺍﻝ ﻋﻦ ﺍﳊﻼﻕ ﺃﻭ ﳏﻼﺕ ﻏﺴﻞ ﺍﳌﻼﺑﺲ‬
‫ﻭﻛﻴﻬﺎ‪ ،‬ﻻ ﲢﺘﺎﺝ ﺇﱃ ﻣﻬﺎﺭﺓ ﻣﺮﻛﺒﺔ ﻟﺘﻌﺮﻓﻬﺎ‪ ،‬ﻭﺇﳕﺎ ﺑﺴﺆﺍﻝ ﺑﺴﻴﻂ ﻣﻦ ﺍﻟﺪﺍﺭﺳﲔ ﳝﻜﻦ‬
‫ﺗﻌﺮﻓﻬﺎ؛ ﳍﺬﺍ ﱂ ﲢﺼﻞ ﻋﻠﻰ ﺩﺭﺟﺎﺕ ﻣﺮﺗﻔﻌﺔ ﳑﻦ ﻋ‪‬ﺮﹺﺿﺖ‪ ‬ﻋﻠﻴﻬﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ‪.‬‬

‫ﻭﲣﺘﻠﻒ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻊ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ )ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ( )‪ ،(٨١‬ﺣﻴﺚ‬ ‫‪-‬‬
‫ﺍﻋﺘﱪ ﺃﻥ ﺍﳋﺪﻣﺎﺕ‪ :‬ﺍﻟﱪﻳﺪﻳﺔ‪ ،‬ﻭﺍﳍﺎﺗﻔﻴﺔ‪ ،‬ﻭﺍﳊﻼﻕ‪ ،‬ﻭﻏﺴﻞ ﺍﳌﻼﺑﺲ ﻭﻛﻴﻬﺎ ﻣﻦ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻷﺳﺎﺱ ﰲ ﳎﺎﻝ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﻫﺬﺍ ﺇﻥ ﺩﻝ ﻓﺈﳕﺎ ﻳﺪﻝ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﻣﺮﺍﺟﻌﺔ‬
‫ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﲢﻠﻴﻠﻬﺎ ﻛﻞ ﻓﺘﺮﺓ؛ ﻧﻈﺮﺍ ﻟﺘﻐﲑﻫﺎ ﺗﺒﻌﺎ ﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﻌﺼﺮ‪،‬‬
‫ﻓﺎﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺃﺣﺪﺙ ﺯﻣﺎﻧﺎ ﻣﻦ ﺩﺭﺍﺳﺔ ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ؛ ﻭﻟﺬﻟﻚ ﺗﻐﲑﺕ ﺣﺎﺟﺎﺕ‬
‫ﺍﻟﺪﺍﺭﺳﲔ ﺗﺒﻌﺎ ﳌﺘﻐﲑﺍﺕ ﺍﻟﻌﺼﺮ‪.‬‬

‫ﺣﺼﻞ ﺍﳌﺘﻮﺳﻂ ﺍﻟﻜﻠﻲ ‪‬ﺎﻝ )ﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ( ﻋﻠﻰ )‪ ،(٢٠.٣٧‬ﻭﻫﺬﻩ‬ ‫‪-‬‬
‫ﺃﻗﻞ ﺩﺭﺟﺔ ﰲ ﺍﳌﺘﻮﺳﻄﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﺫﻟﻚ ﺑﺄﻥ ﺍﻟﺪﺍﺭﺳﲔ ﻋﻨﺪﻣﺎ ﻳﺄﺗﻮﻥ ﻟﻠﺒﻼﺩ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﳛﺒﻮﻥ ﺍﳊﺪﻳﺚ ﻋﻦ ﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻷﻣﺮﻳﻦ‪ :‬ﺃﻭﳍﻤﺎ‪ -‬ﺃ‪‬ﻢ ﻣﺎ‬
‫ﻳﻌﺮﻓﻮﻥ ﻃﺒﻴﻌﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺴﻴﺎﺳﻲ ﺍﻟﻘﺎﺋﻢ ﰲ ﻫﺬﺍ ﺍﻟﺒﻠﺪ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﻢ ﳜﺸﻮﻥ ﺭﺩ ﺍﻟﻔﻌﻞ ﻣﻦ‬

‫)‪ (٨١‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺍﻷﺳﺲ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،...‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.٧٢،٧٣‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﲡﺎﻩ ﺣﺪﻳﺜﻬﻢ ﰲ ﺍﻟﺴﻴﺎﺳﺔ‪ .‬ﺛﺎﻧﻴﻬﻤﺎ‪ -‬ﺃ‪‬ﻢ ﺟﺎﺀﻭﺍ ﻟﻠﺪﺭﺍﺳﺔ ﻭﺍﻟﺘﻌﻠﻢ ﻭﻻ‬
‫ﳛﺒﻮﻥ ﺷﻐﻞ ﺃﻧﻔﺴﻬﻢ ﺑﺎﻷﻣﻮﺭ ﺍﻟﺴﻴﺎﺳﻴﺔ‪.‬‬

‫ﻳ‪‬ﻼﺣ‪‬ﻆ ﺃﻥ ﺑﻌﺾ ﺍ‪‬ﺎﻻﺕ ﻗﺪ ﺣﺼﻠﺖ ﻋﻠﻰ ﻣﺘﻮﺳﻂ ﻛﻠﻲ ﻣﺮﺗﻔﻊ‪ ،‬ﻭﻣﻊ ﻫﺬﺍ ﺗﻨﺪﺭﺝ‬ ‫‪-‬‬
‫ﲢﺘﻪ ﺑﻌﺾ ﺍﳊﺎﺟﺎﺕ ﻣﺘﻮﺳﻄﺔ ﺃﻭ ﺿﻌﻴﻔﺔ ﺍﻷﳘﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻌﻜﺲ؛ ﻓﺒﻌﺾ ﺍ‪‬ﺎﻻﺕ‬
‫ﺣﺼﻠﺖ ﻋﻠﻰ ﻣﺘﻮﺳﻂ ﻛﻠﻲ ﻣﻨﺨﻔﺾ‪ ،‬ﻭﻣﻊ ﻫﺬﺍ ﺗﻨﺪﺭﺝ ﲢﺘﻬﺎ ﺣﺎﺟﺎﺕ ﻣﺮﺗﻔﻌﺔ‬
‫ﺍﻷﳘﻴﺔ؛ ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺍﻟﺮﺟﻮﻉ ﺇﱃ‪ :‬ﺟﺪﻭﻝ ﺗﺮﺗﻴﺐ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺒﻌﺎ ﻟﺪﺭﺟﺔ‬
‫ﺍﻷﳘﻴﺔ‪ ،‬ﻭﺟﺪﻭﻝ ﺗﺮﺗﻴﺐ ﻣﺘﻮﺳﻄﺎﺕ ﺍ‪‬ﺎﻻﺕ ﺗﺒﻌﺎ ﻟﺪﺭﺟﺔ ﺍﻷﳘﻴﺔ؛ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ‬
‫ﻧﺘﺎﺋﺞ ﻛﻞ ﻣﻨﻬﻤﺎ ﻣﻌﺎ‪.‬‬

‫ﻭﳑﺎ ﺳﺒﻖ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺚ ﻗﺪ ﺃﺟﺎﺏ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻝ ﺍﻷﻭﻝ ﻣﻦ ﺗﺴﺎﺅﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ‪ .‬ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻝ ﺍﻟﺜﺎﱐ‪ ،‬ﻭﻫﻮ‪):‬ﻣﺎ ﻣﺪﻯ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﺘﻮﺳﻄﻲ ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ‬
‫ﻭﺍﳌﺘﺨﺼﺼﲔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ؟ ﺍﺳﺘﺨﺪﻡ‬
‫ﺍﻟﺒﺎﺣﺚ ﺃﺣﺪ ﺍﳌﻌﺎﳉﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪ ،‬ﻭﻫﻮ ﺍﺧﺘﺒﺎﺭ)ﺕ(؛ ﻭﺫﻟﻚ ‪‬ﺪﻑ ﺣﺴﺎﺏ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ‬
‫ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪ -‬ﺃﻱ ﻗﻴﻤﺔ ﺕ‪ ،-‬ﻭﻣﻦ ﺛﹶﻢ‪ ‬ﺑﻴﺎﻥ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ؛‬
‫ﻟﺒﻴﺎﻥ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ‪ :‬ﺩﺍﻟﺔ‪ ،‬ﺃﻡ ﻏﲑ ﺩﺍﻟﺔ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﺑﲔ ﻫﺬﻩ ﺍﳌﺘﻮﺳﻄﺎﺕ‪ ،‬ﻭﺍﳉﺪﻭﻝ‬
‫ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﺫﻟﻚ‪:‬‬

‫ﺟﺪﻭﻝ ) ‪ :( ٧‬ﻗﻴﻤﺔ " ﺕ" ﻭﻣﺴﺘﻮﻳﺎﺕ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﰲ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ‬
‫ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‬ ‫ﺍﻟﺪﺍﺭﺳﲔ‬ ‫ﳎﺎﻻﺕ‬

‫ﻗﻴﻤﺔ "ﺕ" ﻣﺴﺘﻮﻯ‬ ‫ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻻﳓﺮﺍﻑ‬
‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﺍﳌﺘﻮﺳﻂ ﺍﻻﳓﺮﺍﻑ‬ ‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﳌﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﺪﺩ‬
‫ﺍﳌﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﳌﻌﻴﺎﺭﻱ‬

‫‪٠.٠١ ٦.٧١‬‬ ‫‪١.٤٣‬‬ ‫‪٤١.١٦‬‬ ‫‪٢.٣٣‬‬ ‫‪٣٨.٥٦‬‬ ‫ﺍﻟﺘﻌﺎﺭﻑ‬

‫‪١.٢٩٦١‬‬ ‫ﻋﻼﻗﺔ‬
‫‪٠.٠٥ ١.٩٧‬‬ ‫‪٢٦.٤٤٠‬‬ ‫‪١.١٤٠٠ ٢٦.٩٢٠‬‬
‫ﺑﺎﻟﺰﻣﻼﺀ‬

‫‪١.٩٦٢٥‬‬ ‫ﻋﻼﻗﺔ‬
‫‪٠.٠١ ٥.٠٤‬‬ ‫‪١٩.١٦٠‬‬ ‫‪١.١٤٨٠ ٢٠.٧٨٠‬‬
‫ﺑﺎﻷﺳﺘﺎﺫ‬

‫‪١.٠٥٤٦‬‬ ‫ﻋﻼﻗﺔ‬
‫‪٥٠‬‬

‫‪٥٠‬‬

‫‪ ٠.٠١‬ﻏﲑ ﺩﺍﻟﺔ‬ ‫‪١٩.٩٠٠‬‬ ‫‪٠.٩٥ ١٩.٩٠٠‬‬

‫ﺑﺎﻹﺩﺍﺭﻱ‬

‫‪٢.٦٢٠٥‬‬ ‫ﳎﻤﻮﻉ‬
‫‪٠.٠١ ٤.٤٣‬‬ ‫‪٦٥.٥٠٠‬‬ ‫‪٢.٠٨٩٨ ٦٧.٦٠‬‬
‫ﻋﻼﻗﺎﺕ‬

‫ﺳﻜﻦ‬
‫‪٠.٠١ ٣.٦١‬‬ ‫‪١.٢٢ ١٣.١٢٠‬‬ ‫‪١.٦٧ ١٤.١٨٠‬‬
‫ﻃﻼﰊ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪١.٣٧‬‬
‫‪٠.٠١ ٣.٠٣‬‬ ‫‪٢٠.٢٢٠‬‬ ‫‪١.٣٩‬‬ ‫‪٢١.٠٦‬‬ ‫ﺳﻜﻦ‬
‫ﺧﺎﺭﺟﻲ‬

‫‪١.٨٨‬‬ ‫ﳎﻤﻮﻉ‬
‫‪٠.٠١ ٤.٦٧‬‬ ‫‪٣٣.٣٤‬‬ ‫‪٢.١٧‬‬ ‫‪٣٥.٢٤‬‬
‫ﺳﻜﻦ‬

‫‪٠.٠١ ٥.٠٢‬‬ ‫‪١.٩١ ٢٧.٠٢٠‬‬ ‫‪١.٤٨٢٠ ٢٨.٧٤٠‬‬ ‫ﺃﻧﺸﻄﺔ‬

‫‪٠.٠١ ٧.٩٨ ١.٧١٢٩ ١٩.٦٢٠‬‬ ‫‪١.١٠٣٦ ٢١.٩٢٠‬‬ ‫ﺳﻮﻕ‬

‫‪ ٠.٣٩ ١.٣٨٦٣ ٢٥.٤٢٠‬ﻏﲑﺩﺍﻟﺔ‬ ‫‪٢.٠٨١٦ ٢٥.٥٦٠‬‬ ‫ﺧﺪﻣﺎﺕ‬

‫‪٠.٠١ ٤.٧٤ ١.٩٥٨٣ ٣٦.٩٦٠‬‬ ‫‪١.٩٦٥٩ ٣٨.٨٢٠‬‬ ‫ﺍﻟﺴﻔﺮ‬

‫‪٠.٠١ ٢.٣٦ ١.٥٠٩٢ ٢٤.٧٤٠‬‬ ‫‪١.٣٥٦٦ ٢٥.٤٢٠‬‬ ‫ﺍﳌﻄﻌﻢ‬

‫‪٠.٠١ ٥.٧٧ ١.٠٨٥٩ ١٨.٦٢٠‬‬ ‫‪٠.٥٦‬‬ ‫‪١٩.٦٢٠‬‬ ‫ﺍﳌﻜﺘﺒﺔ‬

‫‪٠.٠١ ٥.٤٤ ١.١١٠٩ ١٨.٥٢٠‬‬ ‫‪٠.٥٠ ١٩.٤٦٠‬‬ ‫ﺍﳌﻨﺎﺳﺒﺎﺕ‬

‫‪٠.٠١ ٢.٦٥ ١.٢٩١١ ٢١.٠٨٠‬‬ ‫‪١.٥٥٧٦ ٢٠.٣٢٠‬‬ ‫ﺍﻟﺼﺤﺔ‬

‫‪٠.٠١ ١٣.٣٥ ١.٠٦٩٢ ٩.١٤٠‬‬ ‫‪١.٢٥٨٦ ١٢.٢٦٠‬‬ ‫ﺍﻟﺴﻴﺎﺳﺎﺕ‬

‫‪٠.٠١ ١٠.٠٤ ٥.٥٧٩٢ ٣٤١.١٢‬‬ ‫‪٦.٧١٣٥ ٣٥٣.٥٢‬‬ ‫ﺩﺭﺟﺔ ﻛﻠﻴﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﺑﺘﺤﻠﻴﻞ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﳝﻜﻦ ﻣﻼﺣﻈﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺑﻠﻐﺖ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﳌﺘﻮﺳﻄﺎﺕ ﺩﺭﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ )‪ ،(٣٥٣.٥٢‬ﺑﻴﻨﻤﺎ ﺑﻠﻐﺖ‬ ‫‪-‬‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﳌﺘﻮﺳﻄﺎﺕ ﺩﺭﺟﺎﺕ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ )‪ ،(٣٤١.١٢‬ﺃﻥ ﺍﻟﻔﺮﻕ‬
‫ﺑﻴﻨﻬﻤﺎ‪ -‬ﺃﻱ ﻗﻴﻤﺔ ﺕ‪ -‬ﻗﺪ ﺑﻠﻎ )‪ ،(١٠.٠٤‬ﻭﺑﺬﻟﻚ ﻳﻌﺘﱪ ﻫﺬﺍ ﺍﻟﻔﺮﻕ ﺩﺍﻻ ﻋﻨﺪ‬
‫ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ )‪ ،(٠.٠١‬ﺃﻱ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ‬
‫ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ؛ ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺍﻟﻨﻈﺮﺓ ﺑﲔ‬
‫ﺍﻟﻔﺌﺘﲔ ﲡﺎﻩ ﺩﺭﺟﺔ ﺃﳘﻴﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﺫﻟﻚ ﺑﺄﻥ ﺍﻟﺪﺍﺭﺳﲔ ﺃﻛﺜﺮ ﺣﺮﺻﺎ ﻋﻠﻰ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻛﻤﺎ‬ ‫‪-‬‬
‫ﺃﻥ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﲣﺘﻠﻒ ﺑﺘﻄﻮﺭ ﺍﻟﻌﺼﺮ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻣﺜﻞ‪:‬‬
‫ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ(‪ ،‬ﻭﺍﻟﻔﻀﺎﺋﻴﺎﺕ‪ ،‬ﻭﺍﳊﻮﺍﺳﻴﺐ‪...‬ﺇﱁ‪ ،‬ﻭﺟﻴﻞ ﺍﻟﺸﺒﺎﺏ‬
‫‪ -‬ﻭﻣﻨﻬﻢ ﺍﻟﺪﺍﺭﺳﻮﻥ‪ -‬ﺃﻛﺜﺮ ﺍﺗﺼﺎﻻ ‪‬ﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳊﺪﻳﺜﺔ ﻋﻦ ﻛﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻤﲔ‬
‫ﻭﺍﳌﺘﺨﺼﺼﲔ ﺍﻟﺬﻳﻦ ﻫﻢ ﺃﻗﻞ ﺍﺗﺼﺎﻻ ‪‬ﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ؛ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺍﻧﺸﻐﺎﳍﻢ ﺑﺄﻋﺒﺎﺀ‬
‫ﺍﳊﻴﺎﺓ‪ ،‬ﺃﻭ ﻋﺪﻡ ﺇﳝﺎ‪‬ﻢ‪ -‬ﺃﺣﻴﺎﻧﺎ‪ -‬ﺑﺄﳘﻴﺔ ﺍﻻﺗﺼﺎﻝ ‪‬ﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳊﺪﻳﺜﺔ؛ ﻭﻫﺬﺍ ﻛﻠﻪ‬
‫ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﻳﺆﺩﻱ ﺇﱃ ﺗﻐﲑ ﰲ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺗﺪﻋﻮ ﺇﱃ‬
‫ﺿﺮﻭﺭﺓ ﻣﺮﺍﺟﻌﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺿﻮﺀ ﺣﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ ﺍﳊﺎﻟﻴﺔ‪.‬‬

‫ﺍﺗﻔﻘﺖ ﻣﺘﻮﺳﻄﺎﺕ ﺩﺭﺟﺎﺕ ﻛﻞ ﻣﻦ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﱄ‪:‬‬ ‫‪-‬‬

‫)ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ‪ -‬ﺍﳋﺪﻣﺎﺕ(‪ ،‬ﻓﺈﻥ ﺍﻟﻔﺮﻕ ﻓﻴﻬﻤﺎ ﻏﲑ ﺩﺍﻝ‪ ،‬ﺃﻱ ﺃﻥ ﻣﺘﻮﺳﻂ‬
‫ﺩﺭﺟﺎﺕ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﺗﻜﺎﺩ ﺗﺘﻔﻖ ﻣﻊ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﺫﻟﻚ ﺑﺄﻥ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ ﻧﻮﻉ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺮﲰﻴﺔ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺣﺎﺟﺎﺕ‬
‫ﻟﻐﻮﻳﺔ ﺛﺎﺑﺘﺔ ﻻ ﲢﺘﺎﺝ ﻟﺘﻔﺎﺻﻴﻞ ﻛﺜﲑﺓ‪ ،‬ﻭﻻ ﲣﺘﻠﻒ ﻣﻦ ﺷﺨﺺ ﻵﺧﺮ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﱂ ﺗﻜﻦ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺩﺍﻟﺔ‬
‫ﺑﲔ ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪ ،‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ‪‬ﺎﻝ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻓﻬﻲ ﺧﺪﻣﺎﺕ ﻋﺎﻣﺔ ﳛﺘﺎﺝ‬
‫ﺇﻟﻴﻬﺎ ﺍﳉﻤﻴﻊ ﺑﺪﺭﺟﺎﺕ ﻣﺘﻘﺎﺭﺑﺔ؛ ﳑﺎ ﻻ ﻳﺪﻉ ﳎﺎﻻ ﺑﺎﺭﺯﺍ ﻟﻼﺧﺘﻼﻑ ﺣﻮﳍﺎ ﻣﻦ ﻗ‪‬ﺒ‪‬ﻞﹺ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﺃﻭ ﺍﳌﻌﻠﻤﲔ‬
‫ﻭﺍﳌﺘﺨﺼﺼﲔ‪ .‬ﻭﺗﺘﻔﻖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻊ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﺩﺭﺍﺳﺔ )ﺭﺿﺎ ﺣﺎﻓﻆ ﺍﻷﺩﻏﻢ(‪ ،٨٢‬ﻓﱪﻏﻢ‬
‫ﺃ‪‬ﺎ ﻫﺪﻓﺖ ﺇﱃ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺍﻟﻘﻄﺎﻉ ﺍﻟﻄﱯ‪ ،‬ﺇﻻ ﺇ‪‬ﺎ ﺍﺗﻔﻘﺖ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ‬
‫ﺃﻧﻪ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎ ﺑﲔ‪ :‬ﺍﳌﻤﺮﺿﲔ‪ ،‬ﻭﺍﻷﻃﺒﺎﺀ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ‬
‫ﻗﹸﺪﻣﺖ ﳍﻢ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ؛ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﻛﻮ‪‬ﺎ ﻋﻼﻗﺎﺕ ﺭﲰﻴﺔ ﳏﺪﺩﺓ ﻣﺎ ﳜﺘﻠﻒ ﺣﻮﳍﺎ‬
‫ﺃﺣﺪ‪ .‬ﻭﳑﺎ ﺳﺒﻖ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺚ ﻗﺪ ﺃﺟﺎﺏ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻝ ﺍﻟﺜﺎﱐ ﻣﻦ ﺗﺴﺎﺅﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﺘﻢ‬
‫ﺭﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﺍﻷﻭﻝ‪ ،‬ﻭﻫﻮ )ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ )‪ (٠,٠٥‬ﺑﲔ‬
‫ﻣﺘﻮﺳﻄﻲ ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ(؛ ﻷﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺃﺛﺒﺘﺖ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ‬
‫ﻣﺘﻮﺳﻄﻲ ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪.‬‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻝ ﺍﻟﺜﺎﻟﺚ‪ ،‬ﻭﻫﻮ )ﻣﺎ ﻣﺪﻯ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻜﺘﻞ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻟﻠﻐﻮﻱ؟ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﲝﺴﺎﺏ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﲡﺎﻩ‬
‫ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ )ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺃﺣﺎﺩﻱ ﺍﻻﲡﺎﻩ(‪،‬‬

‫‪ ( ٨٢‬ﺭﺿﺎ ﺣﺎﻓﻆ ﺍﻷﺩﻏﻢ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.٥٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻫﻮ ﺃﺣﺪ ﺍﳌﻌﺎﳉﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﱵ ﺗﺒﲔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﺪﺭﺟﺎﺕ ﻷﻛﺜﺮ ﻣﻦ ﳎﻤﻮﻋﺘﲔ‪ ،‬ﻭﺫﻟﻚ ﲞﻼﻑ‬
‫ﺍﺧﺘﺒﺎﺭ )ﺕ( ﺍﻟﺬﻱ ﻳﻘﻴﺲ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﺘﻮﺳﻄﲔ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻳﻮﺟﺪ ‪‬ﺎ ﺃﺭﺑﻊ ﳎﻤﻮﻋﺎﺕ ﲤﺜﻞ ﺍﻟﻜﺘﻞ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻫﻲ‪) :‬ﺇﻓﺮﻳﻘﻴﺎ‪ -‬ﺟﻨﻮﺏ ﺷﺮﻕ ﺁﺳﻴﺎ‪ -‬ﺑﺎﻛﺴﺘﺎﻥ ﻭﻣﺎ ﺣﻮﳍﺎ‪ -‬ﺃﻭﺭﺑﺎ ﻭﺃﻣﺮﻳﻜﺎ(‪ ،‬ﻭﻟﻘﻴﺎﺱ ﺍﻟﻔﺮﻭﻕ‬
‫ﺑﲔ ﺩﺭﺟﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﺭﺑﻊ ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺃﺣﺎﺩﻱ ﺍﻻﲡﺎﻩ‪ ،‬ﻭﺍﺳﺘﺨﺪﻣﺖ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺃﺣﺎﺩﻱ ﺍﻻﲡﺎﻩ‪ ،‬ﻭﱂ ﺗﺴﺘﺨﺪﻡ ﺛﻨﺎﺋﻲ ﺍﻻﲡﺎﻩ‪ ،‬ﺃﻭ ﻣﺘﻌﺪﺩ ﺍﻻﲡﺎﻩ؛ ﻷ‪‬ﺎ ﺗﻘﻴﺲ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺩﺭﺟﺎﺕ‬
‫ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﺭﺑﻊ ﲡﺎﻩ ﻣﺘﻐﲑ ﻭﺍﺣﺪ‪ ،‬ﻭﻫﻮ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻓﻬﺬﺍ ﻫﻮ ﻣﺎ ﻳﻨﺎﺳﺒﻬﺎ‪ ،‬ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﺒﲔ‬
‫ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ‪:‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :( ٨‬ﺣﺴﺎﺏ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺪﺍﺭﺳﲔ ﻋﻠﻰ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻔﺮﻋﻴﺔ‬
‫ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﻣﺴﺘﻮﻯ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺩﺭﺟﺎﺕ‬

‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﺍﳌﻈﺎﻫﺮ‬
‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ"ﻑ"‬ ‫ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﺍﳊﺮﻳﺔ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪٤.٦٥٣‬‬
‫‪١.٥٥١‬‬ ‫ﺩﺍﺧﻞ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٠.٧٤٣‬‬ ‫‪٤٦‬‬ ‫‪٩٦.٠٦٧‬‬ ‫ﺍﻟﺘﻌﺎﺭﻑ‬
‫‪٢.٠٨٨‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٤٩‬‬ ‫‪١٠٠.٧٢٠‬‬
‫ﺍﻟﻜﻠﻲ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪١٢.٧٥٢‬‬
‫‪٤.٢٥١‬‬ ‫ﺩﺍﺧﻞ‬ ‫ﳎﻤﻮﻉ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٠.٦٠٤‬‬ ‫‪٤٦‬‬ ‫‪٣٢٣.٧٤٨‬‬
‫‪٧.٠٣٨‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬
‫‪٤٩‬‬ ‫‪٣٣٦.٥٠٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪٣.٤١١‬‬
‫‪١.١٣٧‬‬ ‫ﺩﺍﺧﻞ‬ ‫ﳎﻤﻮﻉ‬
‫ﻏﲑ ﺩﺍﻟﺔ‬ ‫‪٠.٣٠٨‬‬ ‫‪٤٦‬‬ ‫‪١٦٩.٨٠٩‬‬
‫‪٣.٦٩٢‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﺍﻟﺴﻜﻦ‬
‫‪٤٩‬‬ ‫‪١٧٣.٢٢٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪٨.٨٦٥‬‬
‫‪٢.٩٥٥‬‬ ‫ﺩﺍﺧﻞ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٠.٥٠١‬‬ ‫‪٤٦‬‬ ‫‪١٧٠.١١٥‬‬ ‫ﺍﻷﻧﺸﻄﺔ‬
‫‪٣.٦٩٨‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٤٩‬‬ ‫‪١٧٨.٩٨٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣.١٦٧‬‬ ‫‪٣‬‬ ‫‪٩.٥٠١‬‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪١.٠٨٥‬‬ ‫ﺩﺍﺧﻞ‬ ‫ﺍﻟﺴﻮﻕ‬
‫‪٢.٩١٩‬‬ ‫‪٤٦‬‬ ‫‪١٣٤.٢٧٩‬‬
‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪٤٩‬‬ ‫‪١٤٣.٧٨٠‬‬ ‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬
‫‪١.١١٨‬‬ ‫‪٣.٣٥٤‬‬ ‫ﺩﺍﺧﻞ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٠.٥٦٦‬‬ ‫‪٤٦‬‬
‫‪٩٠.٨٢٦‬‬ ‫ﺍﳋﺪﻣﺎﺕ‬
‫‪١.٩٧٤‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٤٩‬‬ ‫‪٩٤.١٨٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪٣.٤٩٤‬‬
‫‪١.١٦٥‬‬ ‫ﺩﺍﺧﻞ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٠.٢٩١‬‬ ‫‪٤٦‬‬ ‫‪١٨٤.٤٢٦‬‬ ‫ﺍﻟﺴﻔﺮ‬
‫‪٤.٠٠٩‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٤٩‬‬ ‫‪١٨٧.٩٢٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪٧.٧٣٤‬‬
‫‪٢.٥٧٨‬‬ ‫ﺩﺍﺧﻞ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪١.١٤١‬‬ ‫‪٤٦‬‬ ‫‪١٠٣.٨٨٦‬‬ ‫ﺍﳌﻄﻌﻢ‬
‫‪٢.٢٥٨‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٤٩‬‬ ‫‪١١١.٦٢٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٠.١٩٨‬‬ ‫‪٠.٢٤٥‬‬ ‫‪٣‬‬ ‫‪٠.٧٣٦‬‬ ‫ﺍﳌﻜﺘﺒﺔ‬
‫ﺩﺍﺧﻞ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪١.٢٤٠‬‬ ‫‪٤٦‬‬ ‫‪٥٧.٠٤٤‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪٤٩‬‬ ‫‪٥٧.٧٨٠‬‬ ‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪٧.٣٢٧‬‬
‫‪٢.٤٤٢‬‬ ‫ﺩﺍﺧﻞ‬ ‫ﺍﳌﻨﺎﺳﺒﺎﺕ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٢.١١٤‬‬ ‫‪٤٦‬‬ ‫‪٥٣.١٥٣‬‬
‫‪١.١٥٦‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﻭﺍﻷﻋﻴﺎﺩ‬
‫‪٤٩‬‬ ‫‪٦٠.٤٨٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫‪٣‬‬ ‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪١١.١٠٣‬‬
‫‪٣.٧٠١‬‬ ‫‪٤٦‬‬ ‫ﺩﺍﺧﻞ‬ ‫ﺍﻟﺼﺤﺔ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٢.٤١‬‬ ‫‪٧٠.٥٧٧‬‬
‫‪١.٥٣٤‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﻭﺍﳌﺮﺽ‬
‫‪٤٩‬‬
‫‪٨١.٦٨٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪١.٢٦١‬‬
‫‪٠.٤٢٠‬‬ ‫ﺩﺍﺧﻞ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪٠.٣٥٣‬‬ ‫‪٤٦‬‬ ‫‪٥٤.٧٥٩‬‬ ‫ﺍﻟﺴﻴﺎﺳﺔ‬
‫‪١.١٩٠‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٤٩‬‬ ‫‪٥٦.٠٢٠‬‬
‫ﺍﻟﻜﻠﻰ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫‪٣‬‬ ‫‪١٤٦.١٢٧‬‬
‫‪٤٨.٧٠٩‬‬ ‫ﺩﺍﺧﻞ‬ ‫ﺍ‪‬ﻤﻮﻉ‬
‫ﻏﲑﺩﺍﻟﺔ‬ ‫‪١.٦٢٥‬‬ ‫‪٤٦‬‬ ‫‪١٣٧٩.١٥٣‬‬
‫‪٢٩.٩٨٢‬‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﺍﻟﻜﻠﻲ‬
‫‪٤٩‬‬ ‫‪١٥٢٥.٢٨٠‬‬
‫ﺍﻟﻜﻠﻰ‬

‫ﻭﺑﺘﺤﻠﻴﻞ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﻳﺘﻀﺢ ﺃﻥ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺩﺭﺟﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻛﺎﻧﺖ ﻛﻠﻬﺎ ﻏﲑ ﺩﺍﻟﺔ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ ﰲ‪ :‬ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬
‫ﺃﻡ ﰲ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﻜﻞ ﳎﺎﻝ ﻋﻠﻰ ﺣﺪﺓ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻻﺛﲏ ﻋﺸﺮ‪ .‬ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﺫﻟﻚ ﲟﺎ‬
‫ﻳﻠﻲ‪:‬‬

‫ﺍﻟﻌﻤﻮﻣﻴﺔ‪:‬ﻓﻬﺬﻩ ﺍ‪‬ﺎﻻﺕ ﳌﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﲟﺎ ﻳﻨﺪﺭﺝ ﲢﺘﻬﺎ ﻣﻦ ﺣﺎﺟﺎﺕ‬ ‫‪-‬‬

‫ﻟﻐﻮﻳﺔ‪ ،‬ﺇﳕﺎ ﻫﻲ ﳎﺎﻻﺕ ﻭﺣﺎﺟﺎﺕ ﻋﺎﻣﺔ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻛﻞ ﺩﺍﺭﺱ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺩﻭﻥ ﺗﺄﺛﺮ ﻭﺍﺿﺢ ﺑﺎﻟﻜﺘﻠﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭ ﺍﳉﻐﺮﺍﻓﻴﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺱ‪،‬‬
‫ﻓﻜﻞ ﺩﺍﺭﺱ ﳛﺘﺎﺝ ﺇﱃ‪ :‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﺃﻭ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﳌﻄﻌﻢ‪ ،‬ﺃﻭ ﺍﻟﺘﻌﺎﻣﻞ‬
‫ﻣﻊ‪ :‬ﺯﻣﻼﺋﻪ‪ ،‬ﻭ ﺃﺳﺎﺗﺬﺗﻪ‪ ،‬ﻭ ﺍﻹﺩﺍﺭﻳﲔ‪ ،‬ﺃﻭ ﺍﻟﺬﻫﺎﺏ ﺇﱃ ﺍﻟﻄﺒﻴﺐ‪ ،‬ﺃﻭ ﺍﻟﺴﻔﺮ‪...‬ﺇﱁ‪.‬‬

‫ﺍﻟﺘﻘﺎﺭﺏ‪ :‬ﻓﻤﻌﻈﻢ ﺍﻟﺪﺍﺭﺳﲔ ﻣﺘﻘﺎﺭﺑﻮﻥ ﰲ‪ :‬ﺍﻟﺴﻦ‪ ،‬ﻭﺍﳋﱪﺍﺕ‪ ،‬ﻭﺍﳋﺼﺎﺋﺺ‪ ،‬ﻭﻫﺬﺍ‬ ‫‪-‬‬

‫ﺑﺪﻭﺭﻩ ﺃﺩ‪‬ﻯ ﺇﱃ ﺗﻘﺎﺭﺏ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﳓﻮ ﻣﺎ ﻳﻌﺮﺽ ﻋﻠﻴﻬﻢ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭ‪‬ﺣ‪‬ﺪﺓ ﺍﻟﺪﺍﻓﻊ ﻭﺍﳍﺪﻑ‪ :‬ﻓﺎﻟﺪﺍﺭﺳﻮﻥ ﻣﻌﻈﻤﻬﻢ ﻣﺴﻠﻤﻮﻥ ﺗﻐﻠﺐ ﻋﻠﻴﻬﻢ ﺍﻟﺪﻭﺍﻓﻊ‬ ‫‪-‬‬
‫ﺍﻟﺪﻳﻨﻴﺔ ﺍﳌﺸﺘﺮﻛﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ؛ ﳑﺎ ﳚﻌﻞ ﺁﺭﺍﺋﻬﻢ ﻣﺘﻘﺎﺭﺑﺔ‪.‬‬

‫ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺚ ﻗﺪ ﺃﺟﺎﺏ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻝ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺗﺴﺎﺅﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ‬
‫ﻗﺒﻮﻝ ﺍﻟﻔﺮﺽ ﺍﻟﺜﺎﱐ ﺍﻟﺼﻔﺮﻱ‪ ،‬ﻭﻫﻮ )ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ )‪ (٠,٠٥‬ﺑﲔ‬
‫ﺩﺭﺟﺎﺕ ﳎﻤﻮﻋﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ‬

‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪(.‬؛ ﻷﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺃﺛﺒﺘﺖ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺩﺭﺟﺎﺕ‬
‫ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ ﲡﺎﻩ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪،‬‬
‫ﻓﺎﻟﻔﺮﻭﻕ ﻛﻠﻬﺎ ﻛﺎﻧﺖ ﻏﲑ ﺩﺍﻟﺔ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ‪ :‬ﰲ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ‪‬ﻤﻮﻉ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﺃﻡ ﰲ ﺩﺭﺟﺔ ﻛﻞ‬
‫ﳎﺎﻝ ﻋﻠﻰ ﺣﺪﺓ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻮﺻﻴﺎﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻣﻦ‪ :‬ﻧﺘﺎﺋﺞ‪ ،‬ﻭﺗﻔﺴﲑﺍﺕ‪ ،‬ﺗﻮﺻﻲ ﺍﻟﺪﺭﺍﺳﺔ ﲟﺎ ﻳﻠﻲ ‪:‬‬

‫ﺍﻟﺒﺪﺀ ﺑﺘﻘﺪﱘ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺫﺍﺕ ﺍﻟﺮﺗﺒﺔ ﺍﻷﻭﱃ ] ﻋﺎﻟﻴﺔ ﺍﻷﳘﻴﺔ [ ﰲ ﺍﻟﱪﺍﻣﺞ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﰒ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺫﺍﺕ‬
‫ﺍﻟﺮﺗﺒﺔ ﺍﻟﺜﺎﻧﻴﺔ ] ﻣﺘﻮﺳﻄﺔ ﺍﻷﳘﻴﺔ [ ﺑﻌﺪ ﺫﻟﻚ‪ ،‬ﺃﻣﺎ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺫﺍﺕ ﺍﻟﺮﺗﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ‬
‫] ﺿﻌﻴﻔﺔ ﺍﻷﳘﻴﺔ [ ﻓﻴﻤﻜﻦ ﺗﻘﺪﳝﻬﺎ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﳊﺮﺓ ﺃﻭ ﺍﻟﻜﺘﺐ ﺍﻹﺿﺎﻓﻴﺔ‪ ،‬ﻭﻣﻦ ﺛﹶﻢ‪‬‬
‫ﺍﺳﺘﺒﻌﺎﺩ ﺍﳊﺎﺟﺎﺕ ﺫﺍﺕ ﺍﻟﺮﺗﺒﺔ ﺍﻟﺮﺍﺑﻌﺔ ]ﻏﲑ ﺍﳌﻬﻤﺔ[ ﺍﻟﱵ ﻻ ﺗﻔﻴﺪ ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﻟﱵ‬
‫ﺗﺒﺘﻌﺪ ﻋﻦ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﻔﻌﻠﻴﺔ‪.‬‬

‫ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺣﺪﺩ‪‬ﺎ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻭﺿﻊ ﺑﺮﻧﺎﻣﺞ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪-‬‬
‫ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻳﻬﻢ‪.‬‬

‫ﺇﻋﺎﺩﺓ ﺗﻘﻮﱘ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﺿﻮﺀ ﻗﺎﺋﻤﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫‪-‬‬
‫ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ‪.‬‬

‫ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﻋﻠﻰ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﻃﺮﺍﺋﻖ ﺇﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ‬ ‫‪-‬‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﺪﺧﻞ ﺍﻟﺘﻮﺍﺻﻠﻲ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪،‬‬ ‫‪-‬‬
‫ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﺍﻟﺘﻮﺍﺻﻠﻲ ﰲ ‪ :‬ﺑﻨﺎﺀ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺿﺮﻭﺭﺓ ﻣﺮﺍﻋﺎﺓ ﺃﻫﺪﺍﻑ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻟﻠﺤﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫‪-‬‬
‫ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﺿﺮﻭﺭﺓ ﺗﺪﺭﻳﺐ ﺍﻟﺪﺍﺭﺳﲔ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﲤﻜﻨﻬﻢ ﻣﻦ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﻳﻨﺒﻐﻲ ﻣﺮﺍﻋﺎﺓ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻬﺎ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ‬ ‫‪-‬‬
‫‪‬ﺎ ﳊﺎﺟﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﲝﻴﺚ ﺗﺼﻤﻢ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﺑﺼﻮﺭﺓ ﺃﻗﺮﺏ ﻣﺎ ﺗﻜﻮﻥ ﺇﱃ‬
‫ﺍﳌﻮﺍﻗﻒ ﺍﳊﻘﻴﻘﻴﺔ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﰲ ﺿﻮﺀ ﻣﺎ ﺃﺳﻔﺮﺕ ﻋﻨﻪ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻧﺘﺎﺋﺞ ﻭﺗﻮﺻﻴﺎﺕ ﻳﻘﺘﺮﺡ ﺍﻟﺒﺎﺣﺚ ﺑﻌﺾ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﱵ ﺗﺼﻠﺢ‬
‫ﻛﻤﺠﺎﻝ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﻲ‪:‬‬

‫ﻓﻌﺎﻟﻴﺔ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ﻟﻠﻤﻌﻠﻤﲔ ﰲ ﺿﻮﺀ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ‬ ‫‪-‬‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪.‬‬

‫ﺗﻘﻮﱘ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﺿﻮﺀ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫‪-‬‬
‫ﻟﻠﺪﺍﺭﺳﲔ‪.‬‬

‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﻗﻄﺎﻉ ﺍﻟﺒﺘﺮﻭﻝ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬ ‫‪-‬‬

‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻘﻄﺎﻉ ﺍﻟﻌﻤﺎﻟﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻟﻮﺍﻓﺪﺓ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﳎﺎﻝ‬ ‫‪-‬‬
‫ﺍﻟﻨﻈﺎﻓﺔ‪.‬‬

‫ﺇﻋﺪﺍﺩ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺗﻘﻮﳝﻴﺔ ﰲ ﺿﻮﺀ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ‬ ‫‪-‬‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﻣﻮﺳﻌﺔ ﻟﻮﺍﻗﻊ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺑﲔ ﺩﺍﺭﺳﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ‬ ‫‪-‬‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺮﺍﺟﻊ‬

‫ﺃﻭﻻ‪ -‬ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬

‫ﺃﲪﺪ ﻋﺒﺪ ﺍﻟﺼﻤﺪ‪ :‬ﲢﻠﻴﻞ ﺣﺎﺟﺎﺕ ﻃﻼﺏ ﺍﻟﻘﺴﻢ ﺍﻟﻌﻠﻤﻲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ‬ ‫‪-١‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺇﻃﺎﺭ ﻋﺎﻡ ﻟﺘﺤﺴﲔ ﻟﻐﺘﻬﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺬﻩ‬
‫ﺍﳊﺎﺟﺎﺕ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ"ﻏﲑ ﻣﻨﺸﻮﺭﺓ"‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻗﺎﺯﻳﻖ‪،‬‬
‫‪١٩٨٤‬ﻡ‪ ،‬ﳎﻠﺔ ﺍﳌﺴﺘﺨﻠﺼﺎﺕ ﺍﳌﺼﺮﻳﺔ‪،‬ﺝ )ﺏ(‪ ،‬ﺍ‪‬ﻠﺪ ﺍﻷﻭﻝ‪.‬‬

‫ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ :‬ﻗﺮﺍﺭ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺭﻗﻢ )‪ ،(٣١٩٠‬ﻭﺭﺩ ﰲ ﺍﳉﻠﺴﺔ ﺍﻟﻌﺎﻣﺔ ﺭﻗﻢ‬ ‫‪-٢‬‬
‫)‪ (٢٢٠٦‬ﰲ ﺩﻳﺴﻤﱪ ‪١٩٧٣‬ﻡ‪.‬‬

‫ﺍﻟﺴﻌﻴﺪ ﺑﺪﻭﻱ‪ :‬ﺃﻭﻟﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ﰲ ﻣﻴﺪﺍﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻌﺮﺏ‪ ،‬ﺍﻟﺴﺠﻞ‬ ‫‪-٣‬‬
‫ﺍﻟﻌﻠﻤﻲ ﻟﻠﻨﺪﻭﺓ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺝ‪ ،٣‬ﻋﻤﺎﺩﺓ ﺷﺌﻮﻥ‬
‫ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺮﻳﺎﺽ‪١٩٨٠ ،‬ﻡ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ‪ ،‬ﻣﻔﺎﻫﻴﻤﻪ ‪ ،‬ﺃﺳﺴﻪ ‪ ،‬ﻣﻨﻬﺠﻴﺎﺗﻪ ‪ ،‬ﻧﺪﻭﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬ ‫‪-٤‬‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ‪ ،‬ﻣﻌﻬﺪ ﺍﳋﺮﻃﻮﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﺴﻮﺩﺍﻥ‪٢٠٠٣ ،‬ﻡ‪.‬‬

‫ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺍﻷﺳﺲ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬ ‫‪-٥‬‬
‫ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪١٩٨٢ ،‬ﻡ‪.‬‬

‫ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﺑﲔ ﻣﺸﻜﻼﺕ ﺍﻟﻌﻤﻞ‬ ‫‪-٦‬‬

‫ﻭﺃﻭﻟﻮﻳﺎﺕ ﺍﻟﺘﻨﻔﻴﺬ ‪ ،‬ﻧﺪﻭﺓ ﺗﻄﻮﻳﺮ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ‪ ،‬ﺟﺎﻛﺮﺗﺎ‪١٩٩٠ ،‬ﻡ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺭﺿﺎ ﺣﺎﻓﻆ ﺍﻷﺩﻏﻢ‪ :‬ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺎﻟﻘﻄﺎﻉ ﺍﻟﻄﱯ‪ ‬ﰲ ﺑﺮﺍﻣﺞ‬ ‫‪-٧‬‬
‫ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ‪،‬‬ ‫ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻧﺪﻭﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﻌﻬﺪ ﺍﳋﺮﻃﻮﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﺴﻮﺩﺍﻥ‪٢٠٠٣ ،‬ﻡ‪.‬‬

‫ﺳﻠﻴﻤﺎﻥ ﺩﺍﻭﺩ ﺍﻟﻮﺍﺳﻄﻲ‪ :‬ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻷﺟﺎﻧﺐ ﻭﻧﻮﻋﻴﺎ‪‬ﻢ ﻭﻗﺎﺋﻊ‬ ‫‪-٨‬‬
‫ﻧﺪﻭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺟـ‪ ،٢‬ﻣﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺮﰊ ﻟﺪﻭﻝ‬
‫ﺍﳋﻠﻴﺞ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪١٩٨٥ ،‬ﻡ‪.‬‬

‫ﻋﻠﻲ ﻣﺪﻛﻮﺭ‪ :‬ﺗﺪﺭﻳﺲ ﻓﻨﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﺩﺍﺭ ﺍﻟﺸﻮﻑ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪١٩٩١ ،‬ﻡ‪.‬‬ ‫‪-٩‬‬

‫ﳏﻤﻮﺩ ﺍﻟﻨﺎﻗﺔ‪ ،‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﺗﺼﺎﻟﻴﺎ ﺑﲔ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪،‬‬ ‫‪-١٠‬‬
‫ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ "ﺍﻹﺳﻴﺴﻜﻮ"‪٢٠٠٦،‬ﻡ‪.‬‬

‫ﳐﺘﺎﺭ ﲪﺰﺓ‪ :‬ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪ ،‬ﺩﺍﺭ ﺍ‪‬ﻤﻊ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺟﺪﺓ ‪١٩٧٩‬ﻡ‪.‬‬ ‫‪-١١‬‬

‫ﻧﺎﺻﺮ ﺍﻟﻐﺎﱄ‪ :‬ﻣﻘﺮﺭ ﺇﻋﺪﺍﺩ ﻣﻨﺎﻫﺞ ﻭﻣﻮﺍﺩ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪،‬‬ ‫‪-١٢‬‬
‫‪http://www.faculty.ksu.edu.sa‬‬

‫ﻫﺪﺍﻳﺔ ﻫﺪﺍﻳﺔ ﺇﺑﺮﺍﻫﻴﻢ‪:‬ﺑﺮﻧﺎﻣﺞ ﻣﻘﺘﺮﺡ ﻟﻌﻼﺝ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﻛﺘﺎﺑﺎﺕ‬ ‫‪-١٣‬‬
‫ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﺿﻮﺀ ﻣﺪﺧﻞ ﺍﻟﺘﻘﺎﺑﻞ ﺍﻟﻠﻐﻮﻱ ﻭﲢﻠﻴﻞ‬
‫ﺍﻷﺧﻄﺎﺀ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﺓ" ﻏﲑ ﻣﻨﺸﻮﺭﺓ"‪ ،‬ﻣﻌﻬﺪ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪٢٠٠٨ ،‬ﻡ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
‫ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﺧﻄﺎﺀ ﺍﻟﺸﺎﺋﻌﺔ ﻟﺪﻯ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬:‫ﻭﻓﺎﺀ ﺧﺎﻟﺪ ﺳﻠﻴﻢ‬ -١٤
‫ ﺟﺎﻣﻌﺔ‬،‫ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬،"‫ﻣﻨﺸﻮﺭﺓ‬ ‫ ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ"ﻏﲑ‬،‫ﺎ‬ ‫ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ‬
.‫ﻡ‬١٩٨٩ ،‫ﺩﻣﺸﻖ‬

:‫ ﺍﳌﺮﺍﺟﻊ ﺍﻹﳒﻠﻴﺰﻳﺔ‬-‫ﺛﺎﻧﻴﺎ‬

15- Abd-Alkhliq Al-dabyany: Language Needs for Engineering College

Questionair, Faculty of Engineering, Sanhaa Univeresty-
Yammen,MP (Unpuplished),2004.

16- http://www.yemen- ic.info/contents/studies/detail.php?ID=9381

17- Al-Mulhim, Abdullah: An English Teacher Needs Assessment of

Saudi College of Students with Respect to a Number of Business
Sectors in Saudi Arabia", PhD, The Technology University of
Mississippi, 2001.

18- Jordan,Ronald,R.: EAP and Needs Analysis, with a Focus on

Materials Development in academic English, Sultan Qaboos
University, Oman,2001.

19- Kathleen Santpientro: Needs Assessment for Adult ESL Learners,

Colorado Univeresity, Department of Education.
http://www.airssforum.com/f29/t22143.html.

20- Long Michael: Second language Needs Analysis,2005

http;//www.lavoisier.fr/notice/html.

136
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
21- Nicholas, A. And Putros, S.: The Arabic Alphabet How to Read and
Write it, The American University in Cairo Press, Third Printing,
1994.

22- Riley, P.: Discourse and Learning. London, Longman, 1985.

23- Savignon, S. : Communicative Competence, Theory and

Classroom Practice, Reading, Adison - Wesley Publishing
Company, 1983.

24- The Encyclopedia Britannica. Vol. 3 Micropedia, 15th ed,1986.

137
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻠﺤﻖ ) ‪( ١‬‬

‫ﺍﺳﺘﺒﺎﻧﺔ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‬

‫ﺑﻴﺎﻧﺎﺕ ﻋﺎﻣﺔ‬

‫ﺍﺳﻢ ﳏﺮﺭ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪/‬‬

‫‪..............................................................................................‬‬

‫ﺍﻟﺒﻠـﺪ‪/‬‬
‫‪..............................................................................................‬‬

‫ﺍﻟﻜﻠﻴﺔ ﺃﻭ ﺍﳌﻌﻬﺪ‪/‬‬
‫‪..............................................................................................‬‬

‫ﺍﻟﻌﻤﺮ‪/‬‬
‫‪..............................................................................................‬‬

‫ﺍﳉﻨﺲ‪/‬‬
‫‪..............................................................................................‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪/‬‬
‫‪..............................................................................................‬‬

‫‪138‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬

‫ﺍﺳﺘﺒﺎﻧﺔ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‬

‫ﻋﺰﻳﺰﻱ ﺍﻟﺪﺍﺭﺱ‪ :‬ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‪ ،‬ﻭﺑﻌﺪ‬

‫ﳚﺮﻱ ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﺑﻌﻨﻮﺍﻥ ‪:‬‬

‫) ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ (‬

‫ﻭﻳﺴﺘﻠﺰﻡ ﺇﺟﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻋﻨﺪﻣﺎ ﻳﺄﺗﻮﻥ ﻟﻠﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ؛ ‪‬ﺪﻑ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﻠﻚ‬
‫ﺍﻟﺒﻼﺩ‪ .‬ﻓﺎﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﻳﺘﻌﺮﺽ ﳌﻮﺍﻗﻒ ﻣﺘﻌﺪﺩﺓ ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺇﱃ ﺍﻟﺘﻮﺍﺻﻞ ﺑﺎﻟﻠﻐﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻌﺮﻑ‬
‫ﻋﻠﻰ ﺯﻣﻼﺋﻪ‪ -‬ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺃﺳﺎﺗﺬﺗﻪ‪ -‬ﺍﻟﺘﻌﺎﻣﻞ ﰲ ﺍﻟﺴﻮﻕ‪ -‬ﰲ ﺍﳌﻄﻌﻢ‪ -‬ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ ﰲ ﺍﻟﻜﻠﻴﺔ ﺃﻭ‬
‫ﺍﳌﻌﻬﺪ‪ -‬ﺍﻟﺘﻌﺎﻣﻞ ﰲ ﺍﻟﺴﻜﻦ ﺍﻟﻄﻼﰊ ‪ ...‬ﺇﱁ‪ .‬ﻭﻗﺪ ﺃﻋﺪ ﺍﻟﺒﺎﺣﺚ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻟﺘﺤﺪﻳﺪ ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺨﺘﻠﻔﺔ؛ ﻟﻴﺘﻢ ﻣﺮﺍﻋﺎ‪‬ﺎ ﺑﻌﺪ ﺫﻟﻚ ﰲ‬
‫ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﺍﳌﻄﻠﻮﺏ ﻣﻨﻚ‪ -‬ﻋﺰﻳﺰﻱ ﺍﻟﺪﺍﺭﺱ – ﲢﺪﻳﺪ ﺩﺭﺟﺔ ﺃﳘﻴﺔ ﺗﻠﻚ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻌﺮﺽ ﻋﻠﻴﻚ ﰲ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺧﺘﻴﺎﺭ ﺃﺣﺪ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻟﱵ ﻭﺿﻌﻬﺎ ﻟﻚ‬
‫ﺍﻟﺒﺎﺣﺚ ﺃﻣﺎﻡ ﻛﻞ ﺣﺎﺟﺔ ﻟﻐﻮﻳﺔ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﺗﻠﻚ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﰲ ﺃﺭﺑﻌﺔ ﺍﺧﺘﻴﺎﺭﺍﺕ‪ ،‬ﻫﻲ‪) :‬ﻣﻬﻤﺔ ﺑﺪﺭﺟﺔ‬
‫ﻋﺎﻟﻴﺔ‪ -‬ﻣﻬﻤﺔ ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ‪ -‬ﻣﻬﻤﺔ ﺑﺪﺭﺟﺔ ﺿﻌﻴﻔﺔ‪ -‬ﻏﲑ ﻣﻬﻤﺔ(‪.‬‬

‫ﻭﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‬ ‫ﻭﺷﻜﺮﺍ ﻟﻜﻢ ﺳﻠﻔﺎ ﻋﻠﻰ ﺣﺴﻦ ﺗﻌﺎﻭﻧﻜﻢ‬

‫ﺍﻟﺒﺎﺣﺚ‬

‫‪139‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﺣﺘﺎﺝ ﺇﱃ ﺃﻥ‪:‬‬

‫ﺩﺭﺟﺔ ﺍﻷﳘﻴﺔ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺿﻌﻴﻔﺔ ﻏﲑ ﻣﻬﻤﺔ ﻣﻼﺣﻈﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﺔ‬ ‫ﻋﺎﻟﻴﺔ‬

‫ﺃﻭﻻ‪ -‬ﳎﺎﻝ ﺍﻟﺘﻌﺎﺭﻑ‪:‬‬

‫‪ -١‬ﺃﻗﺪﻡ ﻧﻔﺴﻲ ﺇﱃ ﺍﻟﻐﲑ ﺑﺬﻛﺮ ﺍﲰﻲ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﻝ ﺍﻟﻐﲑ ﻋﻦ ﺍﲰﻪ‪.‬‬

‫‪ -٣‬ﺃﻋﺮﻑ ﺍﻟﻐﲑ ﲜﻨﺴﻴﱵ ﻭﻣﻮﻗﻊ ﺑﻠﺪﻱ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺟﻨﺴﻴﺔ ﺍﻟﻐﲑ ﻭﺑﻠﺪﻩ‪.‬‬

‫‪ -٥‬ﺃﺣﺪﺩ ﻋﻨﻮﺍﻥ ﺇﻗﺎﻣﱵ ﻭﻣﻜﺎﻥ ﺍﻟﺴﻜﻦ‪.‬‬

‫‪ -٦‬ﺃﻋﻄﻰ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺩﻳﺎﻧﱵ ﻭﻣﺬﻫﱯ‪.‬‬

‫‪ -٧‬ﺃﺫﻛﺮ ﺍﳍﺪﻑ ﻣﻦ ﳎﻴﺌﻲ ﳍﺬﺍ ﺍﻟﺒﻠﺪ‬

‫ﺍﻟﻌﺮﰊ‪.‬‬

‫‪ -٨‬ﺃ‪‬ﻰ ﺍﳊﻮﺍﺭ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬

‫‪ -٩‬ﺃﻭﺩﻉ ﻣﻦ ﺗﻌﺮﻓﺖ ﻋﻠﻴﻪ ﺑﻌﺒﺎﺭﺍﺕ ﻻﺋﻘﺔ‪.‬‬

‫‪140‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -١٠‬ﺃﻋﺮﻓﻪ ﺑﻌﻤﻠﻲ ﻭﻃﺒﻴﻌﺘﻪ ﻭﺃﺗﻌﺮﻑ ﻋﻤﻠﻪ‬

‫ﰲ ﺑﻼﺩﻧﺎ ﺍﻷﺻﻠﻴﺔ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫ﺛﺎﻧﻴﺎ‪ -‬ﳎﺎﻝ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻐﲑ‪:‬‬

‫ﺃ‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪:‬‬

‫‪ -١‬ﺃﺟﺎﻣﻞ ﺍﻟﺰﻣﻼﺀ ﺑﺒﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻄﻴﺒﺔ‪.‬‬

‫‪ -٢‬ﺃﺳﺘﻔﺴﺮ ﻣﻨﻬﻢ ﻋﻦ ﺍﶈﺎﺿﺮﺍﺕ‬

‫ﻭﺍﻷﺳﺎﺗﺬﺓ‪.‬‬

‫‪ -٣‬ﺃﺗﺒﺎﺩﻝ ﻣﻌﻬﻢ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﻭﺍﻷﺩﻭﺍﺕ‪.‬‬

‫‪ -٤‬ﺃﻗﺪﻡ ﺍﻟﺘﺤﻴﺔ ﻟﻠﺰﻣﻼﺀ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ‬

‫ﺍﳌﻮﻗﻒ‪.‬‬

‫‪ -٥‬ﺃﻗﺪﻡ ﺍﻟﺸﻜﺮ ﻋﻠﻰ ﺍﳌﻌﺎﻭﻧﺔ‪.‬‬

‫‪ -٦‬ﺃﻋﺘﺬﺭ ﻋﻦ ﺍﳍﻔﻮﺍﺕ ﻭﺍﻷﺧﻄﺎﺀ‪.‬‬

‫‪ -٧‬ﺃﺳﺘﺄﺫﻥ ﰲ ﻃﻠﺐ ﺍﻷﺷﻴﺎﺀ‪.‬‬

‫‪141‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٨‬ﺃﺗﺒﺎﺩﻝ ﺍﻟﻨﺼﺢ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.........................................‬‬
‫‪........................................‬‬

‫ﺏ‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ‪:‬‬

‫‪ -١‬ﺃﺳﺘﻔﺴﺮ ﻣﻦ ﺍﻷﺳﺘﺎﺫ ﻋﻤﺎ ﻻ ﺃﻓﻬﻤﻪ‪.‬‬

‫‪ -٢‬ﺃﺧﺎﻃﺐ ﺍﻷﺳﺘﺎﺫ ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬

‫‪ -٣‬ﺃﺳﺄﻟﻪ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﺍﻻﻣﺘﺤﺎﻥ ﻭﺗﻮﺯﻳﻊ‬

‫ﺍﻟﺪﺭﺟﺎﺕ‪.‬‬

‫‪ -٤‬ﺃﺳﺄﻟﻪ ﻋﻦ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﻭﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ‬

‫ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﻟﻪ ﻋﻦ ﻃﺒﻴﻌﺔ ﺑﻼﺩﻩ‪.‬‬

‫‪ -٦‬ﺃﺳﺘﻔﺴﺮ ﻣﻨﻪ ﻋﻦ ﻃﺮﺍﺋﻖ ﺍﻻﺳﺘﺬﻛﺎﺭ‬

‫ﺍﳉﻴﺪ‪.‬‬

‫‪142‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٧‬ﺃﺳﺄﻟﻪ ﻋﻦ ﺃﺷﻬﺮ ﺍﳉﺎﻣﻌﺎﺕ ﰲ ﺑﻼﺩﻩ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.........................................‬‬
‫‪........................................‬‬

‫ﺟـ ‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ‪:‬‬

‫‪ -١‬ﺃﺳﺄﳍﻢ ﻋﻦ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻛﻴﻔﻴﺔ‬

‫ﺗﻨﻈﻴﻤﻬﺎ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﳍﻢ ﻋﻦ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﳋﺎﺻﺔ‬

‫ﺑﺎﻟﻐﻴﺎﺏ ﻭﺍﳊﻀﻮﺭ‪.‬‬

‫‪ -٣‬ﺃﺣﺪﺩ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﺍﻹﺟﺮﺍﺋﻴﺔ ﰲ‬

‫ﺍﻷﻭﺭﺍﻕ ﺍﻟﱵ ﺗﻘﺎﺑﻠﲏ‪.‬‬

‫‪ -٤‬ﺃﺳﺘﻔﺴﺮ ﻣﻨﻬﻢ ﻋﻦ ﺃﻣﺎﻛﻦ ﺍﳊﻔﻼﺕ‬

‫ﻭﺍﻟﻨﺪﻭﺍﺕ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﳍﻢ ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﻘﺪﱘ ﺍﻟﻄﻠﺒﺎﺕ‬

‫ﻭﺍﻻﻟﺘﻤﺎﺳﺎﺕ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٦‬ﺃﺳﺄﳍﻢ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﻇﻬﻮﺭ ﺍﻟﻨﺘﻴﺠﺔ‬

‫ﻭﺃﻣﺎﻛﻦ ﺗﻌﻠﻴﻘﻬﺎ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.........................................‬‬
‫‪........................................‬‬

‫ﺛﺎﻟﺜﺎ‪ -‬ﳎﺎﻝ ﺍﻟﺴﻜﻦ‪:‬‬

‫ﺃ‪ -‬ﺍﻟﺴﻜﻦ ﺍﻟﻄﻼﰊ‪:‬‬

‫‪ -١‬ﺃﺗﻌﺮﻑ ﺍﳌﺸﺮﻓﲔ ﻭﺃﲢﺪﺙ ﻣﻌﻬﻢ‬

‫ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﳍﻢ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﺍﻟﻄﻌﺎﻡ ﻭﺍﻟﺪﺧﻮﻝ‬

‫ﻭﺍﳋﺮﻭﺝ‪.‬‬

‫‪ -٣‬ﺃﻃﻠﺐ ﻣﻦ ﺍﻟﺰﻣﻼﺀ ﰲ ﺍﻟﻐﺮﻑ ﺍ‪‬ﺎﻭﺭﺓ‬

‫ﺍﳍﺪﻭﺀ ﻋﻨﺪ ﺇﺣﺪﺍﺙ ﺍﻟﻀﻮﺿﺎﺀ‪.‬‬

‫‪ -٤‬ﺃﻋﺮﺽ ﻋﻠﻰ ﺍﳌﺸﺮﻓﲔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ‬

‫ﺗﻮﺍﺟﻬﲏ ﰲ ﺍﻟﻐﺮﻓﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪.‬‬

‫‪.........................................‬‬
‫‪......................................‬‬

‫ﺏ‪ -‬ﺍﻟﺴﻜﻦ ﺍﳋﺎﺭﺟﻲ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﳌﺴﺎﻛﻦ‪ ) :‬ﻣﻔﺮﻭﺵ‬

‫‪ -‬ﻏﲑ ﻣﻔﺮﻭﺵ‪ -‬ﺇﳚﺎﺭ‪ -‬ﲤﻠﻴﻚ‪.....‬ﺇﱁ‪.‬‬

‫‪ -٢‬ﺃﺗﻌﺮﻑ ﻗﻴﻤﺔ ﺍﻹﳚﺎﺭ ﻟﻠﺴﻜﻦ ﻭﻣﺘﻌﻠﻘﺎﺗﻪ‪،‬‬

‫ﻣﺜﻞ‪:‬‬

‫) ﻭﻗﺖ ﺍﻟﺴﺪﺍﺩ‪ -‬ﺍﻟﺘﺄﻣﲔ‪ -‬ﻣﻘﺪﻡ‬

‫ﺍﻹﳚﺎﺭ‪...‬ﺇﱁ (‪.‬‬

‫‪ -٣‬ﺃﺗﻌﺮﻑ ﺃﺛﺎﺙ ﺍﻟﺴﻜﻦ‪ ) :‬ﺳﺮﻳﺮ‪-‬‬

‫ﺩﻭﻻﺏ‪ -‬ﻛﺮﺳﻲ‪ -‬ﻣﺎﺋﺪﺓ‪...‬ﺇﱁ (‪.‬‬

‫‪ -٤‬ﺃﺳﺄﻝ ﻋﻦ ﺍﳌﻨﻄﻘﺔ ﺍﻟﱵ ﻳﻘﻊ ﻓﻴﻬﺎ‬

‫ﺍﻟﺴﻜﻦ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﻝ ﻋﻦ ﻣﺮﺍﻓﻖ ﺍﻟﺴﻜﻦ‪ ) :‬ﺩﻭﺭﺓ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﻴﺎﻩ‪ -‬ﺍﻟﻜﻬﺮﺑﺎﺀ‪ -‬ﺍﳌﻴﺎﻩ‪...‬ﺇﱁ (‪.‬‬

‫‪ -٦‬ﺃﺳﺄﻝ ﻋﻦ ﺣﺪﻳﻘﺔ ﺍﳌﱰﻝ )ﺗﺮﺗﻴﺒﻬﺎ‪-‬‬

‫ﺗﻨﻈﻴﻤﻬﺎ‪ -‬ﻧﻈﺎﻓﺘﻬﺎ‪...‬ﺇﱁ(‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.........................................‬‬
‫‪......................................‬‬

‫ﺭﺍﺑﻌﺎ‪ -‬ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ‪:‬‬

‫‪ -١‬ﺃﺗﻌﺮﻑ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ‬

‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﺴﻴﻨﻤﺎ ﻭﺍﳌﺴﺮﺡ ﻟﺰﻳﺎﺭ‪‬ﻤﺎ‪.‬‬

‫‪ -٣‬ﺃﺳﺄﻝ ﻋﻦ ﺍﳌﺘﺎﺣﻒ ﻭﺍﳌﻌﺎﺭﺽ‬

‫ﻟﺰﻳﺎﺭ‪‬ﻤﺎ‪.‬‬

‫‪ -٤‬ﺃﻗﺮﺃ ﺍﻟﺼﺤﻒ ﻭﺍ‪‬ﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ -٥‬ﺃﻋﱪ ﻋﻦ ﻫﻮﺍﻳﺎﰐ ﺍﳌﻔﻀﻠﺔ‪ ) :‬ﻗﺮﺍﺀﺓ‪-‬‬

‫ﺳﺒﺎﺣﺔ_ﺭﻳﺎﺿﺔ‪...‬ﺇﱁ(‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٦‬ﺃﺳﺄﻝ ﻋﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻠﻔﺎﺯ ﻭﺃﺗﻌﺮﻑ‬

‫ﻋﻠﻴﻬﺎ‪.‬‬

‫‪ -٧‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺫﺍﻋﻴﺔ ﻭﺃﺗﻌﺮﻓﻬﺎ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.........................................‬‬
‫‪.......................................‬‬

‫ﺧﺎﻣﺴﺎ‪ -‬ﳎﺎﻝ ﺍﻟﺴﻮﻕ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﻣﻜﺎﻥ ﺍﻟﺴﻮﻕ ﻭﻛﻴﻔﻴﺔ‬

‫ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﻝ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﺍﻟﻌﻤﻞ ﺑﺎﻟﺴﻮﻕ‪.‬‬

‫‪ -٣‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﻌﺮﻭﺽ ﻭﺃﲦﺎﻥ ﺍﻟﺒﻀﺎﺋﻊ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺃﻧﻮﺍﻉ ﺍﶈﺎﻝ ﺍﻟﺘﺠﺎﺭﻳﺔ‪:‬‬

‫)ﺧﻀﺮﻱ‪ -‬ﺑﻘﺎﻝ‪ -‬ﻓﺎﻛﻬﻲ‪-‬‬
‫ﺇﺳﻜﺎﰲ‪...‬ﺇﱁ(‪.‬‬

‫‪ -٥‬ﺃﻃﻠﺐ ﻛﻤﻴﺎﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺒﻀﺎﺋﻊ )‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻛﻴﻠﻮ‪ -‬ﻣﺘﺮ‪ -‬ﻗﻨﻄﺎﺭ‪ -‬ﺃﺭﺩﺏ‪...‬ﺇﱁ(‪.‬‬

‫‪ -٦‬ﺃﺗﻌﺎﻣﻞ ﺑﻠﺒﺎﻗﺔ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺴﻮﻕ‬

‫ﻭﺃﺷﻜﺮﻫﻢ‪.‬‬

‫ﺳﺎﺩﺳﺎ‪ -‬ﳎﺎﻝ ﺍﳋﺪﻣﺎﺕ‪:‬‬

‫‪ -١‬ﺃﺗﻌﺮﻑ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱪﻳﺪﻳﺔ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ‬

‫ﺭﺟﺎﻝ ﺍﻟﱪﻳﺪ‪.‬‬

‫‪ -٢‬ﺃﺗﻌﺮﻑ ﺍﳋﺪﻣﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ‬

‫ﺍﳌﻮﻇﻔﲔ‪.‬‬

‫‪ -٣‬ﺃﺳﺄﻝ ﻋﻦ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺼﺮﻓﻴﺔ ﻭﺃﺗﻌﺎﻣﻞ‬

‫ﻣﻊ ﻣﻮﻇﻔﻲ ﺍﳌﺼﺎﺭﻑ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺧﺪﻣﺎﺕ ﻣﺮﺍﻛﺰ ﺗﺼﻠﻴﺢ‬

‫ﺍﻟﺴﻴﺎﺭﺍﺕ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ ﻋﻤﺎﳍﺎ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﻝ ﻋﻦ ﻣﻜﺎﻥ ﺍﳊﻼﻕ ﻭﻣﻮﺍﻋﻴﺪﻩ‪.‬‬

‫‪ -٦‬ﺃﺳﺄﻝ ﻋﻦ ﳏﻼﺕ ﻏﺴﻞ ﻭﻛﻲ‪ ‬ﺍﳌﻼﺑﺲ‪.‬‬

‫‪ -٧‬ﺃﺳﺄﻝ ﻋﻦ‪ :‬ﺍﳋﻴﺎﻁ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻷﻗﻤﺸﺔ‪،‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﻣﻮﺍﺻﻔﺎ‪‬ﺎ‪.‬‬

‫‪ -٨‬ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﻣﻮﻇﻔﻲ ﻣﺼﻠﺤﺔ‬

‫ﺍﳉﻮﺍﺯﺍﺕ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.........................................‬‬
‫‪.......................................‬‬

‫ﺳﺎﺑﻌﺎ‪ -‬ﳎﺎﻝ ﺍﻟﺴﻔﺮ‪:‬‬

‫‪ -١‬ﺃﺗﻌﺮﻑ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺴﻔﺮ ﻭﻃﺮﺍﺋﻖ‬

‫ﺍﺳﺘﺨﺮﺍﺟﻬﺎ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﻝ ﻋﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺴﻔﺮ ﻭﺃﺳﻌﺎﺭﻫﺎ‪.‬‬

‫‪ -٣‬ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﳊﺠﺰ ﻭﻣﻮﺍﻋﻴﺪ ﺍﻟﻘﻴﺎﻡ‬

‫ﻭﺍﻟﻮﺻﻮﻝ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺃﻧﻮﺍﻉ ﺍﻟﻌﻤﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻛﻴﻔﻴﺔ‬

‫ﲢﻮﻳﻠﻬﺎ‪.‬‬

‫‪ -٥‬ﺃﻧﺎﺩﻱ ﻋﻠﻰ ﺍﳊﻤﺎﻟﲔ ﳊﻤﻞ ﺍﳊﻘﺎﺋﺐ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٦‬ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺷﺮﻃﻲ ﺍﳉﻮﺍﺯﺍﺕ‪.‬‬

‫‪ -٧‬ﺃﺗﻌﺮﻑ ﺍﳌﻨﻄﻘﺔ ﺍﳊﺮﺓ ﻟﻘﻀﺎﺀ ﺃﻭﻗﺎﺕ‬

‫ﺍﻻﻧﺘﻈﺎﺭ ﻓﻴﻬﺎ‪.‬‬

‫‪ -٨‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﻔﻨﺎﺩﻕ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺬﻫﺎﺏ‬

‫ﺇﻟﻴﻬﺎ‪.‬‬

‫‪ -٩‬ﺃﻋﺮﺽ ﺍﳊﻘﺎﺋﺐ ﻭﺍﻷﻭﺭﺍﻕ ﻋﻠﻰ‬

‫ﻣﺴﺌﻮﱄ ﺍﳌﻄﺎﺭ‪.‬‬

‫‪ -١٠‬ﺃﻓﻬﻢ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﱵ ﺗﻘﺎﻝ ﺩﺍﺧﻞ‬

‫ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬

‫‪ -١١‬ﺃﺗﻌﺮﻑ ﺇﺟﺮﺍﺀﺍﺕ ﻭﻗﻮﺍﻋﺪ ﺩﺧﻮﻝ‬

‫ﺍﻟﺒﻠﺪ ﻭﺍﳋﺮﻭﺝ ﻣﻨﻬﺎ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‬

‫ﺛﺎﻣﻨﺎ‪ -‬ﰲ ﺍﳌﻄﻌﻢ‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻄﻌﺎﻡ‪.‬‬

‫‪ -٢‬ﺃﻗﺮﺃ ﻗﻮﺍﺋﻢ ﺍﻟﻄﻌﺎﻡ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٣‬ﺃﻃﻠﺐ ﺃﻧﻮﺍﻋﺎ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻄﻌﺎﻡ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﺎﺩﻝ )ﺍﳉﺮﺳﻮﻥ(‪.‬‬

‫‪ -٥‬ﺃﺣﺠﺰ ﻣﺎﺋﺪﺓ ﻟﻠﻄﻌﺎﻡ‪.‬‬

‫‪ -٦‬ﺃﺑﺪﻱ ﺍﻟﺮﺃﻱ ﰲ ﺍﻟﻄﻌﺎﻡ ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬

‫‪ -٧‬ﺃﺷﻜﺮ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻄﻌﻢ ﺑﻌﺪ ﺗﻨﺎﻭﻝ‬

‫ﺍﻟﻄﻌﺎﻡ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.........................................‬‬
‫‪.......................................‬‬

‫ﺗﺎﺳﻌﺎ‪ -‬ﰲ ﺍﳌﻜﺘﺒﺔ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫‪ -٢‬ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺪﻋﺎﺀ ﺑﻌﺾ ﺍﻟﻜﺘﺐ‬

‫ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫‪ -٣‬ﺃﻃﻠﺐ ﺗﺼﻮﻳﺮ ﺑﻌﺾ ﺍﳌﺮﺍﺟﻊ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٤‬ﺃﺳﺄﻝ ﻋﻦ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺍﳋﺪﻣﺔ‬

‫ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ) ﺍﻹﻧﺘﺮﻧﺖ(‪.‬‬

‫‪ -٥‬ﺃﻭﺟﻪ ﺍﻟﺸﻜﺮ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.........................................‬‬
‫‪.....................................‬‬

‫ﻋﺎﺷﺮﺍ‪ -‬ﺍﳌﻨﺎﺳﺒﺎﺕ ﻭﺍﻷﻋﻴﺎﺩ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻷﻋﻴﺎﺩ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻠﺒﻠﺪ ﺍﻟﱵ‬

‫ﺗﱰﻝ ﻓﻴﻬﺎ‪.‬‬

‫‪ -٢‬ﺃﺟﺎﻣﻞ ﺍﻵﺧﺮﻳﻦ ﰲ ﻣﻨﺎﺳﺒﺎ‪‬ﻢ‪ ) :‬ﺃﻋﻴﺎﺩ‬

‫ﺍﳌﻴﻼﺩ‪ -‬ﺍﻟﺰﻭﺍﺝ‪ -‬ﺍﻟﻨﺠﺎﺡ‪...‬ﺇﱁ (‪.‬‬

‫‪ -٣‬ﺃﺟﻴﺪ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻌﺰﻳﺔ‪.‬‬

‫‪ -٤‬ﺃﺟﻴﺪ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻬﻨﺌﺔ‪.‬‬

‫‪ -٥‬ﺃﺳﺘﺨﺪﻡ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﺎﻝ ﰲ‬

‫ﺍﻷﻋﻴﺎﺩ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫ﺣﺎﺩﻱ ﻋﺸﺮ‪ -‬ﺍﻟﺼﺤﺔ ﻭﺍﳌﺮﺽ‪:‬‬

‫‪ -١‬ﺃﻋﱪ ﻋﻦ ﺃﺟﺰﺍﺀ ﺟﺴﻤﻲ‪.‬‬

‫‪ -٢‬ﺃﻋﱪ ﻋﻦ ﻣﺸﺎﻋﺮﻱ ﺇﺯﺍﺀ ﺣﺎﺩﺙ ﻭﻗﻊ‬

‫ﻟﺼﺪﻳﻘﻲ‪.‬‬

‫‪ -٣‬ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﺒﻴﺐ‪ ) :‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ‬

‫ﺍﻷﱂ‪ -‬ﲢﺪﻳﺪ ﻣﻮﻗﻌﻪ‪ -‬ﺷﺮﺡ ﺣﺎﻟﺘﻪ‪ -‬ﻓﻬﻢ‬
‫ﺗﻌﻠﻴﻤﺎﺕ ﺍﻟﻄﺒﻴﺐ‪....‬ﺇﱁ(‪.‬‬

‫‪ -٤‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﺼﻴﺪﻟﻴﺔ ﻭﺃﻃﻠﺐ ﺩﻭﺍﺀ ﻣﻌﲔ‬

‫ﻣﻨﻬﺎ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﻝ ﻋﻦ ﺷﺮﻭﻁ ﺗﻌﺎﻃﻲ ﺍﻟﺪﻭﺍﺀ‪.‬‬

‫‪ -٦‬ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺪﻋﺎﺀ ﺍﻹﺳﻌﺎﻑ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪.‬‬

‫ﺛﺎﱐ ﻋﺸﺮ‪ -‬ﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -١‬ﺃﲢﺪﺙ ﻋﻦ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺮﺍﻫﻨﺔ‪.‬‬

‫‪ -٢‬ﺃﺳﺘﻔﺴﺮ ﻋﻦ ﺍﻷﺣﺰﺍﺏ ﻭﺷﺮﻭﻁ‬

‫ﺍﻻﻧﻀﻤﺎﻡ ﺇﻟﻴﻬﺎ‪.‬‬

‫‪ -٣‬ﺃﲢﺪﺙ ﻋﻦ ﺍﳊﺮﻭﺏ ﻭﺍﻷﺯﻣﺎﺕ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺍﲡﺎﻫﺎﺕ ﺍﻟﻔﻜﺮ ﺍﻟﺴﻴﺎﺳﻲ‬

‫ﺍﻟﺴﺎﺋﺪ‪.‬‬

‫‪ -٥‬ﺃﲢﺪﺙ ﻋﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻣﻊ‬

‫ﺍﻟﺪﻭﻝ ﺍﻷﺧﺮﻯ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻠﺤﻖ ﺭﻗﻢ )‪(٢‬‬

‫ﺍﺳﺘﺒﺎﻧﺔ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‬

‫ﺑﻴﺎﻧﺎﺕ ﻋﺎﻣﺔ‬

‫ﺍﺳﻢ ﳏﺮﺭ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪/‬‬

‫‪..............................................................................................‬‬

‫ﺍﻟﺒﻠـﺪ‪/‬‬
‫‪..............................................................................................‬‬

‫‪.‬ﺍﻟﻜﻠﻴﺔ ﺃﻭ ﺍﳌﻌﻬﺪ‪/‬‬
‫‪..............................................................................................‬‬

‫ﺍﻟﻌﻤﺮ‪/‬‬

‫‪..............................................................................................‬‬

‫ﺍﳉﻨﺲ‪/‬‬

‫‪.............................................................................................‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪/‬‬
‫‪..............................................................................................‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬

‫ﺍﺳﺘﺒﺎﻧﺔ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‬

‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‪ ،‬ﻭﺑﻌﺪ‬ ‫ﻋﺰﻳﺰﻱ ﺍﻟﺪﺍﺭﺱ‪:‬‬

‫ﳚﺮﻱ ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﺑﻌﻨﻮﺍﻥ ‪:‬‬

‫) ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ (‬

‫ﻭﻳﺴﺘﻠﺰﻡ ﺇﺟﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﻋﻨﺪﻣﺎ ﻳﺄﺗﻮﻥ ﻟﻠﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ؛ ‪‬ﺪﻑ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﻠﻚ‬
‫ﺍﻟﺒﻼﺩ‪.‬‬

‫ﻓﺎﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﻳﺘﻌﺮﺽ ﳌﻮﺍﻗﻒ ﻣﺘﻌﺪﺩﺓ ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺇﱃ ﺍﻟﺘﻮﺍﺻﻞ ﺑﺎﻟﻠﻐﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻌﺮﻑ‬
‫ﻋﻠﻰ ﺯﻣﻼﺋﻪ‪ -‬ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺃﺳﺎﺗﺬﺗﻪ‪ -‬ﺍﻟﺘﻌﺎﻣﻞ ﰲ ﺍﻟﺴﻮﻕ‪ -‬ﰲ ﺍﳌﻄﻌﻢ‪ -‬ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ ﰲ ﺍﻟﻜﻠﻴﺔ ﺃﻭ‬
‫ﺍﳌﻌﻬﺪ‪ -‬ﺍﻟﺘﻌﺎﻣﻞ ﰲ ﺍﻟﺴﻜﻦ ﺍﻟﻄﻼﰊ ‪ ...‬ﺇﱁ‪ .‬ﻭﻗﺪ ﺃﻋﺪ ﺍﻟﺒﺎﺣﺚ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻟﺘﺤﺪﻳﺪ ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺨﺘﻠﻔﺔ؛ ﻟﻴﺘﻢ ﻣﺮﺍﻋﺎ‪‬ﺎ ﺑﻌﺪ ﺫﻟﻚ ﰲ‬
‫ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﺍﳌﻄﻠﻮﺏ ﻣﻨﻚ‪ -‬ﻋﺰﻳﺰﻱ ﺍﻟﺪﺍﺭﺱ – ﲢﺪﻳﺪ ﺩﺭﺟﺔ ﺃﳘﻴﺔ ﺗﻠﻚ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻌﺮﺽ ﻋﻠﻴﻚ ﰲ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺧﺘﻴﺎﺭ ﺃﺣﺪ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻟﱵ ﻭﺿﻌﻬﺎ ﻟﻚ‬
‫ﺍﻟﺒﺎﺣﺚ ﺃﻣﺎﻡ ﻛﻞ ﺣﺎﺟﺔ ﻟﻐﻮﻳﺔ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﺗﻠﻚ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﰲ ﺃﺭﺑﻌﺔ ﺍﺧﺘﻴﺎﺭﺍﺕ‪ ،‬ﻫﻲ‪:‬‬

‫)ﻣﻬﻤﺔ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ‪ -‬ﻣﻬﻤﺔ ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ‪ -‬ﻣﻬﻤﺔ ﺑﺪﺭﺟﺔ ﺿﻌﻴﻔﺔ‪ -‬ﻏﲑ ﻣﻬﻤﺔ(‪.‬‬

‫ﻭﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‬ ‫ﻭﺷﻜﺮﺍ ﻟﻜﻢ ﺳﻠﻔﺎ ﻋﻠﻰ ﺣﺴﻦ ﺗﻌﺎﻭﻧﻜﻢ‬

‫ﺍﻟﺒﺎﺣﺚ‬
‫‪156‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﺣﺘﺎﺝ ﺇﱃ ﺃﻥ‪:‬‬

‫ﺩﺭﺟﺔ ﺍﻷﳘﻴﺔ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻋﺎﻟﻴﺔ ﻣﺘﻮﺳﻄﺔ ﺿﻌﻴﻔﺔ ﻏﲑ ﻣﻬﻤﺔ ﻣﻼﺣﻈﺎﺕ‬

‫ﺃﻭﻻ‪ -‬ﳎﺎﻝ ﺍﻟﺘﻌﺎﺭﻑ‪:‬‬

‫‪ -١‬ﺃﻗﺪﻡ ﻧﻔﺴﻲ ﺇﱃ ﺍﻟﻐﲑ ﺑﺬﻛﺮ ﺍﲰﻲ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﻝ ﺍﻟﻐﲑ ﻋﻦ ﺍﲰﻪ‪.‬‬

‫‪ -٣‬ﺃﻋﺮﻑ ﺍﻟﻐﲑ ﲜﻨﺴﻴﱵ ﻭﻣﻮﻗﻊ ﺑﻠﺪﻱ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺟﻨﺴﻴﺔ ﺍﻟﻐﲑ ﻭﺑﻠﺪﻩ‪.‬‬

‫‪ -٥‬ﺃﺣﺪﺩ ﻋﻨﻮﺍﻥ ﺇﻗﺎﻣﱵ ﻭﻣﻜﺎﻥ ﺍﻟﺴﻜﻦ‪.‬‬

‫‪ -٦‬ﺃﻋﻄﻰ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺩﻳﺎﻧﱵ ﻭﻣﺬﻫﱯ‪.‬‬

‫‪ -٧‬ﺃﺫﻛﺮ ﺍﳍﺪﻑ ﻣﻦ ﳎﻴﺌﻲ ﳍﺬﺍ ﺍﻟﺒﻠﺪ ﺍﻟﻌﺮﰊ‪.‬‬

‫‪ -٨‬ﺃ‪‬ﻰ ﺍﳊﻮﺍﺭ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬

‫‪ -٩‬ﺃﻭﺩﻉ ﻣﻦ ﺗﻌﺮﻓﺖ ﻋﻠﻴﻪ ﺑﻌﺒﺎﺭﺍﺕ ﻻﺋﻘﺔ‪.‬‬

‫‪157‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -١٠‬ﺃﻋﺮﻓﻪ ﺑﻌﻤﻠﻲ ﻭﻃﺒﻴﻌﺘﻪ ﻭﺃﺗﻌﺮﻑ ﻋﻤﻠﻪ ﰲ‬

‫ﺑﻼﺩﻧﺎ ﺍﻷﺻﻠﻴﺔ‪.‬‬

‫‪ -١١‬ﺃﺗﻌﺮﻑ ﺍﳍﺪﻑ ﻣﻦ ﳎﻴﺌﻪ ﳍﺬﺍ ﺍﻟﺒﻠﺪ ﺍﻟﻌﺮﰊ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬
‫‪...........................................‬‬

‫ﺛﺎﻧﻴﺎ‪ -‬ﳎﺎﻝ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻐﲑ‪:‬‬

‫ﺃ‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪:‬‬

‫‪ -١‬ﺃﺟﺎﻣﻞ ﺍﻟﺰﻣﻼﺀ ﺑﺒﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻄﻴﺒﺔ‪.‬‬

‫‪ -٢‬ﺃﺳﺘﻔﺴﺮ ﻣﻨﻬﻢ ﻋﻦ ﺍﶈﺎﺿﺮﺍﺕ ﻭﺍﻷﺳﺎﺗﺬﺓ‪.‬‬

‫‪ -٣‬ﺃﺗﺒﺎﺩﻝ ﻣﻌﻬﻢ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﻭﺍﻷﺩﻭﺍﺕ‪.‬‬

‫‪ -٤‬ﺃﻗﺪﻡ ﺍﻟﺘﺤﻴﺔ ﻟﻠﺰﻣﻼﺀ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﳌﻮﻗﻒ‪.‬‬

‫‪ -٥‬ﺃﻗﺪﻡ ﺍﻟﺸﻜﺮ ﻋﻠﻰ ﺍﳌﻌﺎﻭﻧﺔ‪.‬‬

‫‪ -٦‬ﺃﻋﺘﺬﺭ ﻋﻦ ﺍﳍﻔﻮﺍﺕ ﻭﺍﻷﺧﻄﺎﺀ‪.‬‬

‫‪158‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٧‬ﺃﺗﺒﺎﺩﻝ ﺍﻟﻨﺼﺢ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬
‫‪....................................‬‬

‫ﺏ‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ‪:‬‬

‫‪ -١‬ﺃﺳﺘﻔﺴﺮ ﻣﻦ ﺍﻷﺳﺘﺎﺫ ﻋﻤﺎ ﻻ ﺃﻓﻬﻤﻪ‪.‬‬

‫‪ -٢‬ﺃﺧﺎﻃﺐ ﺍﻷﺳﺘﺎﺫ ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬

‫‪ -٣‬ﺃﺳﺄﻟﻪ ﻋﻦ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﻭﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﳝﻜﻦ‬

‫ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ‪.‬‬

‫‪ -٤‬ﺃﺳﺄﻟﻪ ﻋﻦ ﻃﺒﻴﻌﺔ ﺑﻼﺩﻩ‪.‬‬

‫‪ -٥‬ﺃﺳﺘﻔﺴﺮ ﻣﻨﻪ ﻋﻦ ﻃﺮﺍﺋﻖ ﺍﻻﺳﺘﺬﻛﺎﺭ ﺍﳉﻴﺪ‪.‬‬

‫‪ -٦‬ﺃﺳﺄﻟﻪ ﻋﻦ ﺃﺷﻬﺮ ﺍﳉﺎﻣﻌﺎﺕ ﰲ ﺑﻼﺩﻩ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬

‫‪159‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺟـ ‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻹﺩﺍﺭﻳﲔ‪:‬‬

‫‪ -١‬ﺃﺳﺄﳍﻢ ﻋﻦ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻛﻴﻔﻴﺔ‬

‫ﺗﻨﻈﻴﻤﻬﺎ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﳍﻢ ﻋﻦ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﳋﺎﺻﺔ‬

‫ﺑﺎﻟﻐﻴﺎﺏ ﻭﺍﳊﻀﻮﺭ‪.‬‬

‫‪ -٣‬ﺃﻋﺮﺽ ﺑﻌﺾ ﻣﺸﺎﻛﻞ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﺭﻗﻴﺔ‬

‫ﺍﻟﱵ ﺗﻘﺎﺑﻠﲏ‪.‬‬

‫‪ -٤‬ﺃﺳﺘﻔﺴﺮ ﻣﻨﻬﻢ ﻋﻦ ﺃﻣﺎﻛﻦ ﺍﳊﻔﻼﺕ‬

‫ﻭﺍﻟﻨﺪﻭﺍﺕ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﳍﻢ ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﻘﺪﱘ ﺍﻟﻄﻠﺒﺎﺕ‬

‫ﻭﺍﻻﻟﺘﻤﺎﺳﺎﺕ‪.‬‬

‫‪ -٦‬ﺃﺳﺄﳍﻢ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﻇﻬﻮﺭ ﺍﻟﻨﺘﻴﺠﺔ ﻭﺃﻣﺎﻛﻦ‬

‫ﺗﻌﻠﻴﻘﻬﺎ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬

‫‪160‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺛﺎﻟﺜﺎ‪ -‬ﳎﺎﻝ ﺍﻟﺴﻜﻦ‪:‬‬

‫ﺃ‪ -‬ﺍﻟﺴﻜﻦ ﺍﻟﻄﻼﰊ‪:‬‬

‫‪ -١‬ﺃﺗﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﺮﻓﲔ ﻭﺃﲢﺪﺙ ﻣﻌﻬﻢ‬

‫ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﳍﻢ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﺍﻟﻄﻌﺎﻡ ﻭﺍﻟﺪﺧﻮﻝ‬

‫ﻭﺍﳋﺮﻭﺝ‪.‬‬

‫‪ -٣‬ﺃﻃﻠﺐ ﻣﻦ ﺍﻟﺰﻣﻼﺀ ﰲ ﺍﻟﻐﺮﻑ ﺍ‪‬ﺎﻭﺭﺓ ﺍﳍﺪﻭﺀ‬

‫ﻋﻨﺪ ﺇﺣﺪﺍﺙ ﺍﻟﻀﻮﺿﺎﺀ‪.‬‬

‫‪ -٤‬ﺃﻋﺮﺽ ﻋﻠﻰ ﺍﳌﺸﺮﻓﲔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ‬

‫ﺗﻮﺍﺟﻬﲏ ﰲ ﺍﻟﻐﺮﻓﺔ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪.‬‬

‫ﺏ‪ -‬ﺍﻟﺴﻜﻦ ﺍﳋﺎﺭﺟﻲ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﳌﺴﺎﻛﻦ‪ ) :‬ﻣﻔﺮﻭﺵ ‪ -‬ﻏﲑ‬

‫ﻣﻔﺮﻭﺵ‪ -‬ﺇﳚﺎﺭ‪ -‬ﲤﻠﻴﻚ‪.....‬ﺇﱁ‪.‬‬

‫‪ -٢‬ﺃﺗﻌﺮﻑ ﻗﻴﻤﺔ ﺍﻹﳚﺎﺭ ﻟﻠﺴﻜﻦ ﻭﻣﺘﻌﻠﻘﺎﺗﻪ‪،‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺜﻞ‪:‬‬

‫) ﻭﻗﺖ ﺍﻟﺴﺪﺍﺩ‪ -‬ﺍﻟﺘﺄﻣﲔ‪ -‬ﻣﻘﺪﻡ ﺍﻹﳚﺎﺭ‪...‬ﺇﱁ (‪.‬‬

‫‪ -٣‬ﺃﺗﻌﺮﻑ ﺃﺛﺎﺙ ﺍﻟﺴﻜﻦ‪ ) :‬ﺳﺮﻳﺮ‪ -‬ﺩﻭﻻﺏ‪-‬‬

‫ﻛﺮﺳﻲ‪ -‬ﻣﺎﺋﺪﺓ‪...‬ﺇﱁ (‪.‬‬

‫‪ -٤‬ﺃﺳﺄﻝ ﻋﻦ ﺍﳌﻨﻄﻘﺔ ﺍﻟﱵ ﻳﻘﻊ ﻓﻴﻬﺎ ﺍﻟﺴﻜﻦ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﻝ ﻋﻦ ﻣﺮﺍﻓﻖ ﺍﻟﺴﻜﻦ‪ ) :‬ﺩﻭﺭﺓ ﺍﳌﻴﺎﻩ‪-‬‬

‫ﺍﻟﻜﻬﺮﺑﺎﺀ‪ -‬ﺍﳌﻴﺎﻩ‪...‬ﺇﱁ (‪.‬‬

‫‪ -٦‬ﺃﺳﺄﻝ ﻋﻦ ﺣﺪﻳﻘﺔ ﺍﳌﱰﻝ )ﺗﺮﺗﻴﺒﻬﺎ‪ -‬ﺗﻨﻈﻴﻤﻬﺎ‪-‬‬

‫ﻧﻈﺎﻓﺘﻬﺎ‪...‬ﺇﱁ(‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

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‫ﺭﺍﺑﻌﺎ‪ -‬ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ‪:‬‬

‫‪ -١‬ﺃﺗﻌﺮﻑ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ‬

‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٢‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﺴﻴﻨﻤﺎ ﻭﺍﳌﺴﺮﺡ ﻟﺰﻳﺎﺭ‪‬ﻤﺎ‪.‬‬

‫‪ -٣‬ﺃﺳﺄﻝ ﻋﻦ ﺍﳌﺘﺎﺣﻒ ﻭﺍﳌﻌﺎﺭﺽ ﻟﺰﻳﺎﺭ‪‬ﻤﺎ‪.‬‬

‫‪ -٤‬ﺃﻗﺮﺃ ﺍﻟﺼﺤﻒ ﻭﺍ‪‬ﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ -٥‬ﺃﻋﱪ ﻋﻦ ﻫﻮﺍﻳﺎﰐ ﺍﳌﻔﻀﻠﺔ‪ ) :‬ﻗﺮﺍﺀﺓ‪-‬‬

‫ﺳﺒﺎﺣﺔ_ﺭﻳﺎﺿﺔ‪...‬ﺇﱁ(‪.‬‬

‫‪ -٦‬ﺃﺳﺄﻝ ﻋﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻠﻔﺎﺯ ﻭﺃﺗﻌﺮﻑ ﻋﻠﻴﻬﺎ‪.‬‬

‫‪ -٧‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺫﺍﻋﻴﺔ ﻭﺃﺗﻌﺮﻓﻬﺎ‪.‬‬

‫‪ -٨‬ﺃﺗﻌﺮﻑ ﻫﻮﺍﻳﺎﺕ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬
‫‪.........................................‬‬

‫ﺧﺎﻣﺴﺎ‪ -‬ﳎﺎﻝ ﺍﻟﺴﻮﻕ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﻣﻜﺎﻥ ﺍﻟﺴﻮﻕ ﻭﻛﻴﻔﻴﺔ ﺍﻟﻮﺻﻮﻝ‬

‫ﺇﻟﻴﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٢‬ﺃﺳﺄﻝ ﻋﻦ ﻣﻮﺍﻋﻴﺪ ﺍﻟﻌﻤﻞ ﺑﺎﻟﺴﻮﻕ‪.‬‬

‫‪ -٣‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﻌﺮﻭﺽ ﻭﺃﲦﺎﻥ ﺍﻟﺒﻀﺎﺋﻊ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺃﻧﻮﺍﻉ ﺍﶈﺎﻝ ﺍﻟﺘﺠﺎﺭﻳﺔ‪) :‬ﺧﻀﺮﻱ‪-‬‬

‫ﺇﺳﻜﺎﰲ‪...‬ﺇﱁ(‪.‬‬ ‫ﺑﻘﺎﻝ‪ -‬ﻓﺎﻛﻬﻲ‪-‬‬

‫‪ -٥‬ﺃﻃﻠﺐ ﻛﻤﻴﺎﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺒﻀﺎﺋﻊ ) ﻛﻴﻠﻮ‪-‬‬

‫ﻣﺘﺮ‪ -‬ﻗﻨﻄﺎﺭ‪ -‬ﺃﺭﺩﺏ‪...‬ﺇﱁ(‪.‬‬

‫‪ -٦‬ﺃﺗﻌﺎﻣﻞ ﺑﻠﺒﺎﻗﺔ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺴﻮﻕ‬

‫ﻭﺃﺷﻜﺮﻫﻢ‪.‬‬

‫ﺳﺎﺩﺳﺎ‪ -‬ﳎﺎﻝ ﺍﳋﺪﻣﺎﺕ‪:‬‬

‫‪ -١‬ﺃﺗﻌﺮﻑ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱪﻳﺪﻳﺔ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺭﺟﺎﻝ‬

‫ﺍﻟﱪﻳﺪ‪.‬‬

‫‪ -٢‬ﺃﺗﻌﺮﻑ ﺍﳋﺪﻣﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ‬

‫ﺍﳌﻮﻇﻔﲔ‪.‬‬

‫‪ -٣‬ﺃﺳﺄﻝ ﻋﻦ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺼﺮﻓﻴﺔ ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ‬

‫ﻣﻮﻇﻔﻲ ﺍﳌﺼﺎﺭﻑ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺧﺪﻣﺎﺕ ﻣﺮﺍﻛﺰ ﺗﺼﻠﻴﺢ ﺍﻟﺴﻴﺎﺭﺍﺕ‬

‫ﻭﺃﺗﻌﺎﻣﻞ ﻣﻊ ﻋﻤﺎﳍﺎ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﻝ ﻋﻦ ﻣﻜﺎﻥ ﺍﳊﻼﻕ ﻭﻣﻮﺍﻋﻴﺪﻩ‪.‬‬

‫‪ -٦‬ﺃﺳﺄﻝ ﻋﻦ ﳏﻼﺕ ﻏﺴﻞ ﻭﻛﻲ‪ ‬ﺍﳌﻼﺑﺲ‪.‬‬

‫‪ -٧‬ﺃﺳﺄﻝ ﻋﻦ‪ :‬ﺍﳋﻴﺎﻁ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻷﻗﻤﺸﺔ‪،‬‬

‫ﻭﻣﻮﺍﺻﻔﺎ‪‬ﺎ‪.‬‬

‫‪ -٨‬ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﻣﻮﻇﻔﻲ ﻣﺼﻠﺤﺔ ﺍﳉﻮﺍﺯﺍﺕ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬
‫‪..........................................‬‬

‫ﺳﺎﺑﻌﺎ‪ -‬ﳎﺎﻝ ﺍﻟﺴﻔﺮ‪:‬‬

‫‪ -١‬ﺃﺗﻌﺮﻑ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺴﻔﺮ ﻭﻃﺮﺍﺋﻖ‬

‫ﺍﺳﺘﺨﺮﺍﺟﻬﺎ‪.‬‬

‫‪ -٢‬ﺃﺳﺄﻝ ﻋﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺴﻔﺮ ﻭﺃﺳﻌﺎﺭﻫﺎ‪.‬‬

‫‪ -٣‬ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﳊﺠﺰ ﻭﻣﻮﺍﻋﻴﺪ ﺍﻟﻘﻴﺎﻡ‬

‫‪165‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﺍﻟﻮﺻﻮﻝ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺃﻧﻮﺍﻉ ﺍﻟﻌﻤﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻛﻴﻔﻴﺔ‬

‫ﲢﻮﻳﻠﻬﺎ‪.‬‬

‫‪ -٥‬ﺃﻃﻠﺐ ﲪﻞ ﺣﻘﺎﺋﺐ ﺍﻟﺴﻔﺮ ﻣﻦ ﺍﳊﻤﺎﻟﲔ‪.‬‬

‫‪ -٦‬ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺷﺮﻃﻲ ﺍﳉﻮﺍﺯﺍﺕ‪.‬‬

‫‪ -٧‬ﺃﺗﻌﺮﻑ ﺍﳌﻨﻄﻘﺔ ﺍﳊﺮﺓ ﻟﻘﻀﺎﺀ ﺃﻭﻗﺎﺕ ﺍﻻﻧﺘﻈﺎﺭ‬

‫ﻓﻴﻬﺎ‪.‬‬

‫‪ -٨‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﻔﻨﺎﺩﻕ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺬﻫﺎﺏ ﺇﻟﻴﻬﺎ‪.‬‬

‫‪ -٩‬ﺃﻋﺮﺽ ﺍﳊﻘﺎﺋﺐ ﻭﺍﻷﻭﺭﺍﻕ ﻋﻠﻰ ﻣﺴﺌﻮﱄ‬

‫ﺍﳌﻄﺎﺭ‪.‬‬

‫‪ -١٠‬ﺃﻓﻬﻢ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﱵ ﺗﻘﺎﻝ ﺩﺍﺧﻞ ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬

‫‪ -١١‬ﺃﺗﻌﺮﻑ ﺇﺟﺮﺍﺀﺍﺕ ﻭﻗﻮﺍﻋﺪ ﺩﺧﻮﻝ ﺍﻟﺒﻠﺪ‬

‫ﻭﺍﳋﺮﻭﺝ ﻣﻨﻬﺎ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺛﺎﻣﻨﺎ‪ -‬ﰲ ﺍﳌﻄﻌﻢ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻄﻌﺎﻡ‪.‬‬

‫‪ -٢‬ﺃﻗﺮﺃ ﻗﻮﺍﺋﻢ ﺍﻟﻄﻌﺎﻡ‪.‬‬

‫‪ -٣‬ﺃﻃﻠﺐ ﺃﻧﻮﺍﻋﺎ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻄﻌﺎﻡ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﺎﺩﻝ )ﺍﳉﺮﺳﻮﻥ(‪.‬‬

‫‪ -٥‬ﺃﺣﺠﺰ ﻣﺎﺋﺪﺓ ﻟﻠﻄﻌﺎﻡ‪.‬‬

‫‪ -٦‬ﺃﺑﺪﻱ ﺍﻟﺮﺃﻱ ﰲ ﺍﻟﻄﻌﺎﻡ ﺑﺄﺳﻠﻮﺏ ﻻﺋﻖ‪.‬‬

‫‪ -٧‬ﺃﺷﻜﺮ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻄﻌﻢ ﺑﻌﺪ ﺗﻨﺎﻭﻝ ﺍﻟﻄﻌﺎﻡ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬
‫‪.........................................‬‬

‫ﺗﺎﺳﻌﺎ‪ -‬ﰲ ﺍﳌﻜﺘﺒﺔ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫‪ -٢‬ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺪﻋﺎﺀ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﰲ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫‪ -٣‬ﺃﻃﻠﺐ ﺗﺼﻮﻳﺮ ﺑﻌﺾ ﺍﳌﺮﺍﺟﻊ‪.‬‬

‫‪ -٤‬ﺃﺳﺄﻝ ﻋﻦ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺍﳋﺪﻣﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ‬

‫)ﺍﻹﻧﺘﺮﻧﺖ(‪.‬‬

‫‪ -٥‬ﺃﻭﺟﻪ ﺍﻟﺸﻜﺮ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬
‫‪.....................................‬‬

‫ﻋﺎﺷﺮﺍ‪ -‬ﺍﳌﻨﺎﺳﺒﺎﺕ ﻭﺍﻷﻋﻴﺎﺩ‪:‬‬

‫‪ -١‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻷﻋﻴﺎﺩ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻠﺒﻠﺪ ﺍﻟﱵ ﺗﱰﻝ‬

‫ﻓﻴﻬﺎ‪.‬‬

‫‪ -٢‬ﺃﺟﺎﻣﻞ ﺍﻵﺧﺮﻳﻦ ﰲ ﻣﻨﺎﺳﺒﺎ‪‬ﻢ‪ ) :‬ﺃﻋﻴﺎﺩ‬

‫ﺍﳌﻴﻼﺩ‪ -‬ﺍﻟﺰﻭﺍﺝ‪ -‬ﺍﻟﻨﺠﺎﺡ‪...‬ﺇﱁ (‪.‬‬

‫‪ -٣‬ﺃﺟﻴﺪ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻌﺰﻳﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٤‬ﺃﺟﻴﺪ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻬﻨﺌﺔ‪.‬‬

‫‪ -٥‬ﺃﺳﺘﺨﺪﻡ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﺎﻝ ﰲ ﺍﻷﻋﻴﺎﺩ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬
‫‪.......................................‬‬

‫ﺣﺎﺩﻱ ﻋﺸﺮ‪ -‬ﺍﻟﺼﺤﺔ ﻭﺍﳌﺮﺽ‪:‬‬

‫‪ -١‬ﺃﻋﱪ ﻋﻦ ﺃﺟﺰﺍﺀ ﺟﺴﻤﻲ‪.‬‬

‫‪ -٢‬ﺃﻋﱪ ﻋﻦ ﻣﺸﺎﻋﺮﻱ ﺇﺯﺍﺀ ﺣﺎﺩﺙ ﻭﻗﻊ‬

‫ﻟﺼﺪﻳﻘﻲ‪.‬‬

‫‪ -٣‬ﺃﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﺒﻴﺐ‪ ) :‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻷﱂ‪-‬‬

‫ﲢﺪﻳﺪ ﻣﻮﻗﻌﻪ‪ -‬ﺷﺮﺡ ﺣﺎﻟﺘﻪ‪ -‬ﻓﻬﻢ ﺗﻌﻠﻴﻤﺎﺕ‬
‫ﺍﻟﻄﺒﻴﺐ‪....‬ﺇﱁ(‪.‬‬

‫‪ -٤‬ﺃﺳﺄﻝ ﻋﻦ ﺍﻟﺼﻴﺪﻟﻴﺔ ﻭﺃﻃﻠﺐ ﺩﻭﺍﺀ ﻣﻌﲔ‬

‫ﻣﻨﻬﺎ‪.‬‬

‫‪ -٥‬ﺃﺳﺄﻝ ﻋﻦ ﺷﺮﻭﻁ ﺗﻌﺎﻃﻲ ﺍﻟﺪﻭﺍﺀ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٦‬ﺃﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺪﻋﺎﺀ ﺍﻹﺳﻌﺎﻑ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪.‬‬

‫‪.............................................‬‬
‫‪........................................‬‬

‫ﺛﺎﱐ ﻋﺸﺮ‪ -‬ﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪:‬‬

‫‪ -١‬ﺃﲢﺪﺙ ﻋﻦ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺮﺍﻫﻨﺔ‪.‬‬

‫‪ -٢‬ﺃﺳﺘﻔﺴﺮ ﻋﻦ ﺍﻷﺣﺰﺍﺏ ﻭﺷﺮﻭﻁ ﺍﻻﻧﻀﻤﺎﻡ‬

‫ﺇﻟﻴﻬﺎ‪.‬‬

‫‪ -٣‬ﺃﲢﺪﺙ ﻋﻦ ﺍﳊﺮﻭﺏ ﻭﺍﻷﺯﻣﺎﺕ‪.‬‬

‫‪ -٤‬ﺃﺗﻌﺮﻑ ﺍﲡﺎﻫﺎﺕ ﺍﻟﻔﻜﺮ ﺍﻟﺴﻴﺎﺳﻲ ﺍﻟﺴﺎﺋﺪ‪.‬‬

‫‪ -٥‬ﺃﲢﺪﺙ ﻋﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻣﻊ ﺍﻟﺪﻭﻝ‬

‫ﺍﻷﺧﺮﻯ‪.‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺗﺮﻭﻥ ﺇﺿﺎﻓﺘﻬﺎ‪:‬‬

‫‪.............................................‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻠﺤﻖ ﺭﻗﻢ )‪(٣‬‬

‫ﺃﲰﺎﺀ ﺍﶈﻜﻤﲔ ﻋﻠﻰ ﺍﻻﺳﺘﺒﺎﻧﺔ‬

‫ﺍﻟﻮﻇﻴﻔﺔ‬ ‫ﺍﻻﺳﻢ‬ ‫ﻡ‬

‫ﺃﺳﺘﺎﺫ ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻟﻌﻤﻴﺪ ﺍﻟﺴﺎﺑﻖ‬

‫ﻟﻜﻠﻴﺎﺕ‬
‫ﺃ‪.‬ﺩ‪ /‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺑـ‪ :‬ﺍﳌﻨﺼﻮﺭﺓ‪ -‬ﺩﻣﻴﺎﻁ‪-‬ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ -‬ﺳﻠﻄﻨﺔ‬
‫ﻋﻤﺎﻥ‪.‬‬

‫ﺃﺳﺘﺎﺫ ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻟﻌﻤﻴﺪ ﺍﻟﺴﺎﺑﻖ‬

‫ﳌﻌﻬﺪ‬
‫ﺃ‪.‬ﺩ‪ /‬ﻋﻠﻲ ﻣﺪﻛﻮﺭ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪.‬‬

‫ﺃﺳﺘﺎﺫ ﻣﺸﺎﺭﻙ ﰲ ﻣﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬ﻛﻠﻴﺔ‬

‫ﺍﻟﺘﺮﺑﻴﺔ‪،‬‬
‫ﺩ‪ /‬ﺷﻌﺒﺎﻥ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﻏﺰﺍﻟﺔ‬
‫ﺟﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺪﺭﺱ ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬ﻣﻌﻬﺪ ﺍﻟﺪﺭﺍﺳﺎﺕ‬

‫ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪.‬‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ ‪،‬‬ ‫ﺩ‪ /‬ﺃﲪﺪ ﳏﻤﺪ ﻋﻴﺴﻰ‬

‫ﻣﺪﺭﺱ ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪،‬‬

‫ﺟﺎﻣﻌﺔ ﺑﻨﻬﺎ‪.‬‬ ‫ﺩ‪ /‬ﻣﺎﻫﺮ ﺷﻌﺒﺎﻥ‬

‫ﻣﺪﺭﺱ ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪،‬‬

‫ﺩ‪ /‬ﺧﻠﻒ ﺍﻟﺪﻳﺐ ﻋﺜﻤﺎﻥ‬
‫ﺟﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ‪.‬‬

‫ﺃﺳﺘﺎﺫ ﺍﻟﻠﻐﻮﻳﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﳌﺸﺎﺭﻙ‪ ،‬ﻭﺍﻟﻮﻛﻴﻞ ﺍﻟﺴﺎﺑﻖ ﳌﻌﻬﺪ‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺩ‪ /‬ﺻﺎﱀ ﺍﻟﺸﻮﻳﺮﺥ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻣﺪﻳﺮ ﻣﺮﻛﺰ ﺍﻟﻠﻐﻮﻳﺎﺕ‬
‫ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪،‬ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ‬

‫ﺃﺳﺘﺎﺫ ﺍﻟﻠﻐﻮﻳﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﳌﺸﺎﺭﻙ‪ ،‬ﻭﺍﻟﻮﻛﻴﻞ ﺍﻟﺴﺎﺑﻖ ﳌﻌﻬﺪ‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺩ‪ /‬ﺻﺎﱀ ﺍﻟﺴﺤﻴﺒﺎﱐ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ‪.‬‬

‫ﺃﺳﺘﺎﺫ ﺍﻟﻠﻐﻮﻳﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﳌﺴﺎﻋﺪ ﲟﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ‬

‫ﺩ‪ /‬ﺯﻛﻲ ﺃﺑﻮ ﺍﻟﻨﺼﺮ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪.‬‬

‫ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ﺑﻜﻠﻴﺔ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻟﺘﺮﲨﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ‬

‫ﺩ‪ /‬ﺣﺎﻣﺪ ﺷﻌﺒﺎﻥ‬
‫ﺳﻌﻮﺩ‪.‬‬

‫ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ﲟﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬

‫ﺩ‪ /‬ﻋﻤﺮ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‬
‫ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ‪.‬‬

‫ﺃﺳﺘﺎﺫ ﻣﺸﺎﺭﻙ ﲟﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬

‫ﺩ‪ /‬ﳏﻤﺪ ﻋﺒﺪ ﺍﷲ ﺟﱪ ﺳﻠﻮﻣﺔ‬
‫ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ‪.‬‬

‫ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ﲟﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬

‫ﺩ‪ /‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﳏﻤﺪ‬
‫ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ‪.‬‬

‫ﻣﺪﺭﺱ ﲟﺮﻛﺰ ﺍﻟﺪﻳﻮﺍﻥ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬

‫ﺑﻐﲑﻫﺎ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬
‫ﺃ‪ .‬ﳏﻤﺪ ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ‬
‫ﻣﺪﻳﻨﺔ ﻧﺼﺮ ‪.‬‬

‫ﻣﺪﺭﺱ ﲟﺮﻛﺰ ﺍﻟﻔﺠﺮ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬

‫ﺃ‪.‬ﻋﻠﻲ ﳏﻤﻮﺩ ﺍﻟﺸﺎﺫﱄ‬
‫ﺑﻐﲑﻫﺎ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺪﻳﻨﺔ ﻧﺼﺮ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺪﻳﺮ ﻣﺮﻛﺰ ﺍﻟﺒﻴﺎﻥ ﺍﻟﻌﺮﰊ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬

‫ﺑﻐﲑﻫﺎ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬
‫ﺃ‪.‬ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻨﺠﺎﺭ‬
‫ﻣﺪﻳﻨﺔ ﻧﺼﺮ ‪.‬‬

‫ﻣﻮﺟﻪ ﻟﻐﺔ ﺇﳒﻠﻴﺰﻳﺔ ﺑﺈﺩﺍﺭﺓ ﺷﺮﻕ ﻃﻨﻄﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬

‫ﺃ‪ .‬ﻋﺒﺪ ﺍﳋﺎﻟﻖ ﺣﺴﲔ ﺳﻠﻴﻢ‬

‫ﻣﺪﺭﺱ ﻟﻐﺔ ﺇﳒﻠﻴﺰﻳﺔ ﺑﺈﺩﺍﺭﺓ ﺯﻓﺘﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬

‫ﺃ‪ .‬ﺃﳎﺪ ﺟﻮﺩﺓ ﻗﺎﺳﻢ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻠﺤﻖ ﺭﻗﻢ )‪(٤‬‬

‫ﻗﺎﺋﻤﺔ ﺍﳉﺪﺍﻭﻝ‬

‫ﻋﻨﻮﺍﻥ ﺍﳉﺪﻭﻝ‬ ‫ﺭﻗﻢ ﺍﳉﺪﻭﻝ‬

‫ﺟﺪﻭﻝ ﺗﻮﺿﻴﺤﻲ ﻷﻗﺴﺎﻡ ﺍﺳﺘﺒﺎﻧﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬ ‫)‪(١‬‬

‫ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻜﺘﻠﻲ ﻟﻔﺌﺔ ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫)‪(٢‬‬

‫ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﻟﻔﺌﺔ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪.‬‬ ‫)‪(٣‬‬

‫ﻗﺎﺋﻤﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬ ‫)‪(٤‬‬

‫ﺟﺪﻭﻝ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺒﻌﺎ ﻟﺪﺭﺟﺔ ﺍﻷﳘﻴﺔ‪.‬‬ ‫)‪(٥‬‬

‫ﺟﺪﻭﻝ ﺗﺮﺗﻴﺐ ﻣﺘﻮﺳﻄﺎﺕ ﳎﺎﻻﺕ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ‪.‬‬ ‫)‪(٦‬‬

‫ﻗﻴﻤﺔ " ﺕ" ﻭﻣﺴﺘﻮﻳﺎﺕ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﰲ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ‬

‫)‪(٧‬‬
‫ﺩﺭﺟﺎﺕ‪ :‬ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪.‬‬

‫ﺣﺴﺎﺏ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻜﺘﻞ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺪﺍﺭﺳﲔ ﻋﻠﻰ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻔﺮﻋﻴﺔ‬

‫)‪(٨‬‬
‫ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻠﺤﻖ ﺭﻗﻢ )‪(٥‬‬

‫ﻗﺎﺋﻤﺔ ﺍﻷﺷﻜﺎﻝ‬

‫ﻋﻨﻮﺍﻥ ﺍﻟﺸﻜﻞ‬ ‫ﺭﻗﻢ ﺍﻟﺸﻜﻞ‬

‫ﺃﺳﺎﻟﻴﺐ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﺘﺤﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ )ﺟﻮﺭﺩﻥ(‬ ‫)‪(١‬‬

‫ﳕﻮﺫﺝ ﺍﻻﺗﺼﺎﻝ‬ ‫)‪(٢‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻘﻴﻴﻢ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﺎﻟﻠﻐﺎﺕ‬

‫ﺍﻷﺧﺮﻯ ﻣﻦ ﺧﻼﻝ ﻣﻨﻬﺞ ‪ ACTFL‬ﻧﻤﺎﺫﺝ ﺗﻄﺒﻴﻘﻴﺔ‬
‫ﺩ‪.‬ﳏﻤﺪ ﺑﻮﳒﻤﺔ‬
‫ﺟﺎﻣﻌﺔ اﻷﺧﻮﯾﻦ‪/‬اﻟﻤﻐﺮب‬

‫ﻣﺪﺧﻞ‬
‫ﺇﻥ ﺇﺟﺮﺍﺀ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻣﻌﺎﻳﲑ ﺍﻷﻛﺘﻔﻞ ‪) ACTFL‬ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ( ‪،‬‬
‫ﻳﻌﲏ ﺗﻘﻴﺪ ﺍﻟﺒﺎﺣﺚ ﺍﳌﺘﺨﺼﺺ ﲟﺒﺎﺩﺉ ﻭﺗﺼﻮﺭﺍﺕ ﺩﻗﻴﻘﺔ ﻭﻋﻠﻤﻴﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ‪ .‬ﻭﺍﻟﺘﺨﺼﺺ ﻫﻨﺎ ﻣﻌﻨﺎﻩ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﻟﺒﺎﺣﺚ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﳌﻮﺛﻮﻗﻴﺔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ .‬ﺍﻣﺘﺤﺎﻥ ﺗﻘﻴﻴﻢ ﺍﳌﺴﺘﻮﻯ ﻫﺬﺍ‪ ،‬ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ‬
‫ﺍﺧﺘﺒﺎﺭ ﻣﻌﻴﺎﺭﻱ ﻗﺎﺑﻞ ﻟﺘﻤﻴﻴﺰ ﺍﳌﺴﺘﻮﻯ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺍﻵﰐ ﺫﻛﺮﻫﺎ‪:‬‬

‫ﺍﶈﺘﻮﻯ ﻭﺍﳌﻀﻤﻮﻥ‪.‬‬ ‫‪-١‬‬

‫ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬ ‫‪-٢‬‬

‫ﺍﻟﻨﺺ ﺍﻟﻠﻐﻮﻱ‪.‬‬ ‫‪-٣‬‬

‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬ ‫‪-٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﻼﺹ ﺍﳌﺴﺘﻮﻯ‪.‬‬

‫ﻋﻠﻰ ﺍﳌﺘﺨﺼﺺ ﰲ ﺇﺟﺮﺍﺀ ﺍﻻﺳﺘﺠﻮﺍﺏ ﻣﻊ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺿﻊ ﰲ ﺍﳊﺴﺒﺎﻥ ﺍﻷﻣﻮﺭ ﺍﻵﰐ‬
‫ﺫﻛﺮﻫﺎ ‪:‬‬

‫ﺇﻇﻬﺎﺭ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﰲ ﺍﻻﺳﺘﺠﻮﺍﺏ‪.‬‬ ‫‪-‬‬

‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺿﻴﻊ ﻣﺴﺘﺨﻠﺼﺔ ﻣﻦ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﳌﺴﺘﺠﻮ‪‬ﺏ ﻭ ﲡﺎﺭﺑﻪ ﻣﺒﻠﻮﺭﺓ‬ ‫‪-‬‬

‫ﺑﻄﺮﻳﻘﺔ ﲢﻘﻖ ﺗﻘﻨﻴﺔ ﺍﻟﺴﱪ ﻭﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺟﺲ ﻧﺒﺾ ﺣﻘﻴﻘﺔ ﻣﺴﺘﻮﻯ ﺍﳌﺴﺘﺠﻮ‪‬ﺏ‪.‬‬

‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺳﺌﻠﺔ ﻣﻨﺘﻘﺎﺓ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻣﻌﻴﻨﺔ ﻭﻣﺮﺳﻮﻣﺔ ﻣﺴﺒﻘﺎ ﰲ ﺫﻫﻦ‬ ‫‪-‬‬
‫ﺍﳌﺴﺘﺠﻮﹺﺏ‪.‬‬

‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻟﻐﺔ ﺍﳌﺴﺘﺠﻮﹺﺏ ﺗﺴﺘﺠﻴﺐ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺴﱪﻩ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺑﻨﻴﺔ ﺍﻻﺳﺘﺠﻮﺍﺏ‪.‬‬
‫ﻋﻠﻰ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺃﻥ ﻳﺴﺘﺨﻠﺺ ﻋﻴﻨﺔ ﻭﺍﺿﺤﺔ ﻭﺳﺎﳌﺔ ﻭﺻﺤﻴﺤﺔ ﻭﻗﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ‪ .‬ﺗﺘﻀﻤﻦ ﻣﺮﺣﻠﺔ ﺇﲪﺎﺀ‬
‫ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺑﻨﻚ ﻣﻌﻠﻮﻣﺎﺕ ﻳﺘﻢ ﺗﻄﻮﻳﺮﻫﺎ ﻭﺍﺳﺘﺪﺭﺍﺝ ﺍﳌﺴﺘﺠﻮ‪‬ﺏ ﻟﻠﺤﺪﻳﺚ ﻋﻨﻬﺎ ﻓﻴﻤﺎ ﺑﻌﺪ ﺗﻘﻔﻮﻫﺎ ﻣﺴﺘﻮﻳﺎﺕ‬
‫ﺳﱪ ﻟﻠﺘﻤﻜﻦ ﻣﻦ ﺗﺮﺳﻴﻢ ﺍﳊﺪﻭﺩ ﺍﻟﻜﱪﻯ ﺑﲔ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ .‬ﻭﻛﺬﺍ ﻟﻠﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﻟﻠﺴﻘﻒ ﻭﺍﻷﺭﺿﻴﺔ‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻣﻮﺍﺿﻴﻊ ﳐﺘﻠﻔﺔ ﻭﻣﺘﻨﻮﻋﺔ‪ .‬ﻛﻤﺎ ﳚﺐ ﺃﻥ ﺗﺴﺘﺜﻤﺮ ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﱵ ﺗﺴﻠﻢ ﻟﻠﻄﺎﻟﺐ ﺑﺸﻜﻞ ﻓﻌﺎﻝ‬
‫ﻭﺳﻠﺲ ﺿﻤﻦ ﺍﳊﻮﺍﺭ ﺍﻟﻌﺎﻡ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﳎﺴﺎ ﺳﺎﺑﺮﺍ ﳌﺴﺘﻮﻯ ﻣﻌﲔ ﻭﳐﻮﻻ ﻟﻠﻤﺴﺘﺠﻮﹺﺏ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﻼﺑﺔ‬
‫ﺃﺳﺲ ﺫﻟﻚ ﺍﳌﺴﺘﻮﻯ ﻭﲤﺎﺳﻜﻪ‪.‬‬

‫ﻭﻗﺒﻞ ﺍﳊﺪﻳﺚ ﻋﻦ ﻣﻌﺎﻳﲑ ﲢﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ‪ ،‬ﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺳﻠﻢ ﺍﻷﻛﺘﻔﻞ ﻳﺘﻀﻤﻦ ﺃﺭﺑﻌﺔ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﻫﻲ ‪ :‬ﺃﻭﻻ ‪ :‬ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ‪ .‬ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪ .‬ﺛﺎﻟﺜﺎ ‪ :‬ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‪ .‬ﺭﺍﺑﻌﺎ ‪:‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻋﻠﻰ ﺃﻭ ﺍﳌﺘﻤﻴﺰ‪ .‬ﻭﻳﺘﻀﻤﻦ ﻛﻞ ﻣﺴﺘﻮﻯ‪ ،‬ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻋﻠﻰ ‪ ،‬ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ‪ ،‬ﻫﻲ ‪ :‬ﺃﻭﻻ‬
‫‪ :‬ﺍﳌﺴﺘﻮﻯ ﺍﻷﺩﱏ ﺃﻭ ﺍﻟﻮﺍﻃﺊ‪ .‬ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪ .‬ﺛﺎﻟﺜﺎ ‪ :‬ﺍﳌﺴﺘﻮﻯ ﺍﻷﻋﻠﻰ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻌﺎﻳﲑ ﲢﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ‬

‫ﻳﺘﺤﺪﺩ ﺍﻟﻐﻼﻑ ﺍﻟﺰﻣﲏ ﻻﺳﺘﺠﻮﺍﺏ ﺍﳌﺘﻮﻗﻊ ﺗﺼﻨﻴﻔﻪ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺑﲔ ﻋﺸﺮ ﺩﻗﺎﺋﻖ ﻭﺍﺛﻨﱵ ﻋﺸﺮﺓ‬
‫ﺩﻗﻴﻘﺔ‪ .‬ﻟﻮﺿﻊ ﻃﺎﻟﺐ ﻣﻌﲔ ﺿﻤﻦ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ‪ ،‬ﳚﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻹﳒﺎﺯﺍﺕ‬
‫ﺍﻵﰐ ﺫﻛﺮﻫﺎ ‪:‬‬

‫ﺃﻥ ﳚﻴﺐ ﻋﻠﻰ ﺃﺳﺌﻠﺔ ﺑﺴﻴﻄﺔ ﲣﺺ ﻣﻮﺍﺿﻴﻊ ﻣﻦ ﺣﻴﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ ﺍﳌﺄﻟﻮﻓﺔ‪ ) .‬ﺍﳌﺪﻳﻨﺔ ﺍﻟﱵ‬ ‫‪-‬‬
‫ﻳﺴﻜﻦ ﻓﻴﻬﺎ‪) (...‬ﺍﻟﺪﺭﺍﺳﺔ‪ ) (....‬ﺍﻷﺳﺮﺓ‪...‬ﺇﱁ (‪ ) .‬ﺍﻷﻟﻮﺍﻥ‪.(...‬‬

‫ﺃﻥ ﻳﻮﺻﻞ ﻗﺪﺭﺍ ﺃﺩﱏ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﻤﺴﺘﺠﻮﹺﺏ ﺍﻟﺬﻱ ﺩﺭﺝ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ‬ ‫‪-‬‬
‫ﺍﻷﺟﻨﱯ‪ ) .‬ﺗﺒﺎﺩﻝ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﻴﺔ ﻭﺗﻘﺪﱘ ﺍﻟﻨﻔﺲ ﻣﺜﻼ ( ‪ .‬ﻭﻳﻘﺪﻡ ﺍﻟﻄﺎﻟﺐ ﻫﺬﻩ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺷﻜﻞ ﻛﻠﻤﺎﺕ ﻣﻌﺰﻭﻟﺔ ﺃﻭ ﻗﺎﺋﻤﺔ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ‪ .‬ﻭﻛﺬﺍ ﻋﻠﻰ ﺷﻜﻞ‬

‫ﲨﻞ ﳐﺰﻧﺔ ﰲ ﺍﻟﺬﺍﻛﺮﺓ ﺃﻭ ﲨﻞ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﻮﻟﻴﻔﺎﺕ ﲨﻠﻴﺔ ﺗﻘﻮﻡ ﺍﻟﻌﻼﻗﺎﺕ‬ ‫‪-‬‬

‫ﺑﻴﻨﻬﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻻﺳﺘﺪﻋﺎﺀ‪ .‬ﻣﺜﺎﻝ )ﺃﺳﻜﻦ ﰲ ﻣﺪﻳﻨﺔ ﻛﺬﺍ‪ ) (....‬ﺃﻧﺎ ﻣﻦ ﻣﺪﻳﻨﺔ‬
‫ﻛﺬﺍ‪(.....‬‬

‫ﺃﻥ ﻳﻔﻲ ﺑﺒﻌﺾ ﺍﳊﺎﺟﻴﺎﺕ ﺍﶈﺪﻭﺩﺓ ﻭﺍﳌﺒﺎﺷﺮﺓ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻌﺎﻳﲑ ﲢﺪﻳﺪ ﺍﻷﻗﺴﺎﻡ ﺿﻤﻦ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ‪:‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ ﺍﻷﺩﱏ‪.‬‬

‫ﳝﻜﻦ ﲢﺪﻳﺪ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺑﺎﻻﺣﺘﻜﺎﻡ ﺇﱃ ﻣﻌﻴﺎﺭﻳﻦ ﺑﺸﻜﻞ ﻋﺎﻡ ‪:‬‬

‫ﻣﻌﻴﺎﺭ ﺭﺻﺪ ﺍﻟﺘﻌﺜﺮ ﰲ ﺍﻻﺳﺘﺠﻮﺍﺏ‪ ،‬ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﺘﻌﺜﺮ ﻣﻦ ﺍﳌﺆﺷﺮﺍﺕ ﺍﳍﺎﻣﺔ ﺍﻟﺪﺍﻟﺔ‬ ‫‪-‬‬
‫ﻋﻠﻰ ﺍﻟﺴﻘﻒ‪ .‬ﺃﻭﻝ ﻣﺎ ﻳﻼﺣﻆ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺃﻥ ﻛﻞ ﺃﺟﻮﺑﺔ ﺍﻟﻄﺎﻟﺐ ﺗﺄﰐ ﻋﻠﻰ‬
‫ﺷﻜﻞ ﻣﻔﺮﺩﺍﺕ ﻣﻌﺰﻭﻟﺔ ﻻ ﺻﻠﺔ ﺑﻴﻨﻬﺎ ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ‪ .‬ﻭﺃﻥ ﻃﺮﻳﻘﺔ ﺗﻠﻔﻆ ﻫﺬﻩ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻏﲑ ﺳﻠﻴﻤﺔ‪ .‬ﳛﺎﻭﻝ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺘﻌﺒﲑ ﺑﺒﻌﺾ ﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﺍﳌﺨﺰﻧﺔ ﰲ‬
‫ﺍﻟﺬﺍﻛﺮﺓ ﻟﻜﻨﻪ ﺳﺮﻋﺎﻥ ﻣﺎ ﻳﻌﻮﺩ ﻟﻠﺘﻌﺒﲑ ﺑﺎﳌﻔﺮﺩﺍﺕ ﺍﳌﻌﺰﻭﻟﺔ‪.‬‬

‫ﻣﻌﻴﺎﺭ ﺳﻬﻮﻟﺔ ﺍﻟﻔﻬﻢ ﺃﻭ ﺻﻌﻮﺑﺘﻪ ﻣﻦ ﻃﺮﻑ ﺍﳌﺴﺘﺠﻮﹺﺏ ﺍﻟﺬﻱ ﺩﺭﺝ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ‬ ‫‪-‬‬
‫ﻣﻊ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻓﻜﻠﻤﺎ ﺁﻧﺲ ﺍﳌﺴﺘﺠﻮﹺﺏ ﻭﻫﻮ ﺍﳌﺘﻤﺮﺱ ﻋﻠﻰ ﻣﺜﻞ‬
‫ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺻﻌﻮﺑﺔ ﺑﺎﻟﻐﺔ ﰲ ﻓﻬﻢ ﺍﻟﻄﺎﻟﺐ ﺍﳌﹸﺴﺘﺠﻮ‪‬ﺏ‪ ،‬ﻓﻤﻌﲎ ﺫﻟﻚ ﺃﻥ ﻣﺴﺘﻮﻯ ﻫﺬﺍ‬
‫ﺍﻷﺧﲑ ﻫﻮ ﺍﳌﺒﺘﺪﺉ ﺍﻷﺩﱏ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﻳﻈﻬﺮ ﺍﻟﺘﻌﺜﺮ ﻋﻠﻰ ﺍﻷﺻﻌﺪﺓ ﺍﻵﰐ ﺫﻛﺮﻫﺎ ‪:‬‬

‫ﺗﺮﺩﻳﺪ ﻣﺎ ﻳﻘﻮﻟﻪ ﺍﳌﹸﺴﺘﺠﻮﹺﺏ‪.‬‬ ‫‪-‬‬

‫ﺍﳊﺪﻳﺚ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﻏﺎﻟﺐ ﺍﻷﺣﻴﺎﻥ‪.‬‬ ‫‪-‬‬

‫ﻋﺪﻡ ﻭﺿﻮﺡ ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ‪.‬‬ ‫‪-‬‬

‫ﻳﺘﺨﻠﻞ ﺍﻻﺳﺘﺠﻮﺍﺏ ﻓﺘﺮﺍﺕ ﺻﻤﺖ ﻃﻮﻳﻠﺔ ﻭﻣﺘﻜﺮﺭﺓ‪.‬‬ ‫‪-‬‬

‫ﻋﺪﻡ ﻓﻬﻢ ﺃﺳﺌﻠﺔ ﺍﳌﺴﺘﺠﻮﹺﺏ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻛﺨﻼﺻﺔ ﺇﺫﺍ ﺣﻘﻖ ﺍﻟﻄﺎﻟﺐ ﻧﺴﺒﺔ ‪ ٢٥‬ﰲ ﺍﳌﺎﺋﺔ ﳑﺎ ﻳﻔﺘﺮﺽ ﺇﳒﺎﺯﻩ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﻓﻴﻤﻜﻦ‬
‫ﺗﺼﻨﻴﻔﻪ ﰲ ﺍﳌﺒﺘﺪﺉ ﺍﻷﺩﱏ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ ﺍﳌﺘﻮﺳﻂ‪.‬‬

‫ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﺍﳌﺼﻨﻒ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺇﳒﺎﺯ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺗﺒﺎﺩﻝ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﺗﻘﺪﱘ ﺍﻟﻨﻔﺲ ﻟﻠﻤﺴﺘﺠﻮ‪‬ﺏ‪.‬‬ ‫‪-‬‬

‫ﺫﻛﺮ ﺑﻌﺾ ﺍﻷﺷﻴﺎﺀ ﺍﶈﺪﻭﺩﺓ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﶈﻴﻂ ﺍﳌﺒﺎﺷﺮ‪.‬‬ ‫‪-‬‬

‫ﻭﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺍﳌﻌﻴﺎﺭﻳﻦ ﺍﻟﺴﺎﻟﻒ ﺫﻛﺮﳘﺎ ﳒﺪ ﺃﻥ ﺍﻟﺘﻌﺜﺮ ﻳﺘﺨﺬ ﺍﻷﺷﻜﺎﻝ ﺍﻵﰐ‬ ‫‪-‬‬

‫ﺫﻛﺮﻫﺎ ‪:‬‬

‫ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﻄﺎﻟﺐ ﰲ ﺍﻟﺘﻌﺒﲑ ﺑﻼﺋﺤﺔ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻟﻜﻦ ﻣﻊ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳉﻤﻞ ﺍﳌﺨﺰﻧﺔ‬ ‫‪-‬‬
‫ﰲ ﺫﺍﻛﺮﺗﻪ ﺑﺸﻜﻞ ﻻﻓﺖ ﻟﻼﻧﺘﺒﺎﻩ‪.‬‬

‫ﺗﻄﻔﻮ ﻋﻠﻰ ﺻﻔﺤﺔ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺑﲔ ﺍﻟﻔﻴﻨﺔ ﻭﺃﺧﺮﻯ ﳏﺎﻭﻟﺔ ﻟﻠﺘﻌﺒﲑ ﺑﺎﳉﻤﻠﺔ ﰲ‬ ‫‪-‬‬
‫ﻣﺮﺍﺣﻠﻬﺎ ﺍﳉﻨﻴﻨﻴﺔ ﺍﻷﻭﱃ‪ .‬ﳑﺎ ﳚﻌﻞ ﺣﺪﻳﺚ ﺍﻟﻄﺎﻟﺐ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﻣﺸﺎﺝ ﻣﻦ ﺍﻟﻠﻔﻈﺔ‬
‫ﻭﻫﻼﻣﻴﺔ ﺍﳉﻤﻠﺔ‪ .‬ﻭﻫﻮ ﻣﺎ ﻳﺆﺷﺮ ﻋﻠﻰ ﺇﳒﺎﺯ ﺍﻟﻄﺎﻟﺐ ﻧﺴﺒﺔ ‪ ٥٠‬ﰲ ﺍﳌﺎﺋﺔ ﳑﺎ ﻳﺘﻮﻗﻊ ﰲ‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪.‬‬

‫ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﻄﺎﻟﺐ ﰲ ﻧﻄﻖ ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﻏﲑ ﺍﳌﻔﻬﻮﻣﺔ ﺃﻭ ﻏﲑ ﺍﻟﺴﻠﻴﻤﺔ ﻭﺗﻜﺮﺍﺭ ﻣﺎ‬ ‫‪-‬‬
‫ﻳﻘﻮﻟﻪ ﺍﳌﺴﺘﺠﻮﹺﺏ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫‪-‬‬

‫ﻋﺪﻡ ﻓﻬﻢ ﺳﺆﺍﻝ ﺍﳌﹸﺴﺘﺠﻮﹺﺏ‪.‬‬ ‫‪-‬‬

‫ﺗﻜﺮﺍﺭ ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ‪.‬‬ ‫‪-‬‬

‫ﻛﻤﺎ ﻳﺴﺘﻤﺮ ﺍﳌﺴﺘﺠﻮﹺﺏ ﺍﳌﺘﻤﺮﺱ ﰲ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﰲ ﺭﺻﺪ ﺑﻌﺾ‬
‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﳌﺼﺎﺣﺒﺔ ﻟﻼﺳﺘﺠﻮﺍﺏ ﻟﻜﻦ ﺑﺪﺭﺟﺔ ﺃﻗﻞ ﺣﺪﺓ ﳑﺎ ﻋﻠﻴﻪ ﺍﻷﻣﺮ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺩﱏ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ ﺍﻟﻌﺎﱄ‪.‬‬

‫ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﺍﳌﺘﻮﻗﻊ ﺗﺼﻨﻴﻔﻪ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺇﳒﺎﺯ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫ﺗﻨﻔﻴﺬ ﻣﻬﻤﺎﺕ ﲣﺺ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﻣﻌﻈﻢ ﺍﻟﻮﻗﺖ ﻟﻜﻦ ﻟﻴﺲ ﰲ ﻛﻞ ﺍﻟﻮﻗﺖ‪.‬‬ ‫‪-‬‬

‫ﺗﻘﺪﱘ ﻣﻌﻠﻮﻣﺎﺕ ﺷﺨﺼﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﳋﻠﻖ ﺍﻟﻠﻐﻮﻱ ﻣﻌﻈﻢ ﺍﻟﻮﻗﺖ‪.‬‬ ‫‪-‬‬

‫ﻃﺮﺡ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺘﻌﺒﲑ ﺑﺎﳉﻤﻠﺔ ﻭﺇﻥ ﻛﺎﻧﺖ ﺫﺍﺕ ﺗﺮﻛﻴﺐ ﺑﺴﻴﻂ‪.‬‬ ‫‪-‬‬

‫ﻭﻋﻞ ﻫﺬﺍ ﺍﻷﺳﺎﺱ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻄﺎﻟﺐ ﻣﻨﺘﻤﻴﺎ ﺇﱃ ﻣﺴﺘﻮﻯ ﻣﺘﻮﺳﻂ ﻫﺎﺑﻂ ﲟﺎ ﺃﻧﻪ ﺃﳒﺰ ﻧﺴﺒﺔ ‪ ٨٠‬ﰲ‬
‫ﺍﳌﺎﺋﺔ ﻣﻦ ﻣﻬﻤﺎﺕ ﲣﺺ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪ .‬ﳑﺎ ﳚﻌﻠﻨﺎ ﻧﺼﻨﻔﻪ ﰲ ﺧﺎﻧﺔ ﺍﳌﺒﺘﺪﺉ ﺍﻷﻋﻠﻰ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‬

‫ﻳﺘﺤﺪﺩ ﺍﻟﻐﻼﻑ ﺍﻟﺰﻣﲏ ﻻﺳﺘﺠﻮﺍﺏ ﺍﳌﺘﻮﻗﻊ ﺗﺼﻨﻴﻔﻪ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺑﲔ ﲬﺲ ﻋﺸﺮﺓ ﺩﻗﻴﻘﺔ ﻭ‬
‫ﻭﻋﺸﺮﻳﻦ ﺩﻗﻴﻘﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻟﺘﺼﻨﻴﻒ ﻃﺎﻟﺐ ﻣﻌﲔ ﺿﻤﻦ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﳚﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻹﳒﺎﺯﺍﺕ‬
‫ﺍﻵﰐ ﺫﻛﺮﻫﺎ ‪:‬‬

‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺣﻮﺍﺭﺍﺕ ﺑﺴﻴﻄﺔ ﻭﻣﺒﺎﺷﺮﺓ ﻭﻣﺘﻮﻗﻌﺔ ﺫﺍﺕ ﻣﻀﺎﻣﲔ ﻣﺴﺘﻮﺣﺎﺓ ﻣﻦ‬ ‫‪-‬‬
‫ﻣﻌﻬﻮﺩﻩ ﺍﻟﺬﻫﲏ ﻭﺍﳌﺄﻟﻮﻑ ﻭﺍﻟﻌﺎﻛﺴﺔ ﻟﻸﻧﺸﻄﺔ ﺍﻟﻴﻮﻣﻴﺔ ﻭﺍﶈﻴﻂ ﺍﳋﺎﺹ ﺍﳌﺒﺎﺷﺮ‪.‬‬

‫ﺧﻠﻖ ﻣﻦ ﺧﻼﻝ ﺍﻟﻠﻐﺔ ﺗﻮﺍﺻﻼ ﻭﺟﺪﺍﻧﻴﺎ ﻣﻊ ﺍﳌﺴﺘﺠﻮﹺﺏ‪ ،‬ﻭﺫﻟﻚ ﺑﻨﻈﻢ ﻋﻨﺎﺻﺮ ﻟﻐﻮﻳﺔ‬ ‫‪-‬‬
‫ﻗﻮﺍﻣﻬﺎ ﺍﳉﻤﻞ ﺍﶈﺘﺸﻤﺔ ﺍﻟﱵ ﺗﺒﺪﺃ ﺑﺎﻟﻈﻬﻮﺭ ﻋﻠﻰ ﺍﺳﺘﺤﻴﺎﺀ‪.‬‬

‫ﺗﻘﺪﱘ ﻣﻌﻠﻮﻣﺎﺕ ﻟﻠﻤﺴﺘﺠﻮﹺﺏ ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻘﻨﻴﺔ ﺍﻟﺴﺆﺍﻝ ﻭﺍﳉﻮﺍﺏ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺧﻮﺽ ﺣﻮﺍﺭﺍﺕ ﺑﺴﻴﻄﺔ ﻏﲑ ﻣﻌﻘﺪﺓ ﺑﺪﺀ ﻭﻣﺴﺎﻳﺮﺓ ﻭﺇ‪‬ﺎﺀ ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﺗﺘﻢ‬ ‫‪-‬‬
‫ﺑﺸﻜﻞ ﺗﻔﺎﻋﻠﻲ ﻣﻊ ﺍﳌﺴﺘﺠﻮﹺﺏ‪.‬‬

‫ﲤﻜﻦ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺍﳊﺪ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﺬﻱ ﻳﺴﻤﺢ ﻟﻪ ﺑﺎﻻﻧﻐﻤﺎﺱ ﰲ ﺛﻘﺎﻓﺔ ﺍﻟﻠﻐﺔ‬ ‫‪-‬‬
‫ﺍﳍﺪﻑ ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﻠﺒﻴﺔ ﺣﺎﺟﻴﺎﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺍﻷﺩﱏ‪.‬‬

‫ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻼﻣﺢ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺧﻼﻝ ‪:‬‬

‫ﺭﺻﺪ ﻣﺎ ﲢﻘﻖ ﻣﻦ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‪ ،‬ﻭﻫﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﻻ‬ ‫‪-‬‬
‫ﺗﺘﺠﺎﻭﺯ ﻧﺴﺒﺔ ‪ ٢٥‬ﰲ ﺍﳌﺎﺋﺔ‪.‬‬

‫ﺭﺻﺪ ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻼﺣﻆ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ ﻛﺬﻟﻚ‪ .‬ﻣﻨﻬﺎ ‪:‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻋﺪﻡ ﺛﺒﺎﺕ ﺍﻟﻄﺎﻟﺐ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺴﺘﻬﺪﻑ ﺍﻟﺬﻱ ﺗﻜﺸﻔﻪ ﺃﺳﺌﻠﺔ ﺍﻟﺴﱪ‬ ‫‪-‬‬
‫ﺍﻻﺳﺘﺸﺮﺍﻓﻴﺔ‪ .‬ﻓﻴﻜﻮﻥ ﺍﳍﺒﻮﻁ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻳﻼﺣﻆ ﺑﲔ ﺍﻟﻔﻴﻨﺔ ﻭﺍﻷﺧﺮﻯ‪.‬‬

‫ﺗﻌﺒﲑ ﺍﻟﻄﺎﻟﺐ ﺻﺮﺍﺣﺔ ﻋﻦ ﻫﺬﺍ ﺍﳍﺒﻮﻁ‪.‬‬ ‫‪-‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺑﻌﺾ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫‪-‬‬

‫ﺗﻮﺍﺗﺮ ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ﺿﻤﻦ ﺍﻻﺳﺘﺠﻮﺍﺏ‪.‬‬ ‫‪-‬‬

‫ﻭﻧﻈﺮﺍ ﻟﺼﻌﻮﺑﺔ ﺗﻘﻴﻴﻢ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺑﺎﻟﺬﺍﺕ ﻟﻠﺘﺪﺍﺧﻞ ﺍﻟﻜﺎﻣﻦ ﺑﻴﻨﻪ ﻭﺑﲔ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ ﺍﻷﻋﻠﻰ‪ ،‬ﳝﻜﻦ‬
‫ﺃﻥ ﻧﻀﻴﻒ ﺍﻟﺴﻤﺔ ﺍﳌﺎﺋﺰﺓ ﺍﻵﰐ ﺫﻛﺮﻫﺎ ‪:‬‬

‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺃﻥ ﻳﻘﺪﻡ ﻭﺻﻔﺎ ﻟﻸﺷﻴﺎﺀ ﰲ ﺍﳌﺎﺿﻲ ﻭﺍﳊﺎﺿﺮ ﻭﺍﳌﺴﺘﻘﺒﻞ ﻋﻠﻰ‬ ‫‪-‬‬
‫ﺷﻜﻞ ﲨﻞ‪ ،‬ﻟﻜﻨﻨﺎ ﻧﻼﺣﻆ ﻫﺒﻮﻃﺎ ﻟﻐﻮﻳﺎ ﰲ ﺣﺪﻳﺜﻪ ﺣﻴﻨﻤﺎ ﻳﻄﺎﻟﺒﻪ ﺍﳌﺴﺘﺠﻮﹺﺏ ﺑﺎﻟﻘﻴﺎﻡ‬
‫ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺷﻴﺌﲔ ﻣﺜﻼ ﺃﻭ ﺣﻜﺎﻳﺔ ﰲ ﺍﳌﺎﺿﻲ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺍﻷﻭﺳﻂ‪.‬‬

‫ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻼﻣﺢ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺧﻼﻝ ‪:‬‬

‫ﺭﺻﺪ ﻣﺎ ﲢﻘﻖ ﻣﻦ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‪ ،‬ﻭﻫﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﻻ‬ ‫‪-‬‬
‫ﺗﺘﺠﺎﻭﺯ ﻧﺴﺒﺔ ‪ ٥٠‬ﰲ ﺍﳌﺎﺋﺔ‪ .‬ﻭﺍﳌﻘﺼﻮﺩ ‪‬ﺎ ﺑﺪﺍﻳﺔ ﻇﻬﻮﺭ ﻣﻼﻣﺢ ﺍﻟﺘﻌﺒﲑ ﺑﺎﳉﻤﻞ‬
‫ﺍﻟﻄﻮﻳﻠﺔ ﻭﺍﻟﻔﻘﺮﺓ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻨﻄﻖ ﺍﳉﻴﺪ ﻟﻠﻤﻔﺮﺩﺍﺕ‪.‬‬

‫ﺭﺻﺪ ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻼﺣﻆ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ ﻛﺬﻟﻚ‪ .‬ﻣﻨﻬﺎ ‪:‬‬ ‫‪-‬‬

‫ﺍﻧﻌﺪﺍﻡ ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻋﺪﻡ ﺛﺒﺎﺕ ﺍﻟﻄﺎﻟﺐ ﰲ ﻣﺴﺘﻮﻯ ﻟﻐﻮﻱ ﻭﺍﺣﺪ ﺣﻴﻨﻤﺎ ﺗﺴﺘﺸﺮﻑ ﺃﺳﺌﻠﺔ ﺍﻟﺴﱪ ﺍﳌﺴﺘﻮﻯ‬ ‫‪-‬‬
‫ﺍﳌﺘﻘﺪﻡ‪.‬ﻓﻴﻼﺣﻆ ﺍﳍﺒﻮﻁ ﺍﻟﻠﻐﻮﻱ ﺑﲔ ﻓﻴﻨﺔ ﻭﺃﺧﺮﻯ‪.‬‬

‫ﺗﻌﺒﲑ ﺍﻟﻄﺎﻟﺐ ﺻﺮﺍﺣﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻋﻦ ﻫﺬﺍ ﺍﳍﺒﻮﻁ‪.‬‬ ‫‪-‬‬

‫ﺑﻌﺾ ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ‪.‬‬ ‫‪-‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺑﻌﺾ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺍﻷﻋﻠﻰ‪.‬‬

‫ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻼﻣﺢ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺧﻼﻝ ‪:‬‬

‫ﺭﺻﺪ ﻣﺎ ﲢﻘﻖ ﻣﻦ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‪ ،‬ﻭﻫﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﻻ‬ ‫‪-‬‬
‫ﺗﺘﺠﺎﻭﺯ ﻧﺴﺒﺔ ‪ ٨٠‬ﰲ ﺍﳌﺎﺋﺔ‪ .‬ﻭﺍﳌﻘﺼﻮﺩ ‪‬ﺬﺍ ﺍﻟﻜﻼﻡ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺼﻨﻒ ﰲ ﻫﺬﺍ‬
‫ﺍﳌﺴﺘﻮﻯ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺇﳒﺎﺯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ‪ :‬ﺍﻟﻮﺻﻒ ﻭﺍﳌﻘﺎﺭﻧﺔ ﻭﺍﻟﺘﻌﺒﲑ ﺑﺎﳌﺎﺿﻲ‬
‫ﻭﺍﳌﻀﺎﺭﻉ ﻭﺍﳌﺴﺘﻘﺒﻞ ﻭﺍﳊﻜﺎﻳﺔ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‪ .‬ﻭﻛﻞ ﺫﻟﻚ ﰲ ﺷﻜﻞ ﻓﻘﺮﺍﺕ‬
‫ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ‪ .‬ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ ﻣﺆﻫﻼ ﻟـ‪:‬‬

‫ﺗﺄﺩﻳﺔ ﻭﻇﺎﺋﻒ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﻣﻌﻈﻢ ﺍﻟﻮﻗﺖ ﻻ ﻛﻞ ﺍﻟﻮﻗﺖ‪.‬‬ ‫‪-‬‬

‫ﺃﻥ ﻳﻐﻄﻲ ﻛﻞ ﻣﻬﻤﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺑﺸﻜﻞ ﺗﺎﻡ‪.‬‬ ‫‪-‬‬

‫ﺃﻣﺎ ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻈﻬﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‪ ،‬ﻓﻴﻤﻜﻦ ﺇﲨﺎﳍﺎ ﰲ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺭﺻﺪ ﺃﺧﻄﺎﺀ ﻟﻐﻮﻳﺔ ﰲ ﺧﻄﺎﺏ ﺍﻟﻄﺎﻟﺐ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﻔﺸﻞ ﺍﻟﻨﺴﱯ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﰲ ﺍﳊﻮﺍﺭ ﺍﳌﺘﻌﻠﻖ ﲟﻮﻗﻒ ﻣﻌﲔ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﺒﻄﺎﻗﺔ‬ ‫‪-‬‬
‫ﺍﻟﺴﺎﺑﺮﺓ ﻟﻠﻤﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‪.‬‬

‫ﺍﻻﻋﺘﺮﺍﻑ ﺑﺼﻌﻮﺑﺔ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫‪-‬‬

‫ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ﺍﻟﱵ ﺗﺘﺨﻠﻞ ﺍﻻﺳﺘﺠﻮﺍﺏ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‪.‬‬
‫ﻳﺘﺤﺪﺩ ﺍﻟﻐﻼﻑ ﺍﻟﺰﻣﲏ ﻻﺳﺘﺠﻮﺍﺏ ﺍﳌﺘﻮﻗﻊ ﺗﺼﻨﻴﻔﻪ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺑﲔ ﻋﺸﺮﻳﻦ ﻭ ﺛﻼﺛﲔ ﺩﻗﻴﻘﺔ‪.‬‬

‫ﻟﺘﺼﻨﻴﻒ ﻃﺎﻟﺐ ﻣﻌﲔ ﺿﻤﻦ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‪ ،‬ﳚﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻵﰐ‬
‫ﺫﻛﺮﻫﺎ ‪:‬‬

‫ﺍﳌﺸﺎﺭﻛﺔ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﺣﻮﺍﺭﺍﺕ ﺭﲰﻴﺔ ﺃﺣﻴﺎﻧﺎ ﻭﻏﲑ ﺭﲰﻴﺔ ﰲ ﺍﻟﻐﺎﻟﺐ ﲣﺺ ﻭﺿﻌﻴﺎﺕ‬ ‫‪-‬‬
‫ﻭﻣﻮﺍﻗﻒ ﺷﺨﺼﻴﺔ ﻭﻗﻀﺎﻳﺎ ﺍﺟﺘﻤﺎﻋﻴﺔ‪.‬‬

‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳊﻜﺎﻳﺔ ﻭﺍﻟﻮﺻﻒ ﻭﺍﳌﻘﺎﺭﻧﺔ ﻣﻌﻈﻢ ﺍﻟﻮﻗﺖ ﺑﺸﻜﻞ ﻣﻀﺒﻮﻁ ﻭﺻﺤﻴﺢ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺧﻮﺽ ﺣﻮﺍﺭﺍﺕ ﺗﺘﻀﻤﻦ ﺑﻌﺾ ﺍﻟﺘﻌﻘﻴﺪﺍﺕ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺃﺣﻴﺎﻧﺎ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﲞﻄﺎﺏ ﻣﺸﻜﻞ ﺃﺳﺎﺳﺎ ﻣﻦ ﻓﻘﺮﺍﺕ ﻃﻮﻳﻠﺔ ﻭﺑﻠﻐﺔ ﺳﻠﻴﻤﺔ ﻣﻌﻈﻢ‬ ‫‪-‬‬
‫ﺍﻟﻮﻗﺖ‪.‬‬

‫ﲤﻜﻦ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺍﳊﺪ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﺬﻱ ﻳﺴﻤﺢ ﻟﻪ ﺑﺎﻻﺳﺘﺠﺎﺑﺔ ﳊﺎﺟﻴﺎﺗﻪ‬ ‫‪-‬‬
‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ ﻭﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﳊﻴﺎﺓ ﺍﳌﻬﻨﻴﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﺍﻷﺩﱏ‪.‬‬

‫ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻼﻣﺢ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺧﻼﻝ‪:‬‬

‫ﺭﺻﺪ ﻣﺎ ﲢﻘﻖ ﻣﻦ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‪ ،‬ﻭﻫﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﻻ‬ ‫‪-‬‬
‫ﺗﺘﺠﺎﻭﺯ ﻧﺴﺒﺔ ‪ ٢٥‬ﰲ ﺍﳌﺎﺋﺔ‪ .‬ﻭﻣﻌﲎ ﺫﻟﻚ ﺃﻥ ﺍﻟﻄﺎﻟﺐ ﲤﻜﻦ ﻣﻦ ﺇﳒﺎﺯ ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ‪ :‬ﺍﻟﻮﺻﻒ ﻭﺍﳌﻘﺎﺭﻧﺔ ﻭﺍﻟﺘﻌﺒﲑ ﺑﺎﳌﺎﺿﻲ ﻭﺍﳌﻀﺎﺭﻉ ﻭﺍﳌﺴﺘﻘﺒﻞ ﻭﺍﳊﻜﺎﻳﺔ ﻣﻦ‬
‫ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‪ .‬ﻭﻛﻞ ﺫﻟﻚ ﰲ ﺷﻜﻞ ﻓﻘﺮﺍﺕ ﻃﻮﻳﻠﺔ ﻭﺑﺸﻜﻞ ﻣﺘﻮﺍﺻﻞ‪ .‬ﻟﻜﻦ ﺗﺒﺪﺃ‬
‫ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻟﻈﻬﻮﺭ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﻭﻣﺘﻜﺮﺭ ﺣﲔ ﻳﺴﺄﻝ ﺍﻟﻄﺎﻟﺐ ﻋﻦ‬
‫ﻣﻮﺍﺿﻴﻊ ‪‬ﻢ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻤﻴﺰ‪ .‬ﻛﺎﻟﺴﺆﺍﻝ ﻋﻦ ﻣﻮﺍﺿﻴﻊ ﺗﻘﻊ ﺧﺎﺭﺝ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ‬
‫ﻳﻌﺮﻓﻬﺎ‪ .‬ﺃﻣﺎ ﻣﺆﺷﺮﺍﺕ ﻫﺬﺍ ﺍﻟﺘﻌﺜﺮ ﻓﻘﺪ ﺗﺄﺧﺬ ﺍﻷﺷﻜﺎﻝ ﺍﻵﰐ ﺫﻛﺮﻫﺎ‪:‬‬

‫ﺍﻟﺘﺠﺎﻭﺏ ﺑﺸﻜﻞ ﻧﺴﱯ ﻣﻊ ﺍﳌﺴﺘﺠﻮﹺﺏ‪.‬‬ ‫‪-‬‬

‫ﻋﺪﻡ ﻓﻬﻢ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫‪-‬‬

‫ﻧﻄﻖ ﻏﲑ ﺳﻠﻴﻢ ﻟﺒﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ‪.‬‬ ‫‪-‬‬

‫ﺑﻌﺾ ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ‪.‬‬ ‫‪-‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﺍﻷﻭﺳﻂ‪.‬‬

‫ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻼﻣﺢ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺧﻼﻝ ‪:‬‬

‫ﺭﺻﺪ ﻣﺎ ﲢﻘﻖ ﻣﻦ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‪ ،‬ﻭﻫﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﻻ‬ ‫‪-‬‬
‫ﺗﺘﺠﺎﻭﺯ ﻧﺴﺒﺔ ‪ ٥٠‬ﰲ ﺍﳌﺎﺋﺔ‪ .‬ﻓﺎﻟﻄﺎﻟﺐ ﲟﻘﺪﻭﺭﻩ ﺃﻥ‪:‬‬

‫ﳜﻮﺽ ﰲ ﺣﻮﺍﺭﺍﺕ ﳐﺘﻠﻔﺔ ﺗﺘﻌﻠﻖ ﲟﺎ ﻫﻮ ﺧﺎﺹ ﻭﲟﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻷﺣﺪﺍﺙ ﺍﻟﺮﺍﺋﺠﺔ‬ ‫‪-‬‬
‫ﻭﺍﳌﺘﺪﺍﻭﻟﺔ ﺍﻟﱵ ﺗﺘﻀﻤﻦ ﺑﻌﺾ ﺍﻟﺘﻌﻘﻴﺪﺍﺕ‪.‬‬

‫ﻳﺘﺠﺎﻭﺏ ﺑﺸﻜﻞ ﻛﻠﻲ ﻣﻊ ﺍﳌﺴﺘﺠﻮﹺﺏ‪.‬‬ ‫‪-‬‬

‫ﻳﻔﻬﻢ ﺑﻴﺴﺮ ﻣﻦ ﻃﺮﻑ ﺍﻟﺬﻳﻦ ﺩﺭﺟﻮﺍ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﺳﺘﺠﻮﺍﺑﺎﺕ ﻣﻊ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ‬ ‫‪-‬‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺃﻣﺎ ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻌﺜﺮ ﺍﻟﻠﻐﻮﻱ ﻓﻘﺪ ﺗﺄﺧﺬ ﺍﻷﺷﻜﺎﻝ ﺍﻵﰐ ﺫﻛﺮﻫﺎ ‪:‬‬ ‫‪-‬‬

‫ﺗﺘﺨﻠﻞ ﺧﻄﺎﺏ ﺍﻟﻄﺎﻟﺐ ﺑﻌﺾ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﺃﺣﻴﺎﻧﺎ‪ .‬ﺗﻠﻚ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺮﻭﺍﺑﻂ‬ ‫‪-‬‬
‫ﺍﳌﻨﻄﻘﻴﺔ ﺑﻮﺟﻪ ﺧﺎﺹ‪.‬‬

‫ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺜﺒﺎﺕ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ ﺍﳋﺎﺹ ﺑﺎﳌﺘﻤﻴﺰﻳﻦ ﻟﻔﺘﺮﺓ ﻃﻮﻳﻠﺔ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﺍﻷﻋﻠﻰ‪.‬‬

‫ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻼﻣﺢ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺧﻼﻝ‪:‬‬

‫ﺭﺻﺪ ﻣﺎ ﲢﻘﻖ ﻣﻦ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‪ ،‬ﻭﻫﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﻻ‬ ‫‪-‬‬
‫ﺗﺘﺠﺎﻭﺯ ﻧﺴﺒﺔ ‪ ٨٠‬ﰲ ﺍﳌﺎﺋﺔ‪ .‬ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ ﺍﻟﻄﺎﻟﺐ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ‪:‬‬

‫ﺗﺄﺩﻳﺔ ﻭﻇﺎﺋﻒ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻤﻴﺰ ﻣﻌﻈﻢ ﺍﻟﻮﻗﺖ ﻻ ﰲ ﻛﻞ ﺍﻟﻮﻗﺖ‪.‬‬ ‫‪-‬‬

‫ﺗﻐﻄﻴﺔ ﻣﻬﺎﻡ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﺑﺸﻜﻞ ﺗﺎﻡ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻤﻴﺰ‬

‫ﻳﺘﺤﺪﺩ ﺍﻟﻐﻼﻑ ﺍﻟﺰﻣﲏ ﻻﺳﺘﺠﻮﺍﺏ ﺍﳌﺘﻮﻗﻊ ﺗﺼﻨﻴﻔﻪ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺑﲔ ﲬﺲ ﻭ ﻋﺸﺮﻳﻦ ﻭ ﺛﻼﺛﲔ‬
‫ﺩﻗﻴﻘﺔ‪ .‬ﻛﻤﺎ ﻳﺴﺘﺤﺴﻦ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻓﻀﻼ ﻋﻦ ﺇﺟﺮﺍﺀ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ﺍﻻﺳﺘﺌﻨﺎﺱ‬
‫ﻛﺬﻟﻚ ﺑﺎﻟﻠﻐﺔ ﺍﶈﻠﻴﺔ ﺍﻟﱵ ﺗﻌﻠﻤﻬﺎ ﺍﻟﻄﺎﻟﺐ‪ .‬ﻭﻟﺘﺼﻨﻴﻒ ﻃﺎﻟﺐ ﻣﻌﲔ ﺿﻤﻦ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻤﻴﺰ‪ ،‬ﳚﺐ ﻋﻠﻴﻪ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻵﰐ ﺫﻛﺮﻫﺎ‪:‬‬

‫ﺍﳌﺸﺎﺭﻛﺔ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﺍﻻﺳﺘﺠﻮﺍﺑﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﻮﺍﺿﻴﻊ ﳐﺘﻠﻔﺔ‪.‬‬ ‫‪-‬‬

‫ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻣﻮﺍﺿﻴﻊ ﳏﺴﻮﺳﺔ ﺇﱃ ﺃﺧﺮﻯ ﳎﺮﺩﺓ‪.‬‬ ‫‪-‬‬

‫ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺧﻮﺽ ﻣﻮﺍﺿﻴﻊ ﳐﺘﻠﻔﺔ ﺑﻌﻴﺪﺓ ﻋﻦ ﳎﺎﻝ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ‪.‬‬ ‫‪-‬‬

‫ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺗﻮﻓﲑ ﺣﺠﺞ ﻣﺒﻨﻴﻨﺔ ﻟﺸﺮﺡ ﻣﻮﺍﻗﻔﻪ ﺃﻭ ﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺁﺭﺍﺋﻪ‪.‬‬ ‫‪-‬‬

‫ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺑﻠﻮﺭﺓ ﻓﺮﺿﻴﺎﺕ ﻋﻠﻰ ﺷﻜﻞ ﺧﻄﺎﺏ ﺫﻱ ﻓﻘﺮﺍﺕ ﻃﻮﻳﻠﺔ‬ ‫‪-‬‬
‫ﻭﻣﺴﺘﺮﺳﻠﺔ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻭﺿﻌﻴﺎﺕ ﻟﺴﺎﻧﻴﺔ ﻏﲑ ﻣﺄﻟﻮﻓﺔ‪.‬‬ ‫‪-‬‬

‫ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺇﳒﺎﺯ ﺃﺩﺍﺀ ﻟﻐﻮﻱ ﻋﻠﻰ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺪﻗﺔ ﻭﺍﻟﺴﻼﻣﺔ ﺑﺸﻜﻞ‬ ‫‪-‬‬
‫ﻣﺘﻮﺍﺗﺮ‪.‬‬

‫ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺃﺩﺍﺋﻪ ﺍﻟﻠﻐﻮﻱ ‪ ،‬ﻋﻠﻰ ﺇﺷﺒﺎﻉ ﺣﺎﺟﻴﺎﺗﻪ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫‪-‬‬
‫ﻭﺍﳊﻴﺎﺗﻴﺔ‪.‬‬

‫ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺍﳊﺪﻳﺚ ﺑﺪﻗﺔ ﻟﻐﻮﻳﺔ ﻗﻤﻴﻨﺔ ﺑﺎﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻟﻨﺎﻃﻖ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ . ٤‬ﺧﻼﺻﺎﺕ‪.‬‬
‫ﻭﻗﺒﻞ ﺍﳌﺮﻭﺭ ﺇﱃ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﻧﻮﺭﺩ ﺑﻌﺾ ﺍﳌﻼﺣﻈﺎﺕ ﺍﳌﻬﻤﺔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ .‬ﻭﻫﻲ‪:‬‬

‫ﺍﻟﺼﱪ ﻭﺍﻷﻧﺎﺓ ﻋﻠﻰ ﺍﺳﺘﺪﺭﺍﺝ ﺍﻟﻄﺎﻟﺐ ﻟﻼﺳﺘﺠﻮﺍﺏ‪.‬‬ ‫‪-‬‬

‫ﻻ ﳚﺐ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻼﺣﻖ ) ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻤﻴﺰ ﻣﺜﻼ ( ﺩﻭﻥ ﺍﻟﺘﺄﺳﻴﺲ ﺍﳌﺘﲔ‬ ‫‪-‬‬
‫ﻷﺭﺿﻴﺔ ﺍﳌﺴﺘﻮﻯ )ﺍﻟﺴﺎﺑﻘﺎﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ (‪.‬‬

‫ﺇﺫﺍ ﻏﲑ ﺍﳌﺴﺘﺠﻮﹺﺏ ﺍﳌﺴﺘﻮﻯ ﻻ ﳚﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻐﲑ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻭﺇﺫﺍ ﻏﲑ ﺍﳌﻮﺿﻮﻉ‬ ‫‪-‬‬

‫ﻋﻠﻴﻪ ﺃﻥ ﻳﺒﻘﻰ ﰲ ﺍﳌﺴﺘﻮﻯ ﻧﻔﺴﻪ‪.‬‬

‫ﺇﺫﺍ ﺣﺼﻞ ﺍﻟﺘﻌﺜﺮ ﺍﻟﻠﻐﻮﻱ ﰲ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﻻ ﺩﺍﻋﻲ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺍﳌﺴﺘﻮﻯ‪.‬‬ ‫‪-‬‬

‫ﳚﺐ ﺃﻥ ﺗﺘﻀﻤﻦ ﺳﲑﻭﺭﺓ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺗﻘﻨﻴﺎﺕ ﺇﲪﺎﺀ ‪ +‬ﺳﱪ ‪ +‬ﲢﻘﻖ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻌﻮﺩﺓ ﺇﱃ ﻣﺎ ﻳﻌﺘﻘﺪ ﺃﻧﻪ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻄﺎﻟﺐ ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺤﻘﻖ ﻭﺗﺜﺒﻴﺖ‬ ‫‪-‬‬
‫ﺍﻷﺭﺿﻴﺔ ﻗﺒﻞ ﺇ‪‬ﺎﺀ ﺍﻻﺳﺘﺠﻮﺍﺏ‪.‬‬

‫ﰲ ﺣﺎﻟﺔ ﺍﻟﺸﻚ ﳚﺐ ﻋﻠﻰ ﺍﳌﺴﺘﺠﻮﹺﺏ ﺃﻥ ﳜـﺘﺎﺭ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺿﻌﻒ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺘﻤﺎﺱ ﺍﳊﺬﺭ ﺃﺛﻨﺎﺀ ﺗﺼﻨﻴﻒ ﺍﻟﻄﻼﺏ ﺑﲔ ﺍﳊﺪﻭﺩ ﺍﻟﺼﻐﺮﻯ ﻟﻠﻤﺴﺘﻮﻯ ﻋﻴﻨﻪ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺘﻤﺎﺱ ﺍﳊﺬﺭ ﺃﺛﻨﺎﺀ ﺗﺼﻨﻴﻒ ﺍﻟﻄﻼﺏ ﺑﲔ ﻣﺴﺘﻮﻯ ﻣﺒﺘﺪﺉ ﺃﻋﻠﻰ ﻣﺜﻼ ﻭﻣﺴﺘﻮﻯ‬ ‫‪-‬‬
‫ﻣﺘﻮﺳﻂ ﻭﺍﻃﺊ‪ .‬ﻭﺍﻟﻔﻴﺼﻞ ﰲ ﻛﻞ ﻫﺬﺍ ﺍﻟﺘﻤﺴﻚ ﺑﺎﳌﻌﺎﻳﲑ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻸﻛﺘﻔﻞ‬
‫ﻭﺍﻻﺳﺘﻤﺎﻉ ﺍﻟﺪﻗﻴﻖ ﻭﺍﻟﻨﺒﻴﻪ ﻟﻼﺳﺘﺠﻮﺍﺏ‪ ،‬ﻟﻠﺘﻤﻜﻦ ﻣﻦ ﺍﺳﺘﺨﻼﺹ ﺍﻟﻔﻮﺍﺭﻕ ﺍﻟﺪﻗﻴﻘﺔ‬
‫ﺑﲔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺼﻐﺮﻯ ﺑﺸﻜﻞ ﺧﺎﺹ‪.‬‬

‫‪192‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻘﺴﻢ ﺍﻟﺘﻄﺒﻴﻘﻲ‬

‫‪ . ١‬ﻣﻨﺎﻗﺸﺔ ﻭﺛﻴﻘﺘﲔ ﲰﻌﻴﱳ ﺑﺼﺮﻳﺘﲔ‪ :‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﱄ ﻭﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‪.‬‬

‫ﺍﻟﻮﺛﻴﻘﺔ ﺍﻷﻭﱃ ﺗﺘﻌﻠﻖ ﺑﻌﻴﻨﺔ ﻣﻦ ﺍﺳﺘﺠﻮﺍﺏ ﻃﺎﻟﺐ ﺃﻣﺮﻳﻜﻲ ﰎ ﺗﺼﻨﻴﻔﻪ ﻣﻦ ﻃﺮﻑ ﺍﻟﺒﺎﺣﺚ ﺿﻤﻦ‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﱄ ﺃﻭ ﺍﳌﺘﻤﻴﺰ‪ .‬ﻭﻧﻈﺮﺍ ﻟﻄﻮﻝ ﺯﻣﻦ ﺍﻟﻮﺛﻴﻘﺔ‪ ،‬ﺳﻴﺘﻢ ﺍﻻﻗﺘﺼﺎﺭ ﻋﻠﻰ ﻋﺮﺽ ﲬﺲ ﺩﻗﺎﺋﻖ ﻣﻨﻬﺎ‪ .‬ﻭﻫﻲ‬
‫ﺍﻟﻠﺤﻈﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﻓﻴﻬﺎ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺬﻱ ﲟﻮﺟﺒﻪ ﺻﻨﻒ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺴﺎﺑﻖ ﺍﻟﺬﻛﺮ‪ .‬ﻭﻗﺪ‬
‫ﺍﻧﺒﲎ ﺍﻟﺘﺼﻨﻴﻒ ﻋﻠﻰ ﻣﻌﺎﻳﲑ ﺍﻷﻛﺘﻔﻞ ﺍﻟﱵ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻬﺎ ﺳﺎﺑﻘﺎ ﰲ ﺍﻟﻔﺮﺵ ﺍﻟﻨﻈﺮﻱ‪.‬ﺃﻣﺎ ﺍﻟﻮﺛﻴﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻓﺘﺘﻀﻤﻦ ﻋﻴﻨﺔ ﺍﺳﺘﺠﻮﺍﺏ ﻃﺎﻟﺒﺔ ﺃﻣﺮﻳﻜﻴﺔ ﺣﺼﻞ ﳍﺎ ﺗﻌﺜﺮ ﻟﻐﻮﻱ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺳﻘﻒ ﺍﳌﺴﺘﻮﻯ‬
‫ﺍﻟﻌﺎﱄ‪ .‬ﻓﻜﺎﻥ ﺍﳍﺒﻮﻁ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻋﻠﻰ ﺿﻮﺀ ﻫﺬﺍ ﺍﳌﻌﻄﻰ ﰎ ﺗﺼﻨﻴﻔﻬﺎ ﻣﻦ ﻃﺮﻑ ﺍﻟﺒﺎﺣﺚ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‬
‫ﺍﻷﻋﻠﻰ‪ .‬ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﳌﺪﺓ ﺍﻟﺰﻣﻨﻴﺔ ﻟﻌﺮﺽ ﻫﺬﺍ ﺍﻟﺘﻌﺜﺮ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻄﺎﻟﺒﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ ﻻ‬
‫ﺗﺘﺠﺎﻭﺯ ﺃﺭﺑﻊ ﺩﻗﺎﺋﻖ‪.‬‬

‫‪ . ٢‬ﻣﻨﺎﻗﺸﺔ ﻭﺛﺎﺋﻖ ﲰﻌﻴﺔ ‪‬ﻢ ﻛﻞ ﺍﳌﺴﺘﻮﻳﺎﺕ‪.‬‬

‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻳﺘﻌﻠﻖ ﺑﻮﺛﺎﺋﻖ ﲰﻌﻴﺔ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻋﻴﻨﺎﺕ ﻣﻦ‬
‫ﺍﺳﺘﺠﻮﺍﺑﺎﺕ ﻗﺎﻡ ‪‬ﺎ ﺍﻟﺒﺎﺣﺚ ﲢﺖ ﺇﺷﺮﺍﻑ ﺍﻟﺪﻛﺘﻮﺭ ﻣﻬﺪﻱ ﺍﻟﻌﺶ ﺗﺸﻤﻞ ﻛﻞ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﱵ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻬﺎ ﺳﺎﺑﻘﺎ‪ .‬ﻭﺗﺘﻀﻤﻦ ﺗﻌﻠﻴﻘﺎﺕ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻴﻬﺎ ﺍﻟﱵ ﺗﻌﻠﻞ‬
‫ﻣﱪﺭﺍﺕ ﺗﺼﻨﻴﻒ ﺍﻟﻄﻼﺏ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺃﻭﺫﺍﻙ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻣﻌﺎﻳﲑ ﺍﻷﻛﺘﻔﻞ‪.‬‬

‫‪193‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﺗﻘﻴﻴﻢ ﺍﳌﺴﺘﻮﻯ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻣﻌﺎﻳﲑ ﺍﻷﻛﺘﻔﻞ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ ﺍﻷﻭﺳﻂ‬

OPI DEBRIEFING GUIDE FOR WORKSHOP INTERVIEWS

Interviewe Name Zahia Boucherou

Rating :NM

Refer to your notes about what happened during the interview you just observed in
order to answer the question below. If your answer is YES, check the O on left, if
NO, check the O on the right. If a question does not apply to the interview, check
the (O). Write additional comments / questions in the column to the right.

YES NO NA INTERVIEW STRUCTURE

Can you clearly identify the four phases of the

1. O O
interview?

2. O O - Warm up ?

- appropriate number and distribution of level

3. O O
checks ?

4. O O - appropriate number and distribution of probes ?

5. O O - wind down ?

194
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
- If a role play is needed, is one used ? (Role plays
6. O O (O) are required for interviews that are rated Novice
High through Advanced Mid)

Is the length of the interview appropriate for the

7. O O
level ?

ELICITATION

Does the tester behave in a friendly and

professional way, allowing the production of the
most and the best language
8. O O

of the most and the best language of which the

interviewee is capable ?

Are the questions asked appropriate to the

9. O O
functions and discourse of the targeted level ?

Are the initial questions followed up rather than

10 O O
abandoned ?

Intermediate: predominantly open – ended

11.O O
questions ?

Advanced : description and narration in major

12.O O (O)
time frames; a detailed story in past time ?

195
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Superior : move from abstract treatment of topic,
13.O O (O) to request for supported opinion, to hypothesis
( triple punch ) ?

Does the tester request circumlocution or

14.O O (O) explanation when needed ( e.g, when English is
used or when message is unclear )

Does the tester introduce and develop a range of

topics that are appropriate to the linguistic level
15.O O
and to the interests and experience of the
interviewee ?

Does the tester make efficient use of time : does

16. O O
every question have a purpose ?

RATABILITY

17.O O Is the sample clearly ratable ?

The floor is Novice.

- The student exchange greeting.

18. Evidence of sustained
performance ( Floor ) - Give his identity.

- Give name a number of familiar objects from

immediate environment.

196
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪- Linguistic breakdown.‬‬

‫‪- His unable to perform functions or handle topics‬‬

‫‪19.Evidence of unsustained‬‬
‫‪pertaining to the Intermediate level.‬‬
‫‪performance ( ceiling)::‬‬
‫‪- Cannot participate in a true conversational‬‬
‫‪exchange.‬‬

‫‪ . ١‬ﺑﻌﺪ ﲢﻠﻴﻞ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺻﺔ ﺑﺎﺳﺘﺠﻮﺍﺏ ﺍﻟﻄﺎﻟﺒﺔ‬

‫‪Zahia Boucherou‬‬

‫ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺍﻟﻌﻴﻨﺔ ﺻﺎﳊﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﻭﻋﻠﻰ ﺳﻘﻒ‪.‬‬

‫‪ -‬ﲢﺘﻮﻱ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺗﺴﺨﲔ ﻭﺳﱪ ﻭﲢﻘﻖ ﻭﺇ‪‬ﺎﺀ‪.‬‬

‫‪ -‬ﲢﻘﻖ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻘﺎﺑﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ ‪:‬‬

‫‪20. comment for Tester :‬‬
‫ﺍﶈﺘﻮﻯ ﻭﺍﳌﻀﻤﻮﻥ ) ﺍﻟﺴﻴﺎﻕ (‪.‬‬

‫ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﺍﻟﻨﺺ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ . ٢‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺐ‪.‬‬

‫‪ -‬ﺑﻌﺪ ﲰﺎﻉ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺍﻟﺬﻱ ﺃﳒﺰﺗﻪ ﺍﻟﻄﺎﻟﺒﺔ ﻧﺴﺘﻨﺘﺞ ﻣﺎ‬

‫‪197‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺗﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺒﺔ ﺗﺒﺎﺩﻝ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﻴﺔ ‪.‬‬

‫‪ -‬ﺗﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻘﺪﱘ ﻧﻔﺴﻬﺎ ﻟﻠﻤﺴﺘﺠﻮﺏ ‪.‬‬

‫‪ -‬ﺗﻨﻄﻖ ﻋﺪﺩﺍ ﳏﺪﻭﺩﺍ ﻣﻦ ﺍﻷﻟﻔﺎﻅ ﺍﳌﻔﺮﺩﺓ ﻭﺍﳌﻌﺰﻭﻟﺔ ‪.‬‬

‫‪ -‬ﺗﺬﻛﺮ ﻋﺪﺩﺍ ﳏﺪﻭﺩﺍ ﻣﻦ ﺍﻷﺷﻴﺎﺀ ﺍﳌﺄﻟﻮﻓﺔ ﰲ ﳏﻴﻄﻬﺎ‬

‫ﺍﳌﺒﺎﺷﺮ‪.‬‬

‫‪ -‬ﻓﻤﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ ﺇﺫﻥ ﻫﻮ ﺍﳌﺒﺘﺪﺉ ‪.‬‬

‫‪ . ٣‬ﺃﻱ ﻣﺒﺘﺪﺉ ﻭﳌﺎﺫﺍ ؟ ﺍﳌﺒﺘﺪﺉ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﻭﺫﻟﻚ ﻷ‪‬ﺎ ‪:‬‬

‫‪ -‬ﺗﻘﺪﻡ ﻣﻔﺮﺩﺍﺕ ﺑﺴﻴﻄﺔ ﻣﻌﺰﻭﻟﺔ ﺃﻭ ﺗﻜﺮﺭ ﻣﺎ ﻳﻘﻮﻟﻪ‬

‫ﺍﳌﺴﺘﺠﻮﺏ‪.‬‬

‫‪ -‬ﻧﻄﻖ ﻛﻠﻤﺎﺕ ﻏﲑ ﻣﻔﻬﻮﻣﺔ‪.‬‬

‫‪ -‬ﺍﻟﺘﺰﺍﻡ ﺍﻟﺼﻤﺖ ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﻋﻠﻰ ﻋﺪﻡ ﻓﻬﻢ ﺍﻟﺴﺆﺍﻝ‪.‬‬

‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ‪.‬‬

‫‪ -‬ﻻ ﺗﺴﺘﻄﻴﻊ ﺇﳒﺎﺯ ﺃﻳﺔ ﻭﻇﻴﻔﺔ ﻟﻐﻮﻳﺔ ﺃﻭ ﺍﳊﺪﻳﺚ ﻋﻦ‬

‫ﻣﻮﺍﺿﻴﻊ ﲣﺺ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪.‬‬

‫‪198‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ ﺍﻟﻌﺎﱄ‬

OPI DEBRIEFING GUIDE FOR WORKSHOP INTERVIEWS

Interviewee Name Jared Camius - Esokov

Rating :NH

Refer to your notes about what happened during the interview you just observed in
order to answer the question below. If your answer is YES, check the O on left, if
NO, check the O on the right. If a question does not apply to the interview, check
the ( O ). Write additional comments / questions in the column to the right.

NA YES NO INTERVIEW STRUCTURE

Can you clearly identify the four phases of the

1. O O
interview?

2. O O - Warm up ?

- appropriate number and distribution of level

3. O O
checks ?

4. O O - appropriate number and distribution of probes ?

5. O O - wind down ?

6. O O (O) - If a role play is needed, is one used ? ( Role plays

are required for interviews that are rated Novice

199
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
High through Advanced Mid )

Is the length of the interview appropriate for the

7. O O
level ?

ELICITATION

Does the tester behave in a friendly and professional

way, allowing the production of the most and the
best language
8. O O

of the most and the best language of which the

interviewee is capable ?

Are the questions asked appropriate to the functions

9. O O
and discourse of the targeted level ?

Are the initial questions followed up rather than

10 O O
abandoned ?

Intermediate: predominantly open – ended

11.O O
questions ?

Advanced : description and narration in major time

12.O O (O)
frames; a detailed story in past time ?

Superior : move from abstract treatment of topic, to

13.O O (O)
request for supported opinion, to hypothesis

200
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Does the tester request circumlocution or
14.O O (O) explanation when needed (e.g, when English is used
or when message is unclear)

Does the tester introduce and develop a range of

topics that are appropriate to the linguistic level
15.O O
and to the interests and experience of the
interviewee ?

Does the tester make efficient use of time : does

16. O O
every question have a purpose ?

RATABILITY

17.O O Is the sample clearly ratable ?

The floor is Novice.

- The student exchange greeting.

18. Evidence of sustained
performance (Floor): - Give his identity.

- Give name a number of familiar objects from

immediate environment.

The ceiling is Intermediate

19.Evidence of unsustained
performance (ceiling): - Linguistic breakdown.

201
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪- His unable to perform functions or handle topics‬‬
‫‪pertaining to the Intermediate level.‬‬

‫‪- Cannot participate in a true conversational‬‬

‫‪exchange.‬‬

‫‪ . ١‬ﺑﻌﺪ ﲢﻠﻴﻞ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺻﺔ ﺑﺎﺳﺘﺠﻮﺍﺏ ﺍﻟﻄﺎﻟﺐ‬

‫‪Jared Camius - Esokov‬ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺍﻟﻌﻴﻨﺔ ﺻﺎﳊﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﻭﻋﻠﻰ ﺳﻘﻒ‪.‬‬

‫‪ -‬ﲢﺘﻮﻱ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺗﺴﺨﲔ ﻭﺳﱪ ﻭﲢﻘﻖ ﻭﺇ‪‬ﺎﺀ‪.‬‬

‫‪ -‬ﲢﻘﻖ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻘﺎﺑﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ ‪:‬‬

‫ﺍﶈﺘﻮﻯ ﻭﺍﳌﻀﻤﻮﻥ ) ﺍﻟﺴﻴﺎﻕ (‪ ..‬ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺳﻼﻣﺔ‬

‫‪20. comment for Tester :‬‬ ‫ﺍﻟﻠﻐﺔ‪.‬‬

‫‪ .‬ﺍﻟﻨﺺ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫‪ .‬ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ . ٢‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺐ‪.‬‬

‫‪ -‬ﺑﻌﺪ ﲰﺎﻉ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺍﻟﺬﻱ ﺃﳒﺰﻩ ﺍﻟﻄﺎﻟﺐ ﻧﺴﺘﻨﺘﺞ ﻣﺎ‬

‫ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺗﺒﺎﺩﻝ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﻴﺔ ‪.‬‬

‫‪202‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺗﻘﺪﱘ ﻧﻔﺴﻪ ﻟﻠﻤﺴﺘﺠﻮﺏ ‪.‬‬

‫‪ -‬ﻳﻨﻄﻖ ﻋﺪﺩﺍ ﳏﺪﻭﺩﺍ ﻣﻦ ﺍﻷﻟﻔﺎﻅ ﺍﳌﻔﺮﺩﺓ ﻭﺍﳌﻌﺰﻭﻟﺔ ‪.‬ﰲ‬

‫ﲨﻞ ﳏﺪﻭﺩﺓ ﺑﺒﻂﺀ ﻭﺗﺮﺩﺩ‬

‫‪ -‬ﻳﺬﻛﺮ ﻋﺪﺩﺍ ﳏﺪﻭﺩﺍ ﻣﻦ ﺍﻷﺷﻴﺎﺀ ﺍﳌﺄﻟﻮﻓﺔ ﰲ ﳏﻴﻄﻬﺎ‬

‫ﺍﳌﺒﺎﺷﺮ‪.‬‬

‫‪ -‬ﻓﻤﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺐ ﺇﺫﻥ ﻫﻮ ﺍﳌﺒﺘﺪﺉ ‪.‬‬

‫‪ . ٣‬ﺃﻱ ﻣﺒﺘﺪﺉ ﻭﳌﺎﺫﺍ ؟ ﺍﳌﺒﺘﺪﺉ ﺍﻷﻋﻠﻰ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ‪:‬‬

‫‪ -‬ﻟﻴﺲ ﻟﻪ ﻣﻬﺎﺭﺍﺕ ﻭﻇﻴﻔﻴﺔ ﺑﺴﺒﺐ ﻧﻄﻘﻪ ﻏﲑ ﺍﳌﻔﻬﻮﻡ‪.‬‬

‫‪ -‬ﻳﻘﺪﻡ ﻣﻔﺮﺩﺍﺕ ﺑﺴﻴﻄﺔ ﻣﻌﺰﻭﻟﺔ ﺃﻭ ﻳﻜﺮﺭ ﻣﺎ ﻳﻘﻮﻟﻪ‬

‫ﺍﳌﺴﺘﺠﻮﺏ‪.‬‬

‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ‪.‬‬

‫‪ -‬ﺗﻜﺮﺍﺭ ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ﺑﺸﻜﻞ ﻻﻓﺖ ﻟﻼﻧﺘﺒﺎﻩ‪.‬‬

‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺇﳒﺎﺯ ﺑﻌﺾ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺍﳊﺪﻳﺚ ﻋﻦ‬

‫ﻣﻮﺍﺿﻴﻊ ﲣﺺ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪.‬‬

‫‪203‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺍﻷﺩﱏ‬

OPI DEBRIEFING GUIDE FOR WORKSHOP INTERVIEWS

Interviewee Name : Isabelle villon de Benveniste

Rating :IN L

Refer to your notes about what happened during the interview you just observed in
order to answer the question below. If your answer is YES, check the O on left, if
NO, check the O on the right. If a question does not apply to the interview, check
the ( O ). Write additional comments / questions in the column to the right.

YES NO NA INTERVIEW STRUCTURE

Can you clearly identify the four phases of the

1. O O
interview ?

2. O O - Warm up ?

- appropriate number and distribution of level checks

3. O O
?

4. O O - appropriate number and distribution of probes ?

5. O O - wind down ?

6. O O (O) - If a role play is needed, is one used ? ( Role plays are

required for interviews that are rated Novice High

204
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
through Advanced Mid )

Is the length of the interview appropriate for the

7. O O
level?

ELICITATION

Does the tester behave in a friendly and professional

way, allowing the production of the most and the best
language
8. O O

of the most and the best language of which the

interviewee is capable ?

Are the questions asked appropriate to the functions

9. O O
and discourse of the targeted level ?

Are the initial questions followed up rather than

10 O O
abandoned ?

11.O O Intermediate: predominantly open – ended questions?

Advanced : description and narration in major time

12.O O (O)
frames; a detailed story in past time ?

Superior : move from abstract treatment of topic, to

13.O O (O) request for supported opinion, to hypothesis ( triple
punch ) ?

205
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Does the tester request circumlocution or explanation
14.O O (O) when needed ( e.g, when English is used or when
message is unclear )

Does the tester introduce and develop a range of

15.O O topics that are appropriate to the linguistic level and
to the interests and experience of the interviewee ?

Does the tester make efficient use of time : does every

16. O O
question have a purpose ?

RATABILITY

17.O O Is the sample clearly ratable ?

The floor is Intermediate.

- Handle successfully a variety of uncomplicated

communicative tasks in straightforward social
situations.
18. Evidence of sustained
performance (Floor) - Obtain and give information by asking and answering
questions.

- Participate in simple, direct conversation on

generally predictable topics relate to daily activities
and personal environment.

206
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
The ceiling is Advanced .

- Linguistic breakdown.

- When called on to perform functions she provide

19.Evidence of unsustained some information but have difficulty linking ideas,

performance ( ceiling):: manipulating time and aspect, and using

communicative strategies, such as circumlocution.

-.Her speech contain some pauses, reformulations and

self- corrections as she searches adequate vocabulary
and appropriate language forms to express herself.

‫ ﺑﻌﺪ ﲢﻠﻴﻞ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺻﺔ ﺑﺎﺳﺘﺠﻮﺍﺏ ﺍﻟﻄﺎﻟﺒﺔ‬. ١

:‫ ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ‬: Isabelle villon de Benveniste

.‫ ﺍﻟﻌﻴﻨﺔ ﺻﺎﳊﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﻭﻋﻠﻰ ﺳﻘﻒ‬-

.‫ﺎﺀ‬‫ ﲢﺘﻮﻱ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺗﺴﺨﲔ ﻭﺳﱪ ﻭﲢﻘﻖ ﻭﺇ‬-

20. comment for Tester :
:‫ ﲢﻘﻖ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻘﺎﺑﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ‬-

.( ‫ﺍﶈﺘﻮﻯ ﻭﺍﳌﻀﻤﻮﻥ ) ﺍﻟﺴﻴﺎﻕ‬

.‫ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‬

. ‫ﺍﻟﻨﺺ ﺍﻟﻠﻐﻮﻱ‬

207
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﲢﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ‪.‬‬

‫‪ -‬ﺑﻌﺪ ﲰﺎﻉ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺍﻟﺬﻱ ﺃﳒﺰﺗﻪ ﺍﻟﻄﺎﻟﺒﺔ ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﱄ‪:‬‬

‫‪ -‬ﲢﺪﺛﺖ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻦ ﻧﻔﺴﻬﺎ ﻭﻋﻦ ﺣﻴﺎ‪‬ﺎ ﻭﻋﻦ ﺑﺮﺍﳎﻬﺎ‬

‫ﺍﻟﻴﻮﻣﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬

‫‪ -‬ﺃﳒﺰﺕ ﺍﻟﻄﺎﻟﺒﺔ ﺑﻨﺠﺎﺡ ﻋﺪﺩﺍ ﻣﺘﻨﻮﻋﺎ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‬

‫ﻏﲑ ﺍﳌﻌﻘﺪﺓ‪.‬‬

‫‪ -‬ﺃﻇﻬﺮﺕ ﺍﻟﻄﺎﻟﺐ ﻗﺪﺭﺓ ﻋﻠﻰ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﻭﻛﺬﺍ ﺍﻹﺟﺎﺑﺔ‬

‫ﻋﻠﻰ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪.‬‬

‫ﻟﻜﻦ ﻫﻨﺎﻙ ﻣﻼﺣﻈﺎﺕ ﳒﻤﻠﻬﺎ ﰲ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺍﻧﻌﺪﺍﻡ ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪.‬‬

‫ﻟﺬﺍ ﻓﻤﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ ﻫﻮ ‪:‬‬

‫‪-‬ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪.‬‬

‫‪ . ٣‬ﺃﻱ ﻣﺘﻮﺳﻂ ﻭﳌﺎﺫﺍ ؟‬

‫‪ -‬ﺍﳌﺘﻮﺳﻂ ﺍﻷﺩﱏ‪ .‬ﻭﺫﻟﻚ ﻻﻋﺘﺒﺎﺭ ﺑﻌﺾ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﱵ‬

‫ﲢﻘﻘﺖ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ ﻭﻫﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﱂ‬
‫ﺗﺘﺠﺎﻭﺯ ‪ ٥٠‬ﰲ ﺍﳌﺎﺋﺔ‪.‬‬

‫‪208‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﻛﺬﺍ ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻟﻮﺣﻈﺖ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‬

‫ﻛﺬﻟﻚ‪ .‬ﻭﻫﻲ‪:‬‬

‫‪ -‬ﻋﺪﻡ ﺛﺒﺎﺕ ﺍﻟﻄﺎﻟﺒﺔ ﰲ ﻣﺴﺘﻮﻯ ﻟﻐﻮﻱ ﻭﺍﺣﺪ ﺣﻴﻨﻤﺎ ﻛﺎﻧﺖ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‪.‬ﻓﻜﺎﻥ‬ ‫ﺃﺳﺌﻠﺔ ﺍﻟﺴﱪ ﺗﺴﺘﺸﺮﻑ ﺗﻮﻯ‬
‫ﺍﳍﺒﻮﻁ ﺍﻟﻠﻐﻮﻱ ﻳﻼﺣﻆ ﺑﲔ ﻓﻴﻨﺔ ﻭﺃﺧﺮﻯ‪.‬‬

‫‪ -‬ﺗﻌﺒﲑ ﺍﻟﻄﺎﻟﺐ ﺻﺮﺍﺣﺔ ﻋﻦ ﻫﺬﺍ ﺍﳍﺒﻮﻁ‪..‬‬

‫‪ -‬ﺑﻌﺾ ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ‪.‬‬

‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﺑﻌﺾ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬

‫‪209‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺍﻟﻌﺎﱄ‬

OPI DEBRIEFING GUIDE FOR WORKSHOP INTERVIEWS

Interviewee Name: Marissa Ludwig

Rating :INT H

Refer to your notes about what happened during the interview you just observed in
order to answer the question below. If your answer is YES, check the O on left, if
NO, check the O on the right. If a question does not apply to the interview, check
the ( O ). Write additional comments / questions in the column to the right.

YES NO NA INTERVIEW STRUCTURE

1. O O Can you clearly identify the four phases of the interview ?

2. O O - Warm up ?

3. O O - appropriate number and distribution of level checks ?

4. O O - appropriate number and distribution of probes?

5. O O - wind down ?

- If a role play is needed, is one used ? ( Role plays are

6. O O (O) required for interviews that are rated Novice High through
Advanced Mid )

210
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
7. O O Is the length of the interview appropriate for the level ?

ELICITATION

Does the tester behave in a friendly and professional way,

allowing the production of the most and the best language
8. O O
of the most and the best language of which the interviewee
is capable ?

Are the questions asked appropriate to the functions and

9. O O
discourse of the targeted level ?

Are the initial questions followed up rather than abandoned

10 O O
?

11.O O Intermediate: predominantly open – ended questions ?

Advanced : description and narration in major time frames; a

12.O O (O)
detailed story in past time ?

Superior : move from abstract treatment of topic, to request

13.O O (O)
for supported opinion, to hypothesis ( triple punch ) ?

Does the tester request circumlocution or explanation when

14.O O (O) needed ( e.g, when English is used or when message is
unclear )

211
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Does the tester introduce and develop a range of topics that
15.O O are appropriate to the linguistic level and to the interests
and experience of the interviewee ?

Does the tester make efficient use of time : does every

16. O O
question have a purpose ?

RATABILITY

17.O O Is the sample clearly ratable ?

The floor is Intermediate.

- Narrate and describe in all major time frames ( past, present

18. Evidence of
and future) in paragraph length discourse, but control of
sustained
aspect may be lacking at times. Deal effectively .
performance ( Floor )
: - Contribute to the conversation with sufficient accuracy,
clarity, and precision to convey her intended message
without misrepresentation or confusion..

The ceiling is Advanced.

19.Evidence of
- Linguistic breakdown.
unsustained
performance ( - The linguistic quality and quantity of his speech deteriorate
ceiling):: significantly when attempting to perform functions or handle
topics associated with the Superior level.

212
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪Marissa Ludwig‬‬ ‫‪ . ١‬ﺑﻌﺪ ﲢﻠﻴﻞ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺻﺔ ﺑﺎﺳﺘﺠﻮﺍﺏ ﺍﻟﻄﺎﻟﺒﺔ‬

‫ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺍﻟﻌﻴﻨﺔ ﺻﺎﳊﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﻭﻋﻠﻰ ﺳﻘﻒ‪.‬‬

‫‪ -‬ﲢﺘﻮﻱ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺗﺴﺨﲔ ﻭﺳﱪ ﻭﲢﻘﻖ ﻭﺇ‪‬ﺎﺀ‪.‬‬

‫‪ -‬ﲢﻘﻖ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻘﺎﺑﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ‪:‬‬

‫ﺍﶈﺘﻮﻯ ﻭﺍﳌﻀﻤﻮﻥ ) ﺍﻟﺴﻴﺎﻕ (‪.‬‬

‫ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‪.‬‬

‫‪20. comment for‬‬ ‫ﺍﻟﻨﺺ ﺍﻟﻠﻐﻮﻱ ‪.‬‬
‫‪Tester:‬‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ . ٢‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ‪.‬‬

‫‪ -‬ﺑﻌﺪ ﲰﺎﻉ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺍﻟﺬﻱ ﺃﳒﺰﺗﻪ ﺍﻟﻄﺎﻟﺒﺔ ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺃﳒﺰﺕ ﺍﻟﻄﺎﻟﺒﺔ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ‪ :‬ﺍﻟﻮﺻﻒ ﻭﺍﳌﻘﺎﺭﻧﺔ ﻭﺍﻟﺘﻌﺒﲑ‬

‫ﺑﺎﳌﺎﺿﻲ ﻭﺍﳌﻀﺎﺭﻉ ﺍﳌﺴﺘﻘﺒﻞ ﻭﺍﳊﻜﺎﻳﺔ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‪ .‬ﻭﻛﻞ‬
‫ﺫﻟﻚ ﰲ ﺷﻜﻞ ﻓﻘﺮﺍﺕ ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ‪.‬‬

‫‪ -‬ﺃﺧﻔﻘﺖ ﺍﻟﻄﺎﻟﺒﺔ ﰲ ﺇﳒﺎﺯ ﻣﻬﻤﺔ ﺍﻟﺘﻮﺍﺻﻞ ﰲ ﺇﻃﺎﺭ ﺍﳌﻮﻗﻒ‪ .‬ﻭﻟﺬﻟﻚ‬

‫ﻓﻤﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ ﻫﻮ‪:‬‬

‫‪213‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -‬ﺍﳌﺘﻮﺳﻂ ‪.‬‬

‫‪ . ٣‬ﺃﻱ ﻣﺘﻮﺳﻂ ﻭﳌﺎﺫﺍ ؟‬

‫‪-‬ﺍﳌﺘﻮﺳﻂ ﺍﻷﻋﻠﻰ‪ .‬ﻭﺫﻟﻚ ﻻﻋﺘﺒﺎﺭ ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻟﻮﺣﻈﺖ ﻋﻠﻰ‬

‫ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ‪ ،‬ﻭﻫﻲ ‪:‬‬

‫‪ -‬ﻋﺪﻡ ﻓﻬﻢ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪.‬‬

‫‪ -‬ﺍﻻﻋﺘﺮﺍﻑ ﺑﺼﻌﻮﺑﺔ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪.‬‬

‫‪ -‬ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ﺍﻟﱵ ﺗﺘﺨﻠﻞ ﺍﻻﺳﺘﺠﻮﺍﺏ‪.‬‬

‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﻣﻔﺮﺩﺓ ﺑﺎﻟﻠﻐﺔ ﺍﻹﺳﺒﺎﻧﻴﺔ‪.‬‬

‫‪ -‬ﻏﻴﺎﺏ ﺑﻌﺾ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻟﻨﺤﻮﻳﺔ‪.‬‬

‫‪ -‬ﻋﻤﻠﻴﺔ ﺍﳍﺒﻮﻁ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻮﺍﺿﺢ ﺍﻟﱵ ﺃﻋﻘﺒﺖ ﺃﺳﺌﻠﺔ ﺳﱪ ﺍﳌﺴﺘﻮﻯ‬

‫ﺍﳌﺘﻘﺪﻡ‪.‬‬

‫‪214‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﺍﻷﻭﺳﻂ‬

OPI DEBRIEFING GUIDE FOR WORKSHOP INTERVIEWS

Interviewee Name : Cassadra Byrne

Rating :ADM

Refer to your notes about what happened during the interview you just observed in
order to answer the question below. If your answer is YES, check the O on left, if
NO, check the O on the right. If a question does not apply to the interview, check
the ( O ). Write additional comments / questions in the column to the right.

YES NO NA INTERVIEW STRUCTURE

Can you clearly identify the four phases of the

1. O O
interview?

2. O O - Warm up ?

3. O O - appropriate number and distribution of level checks ?

4. O O - appropriate number and distribution of probes ?

5. O O - wind down ?

- If a role play is needed, is one used ? ( Role plays are

6. O O (O) required for interviews that are rated Novice High
through Advanced Mid )

215
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
7. O O Is the length of the interview appropriate for the level ?

ELICITATION

Does the tester behave in a friendly and professional

way, allowing the production of the most and the best

8. O O language

of the most and the best language of which the

interviewee is capable ?

Are the questions asked appropriate to the functions

9. O O
and discourse of the targeted level ?

Are the initial questions followed up rather than

10 O O
abandoned ?

11.O O Intermediate: predominantly open – ended questions ?

Advanced : description and narration in major time

12.O O (O)
frames; a detailed story in past time ?

Superior : move from abstract treatment of topic, to

13.O O (O) request for supported opinion, to hypothesis ( triple
punch ) ?

14.O O (O) Does the tester request circumlocution or explanation

when needed (e.g, when English is used or when

216
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
message is unclear)

Does the tester introduce and develop a range of topics

15.O O that are appropriate to the linguistic level and to the
interests and experience of the interviewee ?

Does the tester make efficient use of time : does every

16. O O
question have a purpose ?

RATABILITY

17.O O Is the sample clearly ratable ?

The floor is Advanced.

- Narrate and describe in all major time frames ( past,

18. Evidence of sustained
performance ( Floor ) :
present and future) by providing a full account, with
good control of aspect, as her adapt flexibly to the
demands of the conversation..
- Narration and description tend to be combined and
interwoven to relate relevant and supporting facts in
connected, paragraph- length discourse.

- The speech is marked by substantial flow.

- Her vocabulary is fairly extensive although primarily

generic in nature, except in the case of a particular area

217
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪of specialization or interest.‬‬

‫‪The ceiling is Superior.‬‬

‫‪- Linguistic breakdown.‬‬

‫‪19.Evidence of unsustained‬‬
‫‪performance ( ceiling)::‬‬ ‫‪- The quality and the quantity of his speech was‬‬
‫‪generally decline when called on to perform functions‬‬
‫‪associated with the Superior level.‬‬

‫‪ . ١‬ﺑﻌﺪ ﲢﻠﻴﻞ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺻﺔ ﺑﺎﺳﺘﺠﻮﺍﺏ ﺍﻟﻄﺎﻟﺒﺔ ‪Cassadra‬‬

‫‪Byrne‬ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺍﻟﻌﻴﻨﺔ ﺻﺎﳊﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﻭﻋﻠﻰ ﺳﻘﻒ‪.‬‬

‫‪ -‬ﲢﺘﻮﻱ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺗﺴﺨﲔ ﻭﺳﱪ ﻭﲢﻘﻖ ﻭﺇ‪‬ﺎﺀ‪.‬‬

‫‪ -‬ﲢﻘﻖ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻘﺎﺑﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ ‪:‬‬

‫‪20. comment for Tester :‬‬ ‫‪ .‬ﺍﶈﺘﻮﻯ ﻭﺍﳌﻀﻤﻮﻥ ) ﺍﻟﺴﻴﺎﻕ (‪.‬‬

‫‪ .‬ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‪.‬‬

‫‪ .‬ﺍﻟﻨﺺ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫‪ .‬ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ . ٢‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ‪.‬‬

‫‪ -‬ﺑﻌﺪ ﲰﺎﻉ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺍﻟﺬﻱ ﺃﳒﺰﺗﻪ ﺍﻟﻄﺎﻟﺒﺔ ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪218‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪ -‬ﺃﳒﺰﺕ ﺍﻟﻄﺎﻟﺒﺔ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ‪ :‬ﺍﻟﻮﺻﻒ ﻭﺍﳌﻘﺎﺭﻧﺔ ﻭﺍﻟﺘﻌﺒﲑ‬
‫ﺑﺎﳌﺎﺿﻲ‬

‫ﻭﺍﳌﻀﺎﺭﻉ ﻭﺍﳌﺴﺘﻘﺒﻞ ﻭﺍﳊﻜﺎﻳﺔ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‪ .‬ﻭﻛﻞ ﺫﻟﻚ ﰲ‬

‫ﺷﻜﻞ ﻓﻘﺮﺍﺕ ﻃﻮﻳﻠﺔ ﻭﺑﺸﻜﻞ ﻣﺘﻮﺍﺻﻞ‪ .‬ﻭﻟﺬﻟﻚ ﻓﻤﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ ﻫﻮ‬
‫‪:‬‬

‫‪ -‬ﺍﳌﺘﻘﺪﻡ ‪.‬‬

‫‪ . ٣‬ﺃﻱ ﻣﺘﻘﺪﻡ ﻭﳌﺎﺫﺍ ؟‬

‫‪ -‬ﺍﳌﺘﻘﺪﻡ ﺍﻷﻭﺳﻂ‪ .‬ﻭﺫﻟﻚ ﻻﻋﺘﺒﺎﺭ ﺑﻌﺾ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﱵ ﲢﻘﻘﺖ ﻋﻠﻰ‬

‫ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ ﻭﻳﻲ ﻭﻫﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﱂ ﺗﺘﺠﺎﻭﺯ ‪ ٥٠‬ﰲ‬
‫ﺍﳌﺎﺋﺔ‪.‬‬

‫ﻭﻛﺬﺍ ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻟﻮﺣﻈﺖ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ ﻛﺬﻟﻚ‪.‬‬

‫ﻭﻫﻲ ‪:‬‬

‫‪ -‬ﺗﻌﺜﺮ ﺍﻟﻄﺎﻟﺒﺔ ﺣﻴﻨﻤﺎ ﺳﺌﻠﺖ ﻋﻦ ﻣﻮﺿﻮﻉ ﺧﺎﺭﺝ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ‬

‫ﺗﻌﺮﻓﻬﺎ‪.‬‬

‫‪ -‬ﻋﺪﻡ ﻓﻬﻢ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪.‬‬

‫‪ -‬ﻧﻄﻖ ﻏﲑ ﺳﻠﻴﻢ ﻟﺒﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ‪.‬‬

‫‪ -‬ﺑﻌﺾ ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ‪.‬‬

‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬

‫‪219‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﺍﻷﻋﻠﻰ‬

OPI DEBRIEFING GUIDE FOR WORKSHOP INTERVIEWS

Interviewee Name : Cathrine Rating :ADH

Refer to your notes about what happened during the interview you just observed in
order to answer the question below. If your answer is YES, check the O on left, if
NO, check the O on the right. If a question does not apply to the interview, check
the ( O ). Write additional comments / questions in the column to the right.

YES NO NA INTERVIEW STRUCTURE

1. O O Can you clearly identify the four phases of the interview ?

2. O O - Warm up ?

3. O O - appropriate number and distribution of level checks ?

4. O O - appropriate number and distribution of probes ?

5. O O - wind down ?

- If a role play is needed, is one used ? ( Role plays are required

6. O O (O) for interviews that are rated Novice High through Advanced
Mid)

220
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
7. O O Is the length of the interview appropriate for the level ?

ELICITATION

Does the tester behave in a friendly and professional way,

allowing the production of the most and the best language
8. O O
of the most and the best language of which the interviewee is
capable ?

Are the questions asked appropriate to the functions and

9. O O
discourse of the targeted level ?

10 O O Are the initial questions followed up rather than abandoned ?

11.O O Intermediate: predominantly open – ended questions ?

Advanced : description and narration in major time frames; a

12.O O (O)
detailed story in past time ?

Superior : move from abstract treatment of topic, to request for

13.O O (O)
supported opinion, to hypothesis ( triple punch ) ?

Does the tester request circumlocution or explanation when

14.O O (O)
needed ( e.g, when English is used or when message is unclear )

15.O O Does the tester introduce and develop a range of topics that are
appropriate to the linguistic level and to the interests and

221
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
experience of the interviewee ?

Does the tester make efficient use of time : does every question
16. O O
have a purpose ?

RATABILITY

17.O O Is the sample clearly ratable ?

The floor is Advanced.

- Narrate and describe in all major time frames (past, present

and future) by providing a full account, with good control of
aspect, as her adapt flexibly to the demands of the
conversation..
18. Evidence of
sustained - Narration and description tend to be combined and
performance ( interwoven to relate relevant and supporting facts in connected,
Floor ) : paragraph- length discourse.

- The speech is marked by substantial flow.

- Her vocabulary is fairly extensive although primarily generic in

nature, except in the case of a particular area of specialization or
interest.

19.Evidence of The ceiling is Superior.

unsustained

222
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪performance‬‬ ‫‪- Linguistic breakdown.‬‬
‫‪(ceiling)::‬‬
‫‪- The quality and the quantity of his speech was generally‬‬
‫‪decline when called on to perform functions associated with the‬‬
‫‪Superior level.‬‬

‫‪ . ١‬ﺑﻌﺪ ﲢﻠﻴﻞ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺻﺔ ﺑﺎﺳﺘﺠﻮﺍﺏ ﺍﻟﻄﺎﻟﺒﺔ ‪ Cathrine‬ﻧﺴﺘﻨﺘﺞ‬

‫ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺍﻟﻌﻴﻨﺔ ﺻﺎﳊﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﻭﻋﻠﻰ ﺳﻘﻒ‪.‬‬

‫‪ -‬ﲢﺘﻮﻱ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺗﺴﺨﲔ ﻭﺳﱪ ﻭﲢﻘﻖ ﻭﺇ‪‬ﺎﺀ‪.‬‬

‫‪ -‬ﲢﻘﻖ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻘﺎﺑﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ ‪:‬‬

‫‪ .‬ﺍﶈﺘﻮﻯ ﻭﺍﳌﻀﻤﻮﻥ ) ﺍﻟﺴﻴﺎﻕ (‪.‬‬

‫‪20. comment‬‬
‫‪for Tester :‬‬ ‫‪ .‬ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‪.‬‬

‫‪ .‬ﺍﻟﻨﺺ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫‪ .‬ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ . ٢‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ‪.‬‬

‫‪ -‬ﺑﻌﺪ ﲰﺎﻉ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺍﻟﺬﻱ ﺃﳒﺰﺗﻪ ﺍﻟﻄﺎﻟﺒﺔ ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺃﳒﺰﺕ ﺍﻟﻄﺎﻟﺒﺔ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ‪ :‬ﺍﻟﻮﺻﻒ ﻭﺍﳌﻘﺎﺭﻧﺔ ﻭﺍﻟﺘﻌﺒﲑ ﺑﺎﳌﺎﺿﻲ‬

‫ﻭﺍﳌﻀﺎﺭﻉ ﻭﺍﳌﺴﺘﻘﺒﻞ ﻭﺍﳊﻜﺎﻳﺔ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‪ .‬ﻭﻛﻞ ﺫﻟﻚ ﰲ‬

‫‪223‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺷﻜﻞ ﻓﻘﺮﺍﺕ ﻃﻮﻳﻠﺔ ﻭﺑﺸﻜﻞ ﻣﺘﻮﺍﺻﻞ‪ .‬ﻭﻟﺬﻟﻚ ﻓﻤﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺒﺔ ﻫﻮ ‪:‬‬

‫‪ -‬ﺍﳌﺘﻘﺪﻡ ‪.‬‬

‫‪ . ٣‬ﺃﻱ ﻣﺘﻘﺪﻡ ﻭﳌﺎﺫﺍ ؟‬

‫‪ -‬ﺍﳌﺘﻘﺪﻡ ﺍﻷﻋﻠﻰ‪ .‬ﻭﺫﻟﻚ ﻻﻋﺘﺒﺎﺭ ﺑﻌﺾ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﱵ ﲢﻘﻘﺖ ﻋﻠﻰ‬

‫ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ ﻭﻫﻴﻲ ﺇﺭﻫﺎﺻﺎﺕ ﻭﺇﺷﺮﺍﻗﺎﺕ ﲡﺎﻭﺯﺕ ‪ ٨٠‬ﰲ ﺍﳌﺎﺋﺔ‪.‬‬

‫ﻭﻛﺬﺍ ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻟﻮﺣﻈﺖ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻘﻒ ﻛﺬﻟﻚ‪.‬‬

‫ﻭﻫﻲ‪:‬‬

‫‪ -‬ﺗﻌﺜﺮ ﺍﻟﻄﺎﻟﺒﺔ ﺣﻴﻨﻤﺎ ﺳﺌﻠﺖ ﻋﻦ ﻣﻮﺿﻮﻉ ﺧﺎﺭﺝ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﺗﻌﺮﻓﻬﺎ‪.‬‬

‫‪ -‬ﻧﻄﻖ ﻏﲑ ﺳﻠﻴﻢ ﻟﺒﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ‪.‬‬

‫‪ -‬ﺑﻌﺾ ﻓﺘﺮﺍﺕ ﺍﻟﺼﻤﺖ ‪.‬‬

‫‪224‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﱄ ﺃﻭ ﺍﳌﺘﻤﻴﺰ‬

OPI DEBRIEFING GUIDE FOR WORKSHOP INTERVIEWS

Interviewee Name : Michel Rating :S

Refer to your notes about what happened during the interview you just observed in
order to answer the question below. If your answer is YES, check the O on left, if
NO, check the O on the right. If a question does not apply to the interview, check
the ( O ). Write additional comments / questions in the column to the right.

YES NO NA INTERVIEW STRUCTURE

1. O O Can you clearly identify the four phases of the interview ?

2. O O - Warm up ?

3. O O - appropriate number and distribution of level checks ?

4. O O - appropriate number and distribution of probes ?

5. O O - wind down ?

- If a role play is needed, is one used ? ( Role plays are

6. O O (O) required for interviews that are rated Novice High through
Advanced Mid )

225
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
7. O O Is the length of the interview appropriate for the level ?

ELICITATION

Does the tester behave in a friendly and professional way,

allowing the production of the most and the best language
8. O O
of the most and the best language of which the interviewee
is capable ?

Are the questions asked appropriate to the functions and

9. O O
discourse of the targeted level ?

Are the initial questions followed up rather than

10 O O
abandoned ?

11.O O Intermediate: predominantly open – ended questions ?

Advanced : description and narration in major time frames;

12.O O (O)
a detailed story in past time ?

Superior : move from abstract treatment of topic, to

13.O O (O) request for supported opinion, to hypothesis ( triple
punch ) ?

Does the tester request circumlocution or explanation

14.O O (O) when needed ( e.g, when English is used or when message
is unclear

226
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Does the tester introduce and develop a range of topics
15.O O that are appropriate to the linguistic level and to the
interests and experience of the interviewee ?

Does the tester make efficient use of time : does every

16. O O
question have a purpose ?

RATABILITY

17.O O Is the sample clearly ratable ?

- Participate fully and effectively in conversation in formal

and informal settings on topic related to practical needs
and areas of professional and / or scholarly interests.

- Provide a structured argument to explain and defend

opinions and develop effective hypotheses within extended
18. Evidence of discourse.
sustained performance
- Discuss topics concretely and abstractly.
(Floor) :

- Deal with a linguistically unfamiliar situation.

- Maintain a high degree of linguistic accuracy.

- Satisfy the linguistic demands of professional and

scholarly life.

227
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪19.Evidence of‬‬
‫‪unsustained‬‬
‫‪performance ( ceiling)::‬‬

‫‪ ١‬ﺑﻌﺪ ﲢﻠﻴﻞ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺻﺔ ﺑﺎﺳﺘﺠﻮﺍﺏ ﺍﻟﻄﺎﻟﺐ ‪Michel‬‬

‫ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺍﻟﻌﻴﻨﺔ ﺻﺎﳊﺔ ‪.‬‬

‫‪ -‬ﲢﺘﻮﻱ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺗﺴﺨﲔ ﻭﺳﱪ ﻭﲢﻘﻖ ﻭﺇ‪‬ﺎﺀ‪.‬‬

‫‪ -‬ﲢﻘﻖ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻘﺎﺑﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ ‪:‬‬

‫‪ .‬ﺍﶈﺘﻮﻯ ﻭﺍﳌﻀﻤﻮﻥ ) ﺍﻟﺴﻴﺎﻕ (‪.‬‬

‫‪20.‬‬ ‫‪comment‬‬ ‫‪for‬‬ ‫‪ .‬ﺍﻟﺪﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‪.‬‬

‫‪Tester :‬‬
‫‪ .‬ﺍﻟﻨﺺ ﺍﻟﻠﻐﻮﻱ ﻭ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫‪ . ٢‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺐ‪.‬‬

‫‪ -‬ﺑﻌﺪ ﲰﺎﻉ ﺍﻻﺳﺘﺠﻮﺍﺏ ﺍﻟﺬﻱ ﺃﳒﺰﻩ ﺍﻟﻄﺎﻟﺐ ﻧﺴﺘﻨﺘﺞ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﺷﺎﺭﻙ ﺍﻟﻄﺎﻟﺐ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﺍﳊﻮﺍﺭ ﺍﻟﺬﻱ ﺩﺍﺭ ﺣﻮﻝ ﻗﻀﺎﻳﺎ ﻣﺘﻨﻮﻋﺔ‬

‫ﺷﺨﺼﻴﺔ‬

‫ﻭﻏﲑ ﺷﺨﺼﻴﺔ ﻭﻣﻮﺍﺿﻴﻊ ﺧﺎﺻﺔ ﻭﻋﺎﻣﺔ ﺑﻠﻐﺔ ﻋﺮﺑﻴﺔ ﺳﻠﻴﻤﺔ ﻭﻋﻠﻰ‬

‫ﺷﻜﻞ ﻓﻘﺮﺍﺕ‪.‬‬

‫‪228‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -‬ﻳﻨﺘﻘﻞ ﻣﻦ ﺍﶈﺴﻮﺱ ﺇﱃ ﺍ‪‬ﺮﺩ‪.‬‬

‫‪ -‬ﻳﺘﻤﻴﺰ ﺧﻄﺎﺑﻪ ﺑﺎﻟﻄﻮﻝ ﻭﺍﻻﻧﺴﺠﺎﻡ ﻭﺍﻻﺗﺴﺎﻕ‪.‬‬

‫‪ -‬ﻳﺪﻋﻢ ﺭﺃﻳﻪ ﲝﺠﺞ ﻭﺑﺮﺍﻫﲔ ﻣﻨﺎﺳﺒﺔ ﺗﺪﻋﻢ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﱵ‬

‫ﻳﻄﺮﺣﻬﺎ‪.‬‬

‫‪ -‬ﻳﺘﺤﺪﺙ ﻋﻦ ﳎﺎﻻﺕ ﺑﻌﻴﺪﺓ ﻋﻦ ﲣﺼﺼﻪ ﰲ ﻳﺴﺮ ﻭﺑﻠﻐﺔ ﻋﺮﺑﻴﺔ‬

‫ﺳﻠﻴﻤﺔ‪.‬‬

‫ﺇﺫﻥ ﻣﺴﺘﻮﻯ ﺍﻟﻄﺎﻟﺐ ﻫﻮ ‪:‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻤﻴﺰ‪.‬‬

‫‪229‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﺍﳌﺮﺍﺟﻊ‬
- ACTFL : Oral Proficiency INTERVIEW TESTER TRAINING MANUAL

Editor : Elvira Swender , ACTFL

- Workshop : Participation in an ACTFL four- day Oral Proficiency Interview (OPI)

Tester Training Workshop at the Middlebury College ,Middlebury,VT ; July 13- 16 .
2006. (29 Professional Development Hours). Trainer : Dr Mahdi Alosh.

- Practice round debriefing with General and Specific observations by (Mahdi Alosh
; OPI tester trainer).

- Certification round debriefing with General and Specific observations by (Mahdi

Alosh OPI tester trainer).

230
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺇﺷﻜﺎﻟﻴﺔ ﺍﻻﺯﺩﻭﺍﺝ ﺍﻟﻠﻐﻮﻱ ﺑﻴﻦ ﺍﻻﻧﺤﺒﺎﺱ ﺍﻟﺬﺍﺗﻲ‬

‫ﻭﺍﻻﻧﻔﺘﺎﺡ ﺍﻟﺨﺎﺭﺟﻲ‪ .‬ﺗﺠﺮﺑﺔ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻤﻜﺜﻒ ﺑﺠﺎﻣﻌﺔ‬
‫ﻣﻨﺘﻮﺭﻱ ﻗﺴﻨﻄﻴﻨﺔ ﻧﻤﻮﺫﺟﺎ ﺍﻟﺠﺰﺍﺋﺮ‬
‫ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺎﺏ ﻗﺪﻳﺪ‬
‫ﻛﻠﯿـــﺔ اﻵداب و اﻟﻠﻐـــــــــﺎت ﺟﺎﻣﻌـﺔ ﻣﻨﺘﻮري– ﻗﺴﻨﻄﯿﻨـﺔ – اﻟﺠﺰاﺋـﺮ‬

‫ﺍﳌﻠﺨـــﺺ‪:‬‬
‫ﲢﺎﻭﻝ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺍﻟﺒﺤﺜﻴﺔ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﻣﻴﺪﺍﻧﻴﺔ ﻹﺷﻜﺎﻟﻴﺔ ﺍﻻﺯﺩﻭﺍﺝ ﺍﻟﻠﻐﻮﻱ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻐﲑ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻦ ﻣﻨﻄﻠﻖ ﺃﻥ ﺍﻟﻠﻐﺔ ﺑﻨﻴﺔ ﺻﻮﺗﻴﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭ ﺍﳌﻨﻄﻘﻴﺔ ﰲ‬
‫ﺗﻮﺻﻴﻠﻬﺎ ﺇﱃ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﲟﺎ ﺃﻥ ﺍﻟﻠﻐﺔ ﻭﻋﺎﺀ ﺣﻀﺎﺭﻱ ﻓﺈﻧﻪ ﻻﺑﺪ ﻣﻦ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﻔﺎﺋﻘﺔ ﺑﺎﻵﻟﻴﺎﺕ ﺍﻟﱵ ﻣﻦ‬
‫ﺷﺄ‪‬ﺎ ﺗﺴﻬﻴﻞ ﻣﻬﻤﺔ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻫﺬﺍ ﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻣﺮ ﻗﺎﺋﻤﺎ ﻋﻠﻰ ﺃﺣﺎﺩﻳﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﺗﻌﻠﻖ‬
‫ﺍﻷﻣﺮ ﺑﺎﻻﺯﺩﻭﺍﺝ ﺍﻟﻠﻐﻮﻱ ﻛﻤﺎ ﻫﻮ ﺣﺎﺻﻞ ﰲ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻓﺈﻧﻪ ﻻﺷﻚ ﺃﻥ ﻫﻨﺎﻙ ﲨﻠﺔ ﻣﻦ ﺍﻟﻌﺮﺍﻗﻴﻞ ﺍﻟﱵ ﻗﺪ‬
‫ﺗﻘﻒ ﺣﺎﺟﺰﺍ ﰲ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺬﺍ ﻓﻬﺬﻩ ﺍﳌﺪﺍﺧﻠﺔ ﻫﻲ ﳏﺎﻭﻟﺔ ﺟﺎﺩﺓ ﻟﺘﺴﻠﻴﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﲜﺎﻣﻌﺔ‬
‫ﻣﻨﺘﻮﺭﻱ ﻗﺴﻨﻄﻴﻨﺔ ﺑﻮﺻﻔﻪ ﲡﺮﺑﺔ ﺛﺮﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﲟﺨﺘﻠﻒ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ ﻭ ﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬

‫ﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻋﻠﻰ ﺗﺼﻮﺭ ﻣﻔﺎﺩﻩ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﺑﺔ ﻟﻄﺮﺍﺋﻖ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ‬
‫‪‬ﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻌﺎﻧﺔ ﲟﺨﺘﻠﻒ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﺍﺳﺘﻜﺸﺎﻑ ﺃﳕﺎﻁ ﺟﺪﻳﺪﺓ‪ ،‬ﻗﺪ ﺗﻜﻮﻥ ﻣﺮﺩﻭﺩﻳﺘﻬﺎ‬
‫ﻓﻌﺎﻟﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻨﻌﻜﺲ ﺑﺸﻜﻞ ﺇﳚﺎﰊ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻷﻧ‪‬ﻪ ﻣﻦ ﻏﲑ ﺍﳌﻌﻘﻮﻝ ﻋﻠﻰ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺍﻹﻃﻼﻕ ﺃﻥ ﳕﺎﺭﺱ ﻓﻌﻞ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﳓﻦ ﳒﻬﻞ ﻃﺮﺍﺋﻖ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺁﻟﻴﺎﺕ ﺍﻟﺘﻮﺻﻴﻞ‪ ،‬ﻷﻥﹼ ﺣﻮﺍﺭﻳﺔ‬
‫ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻠﻐﻮﻱ ﺗﻘﺘﻀﻲ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﻌﻠﻢ ﻣ‪‬ﻠﻤ‪‬ﺎ ﺑﺎﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﻧﻈﺮﻳﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﺳﻌﻴﺎ ﺇﱃ‬
‫ﲢﺴﲔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺟﻌﻞ ﺃﻛﱪ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ ﺍﻟﻘﺮﺍﺀ ﻋﻠﻰ‬
‫ﺩﺭﺍﻳﺔ ‪‬ﺬﻩ ﺍﻟﻠﻐﺔ ﻣﺸﺎﻓﻬﺔ ﻭﻛﺘﺎﺑﺔ‪.‬‬

‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﺼﻮﺭ ﺍﳌﻔﻬﻮﻣﻲ ﻛﺎﻥ ﻻ ﺑﺪ ﺃﻥ ﺗﺴﺘﻌﲔ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺍﻟﺒﺤﺜﻴﺔ ﲟﺨﺘﻠﻒ ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﺍﻟﻠﻐﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺧﺎﺻﺔ‪ ،‬ﻭﺃﻥ ﺗﺴﺘﺜﻤﺮ ﺟﻬﻮﺩ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﺍﻟﻨﻈﺮ ﺇﱃ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣﻞ‬
‫ﻣﻌﻬﺎ ﺑﺎﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺗﻠﻘﻴﺎ ﻭﲡﺎﻭﺑﺎ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫ﺇﻥ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻫﻲ ﺍﻟﱵ ﺃﻣﻠﺖ ﻋﻠﻲ‪ ‬ﺟﺎﻧﺒﺎ ﻣﻦ ﺭﻭﺡ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺗﻘﺼﻲ ﺍﳊﻘﺎﺋﻖ‪ ،‬ﻭﺍﻟﻮﻗﻮﻑ‬
‫ﻋﻠﻰ ﺃﺣﺪﺙ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺇﳝﺎﻧﺎ ﻣﻨ‪‬ﻲ ﺃﻻ ﺳﺒﻴﻞ ﺇﱃ ﲢﻘﻴﻖ ﺍﳌﻨﻔﻌﺔ‪،‬‬
‫ﻭﺗﻌﻤﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﺎ ﱂ ﳓﺴﻦ ﺗﻮﻇﻴﻒ ﺃﺣﺪﺙ ﺍﻟﻄﺮﺍﺋﻖ ﻭﺃﻳﺴﺮﻫﺎ‪ ،‬ﻷﻥﹼ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗ‪‬ﺤﺎﻁ ﺑﺎﻟﻌﻨﺎﻳﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻤﻜﻦ ﰲ ﺃﺩﺍﺀ ﺍﳌﻬﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺑﻌﻴﺪﺍ ﻋﻦ ﺃﻱ‬
‫ﺇﺷﻜﺎﻻﺕ ﻣﻦ ﺷﺄ‪‬ﺎ ﺇﻋﺎﻗﺔ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬

‫ﻋﻠﻰ ﻫﺬﺍ ﺍﻷﺳﺎﺱ ﺭﺍﺣﺖ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻐﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﻋﻦ‬
‫ﳎﻤﻮﻋﺔ ﺍﻵﻟﻴﺎﺕ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﲟﻘﺪﻭﺭﻫﺎ ﺇﺣﺪﺍﺙ ﻧﻘﻠﺔ ﻧﻮﻋﻴﺔ ﰲ ﻋﺎﱂ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻛﻔﺎﺀﺓ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﺍﺳﺘﻌﺪﺍﺩ ﺍﳌﺘﻠﻘﻲ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻣﻊ ﺍﻷﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﳎﻤﻮﻋﺔ‬
‫ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﻌﻤﻞ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﺍﻟﻔﺎﺭﻕ ﰲ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﻭﻟﻌﻞﹼ ﺍﳌﺘﺘﺒﻊ »ﳊﺮﻛﺔ ﺍﻟﻔﻜﺮ ﺍﻟﺘﺮﺑﻮﻱ ﰲ ﺍﻟﻌﻘﻮﺩ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺧﲑﺓ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﻳﻠﺤﻆ ﻋﻨﺎﻳﺔ ﻭﺍﺿﺤﺔ‬
‫ﲟﻔﻬﻮﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﶈﺎﻭﻻﺕ ﺍﻟﱵ ﺑ‪‬ﺬﻟﺖ ﰲ ﺳﺒﻴﻞ ﺍﻟﺒﺤﺚ ﻋﻦ ﻫﻮﻳﺔ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﺪﻑ ﺗﻨﻘﻴﺘﻪ‬
‫ﻣﻦ ﺑﻌﺾ ﺗﻔﺴﲑﺍﺕ ﺍﳋﻄﺄ‪ ،‬ﻭﲢﺪﻳﺪ ﺃﺑﻌﺎﺩﻩ ﻭﺣﺪﻭﺩﻩ‪ ،‬ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌﻮﺍﺩ ﻭﺍﻷﺩﻭﺍﺕ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻭﺍﻷﺟﻬﺰﺓ ﺍﳌﺨﺘﻠﻔﺔ«) ( ﺍﻟﱵ ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻘﺪﱘ ﺭﺅﻯ ﺟﺪﻳﺪﺓ ﰲ ﺗﺴﻬﻴﻞ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻷﻧ‪‬ﻬﺎ ﻭﺳﻴﻠﺔ ﻣﻬﻤﺔ‬
‫ﰲ ﺣﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ ﺗﻜﻮﻳﻨﺎ ﻭﻧﺸﺄﺓ ﻭﲣﺎﻃﺒﺎ ﻭﺗﻮﺍﺻﻼ‪ ،‬ﻣﻦ ﻣﻨﻄﻠﻖ ﺍﻻﺳﺘﻤﺘﺎﻉ ‪‬ﺎ ﻣﻦ ﺣﻴﺚ ﺍﻟﻘﺮﺍﺀﺓ ﻭﻃﺮﻕ‬
‫ﺍﻟﻔﻬﻢ ﻭﺍﻹﻓﻬﺎﻡ‪.‬‬

‫ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺬﺍ ﺩﺃﺑﺖ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻋﻠﻰ ﻣﻨﺎﻗﺸﺔ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺪﻗﻴﻘﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻧﻈﺮﺍ‬
‫ﳋﺼﻮﺻﻴﺔ ﻛﻞ ﻭﺍﺣﺪﺓ ﻋﻦ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺗﻔﺮﺩﻫﺎ ﺑﺒﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﻻ ﳝﻜﻦ ﺇﳚﺎﺩﻫﺎ ﰲ ﻟﻐﺔ ﺃﺧﺮﻯ‪ ،‬ﻷﻥ‬
‫ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺷﺄ‪‬ﺎ ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻠﻐﻮﻱ ﻋﻨﺪ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺗﻔﺎﺩﻱ ﺣﺪﻭﺙ ﺭﺩ ﻓﻌﻞ‬
‫ﺍﻧﻌﻜﺎﺳﻲ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺩﺭﺟﺔ ﺍﻟﻜﻔﺎﺀﺓ ﰲ ﻧﻘﻞ ﺍﻟﻠﻐﺔ‪ ،‬ﺃﻭ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻣﻦ ﺷﺄ‪‬ﺎ‬
‫ﲢﺴﲔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻻﺳﺘﻴﻌﺎﺏ ﺍﳉﻴﺪ‪ ،‬ﻭﳍﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﺠﺎﺫﺏ ﺑﲔ ﺍﳌﺮﺳﻞ‬
‫ﻭﺍﳌﺮﺳﻞ ﺇﻟﻴﻪ ﺃﻭ ﺑﲔ ﺍﻟﺒﺎﺙ ﻭﺍﳌﺘﻠﻘﻲ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺃﺷﺎﺭ ﺇﻟﻴﻪ ﺟﺎﻛﻮﺑﺴﻮﻥ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺣﲔ‬
‫ﺣﺪﺩﻫﺎ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺍﻵﺗﻴﺔ‪:‬‬

‫اﻟﻤﺮﺳﻞ إﻟﯿﮫ‬ ‫اﻟﻤﺮﺳﻞ‬

‫اﻟﺮﺳﺎﻟﺔ‬

‫اﻟﻤﺮﺟﻊ‬

‫اﻟﻮﺳﯿﻠﺔ‬

‫‪ ٨٣‬ﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻋﻠﻲ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺩﺍﺭ ﻣﻜﺘﺒﺔ ﺍﻹﺳﺮﺍﺀ‪ ،‬ﻃﻨﻄﺎ‪ ،‬ﻣﺼﺮ‪ ،٢٠٠٥ ،‬ﺹ‪.٢٥‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﺸﻔﺮﺓ‬
‫ﺇﻥ ﻫﺬﺍ ﺍﻟﻔﻬﻢ ﻫﻮ ﺍﻟﺬﻱ ﻳ‪‬ﺤﻴﻠﻨﺎ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﺴﻬﻢ ﺑﺸﻜﻞ ﻓﻌﺎﻝ ﰲ ﺗﻮﺻﻴﻞ ﺍﻟﻠﻐﺔ ﻣﻊ ﻣﺮﺍﻋﺎﺓ‬
‫ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﰲ ﺍﻟﺬﻛﺎﺀ ﻋﻨﺪ ﻛﻞ ﻣﺘﻠﻖ‪ ،‬ﻷﻥﹼ ﻫﺬﺍ ﻣﻦ ﺷﺄﻧﻪ ﲢﺴﲔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫ﺍﺗﺴﺎﻗﺎ ﻣﻊ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻋﺮﻓﺖ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺣﺮﻛﺔ ﻧﺸﻄﺔ ﰲ ﺍﳊﻘﻮﻝ ﺍﻟﻠﺴﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﳌﻘﺎﺭﻧﺔ‪ ،‬ﻭﺃﻭﻟﺖ ﺍﻫﺘﻤﺎﻣﺎ ﻛﺒﲑﺍ ﻟﻠﻐﺔ‪ ،‬ﻣﻦ ﺣﻴﺚ ﻫﻲ ﻭﺳﻴﻠﺔ ﺣﻮﺍﺭﻳﺔ ﺗﻮﺍﺻﻠﻴﺔ ﺑﲔ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻷﻥﹼ ﺍﳊﺎﺟﺔ‬
‫ﻣﺎﺳﺔ ﺇﱃ ﻫﺬﻩ ﺍﻟﺘﻘﺎﻃﻌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﲔ ﺳﺎﺋﺮ ﺍﻟﺒﺸﺮ ﻣﻦ ﻣﻨﻈﻮﺭ ﺃﻥ ﺍﻟﺘﻌﺎﻳﺶ ﺣﺘﻤﻴﺔ ﺇﻧﺴﺎﻧﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﻧﻔﺴﻴﺔ ﻭﻋﻠﻤﻴﺔ‪ ،‬ﺗﻘﺘﻀﻲ ﺗﻜﺮﻳﺲ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﳐﺘﻠﻒ ﺍﻟﺸﺮﺍﺋﺢ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺇﺻﺮﺍﺭﺍ ﻋﻠﻰ ﺍﻟﺒﻘﺎﺀ‪ ،‬ﻭﺣﺒ‪‬ﺎ ﰲ‬
‫ﻣﻌﺮﻓﺔ ﺍﻵﺧﺮ‪ ،‬ﻭﺍﻛﺘﺸﺎﻑ ﺧﺼﻮﺻﻴﺎﺗﻪ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﱵ ﻗﺪ ﺗﻜﻮﻥ ﻋﺎﻣﻞ ﺇﺿﺎﻓﺔ ﻟﻶﺧﺮ‪ ،‬ﰲ ﺍﺳﺘﺜﻤﺎﺭ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ‬
‫ﻟﺘﺪﻋﻴﻢ ﻣﻮﻗﻌﻪ‪ ،‬ﻭﺗﺄﻛﻴﺪ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺜﺒﺎﺕ ﻭﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‪.‬‬

‫ﺇﻥ ﻫﺬﻩ ﺍﳌﺪﺍﺧﻠﺔ ﻫﻲ ﻗﺮﺍﺀﺓ ﺇﻧﺘﺎﺟﻴﺔ ﰲ ﻋﻤﻖ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻋﺎﻣﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺧﺎﺻﺔ‪ ،‬ﺫﻟﻚ ﺃﻥ ﻭﺍﻗﻊ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ﻣﺴﺄﻟﺔ ﻓﻴﻬﺎ ﻛﺜﲑ ﻣﻦ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻭﺍﻟﻔﺮﻭﻕ‪،‬‬
‫ﺳﻮﺍﺀ ﺗﻌﻠﻖ ﺍﻷﻣﺮ ﺑﺎﳌﺸﺮﻕ ﻭﺍﳌﻐﺮﺏ‪ ،‬ﻓﻠﻜﻞ ﺧﺼﻮﺻﻴﺎﺗﻪ ﻭﻭﺍﻗﻌﻪ ﺍﳉﻐﺮﺍﰲ ﻭﺍﻟﺴﻴﺎﺳﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺍﻟﺬﻱ‬
‫ﻗﺪ ﻳﻜﻮﻥ ﰲ ﺃﺣﻴﺎﻥ ﻛﺜﲑﺓ ﻋﻮﺍﻣﻞ ﻗﻮﺓ ﰲ ﲢﺮﻳﻚ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻓﻤﺜﻼ ﰲ ﺍﳌﻐﺮﺏ‬
‫ﺍﻟﻌﺮﰊ ﻭﻻ ﺳﻴﻤﺎ ﰲ ﺗﻮﻧﺲ ﻭﺍﳉﺰﺍﺋﺮ ﻭﺍﳌﻐﺮﺏ ﻫﻨﺎﻙ ﳒﺎﺡ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻟﻠﻤﻐﺎﺭﺑﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻮﺩ‬
‫ﺑﺎﻷﺳﺎﺱ ﺇﱃ ﺃﺳﺒﺎﺏ ﻣﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﺃﺧﺮﻯ ﺫﺍﺗﻴﺔ ﻋﻤﻠﺖ ﻋﻠﻰ ﺗﻘﻮﻳﺔ ﻫﺬﺍ ﺍﳌﻨﺤﻰ ﻧﺘﻴﺠﺔ ﻛﻔﺎﺀﺓ ﺍﳌﺪﺭﺳﲔ‪،‬‬
‫ﻭﺍﺳﺘﻌﺪﺍﺩ ﺍﳌﺘﻠﻘﻲ ﺍﳉﻴﺪ ﳌﻤﺎﺭﺳﺔ ﻓﻌﻞ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺍﶈﻴﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺬﻱ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﳒﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻟﻜﻦ‬
‫ﰲ ﺍﻵﻭﻧﺔ ﺍﻷﺧﲑﺓ‪ ،‬ﻧﻠﺤﻆ ﺃﻥ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺪﺃ ﻳﺘﻀﺎﺀﻝ‪ ،‬ﻭﻳﺘﻘﻠﺺ ﺑﻔﻌﻞ ﺍﻟﻼﻣﺒﺎﻻﺓ ﻋﻨﺪ ﻛﺜﲑ ﻣﻦ ﺍﻟﺸﺒﺎﺏ‪،‬‬
‫ﻭﻫﺬﺍ ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﻭﺭﺍﺋﻪ ﺍﻷﺳﺒﺎﺏ ﺍﻵﺗﻴﺔ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺿﻌﻒ ﺍﳌﻌﻠﻢ ﰲ ﺇﺗﻘﺎﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﺍﻟﱵ ﻳﻮﺩ ﺗﻌﻠﻴﻤﻬﺎ ﺇﱃ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫‪-١‬‬

‫ﺗﺰﺍﻳﺪ ﺍﻹﻗﺒﺎﻝ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺸﻜﻞ ﺟﻴﺪ‪ ،‬ﻭﰲ ﺍﳌﻘﺎﺑﻞ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻠﻐﺎﺕ‬ ‫‪-٢‬‬
‫ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻛﻤﺎ ﻛﺎﻥ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳌﺎﺿﻴﺔ‪.‬‬

‫ﺿﻌﻒ ﺍﻻﺳﺘﻌﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻋﻨﺪ ﺍﳌﺘﻠﻘﻲ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻻﺣﻈﻨﺎﻩ ﰲ ﺃﻗﺴﺎﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪-٣‬‬
‫ﻭﺁﺩﺍ‪‬ﺎ ﻋﻨﺪ ﺍﻟﻄﻼﺏ ﰲ ﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﺇﺫ ﳌﺴﻨﺎ ﺗﻔﺸﻲ ﺿﻌﻒ ﺍﳌﺴﺘﻮﻯ ﰲ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ )ﻓﺮﻧﺴﻴﺔ‪ ،‬ﻭﺇﳒﻠﻴﺰﻳﺔ‪ ،‬ﺇﺫ ﱂ ﻳﻌﺪ ﺍﻟﻄﺎﻟﺐ ﻗﺎﺩﺭﺍ ﰲ ﺁﺧﺮ ﺳﻨﺔ ﻟﻴﺴﺎﻧﺲ‬
‫ﻣﻦ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺍﺕ ﻟﻐﻮﻳﺔ ﺗﺆﻫﻠﻪ ﻟﻠﻤﺤﺎﻭﺭﺓ ﺍﻟﺸﻔﻮﻳﺔ ﺃﻭ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺑﻄﺮﻳﻘﺔ‬
‫ﺻﺤﻴﺤﺔ‪ ،‬ﻭﺍﻷﻏﺮﺏ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﻫﻨﺎﻙ ﻣﻦ ﻻ ﻳﺴﺘﻄﻴﻊ ﺣﱴ ﻛﺘﺎﺑﺔ ﺍﲰﻪ ﺑﺸﻜﻞ‬
‫ﺳﻠﻴﻢ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺟﻌﻞ ﻃﻼﺏ ﺍﻷﺩﺏ ﺍﻟﻌﺮﰊ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺍﻟﻘﺼﻮﺭ ﺍﻟﻠﻐﻮﻱ ﻓﻴﻤﺎ ﳜﺺ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﳓﻦ ﻧﻌﺘﻘﺪ ﺃﻧﻪ ﻻ ﻣﻨﺎﺹ ﻟﻄﺎﻟﺐ ﺍﻷﺩﺏ ﺍﻟﻌﺮﰊ ﰲ ﺍﳉﺎﻣﻌﺔ ﻣﻦ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻣﺘﻘﻨﺎ ﳍﺬﻩ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻷ‪‬ﺎ ﺗﻌﻴﻨﻪ ﰲ ﲝﻮﺛﻪ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﳍﺬﺍ ﺍﻟﺴﺒﺐ ﻓﺈﻥ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﻨﺼﺒﺔ ﺣﻮﻝ ﺇﳚﺎﺩ ﻃﺮﺍﺋﻖ ﺗﻜﻮﻥ ﻛﻔﻴﻠﺔ ﲟﻌﺎﳉﺔ ﻫﺬﺍ ﺍﻷﻣﺮ‪ ،‬ﻭﲡﺎﻭﺯ‬
‫ﻣﺴﺄﻟﺔ ﻫﺬﺍ ﺍﻟﻀﻌﻒ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻟﻄﻼﺏ ﺍﻷﺩﺏ ﺍﻟﻌﺮﰊ‪.‬‬

‫ﺃﻣﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻫﻠﻬﺎ‪ ،‬ﻭﺧﺎﺻﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺬﻱ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺍﺯﺩﻭﺍﺝ ﻟﻐﻮﻱ‬
‫ﻛﻤﺎ ﻫﻲ ﺍﳊﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻓﺈﻥ ﺍﻷﻣﺮ ﻓﻴﻪ ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﺴﺎﺅﻻﺕ‪ ،‬ﻭﻧﻘﺼﺪ ﺑﺬﻟﻚ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﰲ ﺃﻗﺴﺎﻡ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻓﺎﻷﻣﺮ ﻣﺬﻫﻞ ﻭﻏﺮﻳﺐ‪ ،‬ﺇﺫ ﻻﺣﻈﻨﺎ ﺃﻥ ﻫﻨﺎﻙ ﺇﻗﺒﺎﻻ ﳏﺘﺸﻤﺎ ﻳﻜﺎﺩ ﻻ ﻳﺬﻛﺮ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻄﻼﺏ‪ ،‬ﻣﻦ ﺣﻴﺚ ﻋﺪﻡ ﺍﻻﻛﺘﺮﺍﺙ ﲟﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻟﻌﻞﹼ ﻫﺬﺍ ﻳﻌﻮﺩ ﺇﱃ ﺍﻷﺳﺒﺎﺏ ﺍﻵﺗﻴﺔ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪ .١‬ﺃﻥ ﺗﺪﺭﻳﺲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺴﺘﻨﺪ ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ ﺇﱃ ﺃﺳﺎﺗﺬﺓ ﻻ ﻳ‪‬ﻌﲑﻭﻥ ﺍﻫﺘﻤﺎﻣﺎ ﺑﺎﳌﺎﺩﺓ ﻭﻻ‬
‫ﺑﺎﻟﻄﻼﺏ‪ ،‬ﻭﻣﻦ ﰒ ﻳﻨﻌﻜﺲ ﺍﻷﻣﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺎﺩﺓ ﻭﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺍﻟﺪﻭﺍﻓﻊ‬
‫ﰲ‪:‬‬

‫ﺣﺎﻟﺔ ﺍﺳﺘﺜﺎﺭﺓ ﺩﺍﺧﻠﻴﺔ ﲢﺮﻙ ﺍﳌﺘﻌﻠﻢ‪.‬‬ ‫‪-‬‬

‫ﺣﺎﻟﺔ ﺍﺳﺘﻐﻼﻝ ﺃﻗﺼﻰ ﻃﺎﻗﺎﺕ ﺍﳌﺘﻌﻠﻢ‪.‬‬ ‫‪-‬‬

‫ﺇﺷﺒﺎﻉ ﺩﻭﺍﻓﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺻﻴﺎﻧﺔ ﲢﻘﻴﻖ ﺍﻟﺬﺍﺕ«)‪.(٨٤‬‬ ‫‪-‬‬

‫‪ .٢‬ﺃﻥ ﺗﻮﻗﻴﺖ ﺍﳌﺎﺩﺓ ﻳﻜﻮﻥ ﰲ ﺣﺎﻻﺕ ﻏﲑ ﻣﻨﺎﺳﺐ‪ ،‬ﻛﺄﻥ ﻳﻜﻮﻥ ﺑﻌﺪ ﺍﻟﺜﺎﻧﻴﺔ ﺯﻭﺍﻻ )ﺃﻱ ﺑﻌﺪ ﺍﻷﻛﻞ(‬
‫ﺃﻭ ﰲ ﺁﺧﺮ ﺣﺼﺔ ﺣﲔ ﻳﺼﺒﺢ ﺍﻟﻄﺎﻟﺐ ﻣﻨﻬﻜﺎ ﻭﻣﺜﻘﻼ ﺑﻔﻌﻞ ﺍﻟﺘﺪﺍﻓﻊ ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﻣﻨﺬ ﺍﻟﺼﺒﻴﺤﺔ‪.‬‬

‫‪ .٣‬ﺇﻋﻄﺎﺀ ﻣﻌﺎﻣﻞ ﺿﻌﻴﻒ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻫﻮ ﻣﺎ ﳚﻌﻞ ﺍﻟﻄﺎﻟﺐ ﰲ ﻏﲎ ﻋﻦ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ‪.‬‬

‫‪ .٤‬ﺍﻋﺘﻘﺎﺩ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺔ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺃﻥ ﻫﺬﻩ ﺍﳌﺎﺩﺓ ﻻ ﺗﻘﺪﻡ ﻭﻻ ﺗﺆﺧﺮ ﰲ ﻣﺴﺄﻟﺔ ﺍﻟﺘﺤﺼﻴﻞ‬
‫ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﻌﺮﰲ‪.‬‬

‫‪ .٥‬ﺇﻥ ﻣﻔﺮﺩﺍﺕ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻘﺪﻣﺔ ﻻ ﲣﻀﻊ ﻟﻠﻤﺴﺘﻮﻯ ﺍﳉﺎﻣﻌﻲ‪ ،‬ﻭﻻ ﺗ‪‬ﺮﺍﻋﻰ ﻓﻴﻬﺎ ﺧﺼﻮﺻﻴﺔ‬
‫ﺍﻟﺘﺨﺼﺺ‪ ،‬ﻭﻣﻦ ﰒ ﻳﻜﻮﻥ ﺍﻷﻣﺮ ﺳﺒﺒﺎ ﰲ ﻋﺰﻭﻑ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺃﻣﺎﻡ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴﺔ ﺍﳌﺰﺭﻳﺔ‪ ،‬ﻛﺎﻥ ﻻ ﺑﺪ ﻣﻦ ﺍﻟﺒﺤﺚ ﻋﻦ ﺣﻠﻮﻝ ﻭﻣﻘﺘﺮﺣﺎﺕ ﺗﺴﻬﻢ ﰲ ﺗﻘﺪﱘ ﺭﺅﻳﺔ‪،‬‬
‫ﺟﺪﻳﺪﺓ ﻧﺘﻤﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﻣﻌﺎﳉﺔ ﺑﻌﺾ ﺍﻷﺧﻄﺎﺀ‪ ،‬ﻭﻫﺬﺍ ﺃﲰﻰ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﺗﺘﺤﻠﻰ ﺑﻪ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻷﻫﻠﻬﺎ‪ ،‬ﻭﺧﺎﺻﺔ ﻟﻠﻤﻘﺘﺮﺑﲔ )ﺍﳉﺎﻟﻴﺔ ﺍﳌﻐﺎﺭﺑﻴﺔ ﺍﳌﺘﻮﺍﺟﺪﺓ ﺧﺎﺻﺔ ﰲ ﻓﺮﻧﺴﺎ(‪ ،‬ﺍﻟﺬﻳﻦ ﻓﻘﺪﻭﺍ ﻛﺜﲑﺍ ﻣﻦ ﻣﻘﻮﻣﺎﺕ‬

‫‪ ٨٤‬ﻓﺎﻳﺰ ﻣﺮﺍﺩ ﺩﻧﺪﺵ ﻣﻌﺰ‪ ،‬ﺍﻟﺘﻌﻠﻢ ﻭﻛﻨﻬﻪ ﻣﻦ ﺧﻼﻝ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻁ‪ ،١‬ﺩﺍﺭ ﺍﻟﻮﻓﺎﺀ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪،‬‬
‫‪ ،٢٠٠٢‬ﺹ‪.٨٢‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻟﻐﺘﻬﻢ ﺍﻷﻡ ﲝﻜﻢ ﺍﻟﻮﻻﺩﺓ ﻭﺍﻟﻨﺸﺄﺓ ﰲ ﺑﻴﺌﺔ ﻟﻐﻮﻳﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﻔﻮ‪‬ﺽ ﳑﺎﺭﺳﺘﻬﻢ ﻟﻠﻨﺸﺎﻁ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﻐﺔ‬
‫ﺍﻷﻡ‪ ،‬ﻓﺄﻋﺘﻘﺪ ﺑﺮﺃﻱ ﺃﻥ ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﺍﳌﻘﺘﺮﺣﺎﺕ ﻭﺍﳊﻠﻮﻝ ﻟﺴﻼﻣﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬

‫ﺍﻟﻜﺸﻒ ﻋﻦ ﻣﻮﺍﻫﺐ ﺍﻟﻄﻔﻞ ﻭﻗﺪﺭﺍﺗﻪ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ‬ ‫‪-١‬‬
‫ﻭﺗﻮﻇﻴﻔﻬﺎ ﺗﻮﻇﻴﻔﺎ ﺟﻴﺪﺍ‪.‬‬

‫ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﻄﻔﻞ‪ ،‬ﻭﲢﺪﻳﺪ ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﻋﻨﺪﻩ‪.‬‬ ‫‪-٢‬‬

‫ﺇﺳﻨﺎﺩ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺬﻭﻱ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻋﻜﺲ ﻣﺎ ﺗﺘﻌﺎﻣﻞ ﺑﻪ ﻛﺜﲑ ﻣﻦ‬ ‫‪-٣‬‬
‫ﺍﻷﻗﺴﺎﻡ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳ‪‬ﺘﻴﺢ ﻓﺮﺻﺔ ﺍﻟﺘﺄﺛﲑ ﺍﳌﺒﺎﺷﺮ ﻛﻲ ﻻ ﻧﻘﻊ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳋﺎﻃﺌﺔ‪.‬‬

‫ﺿﺮﻭﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ‪ ،‬ﻭﺍﳌﻌﻴﻨﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﰲ ﳑﺎﺭﺳﺔ ﻓﻌﻞ ﺗﻌﻠﻢ‬ ‫‪-٤‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﻐﺘﺮﺑﲔ‪ ،‬ﺃﻭ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﰲ ﺃﻗﺴﺎﻡ ﺃﺧﺮﻯ ﺗﻜﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﺎﺩﺓ ﻣﺴﺎﻋﺪﺓ‪.‬‬

‫ﺿﺮﻭﺭﺓ ﺇﺷﺮﺍﻙ ﲨﻴﻊ ﺍﳊﻮﺍﺱ‪ ،‬ﻭﺗﺪﺭﻳﺒﻬﺎ ﻋﻠﻰ ﺣﺴﻦ ﺍﻹﺻﻐﺎﺀ‪.‬‬ ‫‪-٥‬‬

‫ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﻣﻴﺪﺍﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﺑﻄﺮﻳﻘﺔ ﺟﻴﺪﺓ‪.‬‬ ‫‪-٦‬‬

‫ﺿﺮﻭﺭﺓ ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻦ ﺟﻬﺔ ﻭﺃﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‬ ‫‪-٧‬‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻹﻣﻼﺋﻴﺔ ﺍﻟﱵ ﲤﺎﺭﺱ ﰲ ﺣﻘﻮﻝ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪.‬‬

‫ﺇﺟﺮﺍﺀ ﺍﺳﺘﺒﻴﺎﻥ ﻟﻜﻞ ﺍﻷﻋﻤﺎﻝ ﻭﺍﳊﺎﻻﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﻳﺘﻤﻴﺰ ‪‬ﺎ ﻛﻞ ﻃﺎﻟﺐ‪.‬‬ ‫‪-٨‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﺍﻟﱵ ﺗﻮﻓﺮ ﺟﻮﺍ ﺇﳚﺎﺑﻴﺎ ﰲ ﺍﻟﺘﻌﻠﻢ‪.‬‬ ‫‪-٩‬‬

‫ﺇﻧﺸﺎﺀ ﳐﺎﺑﺮ ﺻﻮﺗﻴﺔ ﻣﺘﻄﻮﺭﺓ ﺗﻘﻮﻡ ﻋﻠﻰ ﺗﻘﺪﱘ ﺍﻵﻟﻴﺎﺕ ﺍﻟﻜﻔﻴﻠﺔ ﺑﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪-١٠‬‬
‫ﻟﻠﻤﻐﺘﺮﺑﲔ ﻋﻠﻰ ﻏﺮﺍﺭ ﺍﳌﺨﺎﺑﺮ ﺍﻟﺼﻮﺗﻴﺔ ﰲ ﺃﻗﺴﺎﻡ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺃﺛﻨﺎﺀ ﺗﺪﺭﻳﺲ ﻫﺬﻩ‬
‫ﺍﻟﻠﻐﺎﺕ‪.‬‬

‫ﺗﻔﻌﻴﻞ ﺩﻭﺭ ﳎﺎﻣﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻜﻔﻞ ‪‬ﺬﻩ ﺍﻻﻧﺸﻐﺎﻻﺕ ﻷ‪‬ﺎ ﻣﻬﻤﺔ ﻋﺮﺑﻴﺔ‪ ،‬ﺗﺴﻬﻢ‬ ‫‪-١١‬‬
‫ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺟﻌﻠﻬﺎ ﰲ ﻣﺼﺎﻑ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬

‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻫﺬﻩ ﺍﳌﻘﺘﺮﺣﺎﺕ ﻭﺍﳊﻠﻮﻝ ﺍﳌﻘﺪﻣﺔ ﺃﻇﻨﻬﺎ ﻓﻌﺎﻟﺔ‪ ،‬ﻭﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺇﳚﺎﺩ ﺣﻠﻮﻝ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﻐﺘﺮﺑﲔ‪ ،‬ﻭﺃﺑﻨﺎﺀ ﺍﻷﻣﺔ ﳑﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺍﻻﺯﺩﻭﺍﺝ ﺍﻟﻠﻐﻮﻱ ﻛﻤﺎ ﻫﻲ ﺍﳊﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﺰﺍﺋﺮ‪.‬‬

‫ﻭﺍﻗﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪:‬‬

‫ﺃﻣﺎ ﻋﻠﻰ ﺻﻌﻴﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺳﺘﻘﻒ ﻋﻨﺪ ﲡﺮﺑﺔ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﳌﻜﺜﻒ ﲜﺎﻣﻌﺔ ﻣﻨﺘﻮﺭﻱ –ﻗﺴﻨﻄﻴﻨﺔ‪ ،‬ﺍﻟﺬﻱ ﺃﻧﺸﺊ ﺳﻨﺔ ‪ ١٩٨١‬ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺧﺎﺻﺔ‬
‫ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﺭﲟﺎ ﻛﺎﻧﺖ ﺑﻌﺾ ﺍﻵﻣﺎﻝ ﻣﻌﻠﻘﺔ ﻋﻠﻰ ﺍﳌﺮﻛﺰ ﰲ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺗﻘﺪﱘ ﺇﺿﺎﻓﺔ ﺟﺪﻳﺪﺓ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺑﻮﺻﻔﻬﺎ ﺑﻨﻴﺔ ﺻﻮﺗﻴﺔ ﺗﺮﻛﻴﺒﻴﺔ‪ ،‬ﻭﺩﻻﻟﻴﺔ ﺗﺸﻐﻞ ﺣﻴﺰﺍ ﻣﻬﻤﺎ ﰲ ﻣﻌﺎﺩﻟﺔ ﻧﻈﺮﻳﺔ ﺍﻟﺘﻠﻘﻲ‬
‫ﺍﻟﱵ ‪‬ﺘﻢ ﺑﻌﻼﻗﺔ ﺍﻟﻨﺺ ﺑﺎﻟﻘﺎﺭﺉ ﻣﻦ ﻣﻨﻄﻠﻖ ﺃﻥ ﺍﻟﻘﺎﺭﺉ ﺃﺻﺒﺢ ﻣﻨﺘﺠﺎ ﺟﺪﻳﺪﺍ‪ ،‬ﻭﻟﻴﺲ ﻣﺴﺘﻬﻠﻜﺎ ﻳﻔﻘﺪ ﺭﻭﺡ‬
‫ﺍﻟﺘﻠﻘﻲ‪ ،‬ﻭﻳﺴﻠﺐ ﻣﻨﻪ ﺣﻮﺍﺭﻳﺘﻪ ﺍﻟﱵ ﺩﻋﺎ ﺇﻟﻴﻬﺎ ﺑﺎﺧﺘﲔ ﻣﻦ ﺩﺧﻮﻝ ﺍﻟﻘﺎﺭﺉ ﰲ ﺣﻮﺍﺭ ﲪﻴﻤﻲ ﻣﻊ ﺍﻟﻨﺺ‪،‬‬
‫ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﳚﻌﻠﻪ ﻗﺮﻳﺒﺎ ﻣﻦ ﻋﺎﳌﻪ‪ ،‬ﻭﻣﻦ ﰒ ﺇﺩﺭﺍﻙ ﺣﺪﻭﺩﻩ‪ ،‬ﻭﻓﻬﻢ ﺃﺳﺮﺍﺭﻩ‪ ،‬ﻭﻛﺸﻒ ﺩﻗﺎﺋﻘﻪ ﻭﺧﺼﻮﺻﻴﺎﺗﻪ‪،‬‬
‫ﻭﻟﻜﻦ ﻫﺬﺍ ﺍﳌﺮﻛﺰ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﺍﻫﺘﻢ ﺑﺎﻷﺟﺎﻧﺐ ﺍﻟﺬﻳﻦ ﻳﺮﻏﺒﻮﻥ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺃﻳﺎﺩﻱ ﺟﺰﺍﺋﺮﻳﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺟﺎﻣﻌﻴﺔ‪ ،‬ﻻ ﺳﻴﻤﺎ ﺇﺫﺍ ﻣﺎ ﻋﻠﻤﻨﺎ ﺃﻥ ‪‬ﺎﻳﺔ ﺍﻟﺴﺒﻌﻴﻨﻴﺎﺕ ﻭﺑﺪﺍﻳﺔ ﻓﺘﺮﺓ ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﻛﺎﻧﺖ ﺗﻌﺞ ﺑﺎﻷﺟﺎﻧﺐ ﺍﻟﺬﻳﻦ‬
‫ﻳﺪﺭﺳﻮﻥ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﳉﺰﺍﺋﺮ ﺃﻭ ﺍﳌﻌﺎﻫﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻭﻗﺪ ﻛﺎﻥ ﺍﻹﻗﺒﺎﻝ ﳏﺘﺸﻤﺎ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺮﻛﺰ‪ ،‬ﻷﻥ ﻛﺜﲑﺍ‬
‫ﻣﻦ ﺍﻷﺟﺎﻧﺐ ﻛﺎﻧﻮﺍ ﻳﻔﺘﻘﺪﻭﻥ ﺇﱃ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻣﻊ ﻫﺬﺍ ﻓﺈﻥﹼ ﻫﻨﺎﻙ ﺑﻌﻀﺎ ﻣﻨﻬﻢ ﻛﺎﻧﺖ ﺗﺪﻓﻌﻪ ﺍﻟﻌﺰﳝﺔ‬
‫ﺇﱃ ﺍﻟﺘﻌﻠﻢ ﻷﺳﺒﺎﺏ ﺫﺍﺗﻴﺔ ﻭﺃﺧﺮﻯ ﻣﻮﺿﻮﻋﻴﺔ »ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﻣﻦ ﺍﻷﺟﺎﻧﺐ ﺍﳌﺘﻌﺎﻭﻧﲔ ﺍﻟﺬﻳﻦ ﺭﻏﺒﻮﺍ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺴﺒﻌﻴﻨﻴﺎﺕ«)‪ ،(٨٥‬ﻭ ﺑﻘﻴﺖ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻌﻠﻢ ﳏﺪﻭﺩﺓ‪ ،‬ﻭﻟﻜﻦ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﳌﺎ ﰎﹼ ﺇﻧﺸﺎﺀ‬
‫ﻣﺮﻛﺰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻜﺜﻒ )‪ (CEIL‬ﻇﻬﺮﺕ ﻓﺌﺔ ﺛﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺪﺍﺭﺳﲔ ﻭﻫﻢ ﻃﻠﺒﺔ ﻣﻦ ﺃﻭﺭﺑﺎ ﺃﻟﺒﺎﻧﻴﺎ ﻭﺍﻻﲢﺎﺩ‬
‫ﺍﻟﺴﻮﻓﻴﺎﰐ‪ ،‬ﻭﺇﻓﺮﻳﻘﻴﺎ )ﺍﻟﺒﻮﺭﻧﺪﻱ‪ ،‬ﻭﺑﻮﺭﻛﻴﻨﺎﻓﺎﺳﻮ‪ ،‬ﻭﺍﻟﺴﻨﻴﻐﺎﻝ ﻛﺎﻧﺖ ﺗﺮﺳﻠﻬﻢ ﺣﻜﻮﻣﺎ‪‬ﻢ ﻟﺘﻠﻘﻲ ﻓﺘﺮﺓ ﺗﻜﻮﻳﻦ‬
‫ﺑﺎﳌﺮﻛﺰ ﺗﺆﻫﻠﻬﻢ ﳌﺘﺎﺑﻌﺔ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ ﰲ ﺑﻌﺾ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻛﺎﻟﺘﺮﲨﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ«)‪.(٨٦‬‬

‫ﻭﻷﻥ ﻫﺬﺍ ﺍﳌﺮﻛﺰ ﱂ ﻳﻜﻦ ﺿﻤﻦ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ ﺍﻷﻭﱃ ﺭﻓﻊ ﺷﻌﺎﺭ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬
‫ﺑﻘﻴﺖ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﺘﻌﻠﻢ ﰲ ﺇﻃﺎﺭ ﺿﻴﻖ‪ ،‬ﳑﺎ ﺃﻋﻄﻰ ﻟﻠﻤﺮﻛﺰ ﺍﻫﺘﻤﺎﻣﺎ ﺃﻛﱪ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬
‫ﻟﻠﺠﺰﺍﺋﺮﻳﲔ ﻭﻏﲑﻫﻢ‪ ،‬ﻭﻟﻌﻞﹼ ﻫﺬﺍ ﻳﻌﻮﺩ ﺇﱃ ﻫﺬﻩ ﺍﻷﺳﺒﺎﺏ ﺍﳌﻮﺿﻮﻋﻴﺔ‪.‬‬

‫‪ ٨٥‬ﳏﻤﻮﺩ ﺑﺪﻭﻱ‪،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﺇﺷﺮﺍﻑ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺒﺪ ﺍﷲ ﺑﻮ ﺧﻠﺨﺎﻝ‪،‬ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪،‬ﺟﺎﻣﻌﺔ ﻣﻨﺘﻮﺭﻱ‪،‬‬
‫ﻗﺴﻨﻄﻴﻨﺔ‪،١٩٩٦،‬ﺹ‪١‬‬
‫‪ ٨٦‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ‪.١‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺳﺒﺎﺏ ﺍﻟﻌﺰﻭﻑ ﻋﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﻣﺮﻛﺰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻜﺜﻒ‬
‫ﻋﺪﻡ ﺟﺎﻫﺰﻳﺔ ﺍﳌﺮﻛﺰ ﳍﺬﻩ ﺍﳌﻬﻤﺔ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﻭﻫﻮ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻋﻤﻞ ﻋﻠﻰ ﻧﻘﺺ‬ ‫‪-١‬‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ‪.‬‬

‫ﻧﻘﺺ ﺍﳌﺪﺭﺳﲔ ﺍﳌﺨﺘﺼﲔ ﺑﻄﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻷﻥ ﺃﻏﻠﺐ‬ ‫‪-٢‬‬
‫ﺍﳌﺪﺭﺳﲔ ﻛﺎﻧﻮﺍ ﺣﺪﻳﺜﻲ ﺍﻟﺘﺪﺭﻳﺲ ﺑﺎﳉﺎﻣﻌﺔ ﻭﺑﺄﺣﻮﺍﻝ ﻃﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻭﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺎ‪.‬‬

‫ﻏﻴﺎﺏ ﺍﳌﻨﺎﻫﺞ ﺍﳊﺪﻳﺜﺔ ﺍﻟﻜﻔﻴﻠﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬ ‫‪-٣‬‬

‫ﻧﻘﺺ ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺫﻟﻚ »ﺃﻥ ﻣﻜﺘﺒﺔ ﺍﳌﺮﻛﺰ ﻛﺎﻧﺖ ﺗﻌﺎﱐ ﻓﺮﺍﻏﺎ ﰲ ﻫﺬﺍ‬ ‫‪-٤‬‬
‫ﺍ‪‬ﺎﻝ«)‪.(٨٧‬‬

‫ﻧﻘﺺ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ‪ ،‬ﺑﻞ ﺗﻜﺎﺩ ﺗﻜﻮﻥ ﻣﻨﻌﺪﻣﺔ ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ ﻭﻧﻌﲏ ‪‬ﺎ‬ ‫‪-٥‬‬
‫ﺗﻠﻚ ﺍﻟﺪﻋﺎﺋﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻛﺎﻷﺷﺮﻃﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ ﻭﺍﻷﻏﺎﱐ ﻭﺍﻟﺼﻮﺭ ﻭﺍﻟﻘﺼﺺ‪،‬‬
‫ﺃﻭ ﺍﻷﺟﻬﺰﺓ ﻭﺍﳌﺴﺠﻼﺕ‪.‬‬

‫ﺍﻓﺘﻘﺎﺭ ﺍﳌﺮﻛﺰ ﺇﱃ ﻣﻜﺘﺒﺔ ﺣﺪﻳﺜﺔ ﲢﻮﻱ ﻋﻠﻰ ﻣﺼﺎﺩﺭ ﻭﻣﺮﺍﺟﻊ ﺗﺴﻬﻢ ﰲ ﺍﻷﺩﺍﺀ‬ ‫‪-٦‬‬
‫ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ﺍﻟﺴﻠﻴﻢ‪.‬‬

‫ﻏﻴﺎﺏ ﺍﻟﻌﻼﻗﺔ ﺍﳊﻮﺍﺭﻳﺔ ﺑﲔ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺍﻟﻄﻼﺏ‪ ،‬ﻭﻫﻮ ﻣﺎ ﳚﻌﻞ ﺍﻷﻣﺮ ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫‪-٧‬‬
‫ﺻﻌﺒﺎ‪ .‬ﻟﻌﻞﹼ ﺃﺑﺮﺯ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺩﻋﺖ ﺇﱃ ﺇﺷﻜﺎﻟﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ‬
‫‪‬ﺎ ﻫﻮ ﻏﻴﺎﺏ ﺳﻴﺎﺳﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻭﺍﺿﺤﺔ ﺗﺘﻜﻔﻞ ﺑﻨﻘﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺃﻫﻠﻬﺎ ﺇﱃ‬

‫‪ ٨٧‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ‪.١‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻏﲑﻩ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻣﻊ ﺿﺮﻭﺭﺓ ﻣﺮﺍﻋﺎﺓ ﻣﻘﺘﻀﻴﺎﺕ ﺍﻟﺘﻄﻮﺭ ﺍﳊﺎﺻﻞ ﰲ ﺑﻴﻨﻴﺔ ﺍ‪‬ﺘﻤﻊ‬
‫ﺍﻟﻐﺮﰊ ﺧﺎﺻﺔ ﻭﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻋﺎﻣﺔ‪ ،‬ﻭﻗﺪ ﺃﺷﺎﺭ ﺇﱃ ﻫﺬﺍ ﺃﲪﺪ ﺇﲰﺎﻋﻴﻞ ﺣﺠﻲ ﺇﱃ‬
‫ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﻌﺮﺍﻗﻴﻞ‪.‬‬

‫ﻏﻴﺎﺏ ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻮﺍﺿﺤﺔ)‪.(٨٨‬‬ ‫‪-٨‬‬

‫ﻏﻴﺎﺏ ﺍﻟﻄﺎﺑﻊ ﺍﻟﻘﻮﻣﻲ‪.‬‬ ‫‪-٩‬‬

‫ﻏﻴﺎﺏ ﺍﻟﺘﺨﻄﻴﻄﻲ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬ ‫‪-١٠‬‬

‫ﺇﻥ ﻫﺬﻩ ﺍﻟﻌﺮﺍﻗﻴﻞ ﻣﻦ ﺷﺄ‪‬ﺎ ﺗﻔﻮﻳﺖ ﺍﻟﻔﺮﺹ ﺃﻣﺎﻡ ﺍﻷﺟﺎﻧﺐ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻧﻈﺮﺍ ﻟﻔﻘﺪﺍ‪‬ﻢ ﻫﺬﻩ‬
‫ﺍﶈﻔﺰﺍﺕ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻗﺪ ﻳﻜﻮﻥ ﺳﺒﻴﻼ ﺇﱃ ﺍﻧﺘﻘﺎﻝ ﻫﺬﺍ ﺍﻹﺣﺴﺎﺱ ﻣﻦ ﺍﻷﺟﻨﱯ ﺇﱃ ﺍﻟﻌﺮﰊ‪ ،‬ﺇﺫ ﻻ ﻳﺮﻯ ﺩﺍﻓﻌﺎ ﰲ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺬﻩ ﺍﻟﻘﻀﻴﺔ‪ ،‬ﻭﺇﻋﻄﺎﺋﻪ ﺍﻷﻭﻟﻮﻳﺔ ﺿﻤﻦ ﺑﺮﻧﺎﳎﻪ ﺍﳌﺴﺘﻘﺒﻠﻲ ﻷﻥﹼ ﻣﻦ »ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﱵ ﻻ ﳜﻄﺊ‬
‫ﻣﻼﺣﻈﺘﻬﺎ ﻣﺘﺄﻣﻞ ﰲ ﻣﻨﻬﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻔﺎﻭ‪‬ﺎ ﻣﻦ ﺣﻴﺚ ﲡﺪﻳﺪ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﺗﻌﻠﻢ ﺑﺸﻜﻞ ﻋﺎﻡ‪،‬‬
‫ﻭﺍﻟﱵ ﳚﺐ ﺃﻥ ﺗﻌﻠﻢ ﰲ ﻛﻞ ﺻﻨﻒ ﺑﺸﻜﻞ ﺧﺎﺹ«)‪.(٨٩‬‬

‫ﻭﻣﻦ ﺃﺟﻞ ﺇﺣﺪﺍﺙ ﺧﻄﻮﺓ ﻫﺎﻣﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﻤﺮﻛﺰ‪ ،‬ﳚﺐ ﺃﻥ ﺃﻗﺪﻡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﻠﻮﻝ‬
‫ﻭﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﻟﱵ ﻻ ﻏﲎ ﻋﻨﻬﺎ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﺍﳊﻠﻮﻝ ﻭﺍﳌﻘﺘﺮﺣﺎﺕ ﻟﻨﺠﺎﺡ ﺩﻭﺭ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ‪:‬‬

‫‪ ٨٨‬ﺃﲪﺪ ﺇﲰﺎﻋﻴﻞ ﺣﺠﻲ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،٢٠٠٠ ،‬ﺹ‪.٤٠٦‬‬
‫‪ ٨٩‬ﺭﺷﺪﻱ ﻃﻌﻤﺔ‪ ،‬ﺍﻷﺳﺲ ﺍﻟﻌﺎﻣﺔ ﳌﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻁ‪ ،٢‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪ ،٢٠٠٠ ،‬ﺹ‪.١٣٨‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﲟﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ ﻭﺍﶈﺘﻮﻯ‪.‬‬ ‫‪-١‬‬

‫ﺇﺳﻨﺎﺩ ﺗﺪﺭﻳﺲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﻟﺬﻭﻱ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫‪-٢‬‬
‫ﻭﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬‬

‫ﺿﺮﻭﺭﺓ ﺇﻧﺸﺎﺀ ﻣﻜﺘﺒﺔ ﺧﺎﺻﺔ ﺑﺎﳌﺮﻛﺰ ﺗ‪‬ﻌﲎ ﺑﺄﻫﻢ ﺍﻟﺘﻘﺎﻧﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ‪‬ﺘﻢ‬ ‫‪-٣‬‬
‫ﺑﺎﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺟﻌﻠﻬﺎ ﰲ ﺗﻨﺎﻭﻝ ﺍﻟﻄﻼﺏ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻃﺮﺡ ﺍﻷﺳﺘﺎﺫ ﳏﻤﻮﺩ ﺑﺪﻭﻱ‬
‫ﻟﻔﻜﺮﺓ »ﺧﺼﻮﺑﺘﻪ ﺣﻴﺚ ﺍﺳﺘﻄﺎﻉ ﲝﻜﻢ ﺍﺗﺴﺎﻋﻪ ﺍﳌﺴﺘﻤﺮ ﻭﺗﻄﻮﺭﻩ ﺍﳌﻄﺮﺩ ﻣﻦ ﻧﺸﺄﺗﻪ‬
‫ﺍﺣﺘﻮﺍﺀ ﻣﻌﻈﻢ ﺍﳌﺒﺎﺩﺉ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﺍﳊﺪﻳﺜﺔ«)‪.(٩٠‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺒﺼﺮﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻫﺬﺍ‬ ‫‪-٤‬‬
‫ﻣﻦ ﺷﺄﻧﻪ ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬

‫ﺇﻧﺸﺎﺀ ﳐﺎﺑﺮ ﺻﻮﺗﻴﺔ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﲢﺘﺎﺝ ﺇﱃ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻗﺼﺪ‬ ‫‪-٥‬‬
‫ﺇﳒﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻴﺪﺍﻏﻮﺟﻴﺎ ﻭﻣﻌﺮﻓﻴﺎ‪.‬‬

‫ﺷﻜﻞ ﺇﻧﺘﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻃﺮﻳﻘﺔ ﺗﻘﻮﱘ ﻫﺬﻩ ﺍﳌﻨﺘﺠﺎﺕ‪.‬‬ ‫‪-٦‬‬

‫ﺷﻜﻞ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻠﻐﻮﻱ ﳌﻮﻇﻒ ﻛﺪﻋﺎﻣﺔ ﻷﻧﻈﻤﺔ ﺍﻟﺘﻨﻈﻴﻢ«)‪.(٩١‬‬ ‫‪-٧‬‬

‫ﺗﺄﻟﻴﻒ ﻣﺮﺍﺟﻊ ﺃﺳﺎﺳﻴﺔ ﻭﺃﻛﺎﺩﳝﻴﺔ ﺣﺪﻳﺜﺔ ‪‬ﺘﻢ ﺑﺘﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﻟﻘﺎﺭﺉ ﻏﲑ‬ ‫‪-٨‬‬
‫ﺍﻟﻌﺮﰊ ﺑﻄﺮﻳﻘﺔ ﺳﻠﻴﻤﺔ ﺳﻮﺍﺀ ﻣﻦ ﺣﻴﺚ ﺍﳌﺎﺩﺓ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﳌﻌﺠﻤﻴﺔ‪.‬‬

‫‪ ٩٠‬ﳏﻤﻮﺩ ﺑﺪﻭﻱ‪ ،‬ﺹ‪.٣‬‬

‫‪ ٩١‬ﳏﻤﺪ ﻣﻜﺲ ﺩﻳﺎ ﻟﻜﺘﻴﻚ ﺍﳌﻨﻬﺠﻴﺔ ﻣﻘﺎﺭﺑﺎﺕ ﻭﺗﻘﻨﻴﺎﺕ‪ ،‬ﻁ‪ ،١‬ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﻟﺒﻴﻀﺎﺀ‪ ،١٩٩٧ ،‬ﺹ‪.٥٩‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺇﻧﺸﺎﺀ ﻣﻌﺠﻢ ﻟﻐﻮﻱ ﻳﻜﻮﻥ ﺟﺎﻣﻌﺎ ﻣﺎﻧﻌﺎ‪ ،‬ﻳﻘﻮﻡ ﺑﺘﺒﺴﻴﻂ ﺍﳌﻌﻠﻮﻣﺔ‪ ،‬ﻭﻳﻘﺪﻣﻬﺎ ﺇﱃ‬ ‫‪-٩‬‬
‫ﺍﻟﻘﺎﺭﺉ ﻏﲑ ﺍﻟﻌﺮﰊ‪ ،‬ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﻣﺴﺘﻮﺍﻩ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﻌﺮﰲ ﻭﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬

‫ﺍﻟﺘﺪﺭﺝ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺪﺀﺍ‬ ‫‪-١٠‬‬
‫ﺑﺎﻹﻋﺪﺍﺩﻱ ﰒ ﺍﳌﺮﺍﺣﻞ ﺍﳌﺘﻘﺪﻣﺔ‪.‬‬

‫ﺃﻣﺎ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻹﻋﺪﺍﺩﻱ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﺍﻟﺒﺪﺍﻳﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻟﺘﺮﺳﻴﺦ ﺃﲜﺪﻳﺎﺕ ﺗﻌﻠﻢ ﺍﳊﺮﻭﻑ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻮﺗﺎ‬
‫ﻭﻛﺘﺎﺑﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﻦ ﺷﺄﻧﻪ ﺩﻓﻊ ﻋﺠﻠﺔ ﺍﻟﻔﻌﻞ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻋﻨﺪ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻳﺘﻠﺨﺺ ﺍﻷﻣﺮ ﻓﻴﻤﺎﻳﻠﻲ‪:‬‬

‫ﺭﺑﻂ ﺍﳊﺮﻑ ﺍﻟﻌﺮﰊ ﺻﻮﺗﺎ ﻭﻛﺘﺎﺑﺔ ﺑﺎﳊﺮﻭﻑ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻣﻊ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺩﻭﻣﺎ ﺑﺎﻟﻠﻐﺔ ﰲ‬ ‫‪-‬‬
‫ﺍﻟﺘﻔﺴﲑ ﻭﺍﻟﺸﺮﺡ ﻣﻊ ﻣﻘﺎﺑﻠﺔ ﺫﻟﻚ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬

‫ﺗﺮﻛﻴﺐ ﺍﳉﻤﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺣﻴﺚ‪:‬‬ ‫‪-‬‬

‫ﺍﻟﺒﻨﺎﺀ ﺍﻟﻨﺤﻮﻱ‪.‬‬

‫ﺍﻟﺒﻨﺎﺀ ﺍﻟﺼﺮﰲ‪.‬‬

‫ﺍﻟﺒﻨﺎﺀ ﺍﻟﺘﺮﻛﻴﱯ‪.‬‬

‫ﺍﻟﺒﻨﺎﺀ ﺍﻟﺪﻻﱄ‪.‬‬

‫ﻭﻫﺬﺍ ﻻ ﻳﺘﻢ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﻣﺮﻓﻘﺎ ﺑﺎﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﺍﳌﻴﺪﺍﱐ ﳎﺴﺪﺍ ﰲ ﺑﺮﻧﺎﻣﺞ ﺣﻲ ﻳﺄﰐ ﺑﻌﺪ ﻛﻞ ﻋﻤﻠﻴﺔ‬
‫ﺗﻠﻘﻴﻨﻴﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺁﻟﻴﺎﺕ ﺍﻟﺘﺴﻤﻴﻊ ﺑﻮﺻﻔﻬﺎ ﻋﻤﻠﻴﺔ ﺿﺮﻭﺭﻳﺔ ﰲ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻷﻥﹼ ﺍﳌﺸﺎﺭﻛﺔ ﰲ‬ ‫‪-‬‬
‫ﺍﻟﺘﺴﻤﻴﻊ ﻣﺸﺎﺭﻛﺔ ﻧﺸﻄﺔ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﺗﺆﺩﻱ ﻭﻇﻴﻔﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺟﻴﺪﺓ‪ ،‬ﻭﺗﻘﻮﻡ ﺑﺘﺴﻴﲑ‬
‫ﺳﺒﻞ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺗﺆﺩﻱ ﺇﱃ ﺗﻨﻈﻴﻢ ﺃﻛﺜﺮ ﻣﻌﲎ‪ ،‬ﻭﺃﻛﺜﺮ ﻧﺸﺎﻃﺎ ﻟﻠﻤﺎﺩﺓ ﺍﳌﺘﻌﻠﻤﺔ«)‪.(٩٢‬‬

‫ﻭﺭﲟﺎ ﻫﺬﺍ ﻳﻔﺘﻘﺪ ﰲ ﻣﺮﻛﺰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻜﺜﻒ‪ ،‬ﺫﻟﻚ ﺃﻧ‪‬ﻪ ﻳﻌﺎﱐ ﻣﻦ ﻫﺬﻩ ﺍﳋﺼﻮﺻﻴﺔ ﻷﺳﺒﺎﺏ ﺗﻜﻤﻦ‬
‫ﰲ ﻧﻘﺺ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻋﻨﺪ ﻛﺜﲑ ﻣﻦ ﺍﳌﺪﺭﺳﲔ‪ ،‬ﻷﻧ‪‬ﻪ ﻛﻲ ﳛﺼﻞ ﳒﺎﺡ ﺍﻻﺗﺼﺎﻝ ﳚﺐ »ﺗﻮﻓﺮ ﺍﻟﺸﺮﻭﻁ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺍﳌﺮﺳﻞ ﻭﻫﻲ ﻣﺴﺘﻮﻯ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺜﻘﺎﰲ ﺍﻟﺬﻱ ﻳﻌﻤﻞ‬
‫ﻓﻴﻪ«)‪ ،(٩٣‬ﻭﳍﺬﺍ ﺑﺎﺕ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺇﺩﺧﺎﻝ ﲢﺴﻴﻨﺎﺕ ﻋﻠﻰ ﺍﳌﺮﻛﺰ ﻟﻴﺼﺒﺢ ﺃﻛﺜﺮ ﲤﺎﺷﻴﺎ‪ ،‬ﻭﻣﺴﺎﻳﺮﺓ ﻟﻠﻮﺍﻗﻊ‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﻟﻐﺮﰊ‪ ،‬ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﻌﻄﻴﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﻫﺬﺍ ﻹﻋﻄﺎﺀ ﺍﻧﺘﻌﺎﺷﺔ ﺣﻘﻴﻘﻴﺔ ﰲ ﺗﻮﺻﻴﻞ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﲢﺴﲔ ﻣﺮﺩﻭﺩ ﺍﻻﺳﺘﻘﺒﺎﻝ ﻋﻨﺪ ﺍﳌﺘﻠﻘﲔ‪.‬‬

‫ﺃﻣﺎ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﺍﳌﺮﻭﺭ ﺇﱃ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬ ‫‪-‬‬

‫ﺗﻌﻠﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﳓﻮ ﻭﺻﺮﻑ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﺑﻌﻴﺪﺍ ﻋﻦ ﺧﻼﻓﺎﺕ‬ ‫‪-١‬‬
‫ﺍﳌﺪﺍﺭﺱ ﺍﻟﻨﺤﻮﻳﺔ )ﺍﻟﺒﺼﺮﺓ‪ ،‬ﺍﻟﻜﻮﻓﺔ(‪.‬‬

‫ﺍﻟﺘﻤﺮﻥ ﻋﻠﻰ ﺍﻟﺘﺮﲨﺔ ﻣﻦ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺃﻭ ﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﺃﻭ ﺍﻟﻌﻜﺲ‪ ،‬ﻟﻴﺴﺘﻘﻴﻢ‬ ‫‪-٢‬‬
‫ﺍﻟﻠﺴﺎﻥ‪ ،‬ﻭﺗﺘﺄﺳﺲ ﺃﲜﺪﻳﺎﺕ ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬

‫ﻭﻋﻠﻰ ﻫﺬﺍ ﺍﻷﺳﺎﺱ ﻳﻨﺒﻐﻲ ﺍﻻﻋﺘﻨﺎﺀ ‪‬ﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﻣﻦ ﺧﻼﻝ‪:‬‬

‫‪ ٩٢‬ﻓﺎﻳﺰ ﻣﺮﺍﺩ ﺩﻧﺪﺵ‪ ،‬ﻣﻌﲎ ﺍﻟﺘﻌﻠﻢ ﻭﻛﻨﻬﻪ ﻣﻦ ﺧﻼﻝ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺹ‪.٦٧‬‬
‫‪ ٩٣‬ﳏﻤﺪ ﺭﺿﺎ ﺍﻟﺒﻐﺪﺍﺩﻱ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻁ‪ ،١‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،١٩٩٨ ،‬ﺹ‪.٢٥‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃ‪ .‬ﻣﺴﺘﻮﻯ ﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﺇﺫ ﻳﻔﺘﺮﺽ ﺣﺴﻦ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺑﺪﺍﻳﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻣﻦ ﺃﺟﻞ ﺳﻼﻣﺔ ﺍﻟﻨﻄﻖ‪،‬‬
‫ﻭﺍﻟﺘﻌﻮﺩ ﺍﳉﻴﺪ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﺼﻮﰐ ﻟﻠﺤﺮﻭﻑ‪.‬‬
‫ﺏ‪ .‬ﻣﺴﺘﻮﻯ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‪.‬‬
‫ﺝ‪ .‬ﻣﺴﺘﻮﻯ ﺍﻹﺟﺎﺩﺓ ﺍﻟﺘﺬﻭﻗﻴﺔ ﻟﻔﻨﻮﻥ ﺍﻷﺩﺏ‪.‬‬
‫ﺩ‪ .‬ﺍﻟﻘﻴﺎﻡ ﺑﺘﻤﺎﺭﻳﻦ ﻟﻠﺘﻌﻠﻢ ﺍﳉﻴﺪ ﰲ ﻓﻨﻮﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻟﻸﺣﺮﻑ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻫـ ﺍﳌﺮﺍﻥ ﻭﳑﺎﺭﺳﺔ ﻓﻌﻞ ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﺍﻟﺘﺤﺮﺭ ﻣﻦ ﻗﻴﻮﺩ ﺍﻟﻮﻗﻮﻉ ﰲ ﺃﺧﻄﺎﺀ ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﻫﺬﺍ ﻟﻦ‬ ‫ﻩ‪.‬‬
‫ﻳﺘﺄﺗﻰ ﻣﺎ ﱂ ﻳﻌﻮﺩ ﺍﳌﺘﻌﻠﻢ ﻟﺴﺎﻧﻪ ﻋﻠﻰ ﺍﻟﻔﺼﺎﺣﺔ ﻭﺍﻟﺒﻴﺎﻥ‪ ،‬ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﻻﺗﻜﺎﺀ ﻋﻠﻰ ﺍﻟﻠﻬﺠﺎﺕ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻛﺜﲑﺍ ﻣﺎ ﺗﻘﻮﻡ ﺑﺘﻀﻠﻴﻞ ﺍﻷﺟﺎﻧﺐ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺗﻠﻤﺴﻪ ﻋﻨﺪ ﻛﺜﲑ ﻣﻨﻬﻢ‪.‬‬
‫ﻟﻜﻦ ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻫﺬﻩ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﻳﻌﺎﱐ ﻣﻨﻬﺎ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ‪ ،‬ﺇﻻ ﺃﻥﹼ ﻫﻨﺎﻙ ﲡﺮﺑﺔ ﻣﻴﺪﺍﻧﻴﺔ‬
‫ﰎﹼ ﺗﻄﺒﻴﻘﻬﺎ ﰲ ﺍﳌﺮﻛﺰ ﻭﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ »ﺗﺸﻜﻞ ﻣﻦ ﲬﺴﺔ )‪ (٠٥‬ﻃﻼﺏ ﺍﻟﺒﺎﻧﻴﲔ ﻗﻀﻮﺍ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ ﲟﺮﻛﺰ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﻟﻠﻐﺎﺕ ‪‬ﺪﻑ ﺗﻠﻘﻲ ﺗﻜﻮﻳﻦ ﻳﺆﻫﻠﻬﻢ ﻟﻠﺘﺨﺼﺺ ﻣﺴﺘﻘﺒﻼ ﰲ ﺍﻟﺘﺮﲨﺔ ﺍﻟﻔﻮﺭﻳﺔ‬
‫ﺑﺎﻟﻌﺎﺻﻤﺔ«)‪.(٩٤‬‬

‫ﻭﺑﻌﺪ ﻣﺮﻭﺭ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻄﺮﻳﻘﺔ ﺟﻴﺪﺓ‪ ،‬ﻣﻊ ﺍﻟﻌﻤﻞ ﺍﻟﺪﺅﻭﺏ ﺍﻟﺬﻱ ﻳﻘﻀﻲ ﺑﺎﺳﺘﺜﻤﺎﺭ‬
‫ﲨﻴﻊ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ‪ ،‬ﻣﻦ ﻛﺘﺎﺏ ﻭﲰﺎﻉ ﺑﻌﺾ ﺍﻷﺷﺮﻃﺔ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺁﻟﻴﺎﺕ ﺍﻟﺘﻜﺮﺍﺭ ﻭﺍﳌﺘﺎﺑﻌﺔ‬
‫ﺍﳌﻴﺪﺍﻧﻴﺔ ﺣﱴ ﻳﺘﻤﻜﻦ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﻟﺘﻘﺪﻡ ﰲ ﻫﺬﺍ ﺍﳌﺴﺎﺭ ﺗﺒﻴ‪‬ﻦ ﺃﻥ »ﺍﻟﻨﺘﺎﺋﺞ ﺍﶈﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻊ ﺍﻟﻄﻠﺒﺔ ﺍﻷﻟﺒﺎﻧﻴﲔ‬
‫ﺗﻌﺪ‪ ‬ﻣﺸﺠﻌﺔ‪ ،‬ﻭﺧﺎﺻﺔ ﻣﻊ ﺍﻟﻄﺎﻟﺒﲔ )ﳘﺎ ﻣﻮﺳﻰ ﻛﺮﳝﺎﺩﻱ‪ ،‬ﻭﺣﺎﻛﻲ ﺷﻄﺎﻳﻲ( ﺍﻟﺬﻳﻦ ﺃﻇﻬﺮﺍ ﻛﻔﺎﺀﺓ ﻋﺎﻟﻴﺔ‪،‬‬
‫ﻛﻤﺎ ﳝﻜﻦ ﻣﻼﺣﻈﺔ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻣﻘﺎﺑﻠﺔ ﻋﱪ ﺍﻟﻔﻴﺪﻳﻮ ﺃﺟﺮﺍﻫﺎ ﻣﻌﻬﻤﺎ ﺍﳌﺮﻛﺰ«)‪.(٩٥‬‬

‫‪ ٩٤‬ﳏﻤﻮﺩ ﺑﺪﻭﻱ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﺹ‪.٣‬‬

‫‪ ٩٥‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ‪.١٤٥‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻳﺴﺘﻨﺘﺞ ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺃﻥ ﻣﺴﺄﻟﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﺮ‪‬ﻨﺔ ﲟﺪﻯ ﺭﻏﺒﺔ‬
‫ﺍﳌﺘﻌﻠﻢ ﻭﺻﺪﻗﻪ ﻭﺇﺻﺮﺍﺭﻩ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‪ ،‬ﻭﻳﺄﰐ ﰲ ﻣﻘﺪﻣﺔ ﺫﻟﻚ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﻨﻌﻜﺲ ﰲ‬
‫ﻫﺬﻳﻦ ﺍﻟﻄﺎﻟﺒﲔ‪ ،‬ﺃﻣﺎ ﻋﻦ ﺍﻟﻄﺎﻟﺒﲔ ﺍﻵﺧﺮﻳﻦ ﻓﺈﻥ ﺍﳍﺪﻑ ﱂ ﻳﺘﺤﻘﻖ ﺑﺎﻟﻜﺎﻣﻞ ﻧﻈﺮﺍ ﻟﻼﻧﺸﻐﺎﻻﺕ ﺍﻟﻜﺜﲑﺓ‪،‬‬
‫ﻭﺇﺻﺮﺍﺭ ﺫﻭﻱ ﺍﳊﻞ ﻭﺍﻟﻌﺰﻡ ﻋﻠﻰ ﺗﻘﺼﻲ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻀﺮﻭﺭﻳﺔ ﺍﻟﱵ ﻣﻦ ﺷﺄ‪‬ﺎ ﲢﺮﻳﻚ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﳓﻮ‬
‫ﺍﻷﺣﺴﻦ‪ ،‬ﻭﻟﻜﻦ ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﺪﺭﺓ ﰲ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺮﻛﺰ ﻟﻠﺪﺭﺍﺳﺔ ‪ ،‬ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺧﺎﺻﺔ‬
‫ﰲ ﺍﻵﻭﻧﺔ ﺍﻷﺧﲑﺓ ﺍﻟﱵ ﺷﻜﻠﺖ ﻣﻨﻌﻄﻔﺎ ﺧﻄﲑﺍ‪ ،‬ﰲ ﺍﻟﻌﺸﺮﻳﺔ ﺍﻟﺴﻮﺩﺍﺀ ﺍﻟﱵ ﺃﺗﺖ ﻋﻠﻰ ﺍﻷﺧﻀﺮ ﻭﺍﻟﻴﺎﺑﺲ‪،‬‬
‫ﻭﺷﻬﺪ ﺍﳌﺮﻛﺰ ﻋﺪﻡ ﺣﻀﻮﺭ ﺍﻷﺟﺎﻧﺐ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﳑﺎ ﺟﻌﻞ ﺍﳌﺮﻛﺰ ﺧﺎﻟﻴﺎ ﲤﺎﻣﺎ ﻣﻦ ﺍﻷﺟﺎﻧﺐ ﺍﻟﺬﻳﻦ ﻳﺮﻏﺒﻮﻥ ﰲ‬
‫ﲢﺴﲔ ﺍﳌﺴﺘﻮﻯ‪ ،‬ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﺳﺒﺎﺏ ﺃﻣﻨﻴﺔ‪.‬‬

‫ﻭﻟﻜﻦ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﻳﻈﻞ ﻗﺎﺋﻤﺎ ﻫﻮ ﺃﻥ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﳚﺐ ﺃﻥ ﻳﻀﻊ ﰲ ﻣﻔﻜﺮﺗﻪ ﻣﺸﺮﻭﻉ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺑﺸﻜﻞ ﺟﺪﻱ ﻭﻓﻌﺎﻝ‪ ،‬ﻋﺴﻰ ﺃﻥ ﻳﺴﺎﻫﻢ ﰲ ﺧﺪﻣﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺟﻌﻠﻬﺎ ﺗﻨﺎﻓﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﻣﻮﻗﻊ ﰲ ﻋﺎﱂ ﻣﺘﻄﻮﺭ ﻭﻣﺘﻘﺪﻡ‪ ،‬ﻻ ﻳﻌﺘﺮﻑ ﺇﻻ ﺑﺎﻟﻠﻐﺔ ﺍﻟﱵ ﳍﺎ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺻﻨﺎﻋﺔ ﺍﳊﺪﺙ‪ .‬ﺇﻥ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﻟﻴﺲ ﺣﻜﺮﺍ ﻋﻠﻰ ﺷﺨﺺ‪ ،‬ﺑﻞ ﻫﻮ ﻣﺮﺗﺒﻂ ﲟﺆﺳﺴﺎﺕ ﻣﺆﻫﻠﺔ‬
‫ﻋﻠﻤﻴﺎ‪ ،‬ﻭﺑﻴﺪﺍﻏﻮﺟﻴﺎ ﻭﺗﻘﺎﻧﺎﺕ ﻟﻌﻠﻬﺎ ﺗﻘﺪﻡ ﺟﺪﻳﺪﺍ‪ ،‬ﺃﻭ ﲣﻄﻮ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﺧﻄﻮﺓ ﻛﺒﲑﺓ ﰲ ﻋﺎﱂ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻣﻊ ﺍﻟﻌﻠﻢ ﺃﻥ ﺍﻷﻣﺮ ﻟﻴﺲ ﺑﺎﻟﺴﻬﻞ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺘﻄﻠﺐ ﺗﻜﺎﺗﻒ ﺍﳉﻬﻮﺩ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﻹﳝﺎﻥ ﺑﺎﻟﻘﻀﻴﺔ ﻣﻦ‬
‫ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻭﺃﻋﺘﻘﺪ ﺃﻥ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻘﺎﺩﻣﺔ ﰲ ﻇﻞ ﻫﺬﺍ ﺍﻻﺳﺘﻘﺮﺍﺭ ﻣﺮﺷﺤﺔ ﻹﻗﺒﺎﻝ ﺍﻟﻄﻼﺏ ﺍﻷﺟﺎﻧﺐ ﻋﻠﻰ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻻ ﺳﻴﻤﺎ ﺇﺫﺍ ﻣﺎ ﻋﻠﻤﻨﺎ ﺃﻥ ﻫﺬﺍ ﺍﻻﺯﺩﻳﺎﺩ ﰲ ﺍﻹﻗﺒﺎﻝ ﻋﻠﻰ ﺍﻟﺪﺧﻮﻝ ﰲ ﺍﻹﺳﻼﻡ ﻫﻮ ﺍﻟﺬﻱ‬
‫ﺭﲟﺎ ﻳﻜﻮﻥ ﻣﺆﺷﺮﺍ ﺇﳚﺎﺑﻴﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫) ‪(٩٦‬‬
‫ﺟﺪﻭﻝ ﺍﻟﻄﻠﺒﺔ ﺍﻷﺟﺎﻧﺐ ﺍﳌﺴﺠﻠﲔ ﰲ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﻟﻠﻐﺎﺕ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ‬

‫ﺍﺳﺘﻘﺒﻞ ﻃﻠﺒﺔ ﺃﺟﺎﻧﺐ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ –ﺍﻟﻔﺮﻧﺴﻴﺔ ﻣﻦ ﺃﺟﻞ ﺗﻮﻇﻴﻔﻬﺎ‬ ‫‪٢٠٠٦-٢٠٠٥‬‬

‫ﻓﻮﺝ ﻣﻦ ﺍﻷﺗﺮﺍﻙ )‪ ٠٨‬ﻃﻠﺒﺔ ﺃﺗﺮﺍﻙ( ﰲ ﺇﻃﺎﺭ ﺍﺗﻔﺎﻗﻴﺔ ﻭﺻﺪﺍﻗﺔ‪.‬‬ ‫‪٢٠٠٧-٢٠٠٦‬‬

‫ﻓﻮﺝ ﺻﻴﲏ )‪ ١٠‬ﻃﻠﺒﺔ ﺻﻴﻨﻴﲔ( ﺍﳍﺪﻑ ﺍﻟﺘﺤﻀﲑ ﻟﻸﻟﻌﺎﺏ ﺍﻷﻭﳌﺒﻴﺔ ﺑﻴﻜﲔ ﺻﻴﻒ‬
‫‪٢٠٠٨-٢٠٠٧‬‬
‫‪.٢٠٠٨‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﺍﻟﻄﻠﺒﺔ ﺍﳌﺴﺠﻠﲔ ﻟﺘﻌﻠﻢ‬

‫ﺇﺣﺼﺎﺋﻴﺎﺕ ﺃﻛﺘﻮﺑﺮ ‪ ٢٠٠٩‬ﻋﻦ ﻃﺮﻳﻖ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﻟﻠﻐﺎﺕ‪.‬‬

‫‪ ٩٦‬ﺇﺣﺼﺎﺋﻴﺎﺕ ﺃﻛﺘﻮﺑﺮ ‪ ٢٠٠٩‬ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﻟﻠﻐﺎﺕ ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ‪-‬ﺍﻟﻌﺎﺻﻤﺔ ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻋﺪﺩ ﺍﻟﻄﻠﺒﺔ ﺍﻷﺟﺎﻧﺐ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺴﻨﺔ ﺍﳉﺎﻣﻌﻴﺔ ‪ ٢٠٠٩-٢٠٠٨‬ﲟﺮﻛﺰ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﻟﻠﻐﺎﺕ ﺍﳉﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ‪ -‬ﺍﳉﺰﺍﺋﺮ‬

‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﳉﻨﺴﻴﺔ‬ ‫ﺍﻟﻌﺪﺩ‬

‫ﺍﳌﺒﺎﺩﺉ ﺍﻷﻭﱃ‬ ‫ﺃﻭﻏﻨﺪﺍ‪ -‬ﺍﻟﻜﺎﻣﲑﻭﻥ‬ ‫‪٠٧‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ‬ ‫ﺃﳌﺎﻧﻴﺎ‪ -‬ﺃﻭﻏﻨﺪﺍ‬ ‫‪٠٩‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ‬ ‫ﺑﻮﻟﻮﻧﻴﺎ‪ -‬ﺍﻟﺼﲔ‬ ‫‪٠٢‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺚ‬ ‫ﺑﻮﻟﻮﻧﻴﺎ‪ -‬ﺍﻟﺼﲔ‬ ‫‪٠٣‬‬

‫ﺍﻟﻌﺪﺩ ﺍﻹﲨﺎﱄ ﻟﻠﻤﺴﺠﻠﲔ ﻣﻦ ﺃﺟﻞ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.٢١‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﻫﺬﻩ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺃﻛﺘﻮﺑﺮ ‪ ٢٠٠٩‬ﻋﻦ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﻟﻠﻐﺎﺕ ﺍﳉﺰﺍﺋﺮ‪.‬‬

‫ﻭﻣﻦ ﺃﺟﻞ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺣﻘﻴﻘﺔ ﻫﺬﺍ ﺍﻟﻌﺰﻭﻑ ﻣﻦ ﻗﺒﻞ ﺍﻷﺟﺎﻧﺐ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺄﻧ‪‬ﻪ ﻳ‪‬ﻌﺰﻯ ﺇﱃ‬
‫ﻇﺮﻭﻑ ﺧﺎﺻﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻮﺿﻊ ﺍﻷﻣﲏ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﻋﺪﻡ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻷﺟﺎﻧﺐ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﻛﺎﻥ ﻻ ﺑﺪ ﺃﻥ ﺃﺟﺮﻱ ﻣﻘﺎﺭﻧﺔ ﲟﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﻟﻠﻐﺎﺕ ﺑﺎﳉﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ‪ ،‬ﻭﺗﻮﺻﻠﺖ ﻫﺬﻩ ﺍﳌﺪﺍﺧﻠﺔ ﺇﱃ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﻥ ﺃﻣﺮ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﲟﺮﻛﺰ ﺍﳉﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ ﻻ ﳜﺘﻠﻒ ﻋﻦ ﻣﺮﻛﺰ ﺟﺎﻣﻌﺔ ﻣﻨﺘﻮﺭﻱ‪-‬‬
‫ﻗﺴﻨﻄﻴﻨﺔ‪ ،‬ﻭﻟﻮ ﺃﻥ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﺘﻤﻴﻴﺰ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻣﺮﻛﺰ ﺍﻟﻌﺎﺻﻤﺔ ﻣﻦ ﺧﻼﻝ ﻣﻮﻗﻌﻪ ﰲ ﻗﻠﺐ ﺍﻟﻌﺎﺻﻤﺔ‪،‬‬
‫ﻭﻫﻲ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺟﺎﻧﺐ ﲝﻜﻢ ﻃﺒﻴﻌﺔ ﻣﻮﻗﻊ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﻳﺒﻠﻮﻣﺎﺳﻲ‪ ،‬ﻭﺍﻧﻔﺘﺎﺡ ﺍﻟﻌﺎﺻﻤﺔ ﻋﻠﻰ ﺟﻨﺴﻴﺎﺕ‬
‫ﻛﺜﲑﺓ‪ ،‬ﻭﺍﻓﺪﺓ ﺇﱃ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺇﻣﺎ ﻟﻠﻌﻤﻞ ﺍﻟﺪﺑﻠﻮﻣﺎﺳﻲ ﺃﻭ ﻟﻠﺘﺠﺎﺭﺓ‪.‬‬

‫ﻭﻗﺪ ﺧﻠﺼﺖ ﺍﳌﺪﺍﺧﻠﺔ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻘﺪﻣﺔ ﺇﱃ‪:‬‬

‫ﻣﻦ ﺍﻟﻼﻓﺖ ﻟﻼﻧﺘﺒﺎﻩ ﰲ ﻫﺬﻩ ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﺃﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬ ‫‪-١‬‬
‫ﻣﺴﺄﻟﺔ ﻣﻌﻘﻮﻟﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﺪﺩ‪ ،‬ﻭﻟﻜﻦ ﺃﺛﻨﺎﺀ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻣﺴﺘﻮﻯ ﺇﱃ ﻣﺴﺘﻮﻯ‬
‫ﻳﺘﻘﻠﺺ ﺍﻟﻌﺪﺩ‪.‬‬

‫ﺃﻥ ﺟﻨﺴﻴﺎﺕ ﺍﻟﻄﻠﺒﺔ ﳐﺘﻠﻔﺔ ﻭﻣﺘﻨﻮﻉ ﻣﻦ ﺃﻭﺭﺑﺎ ﻭﺃﻓﺮﻳﻘﻴﺎ‪.‬‬ ‫‪-٢‬‬

‫ﺃﻏﻠﺐ ﺍﻷﺟﺎﻧﺐ ﺍﻟﺬﻳﻦ ﺍﻟﺘﺤﻘﻮﺍ ﺑﺎﳌﺮﻛﺰ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﺎﻥ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﺗﻔﺎﻗﻴﺎﺕ‬ ‫‪-٣‬‬
‫ﺃﻭ ﻣﻦ ﺃﺟﻞ ﺃﺩﺍﺀ ﻣﻬﻤﺔ ﺍﻟﺘﺮﲨﺔ ﻛﻤﺎ ﻫﻲ ﺍﳊﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻔﻮﺝ ﺍﻟﺼﻴﻨﻴﲔ ﺍﻟﺬﻱ‬
‫ﻳﺘﻜﻮﻥ ﻣﻦ )‪ ١٠‬ﻃﻼﺏ( ﲢﻀﲑﺍ ﻟﻸﻟﻌﺎﺏ ﺍﻷﻭﳌﺒﻴﺔ ﺑﺒﻜﲔ ﻋﺎﻡ ‪.٢٠٠٨‬‬

‫ﺟﻞ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﻳﻠﺘﺤﻘﻮﻥ ﺑﺎﳌﺮﻛﺰ ‪‬ﺪﻑ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻷﻏﺮﺍﺽ ﻭﻇﻴﻔﻴﺔ ‪-‬‬ ‫‪-٤‬‬
‫ﺩﺭﺍﺳﻴﺔ‪.‬‬

‫ﻏﻴﺎﺏ ﺍﻷﺳﺎﺗﺬﺓ ﺍﳌﺨﺘﺼﲔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻛﺎﻥ ﻋﺎﻣﻼ‬ ‫‪-٥‬‬
‫ﻛﺒﲑﺍ ﰲ ﺍﳊﺪ ﻣﻦ ﺍﻟﻔﺎﻋﻠﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﻳﺒﺪﻭ ﺃﻥ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻜﺜﻒ ﻟﻠﻐﺎﺕ ﻟﻴﺲ ﻣﺮﺗﺒﻄﺎ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ‬ ‫‪-٦‬‬
‫‪‬ﺎ‪ ،‬ﻭﳍﺬﺍ ﱂ ﻳﻜﻦ ﺍﻻﻫﺘﻤﺎﻡ ﻣﻨﺼﺒﺎ ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ‪ ،‬ﻭﳍﺬﺍ ﻏﺎﺏ ﻣﺸﺮﻭﻉ ﺗﻌﻠﻴﻢ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺃﻭ ﻛﺎﻥ ﻗﻠﻴﻼ ﻣﻘﺎﺭﻧﺔ ‪‬ﺬﺍ ﺍﻟﺘﺪﺍﻓﻊ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬

‫ﻭﰲ ﺍﻷﺧﲑ ﺇﻥ ﺗﻌﻠﻴﻤﻴﺔ ﺍﻟﻠﻐﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺧﺎﺻﺔ ﻣﺴﺄﻟﺔ ﻓﻴﻬﺎ ﻛﺜﲑ ﻣﻦ ﺍﳉﻬﺪ‬
‫ﻭﺍﻟﺮﻏﺒﺔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺗﺘﻄﻠﺐ ﻭﺳﺎﺋﻞ ﺑﻴﺪﺍﻏﻮﺟﻴﺔ ﺣﺪﻳﺜﺔ ﻭﻣﻨﺎﻫﺞ ﺗﺮﺑﻮﻳﺔ ﺗﻜﻮﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﺍﻟﻔﺎﺭﻕ‪،‬‬
‫ﻣﻦ ﻫﻨﺎ ﻻ ﺑﺪ ﳍﺬﻩ ﺍﳌﺮﺍﻛﺰ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺃﻥ ﺗ‪‬ﻌﲎ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺩﻭﺭ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻓﻲ ﺭﺳﻢ ﺳﻴﺎﺳﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬

‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬
‫ﺃ‪.‬ﺩ‪ .‬ﻓﻮﺍﺯ ﻋﺒﺪ ﺍﳊﻖ ﺍﻟﺰﺑﻮﻥ‬
‫ﻋﻤﯿﺪ ﻛﻠﯿﺔ اﻵداب واﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ ﺟﺎﻣﻌﺔ آل اﻟﺒﯿﺖ – اﻟﻤﻔﺮق‬

‫ﻫﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﺩﺭﺍﺳﺔ ﺩﻭﺭ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﰲ ﺭﺳﻢ ﺳﻴﺎﺳﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬
‫ﺑﻐﲑﻫﺎ‪ ،‬ﻭﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ ﺍﳍﺪﻑ‪ ،‬ﺳﻮﻑ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺪﺭﺍﺳﺔ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫ﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬

‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬

‫ﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫ﺍﳌﻌﻄﻴﺎﺕ ﻭﺍﳌﺴﻠﻤﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫ﻧﻘﺪ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫ﺩﻭﺭ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﰲ ﺧﺪﻣﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬

‫ﳕﻮﺫﺝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﳌﻘﺘﺮﺡ ﳋﺪﻣﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬

‫ﳕﻮﺫﺝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻸﺟﺎﻧﺐ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺍﳌﻌﺠﺰ‪ ،‬ﺍﺧﺘﺎﺭﻫﺎ ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﻭﺗﻌﺎﱃ ﻟﺘﻜﻮﻥ ﻟﻐﺔ ﻟﻠﻘﺮﺁﻥ‬
‫ﻭﻣﺎ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ ﻋﺒﺜﻴﺎﹰ ﻭﻻ ﻋﺸﻮﺍﺋﻴﺎﹰ‪ .‬ﻓﺎﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﻣﺮﻧﺔ ﺻﺮﻓﻴﺔ ﺍﺷﺘﻘﺎﻗﻴﺔ ﳍﺎ ﻗﻮﺍﻟﺐ ﺟﺎﻫﺰﺓ‬
‫ﻋﻠﻰ ﺃﻭﺯﺍﻥ ﻣﻌﻴﻨﺔ ﻛﻞ ﻭﺯﻥ ﻟﻪ ﺷﻜﻞ ﻭﻣﻌﲎ‪ ،‬ﻓﻤﺜﻼﹰ ﻫﻨﺎﻙ ﻭﺯﻥ ﻟﻐﻮﻱ ﻟﻠﻤﻬﻦ ﻋﻠﻰ ﻭﺯﻥ ﻓ‪‬ﻌﺎﻟﻪ ﻭﻭﺯﻥ‬
‫ﻟﻠﺼﻔﺔ ﻭﺍﻻﺿﻄﺮﺍﺏ ﻋﻠﻰ ﻭﺯﻥ ﻓﻌﻼﻥ ﻭﻻﺳﻢ ﺍﻵﻟﺔ ﻋﻠﻰ ﻭﺯﻥ ﻓﺎﻋﻮﻝ ﻭﻣﻔﻌﺎﻝ ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ‬
‫ﺍﻷﻣﺜﻠﺔ ﺍﻟﻌﺪﻳﺪﺓ‪ .‬ﻟﺘﺪﻟﻴﻞ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﺫﻛﺮ ﺩﺭﺍﺳﺘﲔ ﺃﺟﺮﻳﺘﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ‪:‬‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﻭﱃ ‪:‬ﺃﺟﺮﻳﺖ ﰲ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﰲ ﻣﻌﻬﺪ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻸﺟﺎﻧﺐ‪ ،‬ﳌﻌﺮﻓﺔ ﺃﺳﺮﻉ ﺍﻟﻄﻠﺒﺔ‬
‫ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺃﻥ ﻣﻦ ﺑﲔ ﺍﻟﻌﻴﻨﺔ ﻃﻠﺒﺔ ﻣﻦ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﺃﻭﺭﻭﺑﺎ ﺍﻟﻐﺮﺑﻴﺔ ﻭﻣﻦ‬
‫ﺍﻟﻴﺎﺑﺎﻥ ﻭﺍﻟﺼﲔ‪ ،‬ﻭﻛﺎﻥ ﺃﺳﺮﻉ ﺍﻟﻄﻠﺒﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺮﺏ‪ ،‬ﻭﻗﺪ ﻓﺴﺮ ﻫﺬﺍ ﺑﺴﺒﺐ ﺍﻟﺬﺧﲑﺓ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﺟﻌﻠﺖ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻌﺮﺏ ﻳﺘﻤﻴﺰﻭﻥ ﻋﻠﻰ ﺃﻗﺮﺍ‪‬ﻢ ‪.‬ﻭﻟﻘﺪ ﻭﺟﺪ ﺍﻟﻠﻐﻮﻳﻮﻥ ﺳﺮﺍﹰ ﻭﺭﺍﺀ ﻫﺬﺍ ﺍﻟﺘﻤﻴﺰ ﺣﻴﺚ‬
‫ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺃﻧﻈﻤﺘﻬﺎ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﻔﻮﻓﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ ﻭﺍﻟﻨﺼﻴﺔ ﺧﺼﺎﺋﺺ ﻏﲑ ﻣﺘﻮﻓﺮﺓ‬
‫ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻟﻴﺲ ﰲ ﳎﺎﻝ ﻟﻠﺘﻔﺼﻴﻞ ﰲ ﺫﻟﻚ ﰲ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪:‬ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻋﻦ ﺍﻟﻘﻮﺓ ﺍﻟﺸﻔﺎﺋﻴﺔ ﻟﻠﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﰲ ﻣﺪﻳﻨﺔ )ﺑﻨﻤﺎﺳﱵ( ﺑﻮﻻﻳﺔ‬
‫ﻓﻠﻮﺭﻳﺪﺍ ﺍﻷﻣﺮﻳﻜﻴﺔ ﰲ ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ .‬ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺇﺛﺒﺎﺕ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻟﻠﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﺃﻱ ﺃﺛﺮ ﻋﻠﻰ ﻭﻇﺎﺋﻒ ﺃﻋﻀﺎﺀ ﺍﳉﺴﺪ ﻭﻛﺬﻟﻚ ﺇﱃ ﻗﻴﺎﺱ ﻫﺬﺍ ﺍﻷﺛﺮ – ﺇﻥ ﻭﺟﺪ – ﺑﺎﻟﺘﻐﲑﺍﺕ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ‬
‫ﺍﻟﻨﺎﲡﺔ‪ .‬ﻭﺗﺄﻟﻔﺖ ﻋﻴﻨﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺃﻣﺮﻳﻜﻴﲔ ﻣﺘﻄﻮﻋﲔ ﻗﺴﻤﻮﺍ ﺇﱃ ﺛﻼﺙ ﳎﻤﻮﻋﺎﺕ‪ :‬ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﻭﱃ‪:‬‬
‫ﺃﲰﻌﻮﺍ ﻗﺮﺁﻧﺎ ﻣﺮﺗﻼﹰ‪ ،‬ﻭﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪:‬ﺃﲰﻌﻮﺍ ﻋﺮﺑﻴﺔ ﻛﺎﻟﻘﺮﺁﻥ ﻭﻟﻜﻦ ﻟﻴﺴﺖ ﺑﻘﺮﺁﻥ‪ ،‬ﻭﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺜﺎﻟﺜﺔ‪:‬‬
‫ﺃﲰﻌﻮﺍ ﺗﺮﲨﺔ ﻣﻌﺎﱐ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻟﻘﺪ ﺍﺳﺘﻌﻤﻞ ﺟﻬﺎﺯ ﻗﻴﺎﺱ ﻭﻣﻌﺎﳉﺔ ﺍﻟﺘﻮﺗﺮ ﺍﳌﺰﻭﺩ‬
‫ﺑﺎﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﻟﺬﻱ ﺍﺑﺘﻜﺮﻩ ﻭﻃﻮﺭﻩ ﺍﳌﺮﻛﺰ ﺍﻟﻄﱯ ﲜﺎﻣﻌﺔ ﺑﻮﺳﻄﻦ ﻭﺷﺮﻛﺔ ﺩﺍﻓﻴﻜﻮﻥ ﰲ ﺑﻮﺳﻄﻦ‪ ،‬ﻭﺑﻌﺪ ﺇﺟﺮﺍﺀ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪ ٢١٠‬ﲡﺮﺑﺔ ﻋﻠﻰ ﺍﳌﺘﻄﻮﻋﲔ‪ ،‬ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﺍﻟﺬﻳﻦ ﺃﲰﻌﻮﺍ ﺍﻟﻘﺮﺁﻥ ﺍﳌﺮﺗﻞ ﻛﺎﻧﺖ ﻧﺴﺒﺔ ﺍﻟﺸﻔﺎﺀ ‪،%٦٥‬‬
‫ﻭﺃﻥ ﺍﻟﺬﻳﻦ ﺃﲰﻌﻮﺍ ﻋﺮﺑﻴﺔ ﻛﺎﻟﻘﺮﺁﻥ ﻛﺎﻧﺖ ﻧﺴﺒﺔ ﺍﻟﺸﻔﺎﺀ ‪ %٣٥‬ﻭﺃﻥ ﺍﻟﺬﻳﻦ ﺃﲰﻌﻮﺍ ﺗﺮﲨﺔ ﻣﻌﺎﱐ ﺍﻟﻘﺮﺁﻥ ﺑﺎﻟﻠﻐﺔ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﻛﺎﻧﺖ ﺻﻔﺮﺍﹰ‪ .‬ﻣﺎ ﻳﻬﻤﲏ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﻧﺘﺎﺋﺞ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻫﻲ ﺃﻥ ﺍﻟﺴﻤﺎﻉ ﻟﻠﻌﺮﺑﻴﺔ ﻟﻪ‬
‫ﻗﻮﺓ ﺷﻔﺎﺋﻴﺔ ﻻ ﺑﺄﺱ ‪‬ﺎ ﻭﻫﺬﺍ ﻳﻌﺰﻯ ﳋﺼﺎﺋﺺ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻭﻟﻌﻈﻤﺘﻬﺎ‪ .‬ﻭﺍﳋﻼﺻﺔ ﻫﻨﺎ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﲤﻜﻦ‬
‫ﻣﺘﻌﻠﻤﻴﻬﺎ ﻷﻥ ﻳﺘﻤﻴﺰﻭﺍ ﻋﻨﺪ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﳍﺎ ﻗﻮﺓ ﺷﻔﺎﺋﻴﺔ ﻧﻔﺴﻴﺔ ﳍﻲ ﻟﻐﺔ ﻣﻬﻤﺔ ﰲ‬
‫ﺑﻨﺎﺀ ﺍ‪‬ﺘﻤﻊ ﻭﺗﻨﻤﻴﺘﻪ ﰲ ﻛﺎﻓﺔ ﺍﳌﻨﺎﺣﻲ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪.‬‬

‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺗﻮﺍﺟﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫ﺗﻨﺎﻓﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ :‬ﺑﻌﺪ ﻋﺼﺮ ﺍﻟﻌﻮﳌﺔ ﺃﺻﺒﺤﺖ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ‬ ‫‪-‬‬
‫ﺍﻟﱵ ﺗﻨﺎﻓﺲ ﺍﻟﻌﺮﺑﻴﺔ ﺣﱴ ﺑﲔ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﻭﺃﻫﻠﻬﺎ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻝ ﺭﻭﺑﺮﺕ ﻛﻮﺑﺮ ﺃﻥ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺷﺠﺮﺓ ﻋﻤﻼﻗﺔ ﺿﺨﻤﺔ ﲣﻨﻖ ﻛﻞ ﺍﻟﺸﺠﲑﺍﺕ ﺍﻟﺼﻐﲑﺓ ﺍﻟﱵ ﺗﻨﻤﻮ ﲜﺎﻧﺒﻬﺎ ‪.‬‬

‫ﻇﻬﻮﺭ ﳍﺠﺎﺕ ﳏﻠﻴﺔ ﳏﻜﻴﺔ ﺗﺴﺘﻌﻤﻞ ﻟﻠﺘﺪﺍﻭﻝ ﺍﻟﻴﻮﻣﻲ ‪.‬‬ ‫‪-‬‬

‫ﻇﻬﻮﺭ ﳍﺠﺎﺕ ﻫﺠﲔ ﻛﺘﻠﻚ ﺍﻟﱵ ﻇﻬﺮﺕ ﰲ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﰊ ﺑﺴﺒﺐ ﻭﺟﻮﺩ ﺍﳋﺎﺩﻣﺎﺕ ﻭﺍﳋﺪﻡ‪ ،‬ﻛﻠﻐﺔ‬
‫"ﻃﺎﺵ ﻣﺎ ﻃﺎﺵ" ﻭﻫﺬﻩ ﺍﻟﻠﻬﺠﺎﺕ ﺧﻠﻄﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻴﺎﺕ ﻭﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ‪.‬‬

‫ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﳓﻮ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﻴﺤﺔ ﰲ ﺍﻟﺘﺨﺎﻃﺐ ﺍﻟﻴﻮﻣﻲ ﻭﰲ ﳐﺘﻠﻒ‬ ‫‪-‬‬

‫ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﺤﺪﻱ ﺍﻟﻌﻠﻤﻲ‪ :‬ﻳﺰﻋﻢ ﻛﺜﲑ ﻣﻦ ﺍﳌﺘﻐﺮﺑﻮﻥ ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻴﺔ ﻻ ﺗﺼﻠﺢ ﺃﻥ‬ ‫‪-‬‬
‫ﺗﻜﻮﻥ ﻟﻐﺔ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﻋﺼﺮ ﺍﻟﺘﻔﺠﺮ ﺍﳌﻌﺮﰲ ﻭﻋﺼﺮ ﺍﻻﻧﺘﺮﻧﺖ ﺍﻟﻘﺮﻳﺔ‬
‫ﺍﻟﻜﻮﻧﻴﺔ ‪.‬‬

‫ﺍﻧﺼﺮﺍﻑ ﺟﻴﻞ ﺍﻟﺸﺒﺎﺏ ﺇﱃ ﺍﻟﻠﻬﺠﺎﺕ ﺍﳍﺠﲔ ﻭﺍﻟﻠﻬﺠﺎﺕ ﺍﶈﻠﻴﺔ ﻭﻋﺪﻡ ﺗﻔﻀﻴﻠﻬﻢ‬ ‫‪-‬‬
‫ﻟﻠﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﻴﺤﺔ ‪.‬‬

‫ﻋﺴﺮ ﻣﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻣﻦ ﺣﻴﺚ ﻋﺪﻡ ﻣﻼﺋﻤﺘﻬﺎ ﻷﺫﻭﺍﻕ ﺍﻟﻨﺶﺀ‬ ‫‪-‬‬
‫ﻭﺍﻟﻄﻠﺒﺔ ﻭﺻﻌﻮﺑﺔ ﺍﻟﻨﺤﻮ ‪.‬‬

‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‬

‫ﻳﻌﺪ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻓﺮﻋﺎﹰ ﻣﻦ ﻋﻠﻮﻡ ﺍﻟﻠﻐﻮﻳﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﺗﻌﲎ ﺑﺪﺭﺍﺳﺔ ﻋﻼﻗﺔ ﺍﻟﻠﻐﺔ ﺑﺎ‪‬ﺘﻤﻊ‬
‫ﻭﻣﺪﻯ ﺗﺄﺛﺮ ﻛﻞ ﻣﻨﻬﻤﺎ ﺑﺎﻵﺧﺮ‪ .‬ﻭﻳﻌﲎ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺑﺪﺭﺍﺳﺔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻠﻐﺔ ﺳﻮﺍﺀ‬
‫ﺃﻛﺎﻧﺖ ﻣﺸﻜﻼﺕ ﻟﻐﻮﻳﺔ ﲝﺘﺔ‪ ،‬ﻛﺘﻮﻟﻴﺪ ﺍﳌﻔﺮﺩﺍﺕ ﻭﲢﺪﻳﺜﻬﺎ ﻭﺑﻨﺎﺀ ﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﺗﻮﺣﻴﺪﻫﺎ‪ ،‬ﺃﻡ ﻣﺸﻜﻼﺕ‬
‫ﻏﲑ ﻟﻐﻮﻳﺔ ﺫﺍﺕ ﻣﺴﺎﺱ ﺑﺎﻟﻠﻐﺔ ﻭﺍﺳﺘﻌﻤﺎﳍﺎ ‪.‬‬

‫ﻳﻘﻮﻝ ﺍﻟﻌﺎﱂ ﻫﺎﻭﺟﻦ )‪ (Haugen, 1965: 2009‬ﺇﻥ ﺃﻭﻝ ﻣﻦ ﺍﺳﺘﻌﻤﻞ ﻣﺼﻄﻠﺢ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‬
‫ﻫﻮ ﺍﻟﻌﺎﱂ ﻓﻨﺮﺍﺥ )‪ (Weireich‬ﻋﻨﻮﺍﻧﺎﹰ ﻟﻨﺪﻭﺓ ﻋﻘﺪﺕ ﰲ ﺟﺎﻣﻌﺔ ﻛﻮﳌﺒﻴﺎ ﻋﺎﻡ ‪ .١٩٥٧‬ﻭﺍﳊﻘﻴﻘﺔ ﺃﻥ ﺃﻭﻝ ﻣﻦ‬
‫ﻛﺘﺐ ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﰲ ﻫﺬﺍ ﺍﻟﻌﻠﻢ ﻭﺃﻟﻒ ﻓﻴﻪ ﻫﻮ ﺍﻟﻌﺎﱂ ﻫﺎﻭﺟﻦ ﰲ ﻣﻘﺎﻟﺘﻪ ﺍﳌﻮﺳﻮﻣﺔ ﺑـ‪" :‬ﲣﻄﻴﻂ ﺍﻟﻠﻐﺔ‬
‫ﺍﳌﻌﻴﺎﺭﻳﺔ ﰲ ﺍﻟﻨﺮﻭﻳﺞ ﺍﳊﺪﻳﺚ"‪ ،‬ﻋﺎﻡ ‪١٩٥٩‬ﻡ‪ .‬ﻭﻟﻘﺪ ﻋﺮﻑ ﺁﻧﺬﺍﻙ ﻫﺎﻭﺟﻦ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺑﺄﻧﻪ ﻋﻤﻠﻴﺔ‬
‫ﲢﻀﲑ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺗﻘﻨﻴﻨﻬﺎ ﻭﺗﻘﻌﻴﺪ ﺍﻟﻠﻐﺔ ﻭﺑﻨﺎﺀ ﺍﳌﻌﺎﺟﻢ ﻟﻴﺴﺘﺪﻝ ﻭﻳﻬﺘﺪﻱ ‪‬ﺎ ﺍﻟﻜﺘﺎﺏ ﻭﺍﻷﻓﺮﺍﺩ ﰲ ﳎﺘﻤﻊ ﻏﲑ‬
‫ﻣﺘﺠﺎﻧﺲ ﻟﻐﻮﻳﺎﹰ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺑﺪﺃ ﻫﺬﺍ ﺍﻟﻌﻠﻢ ﻳﻈﻬﺮ ﺇﱃ ﺣﻴﺰ ﺍﻟﻮﺟﻮﺩ ﰲ ﻣﻄﻠﻊ ﺍﳋﻤﺴﻴﻨﻴﺎﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺮﻥ‪ ،‬ﻭﻛﺎﻥ ﺃﺣﺪ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺮﺋﻴﺴﺔ ﳍﺬﺍ ﺍﻟﻌﻠﻢ ﻫﻮ ﺇﺑﺮﺍﺯ ﺩﻭﺭ ﺍﻟﻠﻐﺔ ﰲ ﺑﻨﺎﺀ ﺍﻟﺪﻭﻝ ﺑﻌﺪ ﻣﺮﺍﺣﻞ ﺍﻻﺳﺘﻌﻤﺎﺭ ﺍﻟﱵ ﺗﻌﺎﻗﺒﺖ‬
‫ﻋﺎﻡ‬ ‫ﰲ ﺃﻋﻤﺎﻝ ﻓﺸﻤﺎﻥ‪ ،‬ﻭﻓﲑﺟﺴﻮﻥ ﻭﺩﺍﺱ ﺟﻮﺑﺘﺎ‬ ‫ﻋﻠﻰ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﺍﻟﺜﺎﻟﺚ ﻛﻤﺎ ﻇﻬﺮ‬
‫‪”.‬ﺍﳌﺸﻜﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ" ‪ ،١٩٦٨:‬ﲢﺖ ﻋﻨﻮﺍﻥ‬ ‫‪(Fishman, Ferguson and Das‬‬
‫‪Gupta, eds. (1968) Language Problems of Developing Na ons).‬‬

‫ﻛﺎﻥ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻣﻨﺼﺒﺎﹰ ﻋﻠﻰ ﻣﻌﺎﳉﺔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳒﻤﺖ ﻋﻦ ﻃﻤﺲ ﺍﳍﻮﻳﺔ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻘﻮﻣﻴﺔ ﻟﺒﻌﺾ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻌﻤﺮﺓ‪ ،‬ﺣﻴﺚ ﺣﻠﺖ ﺑﻌﺾ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﻛﺎﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻔﺮﻧﺴﻴﺔ‬
‫ﺇﻓﺮﻳﻘﻴﺔ ﻭﺁﺳﻴﺔ ﻓﻘﺪ ﰎ ﳏﻞ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻘﻮﻣﻴﺔ‪ ،‬ﻭﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻭﺍﶈﻠﻴﺔ‪ .‬ﻭﺧﲑ ﻣﺜﺎﻝ ﻋﻠﻰ ﺫﻟﻚ ﻣﺎ ﺣﺪﺙ ﰲ ﺩﻭﻝ‬
‫ﻫﺬﻩ ﺍﻟﻠﻐﺎﺕ ﻋﻦ ﺃﺩﺍﺀ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺮﺗﻘﺒﺔ ﻣﻨﻬﺎ‬ ‫‪.‬ﺇﻗﺼﺎﺀ‬ ‫ﺍﻟﻠﻐﻮﻱ‬ ‫ﻟﺬﺍ ﻛﺎﻥ ﺗﺮﻛﻴﺰ ﺍﻟﺘﺨﻄﻴﻂ‬
‫ﺍﳌﺸﻜﻼﺕ‬ ‫ﻟﺘﻠﻚ‬ ‫ﻣﺪﺭﻭﺳﺔ‬ ‫ﳓﻮ ﺇﳚﺎﺩ ﺣﻠﻮﻝ‬ ‫ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﳉﺎﺩ ﻭﺍﳌﻨﻈﻢ‬
‫ﺍﻟﺴﺒﻌﻴﻨﻴﺎﺕ ﺇﱃ ﻣﺄﺳﺴﺔ‬ ‫ﺑﻌﺪ ﺫﻟﻚ ﰲ‬ ‫ﺍﲡﻬﺖ ﺍﳉﻬﻮﺩ‬ ‫ﰒ‬ ‫ﺍﻟﻠﻐﻮﻳﺔ ﺣﺴﺐ ﺣﺠﻤﻬﺎ ﻭﻧﻮﻋﻴﺘﻬﺎ‪،‬‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﺣﻴﺚ ﻗﺎﻣﺖ ﻣﺆﺳﺴﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺩﻭﱄ ﻭﻭﻃﲏ ﻭﳏﻠﻲ ﻟﺘﺸﺮﻑ )‪(Constitutional zed‬‬
‫ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻛﺮﺳﻢ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺍﳋﻄﻂ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻠﻐﺎﺕ ﻭﺗﻄﻮﻳﺮﻫﺎ‪،‬‬
‫ﻭﺑﺪﺃ ﺫﻟﻚ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﺿﺤﺎﹰ ﰲ ﻛﺘﺎﺏ ﺭﻭﺑﻦ ‪.‬ﻭﺍﺧﺘﻴﺎﺭ ﻟﻐﺎﺕ ﻭﺍﺳﻌﺔ ﺍﻻﻧﺘﺸﺎﺭ ﻟﻠﺘﺠﺎﺭﺓ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‬
‫‪ (Rubin & Jernudd, eds. (1971) Can‬ﻭﻳﺮﻧﻮﺩ ﻋﺎﻡ ‪١٩٧١‬ﻡ ﺑﻌﻨﻮﺍﻥ‪" :‬ﻫﻞ ﳝﻜﻦ ﲣﻄﻴﻂ ﺍﻟﻠﻐﺔ"؟‬
‫)?‪Language Be Planned‬‬

‫ﻭﻟﻘﺪ ﻛﺎﻥ ﺍﻹﺛﺒﺎﺕ ﻫﻮ ﺍﳉﻮﺍﺏ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳌﻘﺎﻻﺕ ﺍﻟﱵ ﺗﻀﻤﻨﻬﺎ ﺍﻟﻜﺘﺎﺏ‪ .‬ﻭﳑﺎ ﳚﺐ ﺫﻛﺮﻩ‬
‫ﺃﻥ ﻋﻠﻢ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻫﻮ ﻧﺘﺎﺝ ﺗﻀﺎﻓﺮ ﺟﻬﻮﺩ ﻋﻠﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻉ‪ ،‬ﻭﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩ‪،‬‬
‫ﻭﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ‪ ،‬ﻓﻬﻮ ﻋﻠﻢ ﻳﻘﻮﻡ ﻋﻠﻰ ﻧﻈﺎﻡ ﺗﻜﺎﻣﻠﻲ )‪ (Interdisciplinary‬ﺗﺸﺘﺮﻙ ﻓﻴﻪ ﺟﻞ ﺍﻟﻌﻠﻮﻡ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﻷﻧﻪ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﻠﻐﺔ ﺇﺭﺙ ﺍﳉﻤﻴﻊ ﻭﻟﻴﺴﺖ ﻣﻠﻜﺎﹰ ﻷﺣﺪ‪ ،‬ﻭﻫﻜﺬﺍ ﻓﻼ ﺑﺪ ﻣﻦ ﺗﻀﺎﻓﺮ‬
‫ﻋﻠﻮﻡ ﺷﱴ ﻭﺗﻌﺎﻭ‪‬ﺎ ﻹﳒﺎﺡ ﻣﻬﻤﺎﺕ ﺍﳌﺨﻄﻂ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫ﻭﻣﻦ ﺍﳉﺪﻳﺮ ﺫﻛﺮﻩ ﺃﻥ ﻇﻬﻮﺭ ﻋﻠﻢ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻗﺪ ﺗﺰﺍﻣﻦ ﻣﻊ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﳑﺎ ﺃﺩﻯ ﺇﱃ ﺗﺄﺛﺮ ﻋﻠﻤﺎﺀ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺑﺘﻠﻚ ﺍﻟﻌﻠﻮﻡ ﻭﺧﺼﻮﺻﺎﹰ ﺗﻠﻚ ﺍﻟﱵ ﺗﺒﺤﺚ ﻃﺮﻕ‬
‫ﺗﻄﻮﻳﺮ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﺍﻟﻨﺎﻣﻴﺔ ﻭﲢﺪﻳﺜﻬﺎ ﺍﻗﺘﺼﺎﺩﻳﺎﹰ‪ ،‬ﻭﺍﺟﺘﻤﺎﻋﻴﺎﹰ‪ ،‬ﻭﺗﺮﺑﻮﻳﺎﹰ‪ ،‬ﻭﺛﻘﺎﻓﻴﺎﹰ‪ ،‬ﻭﻋﻠﻤﻴﺎﹰ‪ ،‬ﻭﻟﻐﻮﻳﺎﹰ‪ .‬ﻭﻫﻜﺬﺍ ﻧﺮﻯ‬
‫ﺃﻥ ﻫﺬﺍ ﺍﻟﺘﺰﺍﻣﻦ ﺃﺩﻯ ﺇﱃ ﺗﺄﺛﺮ ﻋﻠﻢ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﲟﻌﻄﻴﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﺘﻌﺪﺩﺓ ﻛﺎﻻﺟﺘﻤﺎﻉ‪،‬‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﺍﻟﻨﻔﺲ ﻭﺍﻟﻠﻐﻮﻳﺎﺕ‪ .‬ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﻐﺮﻳﺐ ﺃﻥ ﻧﺮﻯ ﻫﺬﺍ ﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﺍﻟﻌﻠﻮﻡ‬
‫ﻷﻥ ﻣﺪﺍﺭﻫﺎ ﻫﻮ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﻫﺬﺍ ﺍﻹﻧﺴﺎﻥ ﻻ ﻳﺴﺘﻐﲏ ﻋﻦ ﻟﻐﺔ ﻳﻌﱪ ‪‬ﺎ ﻋﻦ ﺃﻓﻜﺎﺭﻩ‪ ،‬ﻭﺣﺎﺟﺎﺗﻪ‪ ،‬ﻭﺛﻘﺎﻓﺘﻪ‪،‬‬
‫ﻭﺣﻀﺎﺭﺗﻪ‪ .‬ﻭﻣﺎ ﻫﺪﻑ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺇﻻ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻌﺘﺮﺽ ﺍﻹﻧﺴﺎﻥ‬
‫ﺑﻮﺻﻔﻪ ﻓﺮﺩﺍﹰ‪ ،‬ﻭﺍﻟﺸﻌﻮﺏ ﻭﺍﻟﺪﻭﻝ ﺑﻮﺻﻔﻬﺎ ﳎﻤﻮﻋﺎﺕ ﺑﺸﺮﻳﺔ ﺗﺘﻔﺎﻋﻞ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ‪ .‬ﺇﻥ ﺍﻻﺭﺗﺒﺎﻁ‬
‫ﺍﳊﻴﻮﻱ ﻭﺍﻟﻌﻀﻮﻱ ﺑﲔ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﻠﻐﺔ ﻫﻮ ﺍﻟﺬﻱ ﺃﻋﻄﻰ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﻭﻣﺸﻜﻼ‪‬ﺎ ﺍﻷﳘﻴﺔ ﺍﻟﻘﺼﻮﻯ ﺍﳋﺎﺻﺔ‬
‫‪‬ﺎ ﺃﻭ ﺍﳌﺘﻌﻠﻘﺔ ﲟﺴﺘﺨﺪﻣﻴﻬﺎ ‪.‬‬

‫ﻭﻣﻦ ﺍﳉﺪﻳﺮ ﺫﻛﺮﻩ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺸﻜﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺣﻠﻮﳍﺎ ﰲ ﳐﺘﻠﻒ ﺍﻟﺒﻠﺪﺍﻥ ﻗﺪ‬
‫ﻟﻪ‬ ‫ﻋﻠﻤﺎﹰ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‬ ‫ﻣﻦ‬ ‫ﻧﻈﺮﻳﺔ ﲡﻌﻞ‬ ‫ﻭﻗﺪﻣﺖ ﺃﻃﺮﺍﹰ‬ ‫ﺃﻓﺮﺯﺕ ﺃﺩﺑﺎﹰ ﲨﺎﹰ‬
‫ﺃﺻﻮﻟﻪ ﻭﺗﻄﺒﻴﻘﺎﺗﻪ ﻭﻓﻮﺍﺋﺪﻩ ﺍﳉﻤﺔ ‪.‬‬

‫ﻭﻟﻘﺪ ﻓﺼﻞ ﻣﻮﺷﻲ ﻧﺎﻫﲑ )‪ (Moshe Nahir‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻓﻴﻤﺎ ﻳﻠﻲ ‪:‬‬

‫ﺍﻟﺘﻨﻘﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ )‪: (Language Purification‬‬ ‫‪-١‬‬

‫ﻭ‪‬ﺪﻑ ﺟﻬﻮﺩ ﺍﳌﺨﻄﻄﲔ ﺍﻟﻠﻐﻮﻳﲔ ﰲ ﻫﺬﺍ ﺍﳌﻀﻤﺎﺭ ﺇﱃ ﺗﻨﻘﻴﺔ ﺍﻟﻠﻐﺔ ﻣﻦ ﺍﻟﻐﺮﺍﺋﺐ ﻭﺍﻟﺸﻮﺍﺋﺐ ﻭﺍﻟﺪﺧﻴﻞ‪،‬‬
‫ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﻣﺎ ﺣﺪﺙ ﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﻣﺎ ﻗﺎﻡ ﺑﻪ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﺣﻴﺚ ﻛﺎﻥ ﺍﳍﺪﻑ ﻫﻮ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻫﻮﻳﺔ ﺍﻟﺸﻌﺐ ﺍﻟﻔﺮﻧﺴﻲ ﻭﻭﻃﻨﻴﺘﻪ ‪ (French ness).‬ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﻗﺎﻡ ﺍ‪‬ﻤﻊ ﺑﺘﺄﻟﻴﻒ ﺍﳌﻌﺎﺟﻢ‬
‫ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﳌﺮﺍﻋﺎﺓ ﺍﻟﺴﻼﻣﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﺣﱴ ﺗﺘﻢ ﺍﻟﻔﺎﺋﺪﺓ ﻗﺎﻡ ﺍ‪‬ﻤﻊ ﺍﻟﻔﺮﻧﺴﻲ ﺑﺘﻌﻤﻴﻢ ﻧﺘﺎﺟﺎﺗﻪ ﻋﻠﻰ‬
‫ﺍﳌﺪﺍﺭﺱ ﻭﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﻭﰎ ﺇﻟﺰﺍﻣﻬﺎ ﺑﺘﻨﻔﻴﺬ ﻗﺮﺍﺭﺍﺗﻪ‪ .‬ﻭﺑﻌﺪ ﺃﻥ ﻓﺮﻍ ﺍ‪‬ﻤﻊ ﻣﻦ ﻫﺬﻩ ﺍﳌﻬﻤﺔ‪ ،‬ﺍﲡﻪ ﺇﱃ ﺗﻄﻮﻳﺮ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ‪ ،‬ﻭﲢﺪﻳﺜﻬﻤﺎ‪ ،‬ﻭﺗﻮﻟﻴﺪﳘﺎ ﺣﱴ ﺗﻮﺍﻛﺒﺎ ﺭﻛﺐ ﺍﻟﺘﻔﺠﺮ ﺍﳌﻌﺮﰲ ‪.‬‬

‫ﺇﺣﻴﺎﺀ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻴﺘﺔ ﺃﻭ ﺍﳌﻬﺠﻮﺭﺓ )‪: (Language Revival‬‬ ‫‪-٢‬‬

‫ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﻣﺎ ﺣﺪﺙ ﻟﻠﻐﺔ ﺍﻟﻌﱪﻳﺔ ﰲ ﺍﻟﻜﻴﺎﻥ ﺍﻟﺼﻬﻴﻮﱐ ﻋﻦ ﻃﺮﻳﻖ ﺇﻧﺸﺎﺀ ﳎﻠﺲ ﻟﻐﻮﻱ ﺗﻄﻮﺭ ﻓﻴﻤﺎ ﺑﻌﺪ‬
‫ﺇﱃ ﳎﻤﻊ ﻟﻐﻮﻱ ﺃﺧﺬ ﻋﻠﻰ ﻋﺎﺗﻘﻪ ﺇﺣﻴﺎﺀ ﻟﻐﺔ ﻣﻬﺠﻮﺭﺓ ﻟﻘﺮﻭﻥ ﻃﻮﻳﻠﺔ ﺗﻮﺣﺪ ﺃﺷﺘﺎﺕ ﺍﻟﻴﻬﻮﺩ ﻏﲑ ﺍﳌﺘﺠﺎﻧﺴﲔ‬
‫ﻟﻐﻮﻳﺎﹰ‪ ،‬ﻭﻟﻘﺪ ﰎ ﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗﺪﺭﻳﺲ ﺍﻟﻌﱪﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﱪﻳﺔ ﻧﻔﺴﻬﺎ ﺣﻴﺚ ﺍﺳﺘﻌﻤﻠﺖ ﻧﺼﻮﺹ ﻣﻴﺴﺮﺓ‬
‫ﻭﻣﻔﺮﺩﺍﺕ ﻣﻔﺴﺮﺓ‪ ،‬ﻭﺑﻌﺪ ﺷﻴﻮﻉ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﱪﻳﺔ‪ .‬ﺍﲡﻬﺖ ﺃﻧﻈﺎﺭ ﺍ‪‬ﻤﻌﻴﲔ ﺇﱃ ﺗﻘﻴﻴﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﱪﻳﺔ‬
‫)‪(Standardization‬ﻭﺗﺄﻃﲑﻫﺎ )‪ (Codification‬ﻭﲢﺪﻳﺜﻬﺎ)‪ ، (Modernization‬ﺣﻴﺚ ﰎ ﺍﻧﺒﻌﺎﺛﻬﺎ ﻣﻦ‬
‫ﺟﺪﻳﺪ ﺑﻌﺪ ﻗﺮﻭﻥ ﻣﻦ ﺍﻟﺘﺮﻙ ﻭﺍﳍﺠﺮﺍﻥ ‪.‬‬

‫ﺍﻹﺻﻼﺡ ﺍﻟﻠﻐﻮﻱ )‪: (Language Reform‬‬ ‫‪-٣‬‬

‫ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﻣﺎ ﺣﺪﺙ ﻟﻠﻐﺔ ﺍﻟﺘﺮﻛﻴﺔ‪ ،‬ﻓﻠﻘﺪ ﻛﺎﻧﺖ ﺗﻜﺘﺐ ﲝﺮﻭﻑ ﻋﺮﺑﻴﺔ‪ ،‬ﰒ ﺍﲣﺬ ﻣﺼﻄﻔﻰ ﻛﻤﺎﻝ‬
‫ﺃﺗﺎﺗﻮﺭﻙ ﻋﺎﻡ ‪١٩٢٧‬ﻡ ﻗﺮﺍﺭﺍﹰ ﺑﺘﺘﺮﻳﻚ ﺍﻟﻠﻐﺔ ﺍﻟﺘﺮﻛﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﻧﻘﻞ ﺣﺮﻭﻓﻬﺎ ﺇﱃ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﺗﻨﻔﻴﺬﺍﹰ ﳍﺬﺍ ﺍﻟﻘﺮﺍﺭ‬
‫ﰎ ﺇﻧﺸﺎﺀ ﳎﻠﺲ ﻟﻐﻮﻱ ﻳﺘﻮﱃ ﺇﳒﺎﺯ ﻫﺬﻩ ﺍﳌﻬﻤﺔ‪ ،‬ﻭﰎ ﺗﻨﻘﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﺘﺮﻛﻴﺔ ﺟﺰﺋﻴﺎﹰ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻔﺎﺭﺳﻴﺔ‪،‬‬
‫ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﺄﻟﻴﻒ ﺍﳌﻌﺎﺟﻢ‪ ،‬ﻭﺗﻮﻟﻴﺪ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﺑﻨﺎﺀ ﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﺫﻟﻚ ﺑﺎﻟﺘﻌﺎﻭﻥ ﺑﲔ‬
‫ﻭﺯﺍﺭﺓ ﺍﻹﻋﻼﻡ‪ ،‬ﻭﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﺘﺮﻛﻴﺔ ﻻﺳﺘﻴﻌﺎﺏ ﻧﺸﺮ ﻣﺎ ﰎ ﺗﺘﺮﻳﻜﻪ ﻭﲤﺜﻠﻪ ‪.‬‬

‫ﺍﻟﻠﻐﻮﻱ ‪: (Language Standardization):‬‬ ‫ﺍﻟﺘﻘﻴﻴﺲ‬ ‫‪-٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﻣﺎ ﺣﺼﻞ ﰲ ﺯﳒﺒﺎﺭ ﰲ ﺷﺮﻕ ﺇﻓﺮﻳﻘﻴﺔ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻨﺒﺖ ﺯﳒﺒﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻟﺴﻮﺍﺣﻠﻴﺔ ﻟﻐﺔ ﻭﻃﻨﻴﺔ ﻣﻦ‬
‫ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻠﻬﺠﺎﺕ ﺍﳌﻨﺘﺸﺮﺓ ﻫﻨﺎﻙ‪ .‬ﻭﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ ﺍﳍﺪﻑ ﰎ ﺇﻧﺸﺎﺀ ﲨﻌﻴﺔ ﻟﻐﻮﻳﺔ ﻋﺎﻣﺔ‪ ،‬ﻣﻦ ﺃﺟﻞ‬
‫ﺍﺧﺘﻴﺎﺭ ﳍﺠﺔ ﺷﺎﺋﻌﺔ ﲢﺘﻞ ﻣﻜﺎﻧﺔ ﻣﻘﺒﻮﻟﺔ ﰲ ﻧﻔﻮﺱ ﻣﺴﺘﻌﻤﻠﻴﻬﺎ ﻟﺘﺼﺒﺢ ﻟﻐﺔ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻹﳒﺎﺯ ﻫﺬﺍ ﺍﳍﺪﻑ ﰎ‬
‫ﺗﺄﻟﻴﻒ ﺍﳌﻌﺎﺟﻢ ﻭﺗﺄﻃﲑ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺴﻮﺍﺣﻴﻠﻴﺔ ﺷﺮﻕ ﺇﻓﺮﻳﻘﻴﺔ ‪.‬‬

‫ﻭﺗﻄﻮﻳﺮﻫﺎ )‪: (Lexical Modernization‬‬ ‫ﲢﺪﻳﺚ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫‪-٥‬‬

‫ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﻣﺎ ﺣﺪﺙ ﰲ ﺳﻮﻳﺴﺮﺍ ﻟﻠﻐﺔ ﺍﻟﺴﻮﻳﺪﻳﺔ‪ ،‬ﺣﻴﺚ ﰎ ﺇﻧﺸﺎﺀ ﻣﺮﻛﺰ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻔﻨﻴﺔ ﻣﻦ ﺃﺟﻞ‬
‫ﺗﻨﺴﻴﻖ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﶈﺪﺛﺔ‪ ،‬ﻭﺗﻮﺣﻴﺪ ﺑﻨﺎﺋﻬﺎ ﻭﻧﺸﺮﻫﺎ‪ ،‬ﻭﺗﻌﻤﻴﻢ ﺍﺳﺘﻌﻤﺎﳍﺎ ‪.‬ﻫﺬﺍ ﻭﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﻫﺪﻓﺎﹰ ﺳﺎﺩﺳﺎﹰ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﱂ ﻳﺬﻛﺮﻩ ﺍﳌﺸﺘﻐﻠﻮﻥ ‪‬ﺬﺍ ﺍﻟﻌﻠﻢ‪ ،‬ﺃﻻ ﻭﻫﻮ ﺇﺣﻼﻝ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻘﻮﻣﻴﺔ ﳏﻞ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺫﺍﺕ ﺍﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ‪ .‬ﻭﻟﻌﻞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﻗﺎﻣﺖ ‪‬ﺎ ﺑﻌﺾ ﺩﻭﻝ‬
‫ﺍﻟﻌﺎﱂ ﻛﺎﻟﻴﺎﺑﺎﻥ‪ ،‬ﻭﺍﻟﺼﲔ‪ ،‬ﻭﻓﺮﺳﻨﺎ‪ ،‬ﻭﺭﻭﺳﻴﺎ‪ ،‬ﻭﻓﻴﺘﻨﺎﻡ‪ ،‬ﻭﺇﺳﺮﺍﺋﻴﻞ‪ ،‬ﻭﺳﻮﺭﻳﺔ‪ ،‬ﻣﻦ ﺍﻷﺩﻟﺔ ﺍﻟﺪﺍﻣﻐﺔ ﻋﻠﻰ ﺇﻣﻜﺎﻧﻴﺔ‬
‫ﺍﻟﻘﻴﺎﻡ ‪‬ﺬﻩ ﺍﳌﻬﻤﺔ ﺍﳌﺼﲑﻳﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﺭﺗﺒﺎﻁ ﺍﻟﻠﻐﺔ ﲝﺮﻛﺎﺕ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳊﻀﺎﺭﻱ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﻌﻄﻴﺎﺕ ﻭﺍﳌﺴﻠﻤﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ‪:‬‬

‫ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻳﺘﻔﻮﻕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ﲟﻬﺎﺭﺍﺕ ﻟﻐﻮﻳﺔ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ‬ ‫‪-‬‬
‫ﻻ ﻳﺘﻤﺘﻌﻮﻥ ‪‬ﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻷﻓﺮﺍﺩ ﺍﶈﺮﻭﻣﻮﻥ ﺃﻭ ﺍﳌﻌﻮﻗﻮﻥ ﰲ ﳎﺎﻝ ﺍﻟﻠﻐﺔ ﻻ ﻳﺘﻘﺪﻣﻮﻥ‬
‫ﺍﻗﺘﺼﺎﺩﻳﺎﹰ ‪.‬‬

‫ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﺗﺴﺎﻋﺪ ﻣﻌﺮﻓﺔ ﺍﻟﻔﺮﺩ ﻟﻠﻐﺔ ﺫﺍﺕ ﺍﻧﺘﺸﺎﺭ ﻭﺍﺳﻊ )ﻛﺎﻹﳒﻠﻴﺰﻳﺔ‬ ‫‪-‬‬
‫ﻭﺍﻟﻔﺮﻧﺴﻴﺔ( ﻋﻠﻰ ﲢﺴﲔ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺧﻞ ﻛﻤﺎﹰ ﻭﻧﻮﻋﺎﹰ ‪.‬‬

‫ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﺇﺫﺍ ﺃﺭﺍﺩ ﺍﻷﻓﺮﺍﺩ ﺃﻥ ﻳﺘﻜﻴﻔﻮﺍ ﻣﻊ ﺍﻟﺘﻐﲑﺍﺕ ﰲ ﺍﻟﻨﻤﻮ ﺍﳌﻬﲏ‬ ‫‪-‬‬
‫ﻭﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﻓﺈﻥ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻋﻠﻰ ﺍﻃﻼﻉ ﻭﻭﻋﻲ ﺑﺎﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻣﻌﺮﻓﺔ‬
‫ﺑﺎﻟﻠﻬﺠﺎﺕ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﺘﺨﺼﺼﻴﺔ ‪.‬‬

‫ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﺗﺘﻄﻠﺐ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﺪﻭﻟﻴﺔ ﻣﻌﺮﻓﺔ ﻟﻐﺎﺕ ﺫﺍﺕ ﺍﻧﺘﺸﺎﺭ ﻭﺍﺳﻊ ‪.‬‬ ‫‪-‬‬

‫ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻳﺆﺩﻱ ﺍﻟﺘﺠﺎﻧﺲ ﺍﻟﻠﻐﻮﻱ ﺇﱃ ﺍﻟﺘﺠﺎﻧﺲ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﳌﻬﲏ‪،‬‬ ‫‪-‬‬

‫ﻭﺍﻟﻮﻇﻴﻔﻲ ‪.‬‬

‫ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﳒﺪ ﺃﻥ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳊﺪﻳﺚ ﺳﺎﺑﻖ ﻋﻠﻰ ﺍﻟﻨﻤﻮ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺃﻥ‬ ‫‪-‬‬
‫ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺍﻟﻨﻤﻮ ﺍﻟﻠﻐﻮﻱ ﻋﻤﻠﻴﺘﺎﻥ ﻣﺘﺘﺎﻟﻴﺘﺎﻥ ‪.‬‬

‫ﺗﻌﺪ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﺍﻗﺘﺼﺎﺩﻳﺎﹰ ﻣﺘﻘﺪﻣﺔ ﻟﻐﻮﻳﺎﹰ‪ ،‬ﻭﺗﻌﺪ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺎﹰ ﻧﺎﻣﻴﺔ‬ ‫‪-‬‬
‫ﻟﻐﻮﻳﺎﹰ ‪.‬‬

‫ﺇﺫﺍ ﺃﺭﺍﺩﺕ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﺃﻥ ﲢﻞ ﻣﺸﻜﻼ‪‬ﺎ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻓﻌﻠﻴﻬﺎ ﺃﻥ ﲢﺬﻭ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ‬ ‫‪-‬‬
‫ﰲ ﲡﺎﺭ‪‬ﺎ ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻨﻈﺮﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺣﻴﺚ ﺗﺒﲔ ﻣﺎ ﻳﺄﰐ ‪:‬‬

‫ﺑﺎﻟﻠﻐﺔ ﻳﻘﻮﻱ ﺍﻻﺭﺗﺒﺎﻁ‬ ‫)‪(Instrumental Attachment‬‬ ‫ﺃﻥ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳌﺎﺩﻱ‬ ‫‪-‬‬
‫ﺍﳌﻌﻨﻮﻱ ﻭﻳﻘﻮﺩ ﺇﱃ ﺍﻟﺘﻌﻠﻖ ﺍﻟﻌﺎﻃﻔﻲ ‪‬ﺎ ﻭﺍﻟﻮﻻﺀ ﳍﺎ ‪(Sentimental Attachment).‬‬

‫ﺗﻌﺪ ﺍﻟﻠﻐﺔ ﻣﺼﺪﺭﺍﹰ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﺜﺮﻭﺓ ﻭﺍﻟﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ ﺍﳌﺎﺩﻱ ‪.‬‬ ‫‪-‬‬

‫ﺃﻥ ﺗﻄﺒﻴﻖ ﻧﻈﺮﻳﺔ ﲢﻠﻴﻞ ﺍﻟﻜﻠﻔﺔ ﻭﺍﻟﻔﺎﺋﺪﺓ )‪(Cost- Benefit Analysis‬ﻋﻨﺪ ﺍﻟﺘﺨﻄﻴﻂ‬ ‫‪-‬‬
‫ﻟﺮﺳﻢ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻳﻌﻮﺩ ﺑﺎﻟﻔﺎﺋﺪﺓ ﻭﺍﻟﻨﻔﻊ ﺍﻟﻜﺜﲑ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﺑﺎﻟﺸﻜﻞ )‪(1‬‬
‫ﲢﻠﻴﻞ ﺗﻜﻠﻔﺔ – ﺭﺑﺢ ﻻﲣﺎﺫ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺗﻮﺍﺻﻞ ﻋﺎﳌﻲ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺮﺍﺣﻞ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‬

‫ﻧﻘﺪ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‬

‫ﺗﻌ‪‬ﺮﺽ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ ﻭﺑﺪﺍﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﺇﱃ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﺃﳘﻬﺎ ‪:‬‬

‫ﺇﻥ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻭﻧﺸﺎﻃﺎﺗﻪ ﺃﺻﺒﺢ ﻣﻮﺟ‪‬ﻬﺎﹰ ﺇﱃ ﺧﺪﻣﺔ ﻃﺒﻘﺔ ﺍﻟﻨﺨﺒﺔ ﻭﺍﻟﺪﻭﻝ‬ ‫‪-‬‬
‫ﺍﳌﻬﻴﻤﻨﺔ‪ ،‬ﻭﻣﺎ ﺟﺮﻯ ﰲ ﻋﻬﺪ ﺍﻻﺳﺘﻌﻤﺎﺭ ﺍﻟﻘﺪﱘ ﻭﺍﳊﺪﻳﺚ ﺇﻻﹼ ﺩﻟﻴﻞﹲ ﻋﻠﻰ ﺫﻟﻚ‪،‬‬
‫ﻓﺤﻠﺖ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻔﺮﻧﺴﻴﺔ ﻭﺍﻹﺳﺒﺎﻧﻴﺔ ﳏﻞ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺰﻋﻢ ﻓﻴﻪ ﺃﻫﻞ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺑﺄ‪‬ﻢ ﺣﻴﺎﺩﻳﻮ ﺍﻟﻔﻜﺮ‪،‬‬
‫ﻭﻣﻮﺿﻮﻋﻴﻮ ﺍﻟﺘﻮﺟﻪ‪ ،‬ﻭﺃﻥﹼ ﺍﻫﺘﻤﺎﻣﺎ‪‬ﻢ ﻣﻨﺼﺒﺔ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻔﲏ ﺍﻟﻠﻐﻮﻱ‬
‫ﺍﻟﺒﺤﺖ ‪.‬‬

‫ﻳﺰﻋﻢ ﳑﺎﺭﺳﻮ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺃﻥ ﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻠﻬﺠﻴﺔ ﺷﺮ ﻋﻠﻰ ﺍﻷﻣﺔ‬ ‫‪-‬‬
‫ﻭﺍﻟﻮﻃﻦ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﻓﺮﺽ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻭﺍﺣﺪﺓ ﻣﻮﺣﺪﺓ ﻫﻮ ﳌﺼﻠﺤﺔ ﺍﻷﻣﺔ ﻭﺍﻟﻮﻃﻦ‪،‬‬
‫ﺣﻴﺚ ﺍﻗﺘﺮﺣﻮﺍ ﻓﺮﺽ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﱵ ﻓﻴﻬﺎ ﺗﻌﺪﺩﻳﺔ ﻟﻐﻮﻳﺔ ﺃﻭ ﳍﺠﻴﺔ ﻛﺎﳍﻨﺪ‬
‫ﻭﺍﻟﺒﺎﻛﺴﺘﺎﻥ ﻭﺩﻭﻝ ﺟﻨﻮﺏ ﻗﺎﺭﺓ ﺇﻓﺮﻳﻘﻴﺎ ﻭﺁﺳﻴﺎ ‪.‬‬

‫ﻳﻨﻈﺮ ﳑﺎﺭﺳﻮ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺇﱃ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﻣﻮﺿﻮﻉ ﻣﺎﺩﻱ ﻻ ﻣﻌﻨﻮﻱ ﻗﺎﺑﻠﺔ‬ ‫‪-‬‬
‫ﻟﻠﺘﻘﻴﻴﻢ ﻭﺍﻟﺘﻘﻮﱘ ﻭﺍﻟﺘﻌﺪﻳﻞ ﻭﺍﻹﺻﻼﺡ ﻭﺍﻻﺳﺘﺒﺪﺍﻝ‪ ،‬ﻧﺎﻇﺮﻳﻦ ﺇﱃ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺃﺩﺍﺓ‬
‫ﻛﺎﶈﺮﺍﺙ ﻭﺍﳌﻜﻨﺴﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺍﻟﺜﻼﺟﺔ ﻭﺍﳌﻜﻴﻒ‪ ،‬ﳝﻜﻦ ﺇﺻﻼﺣﻬﺎ ﻭﺗﻌﺪﻳﻠﻬﺎ‬
‫ﻭﺍﺳﺘﺒﺪﺍﳍﺎ‪ ،‬ﻧﺎﺳﲔ ﺃﻭ ﻣﺘﻨﺎﺳﲔ ﻣﺎ ﻟﻠﻐﺔ ﻣﻦ ﻗﻴﻤﺔ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﻓﻠﻘﺪ ﻗﺎﻝ ﻧﻠﺴﻦ ﻣﺎﻧﺪﻳﻼ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺫﺍﺕ ﻣﺮﺓ‪" :‬ﺑﺄﻧﻚ ﺇﺫﺍ ﲢﺪﺛﺖ ﺇﱃ ﺷﺨﺺ ﺑﻠﻐﺔ ﻳﻔﻬﻤﻬﺎ ﻓﺈﻧﻚ ﺗﺄﺳﺮ ﻋﻘﻠﻪ‪ ،‬ﻭﺇﺫﺍ‬
‫ﲢﺪﺛﺖ ﺇﻟﻴﻪ ﺑﻠﻐﺘﻪ ﻓﺈﻧﻚ ﺗﺄﺳﺮ ﻗﻠﺒﻪ"‪ ،‬ﻭﻣﺎ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺇﻻﹼ ﺁﺳﺮﺓ ﻟﻠﻘﻠﻮﺏ ﻭﺍﻟﻌﻘﻮﻝ‬
‫ﻣﻌﺎﹰ ‪.‬‬

‫ﻭﻟﻘﺪ ﻋﺎﺩ ﺍﻟﱪﻳﻖ ﺇﱃ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﱄ‪ ،‬ﻭﺑﻌﺪ ﻇﻬﻮﺭ ﺃﺩﺑﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‬
‫ﰲ ﻛﺘﺐ ﻭﳎﻼﺕ ﻋﻠﻤﻴﺔ ﻋﺎﳌﻴﺔ ﳏﻜﻤﺔ‪ ،‬ﻭﺫﻟﻚ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫ﺍ‪‬ﻴﺎﺭ ﺍﻻﲢﺎﺩ ﺍﻟﺴﻮﻓﻴﱵ ﻭﺍﻧﺘﻬﺎﺀ ﺍﳊﺮﺏ ﺍﻟﺒﺎﺭﺩﺓ‪ ،‬ﻭﻇﻬﻮﺭ ﲨﻬﻮﺭﻳﺎﺕ ﺍﻻﲢﺎﺩ ﺍﻟﺴﻮﻓﻴﱵ‬ ‫‪-‬‬
‫ﺍﳊﺪﻳﺜﺔ ‪.‬‬

‫ﺇﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﻭﺭﻭﺑﻴﺔ‪ ،‬ﻛﺈﻋﺎﺩﺓ ﺗﻘﺴﻴﻢ ﺗﺸﻴﻜﻮﺳﻠﻮﻓﺎﻛﻴﺎ ﻭﺑﺮﻭﺯ‬ ‫‪-‬‬
‫ﺩﻭﻝ ﻣﻦ ﻣﺜﻞ ﺍﻟﺒﻮﺳﻨﺔ ﻭﺍﳍﺮﺳﻚ ﻭﺻﺮﺑﻴﺎ ‪.‬‬

‫ﻇﻬﻮﺭ ﺍﻷﻗﻠﻴﺎﺕ ﺍﻟﻌﺮﻗﻴﺔ ﻭﺍﳌﻄﺎﻟﺒﺔ ﰲ ﺣﻘﻮﻗﻬﺎ ﺍﻟﻠﻐﻮﻳﺔ ﻛﻤﺎ ﰲ ﻛﺎﺗﻠﻮﻧﻴﺎ‪ ،‬ﻭﺍﻟﻮﻟﺶ‪،‬‬ ‫‪-‬‬
‫ﻭﺇﻟﺒﺎﺳﻚ‪ ،‬ﻭﺍﻷﺭﻣﻦ‪ ،‬ﻭﺍﻷﻛﺮﺍﺩ‪ ،‬ﻭﻏﲑﻫﻢ ‪.‬‬

‫ﺍﻟﻌﻮﳌﺔ ﻭﺇﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ ﺍﻟﻌﺎﱂ ﲢﺖ ﻣﻈﻼﺕ "ﺍﻷﻣﺮﻛﺔ" ﻭ"ﺍﻹﳒﻠﺰﺓ" ﻭ"ﺍﻷﻭﺭﺑﺔ ‪".‬‬ ‫‪-‬‬

‫ﺍﳍﺠﺮﺍﺕ ﺍﻟﻘﺴﺮﻳﺔ ﻭﺍﻟﻄﻮﻋﻴﺔ ﺍﻟﱵ ﺣﺪﺛﺖ ﰲ ﺍﻟﻌﺎﱂ ﺇﻣﺎ ﻧﺘﻴﺠﺔ ﻟﻠﺤﺮﻭﺏ ﺃﻭ ﺍﻟﻜﻮﺍﺭﺙ‬ ‫‪-‬‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ‪.‬‬

‫ﺗﺂﻛﻞ ﺑﻌﺾ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻟﻠﻬﺠﺎﺕ ﺍﶈﻠﻴﺔ ﲢﺖ ﺗﺄﺛﲑ ﺍﻟﻌﻮﳌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺃﻛﻞ‬ ‫‪-‬‬
‫ﻟﻐﺎﺕ ﺍﻟﺒﺸﺮ ﻣﻦ ﻗﺒﻞ ﻟﻐﺎﺕ ﺁﻛﻠﺔ ﻟﻠﻐﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ‪.‬‬

‫ﺗﻐﻮﻝ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﱵ ﻏﺪﺕ ﺷﺠﺮﺓ ﻋﻤﻼﻗﺔ ﲣﻨﻖ ﻛﻞ ﺍﻟﺸﺠﲑﺍﺕ ﺍﻟﺼﻐﲑﺓ ﺍﻟﱵ‬ ‫‪-‬‬
‫ﺗﻨﻤﻮ ﲜﺎﻧﺒﻬﺎ ﻭﺃﻥ ﺍﳌﺴﺘﻘﺒﻞ ﻟﻼﳒﻠﻴﺰﻳﺔ ﻻ ﻟﻐﲑﻫﺎ‪ ،‬ﻭﻟﻘﺪ ﰎ ﻭﺻﻒ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪،‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻛﻤﺎ ﻇﻬﺮ ﰲ ﻣﻼﺣﻈﺔ ﺭﺋﻴﺲ ﺍ‪‬ﻠﺲ ﺍﻟﺜﻘﺎﰲ ﺍﻟﱪﻳﻄﺎﱐ‪ ،‬ﺑﺄ‪‬ﺎ ﻗﻮﺓ ﺧﺎﺭﻗﺔ ﻣﺼﺪﺭ ﻗﻮ‪‬ﺎ‬
‫ﳑﻨﻮﺡ ﻣﻦ ﺍﷲ ﻭﺍﻟﺸﻲﺀ ﺍﻷﻓﻀﻞ ﺑﻌﺪ ﺫﻟﻚ ﻫﻮ ﺑﻌﺜﻪ "ﲤﺪﻳﻦ ﻭﲢﻀﲑ" ﺍ‪‬ﺘﻤﻌﺎﺕ"‬
‫ﻣﻨﺤﻬﺎ ﺍﷲ ﻟﻠﺮﺟﻞ ﺍﻷﺑﻴﺾ"‪ .‬ﻟﻘﺪ ﺳﺎﺩ ﺍﻟﺸﻌﻮﺭ ﰲ ﺃﻭﺝ ﺍﻹﻣﱪﻳﺎﻟﻴﺔ ﺃﻥ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ "ﻟﺪﻳﻬﺎ ﻟﻴﺎﻗﺔ ﻣﺘﻔﻮﻗﺔ‪ ،‬ﻭﻏﲎ‪ ،‬ﻭﻗﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻳﺔ ﻭﻇﻴﻔﺔ ﺗﻨﺎﻁ ‪‬ﺎ ﰲ‬
‫ﻭﻫﻜﺬﺍ ﻓﺄﺻﺒﺢ ﺍﻟﻌﺎﱂ ﻣﻘﺴﻤﺎﹰ ﺇﱃ‬ ‫)‪(Phillipson, 1992‬‬ ‫ﺍﳊﻀﺎﺭﺓ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‬
‫ﻣﻨﺎﻃﻖ ﻧﻔﻮﺫ ﻟﻐﻮﻳﺔ ﺁﳒﻠﻮﻓﻮﻧﻴﺔ ﻭﻓﺮﺍﻧﻜﻔﻮﻧﻴﺔ ‪.‬‬

‫ﻇﻬﻮﺭ ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﰊ‪ ،‬ﺍﳌﺘﺤﺪ ﺳﻴﺎﺳﻴﺎﹰ ﻭﺍﻗﺘﺼﺎﺩﻳﺎﹰ ﻭﺍﳌﺨﺘﻠﻒ ﻟﻐﻮﻳﺎﹰ ﻭﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ‬ ‫‪-‬‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﳌﻜﻮﻧﺔ ﺃﻭ ﺍﻟﺪﺍﺧﻠﺔ ﻟﻌﻀﻮﻳﺔ ﺍﻻﲢﺎﺩ ‪.‬‬

‫ﻭﰲ ﻋﺸﻴﺔ ﺍﻟﺘﻐﲑﺍﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﻔﻜﺮﻳﺔ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺃﺻﺒﺤﺖ ﺍﻟﻨﻈﺮﺓ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻐﺔ‬
‫ﺗﻨﺤﺼﺮ ﲟﺎ ﻳﻠﻲ ‪:‬‬

‫ﺍﻟﻠﻐﺔ ﻣﺼﺪﺭ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ ﻭﻣﻘﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﺔ ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻠﻐﺔ ﺣﻖ ﻃﺒﻴﻌﻲ ﻟﻸﻓﺮﺍﺩ‪ ،‬ﻭﻇﻬﺮﺕ ﺃﺻﻮﺍﺕ ﺗﻨﺎﺩﻱ ﺑﺎﳊﻘﻮﻕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﺸﻌﻮﺏ‬ ‫‪-‬‬
‫ﻭﺍﻷﻗﻠﻴﺎﺕ ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﻣﺸﻜﻞ ﻳﻌﻴﻖ ﺗﻘﺪﻡ ﺍﻷﻣﺔ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺴﻴﺎﺳﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ‪.‬‬ ‫‪-‬‬

‫ﻭﻫﻜﺬﺍ ﻧﺮﻯ ﺑﺄﻥ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺆﺩﰿ ﺃﻭ ﺍﳌﻤﺬﻫﺐ ﻳﻨﻘﺴﻢ ﺇﱃ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ‪:‬‬

‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻮﻃﲏ ﺍﻟﺬﻱ ﻳﺮﺳﻢ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻸﻣﺔ ﻣﺮﻛﺰﺍﹰ ﻋﻠﻰ ﺍﻟﻠﻐﺔ‬ ‫‪-‬‬
‫ﺍﻟﻮﻃﻨﻴﺔ ﻣﻦ ﺣﻴﺚ ﻣﻜﺎﻧﺘﻬﺎ‪ ،‬ﻭﻭﻇﻴﻔﺘﻬﺎ‪ ،‬ﻭﻗﻴﻤﺘﻬﺎ ﰲ ﻧﻔﻮﺱ ﺃﻫﻠﻬﺎ ﻭﻃﺮﻳﻘﺔ ﺗﻌﻠﻴﻤﻬﺎ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺗﻌﻠﻤﻬﺎ‪ ،‬ﻭﻫﺬﺍ ﺣﺎﻝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺮﰊ ﺍﳌﻨﺼﺐ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻜﺎﻧﺔ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﲝﻴﺚ ﺗﻜﻮﻥ ﺑﻮﺿﻊ ﺗﻜﺎﻣﻠﻲ ﻻ ﺗﻨﺎﻓﺴﻲ ‪.‬‬

‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﻹﻣﱪﻳﺎﱄ ﺍﻻﺳﺘﻌﻤﺎﺭﻱ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺇﺣﻼﻝ ﺍﻟﻠﻐﺎﺕ ﺫﺍﺕ ﺍﻟﻨﻔﻮﺫ‬ ‫‪-‬‬
‫ﺍﻟﻮﺍﺳﻊ ﳏﻞ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻭﻣﺎ ﺟﺮﻯ ﰲ ﺩﻭﻝ ﴰﺎﻝ ﺇﻓﺮﻳﻘﻴﺎ ﻭﺁﺳﻴﺎ ﺇﻻ ﻣﺜﺎﻝ‬
‫ﺻﺎﺭﺥ ﻟﻠﻬﻴﻤﻨﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻘﺎﺗﻠﺔ ﻟﻠﻐﺎﺕ ﺍﻟﺒﺸﺮ ﺍﻷﺻﻴﻠﺔ ‪.‬‬

‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﳊﻴﺎﺩﻱ ﺍﳌﻮﺿﻮﻋﻲ ﺍﳌﻨﺼﺐ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻭﳝﺎﺭﺱ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻋﻠﻤﺎﺀ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻏﲑ ﺍﳌﻨﺤﺎﺯﻳﻦ ﺇﱃ ﻓﺌﺔ ﻟﻐﻮﻳﺔ‬
‫ﺩﻭﻥ ﺃﺧﺮﻯ‪ ،‬ﻭﳝﺜﻞ ﻫﺬﺍ ﺍﻟﺘﻴﺎﺭ ﻋﻠﻤﺎﺀ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﳌﻨﺘﺸﺮﻭﻥ ﰲ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‬
‫ﻛﺎﻓﺔ‪ ،‬ﻻ ﺍﻟﺴﺎﺳﺔ ﺍﻟﺬﻳﻦ ﻳﺮﲰﻮﻥ ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ ‪.‬‬

‫ﺩﻭﺭ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﰲ ﺧﺪﻣﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺃﻥ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺮﰊ ﻳﻨﺒﺜﻖ ﻣﻦ ﺃﻳﺪﻟﻮﺟﻴﺎ ﻋﺮﺑﻴﺔ ﺇﺳﻼﻣﻴﺔ ﻣﻔﺎﺩﻫﺎ ﻭﳏﻮﺭﻫﺎ‬ ‫ﺇﻥ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﺩﻭﺭ ﺭﺋﻴﺲ ﰲ ﺑﻨﺎﺀ ﺍﻷﻣﺔ ﻭﺍﻷﻭﻃﺎﻥ ﰲ ﻛﺎﻓﺔ ﺍﻟﺼﻌﺪ ﻭﺍﳌﻴﺎﺩﻳﻦ‪ .‬ﻭﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺼﺪﺭ‬
‫ﺭﺋﻴﺲ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ ﻭﻣﻘﻮﻣﺎﺕ ﻭﺟﻮﺩ ﺍﻷﻣﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺣﻖ‬
‫ﻣﻜﺘﺴﺐ ﻻ ﺷﻜﻞ ﻳﻌﻴﻖ ﺍﻟﺘﻘﺪﻡ ﻭﺍﻻﺯﺩﻫﺎﺭ‪ ،‬ﻭﺃﻥ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻘﺪﺭ ﻋﺎﻟﻴﺎﹰ ﺩﻭﺭ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻷﺟﻨﻴﺔ ﻻ ﻃﻐﻴﺎ‪‬ﺎ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺃ‪‬ﺎ ﰲ ﻭﺿﻊ ﺗﻜﺎﻣﻠﻲ ﻻ ﺗﻨﺎﻓﺴﻲ ‪.‬‬

‫ﻟﻘﺪ ﻛﺸﻔﺖ ﺃﺩﺑﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺃﻧﻪ ﻻﺗﻮﺟﺪ ﻧﻈﺮﻳﺔ ﻭﺍﺣﺪﺓ ﺑﻌﻴﻨﻬﺎ ﻛﺎﻓﻴﺔ ﻟﺘﻘﺪﱘ ﺇﻃﺎﺭ ﻋﺎﻡ‬
‫ﻳﻔﻠﺴﻒ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺮﰊ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﺮﻳﺐ ﺑﺸﻜﻞ ﺧﺎﺹ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺇﻥ ﺗﻮﺍﻓﺮ ﺃﳕﻮﺫﺝ ﺷﺎﻣﻞ ﻣﺒﲏ ﻋﻠﻰ ﺃﺳﺲ ﻋﻠﻤﻴﺔ ﻣﺪﺭﻭﺳﺔ ﳝﻜﻨﻨﺎ ﻣﻦ ﺭﺳﻢ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﺧﺬ‬
‫ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﺳﻠﺒﺎﹰ ﺃﻭ ﺇﳚﺎﺑﺎﹰ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺭﺳﻢ ﺍﻟﺴﻴﺎﺳﺔ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ‪.‬ﺇﺫ ﺗﻌﺬﺭ ﻭﺟﻮﺩ ﻧﻈﺮﻳﺔ ﳎﺮﺑﺔ ﺃﻭ ﳏﺎﻭﻻﺕ ﻓﺎﻋﻠﺔ ﻧﺴﺘﻤﺪ ﻣﻨﻬﺎ ﺍﻷﺳﺲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﺘﻔﺴﲑﻳﺔ‬
‫ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﳚﻠﻌﻨﺎ ﻧﻨﺼﺮﻑ ﺇﱃ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍ‪‬ﺎﻭﺭﺓ ﻭﺍﳌﺘﻘﺎﻃﻌﺔ ﻣﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻟﺘﻌﺮﻳﺐ‪ ،‬ﻟﻌﻠﻬﺎ ﺗﻘﺪﻡ ﻟﻨﺎ ﺑﻌﺾ ﺍﻟﺘﺼﻮﺭﺍﺕ ﺍﻟﱵ ﺗﺼﺢ ﻷﻥ ﺗﻜﻮﻥ ﺃﺳﺎﺳﺎﹰ ﳌﻨﻬﺠﻴﺔ ﻋﻠﻤﻴﺔ ﻟﺘﺨﻄﻴﻂ ﺗﺮﻭﻳﺞ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻧﺘﺸﺎﺭﻫﺎ ﻭﻹﳒﺎﺡ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺘﻌﺮﻳﱯ‪ .‬ﻭﺃﻗﺮﺏ ﺍﻟﻌﻠﻮﻡ ﺇﱃ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻫﻲ ‪:‬‬

‫ﺍﻹﺩﺍﺭﺓ‬ ‫‪-‬‬

‫ﺍﻟﺘﺴﻮﻳﻖ‬ ‫‪-‬‬

‫ﺍﻟﺴﻴﺎﺳﺔ‬ ‫‪-‬‬

‫ﻋﻤﻠﻴﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺻﻨﻌﻪ ‪.‬‬ ‫‪-‬‬

‫ﺇﻥ ﺩﺭﺍﺳﺔ ﻫﺬﻩ ﺍﻟﻌﻠﻮﻡ ﺗﺰﻭﺩﻧﺎ ﲟﺒﺎﺩﺉ ﻭﺗﻀﻤﻴﻨﺎﺕ ﻭﺗﻮﺻﻴﺎﺕ ﻳﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﻛﺄﳕﻮﺫﺝ ﻳﻜﻮﻥ ﲟﺜﺎﺑﺔ‬
‫ﺇﻃﺎﺭ ﻋﺎﻡ ﻳﺴﺘﺮﺷﺪ ﺑﻪ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﺮﻳﺐ ﻭﺗﻨﻔﻴﺬﻩ‪ ،‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﲣﻄﻴﻂ ﺍﻟﺘﻌﺮﻳﺐ ﻭﺭﺳﻢ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﺻﺒﺢ ﻋﻠﻤﺎﹰ ﻗﺎﺋﻤﺎﹰ ﻳﻬﺪﻑ ﺇﱃ ﻭﺿﻊ ﺇﻃﺎﺭ ﻧﻈﺮﻱ ﻳﻬﺪﻑ ﺇﱃ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫ﻭﺻﻒ ﺍﻟﻮﺿﻊ ﺍﻟﻠﻐﻮﻱ ﻭﻏﲑ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻘﺎﺋﻢ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺍﻟﻮﺿﻊ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺴﺎﺋﺪ ﳌﻌﺮﻓﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻟﺘﺸﺨﻴﺺ ﺍﳌﻌﻮﻗﺎﺕ ﻭﺍﳌﻌﻴﻘﺎﺕ‬
‫ﺍﻟﱵ ﺗﻘﻒ ﰲ ﻭﺟﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ‪.‬‬

‫ﺗﻔﺴﲑ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳌﺘﻐﺎﻳﺮﺓ ﳓﻮ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻭﺗﻘﺪﱘ ﺍﻷﺳﺒﺎﺏ ﺍﻟﻮﺍﺟﺒﺔ ﺃﻭ ﺍﳌﺎﻧﻌﺔ‬ ‫‪-‬‬
‫ﻹﳒﺎﺡ ﺗﻌﻤﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﻨﺒﺆ ﲟﺴﺘﻘﺒﻞ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻭﺗﻮﻗﻊ ﺍﳍﻨﺎﺕ ﻭﺍﻟﻌﺜﺮﺍﺕ ﺃﻭ ﺍﻟﻨﺠﺎﺣﺎﺕ ﻟﻨﺘﺎﺟﺎﺕ‬ ‫‪-‬‬
‫ﺗﻌﻤﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ‪.‬‬

‫ﺍﺳﺘﺨﻼﺹ ﺍﳌﺒﺎﺩﺉ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﺗﻜﻮﻥ ﲟﺜﺎﺑﺔ ﺣﻘﺎﺋﻖ ﻭﺛﻮﺍﺑﺖ ﻟﻌﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪-‬‬
‫ﻭﺍﻟﺘﻌﺮﻳﺐ ﺗﺼﻠﺢ ﻟﻠﺘﻄﺒﻴﻖ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﺃﻭ ﺍﻟﺒﻼﺩ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﺴﻌﻰ ﻟﺘﺒﲏ ﻟﻐﺎ‪‬ﺎ‬
‫ﺍﻟﻘﻮﻣﻴﺔ ‪.‬‬

‫ﺍﻟﺘﺄﺳﻴﺲ ﻟﻌﻠﻢ ﺭﺳﻢ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﳌﻜﺎﻧﺔ‬ ‫‪-‬‬
‫ﺍﻟﺘﻌﺮﻳﺐ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﲢﺪﻳﺜﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻭﺑﻨﺎﺀ ﻣﺼﻄﻠﺤﺎ‪‬ﺎ‪ ،‬ﻭﲣﻄﻴﻂ ﺗﻌﻠﻤﻬﺎ‬
‫ﻭﺍﻛﺘﺴﺎ‪‬ﺎ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﳕﻮﺫﺝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﳌﻘﺘﺮﺡ ﳋﺪﻣﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻳﺸﻤﻞ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫ﺍﳉﺎﻧﺐ ﺍﻹﺩﺍﺭﻱ ﻟﻠﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻭﺗﺸﻤﻞ ﺍﳌﻨﻔﺬﻳﻦ ﻭﺍﳌﻬﺘﻤﲔ‬ ‫‪-‬‬
‫ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻣﻦ ﻣﺜﻞ‪ :‬ﺍﻟﻨﺨﺒﺔ‪ ،‬ﺃﺻﺤﺎﺏ ﺍﻟﻨﻔﻮﺫ‪ ،‬ﺭﺟﺎﻻﺕ ﺍﻟﺪﻭﻟﺔ‪ ،‬ﳎﻠﺲ‬
‫ﺍﻟﻮﺯﺭﺍﺀ‪ ،‬ﺻﺎﻧﻌﻲ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﺭﺍﲰﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﺍﳌﺪﺍﺭﺱ‪ ،‬ﺍﻟﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ‬
‫ﻭﺍﳋﺎﺹ ‪.‬‬

‫ﻭﻳﺘﻤﺜﻞ ﺍﳉﺎﻧﺐ ﺍﻹﺩﺍﺭﻱ ﰲ ﻣﻌﺮﻓﺔ ﺍﻟﺘﻴﺎﺭ ﺍﳌﻨﺎﺩﻱ ﺑﻨﺼﺮﺓ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻭﺍﻟﺘﻴﺎﺭ‬ ‫‪-‬‬
‫ﺍﻟﺬﻱ ﳛﺎﺭﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ‪ ،‬ﻭﺗﻴﺎﺭ ﺍﻹﻣﻌﺔ ﻭﻫﻢ ﻻ ﺇﱃ ﻫﺆﻻﺀ ﻭﻻ ﺇﱃ ﻫﺆﻻﺀ‪،‬‬
‫ﻭﻳﻘﺘﻀﻲ ﺍﳉﺎﻧﺐ ﺍﻹﺩﺍﺭﻱ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻣﻌﺮﻓﺔ ﺍﻟﺪﺍﻋﲔ ﻟﺘﺒﲏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﳌﺎﺫﺍ؟‬
‫ﻭﻛﻴﻒ؟ ﻭﻣﱴ؟ ﻭﺃﻳﻦ ؟ ﻭﻳﺮﻛﺰ ﺍﳉﺎﻧﺐ ﺍﻹﺩﺭﺍﻱ ﻋﻠﻰ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻹﻋﻼﻣﻴﺔ ﻭﺍﻟﺘﻮﻋﻴﺔ‬
‫ﺍﻟﱵ ﺗﺼﻞ ﺇﱃ ﻛﻞ ﺫﻱ ﻋﻼﻗﺔ ﺑﺎﻟﻌﺮﺑﻴﺔ ‪.‬‬

‫ﺍﳉﺎﻧﺐ ﺍﻟﺘﺴﻮﻳﻘﻲ ﻟﻠﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ‪.‬‬ ‫‪-‬‬

‫ﻳﻘﻮﻝ ﻋﻠﻤﺎﺀ ﺍﻟﺘﺴﻮﻳﻖ ﺇﻥ ﻋﻨﺎﺻﺮ ﺍﻟﺘﺴﻮﻳﻖ ﻫﻲ ‪:‬‬

‫ﺍﳌﻨﺘﺞ‬ ‫‪-١‬‬

‫ﺍﻟﺘﺮﻭﻳﺞ‬ ‫‪-٢‬‬

‫ﺍﳌﻜﺎﻥ‬ ‫‪-٣‬‬

‫ﺍﻟﺜﻤﻦ ﻭﺍﻟﺘﻜﻠﻔﺔ‬ ‫‪-٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻷﺷﺨﺎﺹ‪.‬‬ ‫‪-٥‬‬

‫ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﺗﺴﻮﻳﻖ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻘﻮﻡ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﳌﻨﺘﺞ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻃﺮﻳﻘﺔ ﺗﺮﻭﳚﻪ ﻭﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﺗﺮﻭﺝ ﻓﻴﻪ‬
‫ﺍﻟﻠﻐﺔ ﻭﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺗﻜﻠﻔﺔ ﺍﳌﻨﺘﺞ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻷﺷﺨﺎﺹ ﺍﳌﺴﻮﻗﲔ ﳍﺬﺍ ﺍﳌﻨﺘﺞ ﺍﻟﻠﻐﻮﻱ ‪.‬‬

‫ﺍﳉﺎﻧﺐ ﺍﻟﺴﻴﺎﺳﻲ ﻟﻠﺨﻄﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ‪:‬ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﻦ ﻳﺮﺑﺢ ﻭﻣﻦ‬ ‫‪-‬‬
‫ﳜﺴﺮ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺷﻴﻮﻋﻬﺎ؟ ﻭﻣﱴ ﻳﺮﺑﺢ ﻭﻣﱴ ﳜﺴﺮ؟ ﻭﳌﺎﺫﺍ ﻳﺮﺑﺢ ﻭﳌﺎﺫﺍ‬
‫ﳜﺴﺮ؟ ﻣﻦ ﻳﺆﺛﺮ ﻭﻣﻦ ﻳﺘﺄﺛﺮ‪ ،‬ﻭﻣﻦ ﻳﻨﻔﺮ ﻭﻣ‪‬ﻦ ﳛﺒﺐ ﲟﺸﺮﻭﻉ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ‪،‬‬
‫ﻛﻴﻒ ﻧﻜﺴﺐ ﺍﻟﺪﻋﻢ ﻟﻠﻌﺮﺑﻴﺔ ﻭﻛﻴﻒ ﻧﻘﺒﻞ ﺍﳌﻌﺎﺭﺽ؟‬

‫ﺍﳉﺎﻧﺐ ﺍﳌﺘﻌﻠﻖ ﺑﻮﺿﻊ ﺍﻟﻘﺮﺍﺭ ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻭﻳﺸﻤﻞ ﻫﺬﺍ ﺍﳉﺎﻧﺐ‪ :‬ﻋﻠﻰ‬ ‫‪-‬‬
‫ﻣ‪‬ﻦ ﻳﺼﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻣﺎﺫﺍ ﻳﺼﻨﻊ؟ ﻭﻛﻴﻒ ﻳﻘﺮﺭ؟ ﻭﻣﱴ ﳜﺎﻟﻒ ﻭﻣﱴ ﻳﻮﺍﻓﻖ ﰲ‬
‫ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ؟ ﻣﺎ ﻭﺳﺎﺋﻞ ﺍﻟﻘﻮﺓ ﻭﺍﻹﻗﻨﺎﻉ ﻋﻨﺪ ﺭﺳﻢ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ؟ ﻭﻣﺎ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﺮﺗﺒﺔ ﻋﻠﻰ ﻣﺸﺮﻭﻉ ﺗﻌﻤﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ؟ ﻭﻣﺎ‬
‫ﺍﻟﻜﻠﻔﺔ ﻭﺍﻟﻔﺎﺋﺪﺓ ﻟﻸﻣﺔ ﻭﺍﻷﻭﻃﺎﻥ؟‬

‫ﺇﻥ ﺍﻟﺪﺍﺭﺱ ﻟﻮﺿﻊ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﳚﺪ ﺃﻥ ﻫﻨﺎﻙ ﺛﻼﺛﺔ ﻓﺮﻕ ﳍﺎ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﳐﺘﻠﻔﺔ ﻫﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺎﱄ ‪:‬‬

‫ﻳﺮﻯ ﺍﻟﻔﺮﻳﻖ ﺍﻷﻭﻝ ﺃﻥ ﻟﻠﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﺿﺮﻭﺭﺓ ﺩﻳﻨﻴﺔ ﻭﻃﻨﻴﺔ ﻭﺛﻘﺎﻓﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‬ ‫‪-‬‬
‫ﻭﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﺳﻴﺎﺳﻴﺔ ﻻ ﺑﺪ ﻣﻦ ﺇﳒﺎﺣﻬﺎ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻔﺮﻳﻖ ﻳﺸﻤﻞ ﰲ ﺛﻨﺎﻳﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﻟﺪﻳﲏ‬
‫ﻭﺍﻟﺘﻴﺎﺭ ﺍﻟﻘﻮﻣﻲ ﻭﺍﻟﻌﺮﻭﰊ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻳﺮﻯ ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﺎﱐ ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﺣﺠﺮ ﻋﺜﺮﺓ ﰲ ﻭﺟﻪ ﺍﻟﺘﻘﺪﻡ ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫‪-‬‬
‫ﻭﺍﻟﺜﻘﺎﰲ ﻭﺍﻟﻌﻠﻤﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺘﻴﺎﺭ ﲟﺜﻞ ﺍﳌﺘﻐﺮﺑﻨﲔ ﺍﻟﺪﺍﻋﲔ ﺇﱃ ﺗﻘﻠﻴﺪ‬
‫ﺍﻟﻐﺮﺏ ﻭﺍﺗﺒﺎﻉ ﺳﻨﻨﻪ‪ ،‬ﻓﻔﻲ ﻧﻈﺮﻫﻢ ﻻ ﻳﻜﻮﻥ ﺗﻘﺪﻡ ﺍﻷﻣﺔ ﺇﻻﹼ ﺑﺘﺘﺒﻊ ﺧﻄﻮﺍﺕ ﺍﻟﻐﺮﺏ‬
‫ﻭﺗﺒﲏ ﻟﻐﺎﺕ ﺃﺟﻨﺒﻴﺔ ﻭﺍﺳﻌﺔ ﺍﻻﻧﺘﺸﺎﺭ ﻛﺎﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻔﺮﻧﺴﻴﺔ ﻭﻏﲑﳘﺎ‪ ،‬ﻭﺍﺳﺘﻌﻤﺎﻝ‬
‫ﻟﻐﺎﺕ ﺍﻟﺸﻌﻮﺏ ﺍﳌﺘﻘﺪﻣﺔ ﺍﻗﺘﺼﺎﺩﻳﺎﹰ ﻭﺳﻴﺎﺳﻴﺎﹰ ﺳﻮﻑ ﻳﺆﺩﻱ ﺇﱃ ﺗﻘﺪﻡ ﺩﻭﳍﻢ ﺍﻟﻨﺎﻣﻴﺔ‪.‬‬
‫ﻭﻳﺸﻤﻞ ﻫﺬﺍ ﺍﻟﺘﻴﺎﺭ ﺍﳌﻨﺒﻬﺮﻳﻦ ﺑﺎﻟﻐﺮﺏ ﺃﻭ ﻣﺎ ﻳﺴﻤﻮﻥ "ﺑﺎﳌﺘﺄﻣﺮﻳﻜﲔ "ﺃﻭ ﺍﳌﺘﺄﳒﻠﺰﻳﻦ ﺃﻭ‬
‫"ﺍﳌﺘﻔﺮﻧﺴﲔ ”‬

‫ﺃﻣﺎ ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﺎﻟﺚ ﻓﻬﻮ ﺍﻟﺬﻱ ﻻ ﻳﺪﺭﻙ ﻣﺎ ﻟﻠﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻣﻦ ﺃﳘﻴﺔ‪ ،‬ﻓﻼ ﻳﺒﺎﱄ‬ ‫‪-‬‬
‫ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ‪ ،‬ﻭﻳﺸﻤﻞ ﻫﺬﺍ ﺍﻟﻔﺮﻳﻖ ﻗﻄﺎﻋﺎﹰ ﻛﺒﲑﺍﹰ ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﺮﰊ ﻳﻐﻠﺐ ﻋﻠﻴﻪ‬
‫ﺍﳉﻬﻞ ﻭﺍﻷﻣﻴﺔ ﺃﻭ ﺍﻷﻧﺎﻧﻴﺔ ﺍﻟﻔﺮﺩﻳﺔ ‪.‬‬

‫ﺇﺫﻥ ﳚﺐ ﺃﻥ ﺗﻨﺼﺐ‪ ‬ﺟﻬﻮﺩ ﺍﳌﺨﻄﻄﲔ ﺍﻟﻠﻐﻮﻳﲔ ﻋﻠﻰ ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﺎﱐ ﻭﺍﻟﺜﺎﻟﺚ ﺣﱴ ﻧﻀﻤﻦ ﻟﻠﻌﺮﺑﻴﺔ‬
‫ﺍﻻﻧﺘﺸﺎﺭ ﻭﺍﻟﻨﺠﺎﺡ‪ .‬ﻛﻴﻒ ﻧﻘﻨﻌﻬﻢ ﲜﺪﻭﻯ ﻭﺃﳘﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ؟ ﻛﻴﻒ ﳒﲑﻫﻢ ﻟﺼﺎﱀ ﻗﻀﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ؟‬
‫ﻛﻴﻒ ﻧﺒﺼﺮﻫﻢ ﺑﻔﻮﺍﺋﺪ ﺗﻌﻤﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻟﻴﺘﺤﻮﻟﻮﺍ ﻣﻦ ﻣﻨﺎﻫﻀﲔ ﺇﱃ ﻣﻨﺎﺻﺮﻳﻦ؟ ﻛﻴﻒ ﻧﻘﻀﻲ ﻋﻠﻰ‬
‫ﺟﻬﻞ ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﺎﻟﺚ ﻭﺃﻣﻴ‪‬ﺘﻪ ﻭﺃﻧﺎﻧﻴﺘﻪ ﺣﱴ ﻳﺼﺒﺢ ﻋﺎﺭﻓﺎﹰ ﺑﺄﳘﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺆﻣﻨﺎﹰ ‪‬ﺎ ﺳﺎﻋﻴﺎﹰ ﻟﺘﺒﻠﻴﻎ ﺭﺳﺎﻟﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﻓﺈﺫﺍ ﺃﺻﺒﺤﺖ ﺷﻌﺒﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺪﺍﻋﻮﻥ ﺇﱃ ﺍﻟﺘﻌﺮﻳﺐ ﻫﻲ ﺍﻷﻏﻠﺒﻴﺔ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻛﺬﻟﻚ ﻓﻨﻜﻮﻥ ﻗﺪ ﻭﻓﺮﻧﺎ‬
‫ﺍﻷﺳﺲ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻹﳒﺎﺡ ﻣﺸﺮﻭﻉ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻔﺮﺩ ﻭﺍﻷﻣﺔ ‪.‬‬

‫ﻭﻣﻦ ﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻨﻬﻀﻮﻱ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻻ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﺑﻞ‬
‫ﻳﺘﻌﺪﺍﻩ ﺇﱃ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﻭﺍﳋﺎﺻﺔ‪ ،‬ﻭﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳌﻌﺎﻫﺪ ﻭﺍﻷﺣﺰﺍﺏ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﻣﺆﺳﺴﺎﺕ ﺍ‪‬ﺘﻤﻊ‬
‫ﺍﳌﺪﱐ‪ ،‬ﻭﺍﻟﱪﺍﻣﺞ ﺍﻻﻧﺘﺨﺎﺑﻴﺔ ﻭﺍﳊﺰﺑﻴﺔ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺇﻥ ﻣﺮﺍﺟﻌﺔ ﲡﺎﺭﺏ ﺍﻷﻣﻢ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻳﺜﲑ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫ﻣﺎ ﻣﺪﻯ ﻣﻌﺮﻓﺔ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻭﻋﻴﻬﺎ ﺑﻘﻀﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻭﻣﺎ ﻳﻨﺘﺞ ﻋﻦ‬ ‫‪-‬‬
‫ﺍ‪‬ﺎﻣﻊ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻦ ﻣﺼﻄﻠﺤﺎﺕ ﻭﺭﻣﻮﺯ ﻭﻣﻨﺤﻮﺗﺎﺕ ﺍﻟﺒﺪﺀ ﻭﻣﻔﺮﺩﺍﺕ ﻭﺗﺮﺍﺟﻢ ﻟﻜﺘﺐ‬
‫ﻋﻠﻤﻴﺔ؟ ﻭﻫﻨﺎ ﻳﺄﰐ ﺩﻭﺭ ﺍﻹﻋﻼﻡ ﺍﳌﺮﺋﻲ ﻭﺍﳌﻜﺘﻮﺏ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﰲ ﲣﺼﻴﺺ ﺩﺭﺟﺔ‬
‫ﻣﻦ ﺍﻟﻮﻋﻲ ﺍﻟﻼﺯﻡ ﻟﻨﺸﺮ ﻓﻜﺮ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻨﻬﻀﻮﻱ ﺍﻟﺘﻌﺮﰊ‪ .‬ﻛﻢ ﻣﻦ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺴﺎﺣﺔ‬
‫ﻳﻌﻄﻲ ﻫﺬﺍ ﺍﻹﻋﻼﻡ ﻟﻠﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ؟‬

‫ﻣﺎ ﻣﺪﻯ ﺭﻏﺒﺔ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﻌﻤﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ؟ ﻭﻫﻞ ﻫﺬﻩ ﺍﻟﺮﻏﺒﺔ ﳎﺮﺩ ﻧﺰﻭﺓ‬ ‫‪-‬‬
‫ﻋﺎﺑﺮﺓ ﺃﻡ ﺣﺎﺟﺔ ﻣﻠﺤﺔ ﻳ‪‬ﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ؟ ﻛﻴﻒ ﻧﺰﻳﺪ ﻣﻦ ﺭﻏﺒﺔ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻹﺳﻼﻣﻴﺔ ﺑﻘﻀﺎﻳﺎ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ؟‬

‫ﻫﻞ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﻋﻠﻢ ﲜﻬﻮﺩ ﺍ‪‬ﺎﻣﻊ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺗﻘﺪﱘ ﻣﻨﺘﺠﺎﺕ‬ ‫‪-‬‬
‫ﺍ‪‬ﺎﻣﻊ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻗﺎﺩﺭﺓ‪ ،‬ﻷﻱ ﻣﺪﻯ ﻧﺴﺘﻄﻴﻊ ﺍﻟﺘﻘﺪﻡ ﺑﺄﻱ ﺍﻟﻨﻮﺍﺣﻲ؟‬

‫ﻫﻞ ﲤﺖ ﳏﺎﻭﻻﺕ ﻋﻠﻰ ﻧﻄﺎﻕ ﺿﻴﻖ ﺃﻭ ﻭﺍﺳﻊ ﳉﻌﻞ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻨﻬﻀﻮﻱ ﺍﳌﺘﻌﻠﻖ‬ ‫‪-‬‬
‫ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﻳ‪‬ﺼﺎﺭ ﺇﱃ ﺣﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ؟ ﻫﻞ ﻗﺎﻣﺖ ﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺑﺘﻄﺒﻴﻖ‬
‫ﻣﺎ ﰎ ﻋﻤﻠﻪ ﲞﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ‪ ،‬ﻫﻞ ﺣﺮﺻﺖ ﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ‬
‫ﻧﺸﺮ ﺍﻟﻮﻋﻲ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻫﻞ ﻧﺎﺩﺕ ﺑﺎﻟﺘﻨﻤﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ؟‬

‫ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺭﻓﻀﺖ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﻌﺮﻳﺐ ﺃﻭ ﻗﺒﻠﺘﻪ؟ ﺇﻥ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻫﺬﻩ‬ ‫‪-‬‬
‫ﺍﻷﺳﺌﻠﺔ ﳝﻜﻨﻨﺎ ﻣﻦ ﲢﻘﻴﻖ ﻭﻋﻲ ﻗﻮﻣﻲ ﻻﺯﻡ ﻹﳒﺎﺡ ﻣﺸﺮﻭﻉ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﻌﺮﺑﻴﺔ‬
‫ﺑﺄﺑﻌﺎﺩﻩ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻛﻴﻒ ﳔﻄﻂ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺿﻮﺀ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ‪:‬‬

‫ﻣﺘﻐﲑﺍﺕ ﺍﻟﻮﺿﻊ ﺍﻟﻠﻐﻮﻱ ‪ Language Situation Variables‬ﻭﺗﺸﻤﻞ ‪:‬‬ ‫‪-٦‬‬

‫ﺍﳌﺘﻌﻠﻢ‪ :‬ﻻ ﺑﺪ ﻣﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻪ‪ :‬ﻫﻞ ﺍﳌﺘﻌﻠﻢ ﺍﺑﻦ ﺍﻟﻠﻐﺔ ﺃﻡ‬ ‫‪-‬‬
‫ﺃﺟﻨﱯ؟ ﻛﻢ ﻋﻤﺮﻩ؟ ﻣﺎ ﺧﻠﻔﻴﺘﻪ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﳊﻀﺎﺭﻳﺔ ‪.‬‬

‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻣﻦ ﺣﻴﺚ ﻛﻮ‪‬ﺎ ﻓﺼﻴﺤﺔ ﺃﻡ ﻋﺎﻣﻴﺔ ‪.‬‬ ‫‪-‬‬

‫ﺑﻴﺌﺔ ﺍﳌﺘﻌﻠﻢ ﺍﳌﺮﺍﺩ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﻓﻴﻬﺎ ‪.‬‬ ‫‪-‬‬

‫ﺃﻏﺮﺍﺽ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ :‬ﻫﻞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺮﲰﻲ؟ ﻫﻞ ﻳﺘﻌﻠﻤﻬﺎ ﺍﻷﺟﻨﱯ‬ ‫‪-‬‬
‫ﻷﻏﺮﺍﺽ ﲡﺎﺭﻳﺔ ﺃﻡ ﺳﻴﺎﺳﻴﺔ ﺃﻡ ﺳﻴﺎﺣﻴﺔ ‪...‬ﺇﱁ؟‬

‫ﺇﻥ ﺍﻹﺣﺎﻃﺔ ‪‬ﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺗﺘﻀﻤﻨﻬﺎ ﻳﺸﻜﻼﻥ ﺍﻟﻘﺎﻋﺪﺓ‬ ‫‪-٧‬‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﻟﻮﺿﻊ ﲣﻄﻴﻂ ﻟﻐﻮﻱ ﺗﻌﻠﻴﻤﻲ ﺳﻠﻴﻢ ‪.‬‬

‫‪(Macro-‬‬ ‫ﻭﺗﻨﻔﻴﺬﻫﺎ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﻌﺎﻣﺔ‬ ‫ﺍﻟﺮﲰﻴﺔ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫‪-٨‬‬

‫‪policy goals and implementation) :‬‬

‫ﻭﺗﻜﺸﻒ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻋﻦ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺃﺻﺤﺎﺏ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺴﻴﺎﺳﻲ ﺑﻮﺿﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳏﻠﻴﺎﹰ ﻭﺩﻭﻟﻴﺎﹰ‬
‫ﻣﻦ ﺣﻴﺚ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻟﻐﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺘﺪﺍﻭﻝ ﺍﻟﺮﲰﻲ ﺍﻟﻴﻮﻣﻲ ﻭﻛﺬﻟﻚ ﻭﺳﺎﺋﻞ ﺗﻨﻔﻴﺬ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ‪ .‬ﻛﻤﺎ‬
‫ﺗﻜﺸﻒ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺮﲰﻴﺔ ﻋﻦ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺃﺻﺤﺎﺏ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺴﻴﺎﺳﻲ ﺑﺘﺪﺭﻳﺴﻬﺎ ﻟﻸﺟﺎﻧﺐ ﺩﺍﺧﻞ ﺍﻟﻮﻃﻦ‬
‫ﻭﺧﺎﺭﺟﻪ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪(Macro-‬‬ ‫ﻭﺗﻨﻔﻴﺬﻫﺎ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﳋﺎﺻﺔ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫‪-٩‬‬
‫‪policy goals and implementation):‬‬

‫ﻭﺗﺘﻨﺎﻭﻝ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺒﻨﺎﺀ ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﻕ ﺗﺪﺭﻳﺴﻬﺎ ﻭﺗﻘﻮﳝﻬﺎ ﻭﺇﻋﺪﺍﺩ‬ ‫‪-‬‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻘﻴﺎﺱ ﻛﻔﺎﻳﺔ ﺍﳌﺘﻌﻠﻤﲔ ‪.‬‬

‫ﻭﻣﻦ ﺍﳉﺪﻳﺮ ﺫﻛﺮﻩ ﺃﻥ ﳎﺎﻝ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻫﻮ ﺍﻟﻔﺮﺩ ﻭﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺑﻴﻨﻤﺎ ﺗﺮﻛﺰ‬ ‫‪-‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻋﻠﻰ ﺍ‪‬ﺎﻝ ﺍﻟﻮﻃﲏ ﻭﺍﻟﺪﻭﱄ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳋﻼﺻﺔ‬
‫ﺇﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﻭﺟﻮﺩ ﻭﺭﻣﺰ ﻫﻮﻳﺔ ﻭﻋﺎﻣﻞ ﺗﻮﺣﻴﺪ ﻭﻟﻐﺔ ﲣﺎﻃﺐ ﻋﺎﳌﻲ ﻭﺃﻥ ﻗﻮﺓ ﺷﺨﺼﻴﺔ ﺍﻟﻔﺮﺩ ﻣﻦ‬
‫ﻗﻮﺓ ﻟﻐﺘﻪ ﻭﺃﻥ ﻛﺜﲑ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﻟﻴﺴﺖ ﰲ ﺃﺫﻫﺎ‪‬ﻢ ﺻﻴﻎ ﻟﻐﻮﻳﺔ ﺍﺻﻄﻼﺣﻴﺔ ﺛﺎﺑﺘﺔ ﺗﺘﻨﺎﻭﻝ ﻣﻜﻮﻧﺎﺕ ﺍﳍﻮﻳﺔ‪.‬‬
‫ﺇﻥ ﻗﻮﺓ ﺍﻟﻠﻐﺔ ﻭﲤﻜﻦ ﺃﻫﻠﻬﺎ ﺗﺰﻳﺪ ﰲ ﻓﻬﻢ ﺍﳌﺘﻠﻘﻲ ﻭﲢﺮﻳﻜﻪ‪ ،‬ﻓﺈﺫﺍ ﻓﻬﻢ ﺍﳌﺘﻠﻘﻲ ﻣﺎ ﻳﻘﺮﺃ ﻭﲤﻜﻦ ﻣﻦ‬
‫ﺍﻟﺘﻌﺒﲑ ﺑﻠﻐﺔ ﻗﻮﻳﺔ ﺟﺰﻟﺔ ﲡﻌﻞ ﻟﻪ ﺣﺮﺍﻛﺎﹰ ﺛﻘﺎﻓﻴﺎﹰ ﻭﺍﻗﺘﺼﺎﺩﻳﺎﹰ ﻭﺍﺟﺘﻤﺎﻋﻴﺎﹰ ﻭﺳﻴﺎﺳﻴﺎﹰ ﻻ ﻧﻈﲑ ﻟﻪ‪ .‬ﻭﺇﱐ‬
‫ﻷﻋﺮﻑ ﺷﺨﺼﻴﺘﲔ‪ ،‬ﺍﻷﻭﱃ ﺩﻭﻟﺔ ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪ ﺍﻟﺮﺅﻭﻑ ﺍﻟﺮﻭﺍﺑﺪﻩ ﻭﺍﻟﺜﺎﻧﻴﺔ ﻣﻌﺎﱄ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺧﺎﻟﺪ‬
‫ﻗﺎﺩﺓ ﺑﺴﺒﺐ ﻗﻮ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻓﺼﺎﺣﺘﻬﻢ ﻭﺑﻼﻏﺘﻬﻢ ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﺍﻟﻜﺮﻛﻲ ﺣﻴﺚ ﲤﻜﻨﺎ ﻣﻦ ﻳﻜﻮﻧﺎ‬
‫ﺇﱃ ﺃﺳﺒﺎﺏ ﺃﺧﺮﻯ‪ .‬ﻓﻤﺎ ﺣﺼﻞ ﳍﻤﺎ ﻣﻦ ﺗﻘﺪﻡ ﻳﻌﺰﻯ ﺇﱃ ﺟﺎﻧﺐ ﻟﻐﻮﻱ ﻫﺎﻡ ﺣﻴﺚ ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﲡﺮﻱ ﳎﺮﻯ‬
‫ﺍﳌﺎﺀ ﻋﻠﻰ ﻟﺴﺎﻧﻴﻬﻤﺎ‪ .‬ﻭﺃﻥ ﻣﺎ ﻳﻘﺎﺱ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﻳﻘﺎﺱ ﻋﻠﻰ ﺍﻟﺪﻭﻝ‪ ،‬ﻓﺎﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﻟﻐﻮﻳﺎﹰ ﻣﺘﻘﺪﻣﺔ‬
‫ﺍﻗﺘﺼﺎﺩﻳﺎﹰ ﻭﻋﻠﻤﻴﺎﹰ ﻭﺛﻘﺎﻓﻴﺎﹰ ﻭﺳﻴﺎﺳﻴﺎﹰ‪ .‬ﻭﳚﺐ ﺃﻥ ﻧﻄﻮﺭ ﺣﺴﺎﹰ ﻟﻐﻮﻳﺎﹰ ﻻ ﻳﻘﻞ ﻋﻦ ﺣﺲ ﺍﻷﻋﺮﺍﰊ ﺍﻟﺬﻱ ﻛﺴﺮﺕ‬
‫ﺭﺟﻠﻪ ﻭﻗﺎﻝ ﺃﻣﺎﻡ ﻣﻦ ﺃﳊﻦ ﻭﻫﻮ ﻳﺘﺤﺪﺙ‪" ،‬ﻟﻜﺴﺮ ﺭﺟﻠﻲ ﺃﻫﻮﻥ ﻋﻠﻲ ﻣﻦ ﻛﺴﺮ ﻫﺎﺀ ﺭﺳﻮﻝ ﺍﷲ ‪".‬‬

‫ﻓﻴﺠﺐ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﻌﻈﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻨﻔﻮﺱ ﻭﺗﻘﺪﻡ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﻠﻮﻣﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻳﺴﺮﻩ ﻭﺳﻬﻠﺔ ﻭﺑﻠﻐﺔ ﻭﺍﺿﺤﺔ‬
‫ﺣﺪﻳﺜﺔ ﻣﻌﺎﺻﺮﺓ ﻗﺮﻳﺒﺔ ﺇﱃ ﻗﻠﻮﺏ ﻃﻠﺒﺘﻨﺎ‪ ،‬ﻟﺘﺄﺧﺬ ﻣﻦ ﻗﻠﻮ‪‬ﻢ ﻣﻜﺎﻧﺎﹰ ﻭﻣﻦ ﻓﻜﺮﻫﻢ ﺣﻴﺰﺍﹰ‪ ،‬ﻭﺃﻥ ﻣﻦ ﻣﻠﻚ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﻠﻚ ﺧﲑﺍﹰ ﻛﺜﲑﺍﹰ‪ ،‬ﻭﻛﻢ ﻣﻦ ﻗﺎﺭﺉ ﻟﻠﻘﺮﺁﻥ ﻭﺍﻟﻘﺮﺁﻥ ﻳﻠﻌﻨﻪ‪ ،‬ﺣﻴﺚ ﺃﻧﻪ ﻻ ﻳﻔﻬﻢ ﻣﺎ ﻳﻘﺮﺃ ﻭﻻ ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻨﺺ‬
‫ﺍﻟﻘﺮﺁﱐ ﺣﻖ ﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟﺘﺪﺑﺮ ‪.‬‬

‫ﺃﻥ ﺇﺩﺭﺍﻛﻨﺎ ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺼﺪﺭ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﺪﺧﻞ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﻘﻮﻣﻲ ﻻ ﻣﺸﻜﻞ ﻣﻦ ﻣﺸﻜﻼﺗﻨﺎ ﳚﻌﻞ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺗﺘﺒﻮﺃ ﻣﻜﺎﻧﺔ ﻣﺮﻣﻮﻗﺔ ﰲ ﺍﻟﻨﻔﻮﺱ ﻭﻣﺎ ﺑﲔ ﺍﻟﺪﻭﻝﹸ‪ .‬ﺇﻥ ﺍﻷﺯﻣﺔ ﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻨﻬﺎ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻴﻮﻡ ﻫﻲ ﺃﺯﻣﺔ‬
‫ﰲ ﻧﻔﻮﺱ ﺃﻫﻠﻬﺎ ﻻ ‪‬ﺎ‪ ،‬ﻓﺈﺫﺍ ﻭﺍﺟﻬﻨﺎ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻵﻧﻔﺔ ﺍﻟﺬﻛﺮ ﺑﺘﺨﻄﻴﻂ ﻟﻐﻮﻱ ﺭﺻﲔ ﻭﺍﺿﺢ ﺑﻴ‪‬ﻦ ﺍﻷﻫﺪﺍﻑ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺧﻄﺔ ﻟﻐﻮﻳﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﺒﻴﻖ ﻧﻜﻮﻥ ﻗﺪ ﳒﺤﻨﺎ ﰲ ﺣﻞ ﺍﻷﻣﺔ ﺍﳌﺰﻋﻮﻣﺔ ﻷﻥ ﺍﳊﺮﻭﺏ‬
‫ﺍﻟﻘﺎﺩﻣﺔ ﻫﻲ ﺣﺮﻭﺏ ﻟﻐﻮﻳﺔ ﻻ ﻋﺴﻜﺮﻳﺔ ‪.‬‬

‫ﺇﻥ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻐﺔ ﻫﻮ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﺠﻤﻴﻊ ﻭﺇﺫﺍ ﺃﺭﺩﺕ ﲣﻄﻴﻄﺎﹰ ﻟﻐﻮﻳﺎﹰ ﻧﺎﺟﺤﺎﹰ ﻓﻌﻠﻴﻚ ﺑﺎﻟﺘﺨﻄﻴﻂ ﻟﻜﻞ‬
‫ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺃﻥ ﺩﻭﺭ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﰲ ﺧﺪﻣﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻘﻮﻡ ﻋﻠﻰ ﺧﻄﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻐﻮﻳﺔ ﺗﺄﰐ ﻣﻦ ﻭﺿﻮﺡ‬
‫ﺍﻟﺮﺅﻳﺔ ﻭﺍﻟﺮﺳﺎﻟﺔ ﲟﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺭﺃﺱ ﻫﺮﻡ ﺍﻟﺪﻭﻟﺔ ﻭﺍﻧﺘﻬﺎﺀ ﺑﺎﻟﻔﺮﺩ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ‪،‬‬
‫ﺗﺮﲰﻬﺎ ﺍﻟﺪﻭﻟﺔ‪ ،‬ﻭﻳﺸﺮﻉ ﳍﺎ ﺍﻷﻣﺔ‪ ،‬ﻭﺗﺴﺘﺠﻴﺐ ﳍﺎ ﺍﻟﺸﻌﻮﺏ ﻣﺘﻤﺜﻠﺔ ﺑﺎﻟﺸﻜﻞ ﺍﻵﰐ ﻓﺈﺫﺍ ﺃﺣﻜﻤﺖ ﻫﺬﻩ ﺍﳋﻄﺔ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺗﺴﻠﹼﺤﺖ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﺮﺷﻴﺪﺓ ﻭﺍﻹﳌﺎﻡ ﺑﻌﻠﻢ ﺍﻟﺘﺴﻮﻳﻖ ﻭﺁﻟﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺭﺍﻓﻘﺘﻬﺎ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺴﻴﺎﺳﻴﲔ‪ ،‬ﻓﺈﻥ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻨﻬﻀﻮﻱ ﺳﻮﻑ ﻳﻜﺘﺐ ﻟﻪ ﺍﻟﻨﺠﺎﺡ‪ ،‬ﻛﻤﺎ ﳒﺤﺖ ﲡﺎﺭﺏ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﰲ‬
‫ﺍﻟﺒﻼﺩ ﺍﳌﺨﺘﻠﻔﺔ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻤﺪﺧﻞ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﻤﻨﻈﻮﺭ ﺍﻟﻌﻠﻤﻲ ﻟﺘﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺃ‪.‬ﺩ‪ .‬ﳏﻤﻮﺩ ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ‬
‫أﺳﺘﺎذ ﻣﻨﺎھﺞ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ وﺗﺪرﯾﺴﮭﺎ‪ -‬ﺟﺎﻣﻌﺔ ﻋﯿﻦ ﺷﻤﺲ‬

‫ﻣﻘـﺪﻣﺔ‪:‬‬
‫ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺃﻣﻜﻦ ﻓﻴﻪ ﺍﻟﺘﺤﻜﻢ ﺑﻜﺜﲑ ﻣﻦ ﺍﻟﻈﻮﺍﻫﺮ ﺑﺸﻜﻞ ﻋﻠﻤﻲ ﺗﻈﻞ ﺃﻣﻮﺭ ﺣﻴﺎﺗﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﰲ‬
‫ﺃﻏﻠﺐ ﺟﻮﺍﻧﺒﻬﺎ ﺑﻌﻴﺪﺓ ﻋﻦ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻧﺘﻬﻢ ﻓﻴﻪ ﺍﳌﻨﻬﺞ ﻭﻣﻦ ﺑﲔ ﻣﻜﻮﻧﺎﺗﻪ‬
‫ﺍﻷﻫﺪﺍﻑ ﻭﺍﶈﺘﻮﻯ ﻭﺍﳌﻌﻠﻢ ﺑﻄﺮﺍﺋﻖ ﺗﺪﺭﻳﺴﻪ ﻭﺍﻟﻜﺘﺎﺏ ﻭﺍﻟﺘﻘﻮﱘ ﺑﺄﻧﻪ ﻭﻣﻜﻮﻧﺎﺗﻪ ﺳﺒﺐ ﻓﺸﻠﻨﺎ ﰲ ﺗﻌﻠﻴﻢ ﻟﻐﺘﻨﺎ‬
‫ﻷﺑﻨﺎﺋﻨﺎ ﻭﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻳﻈﻞ ﺗﻌﻠﻴﻤﻬﺎ ﻣﻔﺘﻘﺮﺍﹰ ﺇﱃ ﻣﺪﺍﺧﻞ ﻋﻠﻤﻴﺔ ﻣﺴﺘﻨﺪﺓ ﺇﱃ ﻧﻈﺮﺍﺕ ﻋﻠﻤﻴﺔ ﲡﻌﻞ ﺗﻌﻠﻴﻢ‬
‫ﺃﻣﻢ ﺃﺧﺮﻯ ﻟﻠﻐﺎ‪‬ﺎ ﺃﺳﻮﺓ ﺣﺴﻨﺔ ﻟﻨﺎ‪ .‬ﻭﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﻐﲑﺕ ﻓﻴﻪ ﺍﻟﻨﻈﺮﺓ ﺇﱃ ﺍﻟﻠﻐﺔ ﻭﺇﱃ ﺗﻌﻠﻴﻤﻬﺎ ﻣﻦ ﻛﻮ‪‬ﺎ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﻛﺎﺩﳝﻴﺔ ﺇﱃ ﻛﻮ‪‬ﺎ ﻣﻬﺎﺭﺓ ﺃﺩﺍﺀ ﻟﻐﻮﻱ ﻳﺴﺘﻨﺪ ﺇﱃ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺃﻥ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻷﻣﺮﻳﻦ ﺟﻮﻫﺮﻱ ﻭﺟﺬﺭﻱ‪ ،‬ﻓﻤﺎﺯﻟﻨﺎ ﻧﺪﻭﺭ ﰲ ﺍﻟﻔﻠﻚ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﺘﻌﻠﻴﻢ‬
‫ﻟﻐﺘﻨﺎ‪ ،‬ﻭﺍﳌﺘﻤﺜﻞ ﰲ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻠﻐﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻔﺮﻭﻉ ﺍﳌﺘﻮﺍﺯﻳﺔ ﻭﺍﳌﻨﻔﺼﻠﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻌﺎﺭﺽ ﻣﻊ‬
‫ﻛﻮﻥ ﺍﻟﻠﻐﺔ ﻛﻼﹰ ﻣﺘﻜﺎﻣﻼﹰ‪ ،‬ﻭﻣﻊ ﻛﻮﻥ ﺍﻟﻨﻤﻮ ﺍﻟﻠﻐﻮﻱ ﻋﻤﻠﻴﺔ ﺗﻜﺎﻣﻠﻴﺔ ﺗﺮﺍﻛﻤﻴﺔ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﺆﻛﺪ ﺃﻧﻨﺎ ﻧﻌﻠﻢ ﻟﻐﺘﻨﺎ‬
‫ﺩﻭﻥ ﻣﻨﻈﻮﺭ ﻋﻠﻤﻲ‪ .‬ﻣﻦ ﻫﻨﺎ ﺃﻗﺪﻡ ﻣﻨﻈﻮﺭﺍﹰ ﻋﻠﻤﻴﺎﹰ ﻣﻘﺘﺮﺣﺎﹰ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪،‬‬
‫ﳝﻜﻦ ﰲ ﺿﻮﺋﻪ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﺑﺸﻜﻞ ﺟﺬﺭﻱ ﻭﺛﻮﺭﻱ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﲝﻴﺚ ﺗﺘﻐﲑ ﺍﻟﺼﻮﺭﺓ ﲤﺎﻣﺎﹰ ﺇﱃ ﺍﻟﺪﺭﺟﺔ‬
‫ﺍﻟﱵ ﺗﻜﺸﻒ ﻋﻦ ﺃﻧﻨﺎ ﱂ ﻧﻜﻦ ﻧﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﺍﻹﻃﻼﻕ ﻷﻧﻨﺎ ﻛﻨﺎ ﻧﻘﻮﻡ ﺑﺘﻌﻠﻴﻤﻬﺎ ﰲ ﻏﻴﺒﺔ ﻣﻨﻈﻮﺭ ﻋﻠﻤﻲ‬
‫ﻳﺴﺘﻨﺪ ﺇﱃ ﻣﺒﺎﺩﺉ ﻭﺣﻘﺎﺋﻖ ﻭﺃﺳﺲ ﻭﻣﺴﻠﻤﺎﺕ ﻻ ﺗﻘﺒﻞ ﺍﳉﺪﻝ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﻨﻈﻮﺭ ﺍﻟﻌﻠﻤﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪:‬‬

‫ﺍﻟﺒﺪﺍﻳﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻟﻜﻞ ﻣﻦ ﻳﺘﺼﺪﻯ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﺪﺭﻳﺴﻬﺎ ﺃﻥ ﻳﺘﻌﺮﻑ ﺑﺸﻜﻞ ﺇﺟﺮﺍﺋﻲ ﻣﺪﺧﻠﻪ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻟﻔﻠﺴﻔﻲ‪ ،‬ﻭﻃﺮﺍﺋﻘﻪ ﻭﻓﻨﻴﺎﺗﻪ ﻭﺇﺟﺮﺍﺀﺍﺗﻪ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻭﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍ‪‬ﺎ‪ ،‬ﻭﻫﺬﺍ ﻳﻄﺮﺡ ﺗﺴﺎﺅﻻﹰ ﻫﻮ‪:‬‬
‫ﻣﺎ ﺍﳌﺪﺧﻞ ﰲ ﺍﻟﺘﺪﺭﻳﺲ؟‬

‫ﺍﳌﺪﺧﻞ ﰲ ﺍﻟﺘﺪﺭﻳﺲ "ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺴﻠﻤﺎﺕ ﺃﻭ ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‪ ،‬ﺑﻌﻀﻬﺎ ﻳﺘﺼﻞ ﺑﻄﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺒﻌﺾ‬
‫ﺍﻵﺧﺮ ﻳﺘﺼﻞ ﺑﻄﺒﻴﻌﺔ ﻋﻤﻠﻴﱵ ﺗﻌﻠﻴﻤﻬﺎ ﻭﺗﻌﻠﻤﻬﺎ‪ ،‬ﻭﻫﻲ ﺗﺘﺮﺍﺑﻂ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﺑﻌﻼﻗﺎﺕ ﻭﺛﻴﻘﺔ‪ ،‬ﻭﻫﻮ )ﺃﻱ ﺍﳌﺪﺧﻞ(‬
‫ﻋﺎﺩﺓ ﻣﺎ ﻳﻜﻮﻥ ﺃﻣﺮﺍﹰ ﻣﺘﻔﻘﺎﹰ ﻋﻠﻴﻪ ﰲ ﺻﻮﺭﺓ ﻣﺒﺪﺋﻴﺔ ﻻ ﲢﺘﻤﻞ ﺍﳉﺪﻝ‪.‬‬

‫ﺍﳌﺪﺧﻞ ﺍﻟﺴﻤﻌﻲ ﺍﻟﺸﻔﻬﻲ‪:‬‬

‫ﻣﻦ ﺃﺷﻬﺮ ﻣﺪﺍﺧﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪.‬‬ ‫‪-‬‬

‫ﻣﻦ ﺃﻗﺪﻡ ﻭﺃﺣﺪﺙ ﺍﳌﺪﺍﺧﻞ ﻭﺃﻗﺮ‪‬ﺎ ﺇﱃ ﻃﺒﻴﻌﺔ ﻋﻤﻠﻴﺔ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ‪.‬‬ ‫‪-‬‬

‫ﺃ‪ -‬ﺍﳌﺴﻠﻤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ‪ :‬ﺇﻥ ﺍﻟﻠﻐﺔ ﲰﻌﻴﺔ ﺷﻔﻬﻴﺔ‪.‬‬

‫ﺇﻥ ﺍﻟﻠﻐﺔ ﺭﻣﻮﺯ ﲢﻤﻞ ﻣﻌﺎﱐ‪.‬‬

‫ﺇﻥ ﺍﻟﻠﻐﺔ ﻧﻈﺎﻡ ﺑﻞ ﻫﻲ ﻧﻈﺎﻡ ﺍﻟﻨﻈﻢ‪.‬‬

‫ﺏ‪ -‬ﺍﳌﺴﻠﻤﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ :‬ﺇﻥ ﻓﻬﻢ ﺍﻟﻠﻐﺔ ﻳﺴﺒﻖ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬

‫ﺗﻌﻠﻴﻢ ﺍﻻﺳﺘﻤﺎﻉ ﻳﺴﺒﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻜﻼﻡ‬

‫ﺭﺅﻳﺔ ﺍﻟﺮﻣﻮﺯ ﺗﺴﺒﻖ ﻛﺘﺎﺑﺘﻬﺎ‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻳﺴﺒﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻜﺘﺎﺑﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫"ﻋﻠﻤﻮﺍ ﺍﻟﻠﻐﺔ ﺍﺳﺘﻤﺎﻋﺎﹰ ﻭﻛﻼﻣﺎﹰ ﻭﻗﺮﺍﺀﺓ ﻭﻛﺘﺎﺑﺔ"‬

‫"ﻋﻠﻤﻮﺍ ﺍﻟﻠﻐﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﺭﺑﻊ ﻣﻬﺎﺭﺍﺕ ﻫﻲ ‪ /‬ﺍﻻﺳﺘﻤﺎﻉ ‪ /‬ﺍﻟﻜﻼﻡ ‪ /‬ﺍﻟﻘﺮﺍﺀﺓ ‪ /‬ﺍﻟﻜﺘﺎﺑﺔ"‬

‫"ﻋﻠﻤﻮﺍ ﺍﻟﻠﻐﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﺭﺑﻌﺔ ﻓﻨﻮﻥ ﻫﻲ ‪ /‬ﺍﻻﺳﺘﻤﺎﻉ ‪ /‬ﺍﻟﻜﻼﻡ ‪ /‬ﺍﻟﻘﺮﺍﺀﺓ ‪ /‬ﺍﻟﻜﺘﺎﺑﺔ"‪.‬‬

‫ﺃﻳﻦ ﻭﺍﻗﻌﻨﺎ ﻣﻦ ﻫﺬﺍ ؟‬

‫ﻣﺎ ﻳﻘﻮﻟﻪ ﺍﻟﻮﺍﻗﻊ‪:‬‬ ‫ﻣﺎ ﻳﻘﻮﻟﻪ ﺍﳌﺪﺧﻞ‪:‬‬

‫ﺍﻟﻠﻐﺔ ﻓﺮﻭﻉ ﻫﻲ ‪:‬‬ ‫ﺍﻟﻠﻐﺔ ﻣﻬﺎﺭﺍﺕ ﻫﻲ‪:‬‬

‫ﺃ‪ -‬ﺍﻟﻘﺮﺍﺀﺓ ﻃﺮﻳﻘﺔ‬ ‫ﺃ‪ -‬ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺏ‪ -‬ﺍﻟﻘﻮﺍﻋﺪ ﳏﺘﻮﻯ ﻭﻃﺮﻳﻘﺔ‬ ‫ﺏ‪ -‬ﺍﻟﻜﻼﻡ‬

‫ﺝ‪-‬ﺍﻷﺩﺏ ﻭﺍﻟﺒﻼﻏﺔ ﳏﺘﻮﻯ ﻭﻃﺮﻳﻘﺔ‬ ‫ﺝ‪ -‬ﺍﻟﻘﺮﺍﺀﺓ‬

‫ﺩ‪ -‬ﺍﻟﺘﻌﺒﲑ ﻃﺮﻳﻘﺔ‬ ‫ﺩ‪ -‬ﺍﻟﻜﺘﺎﺑﺔ‬

‫ﻭ‪ -‬ﺍﳋـﻂ ﻃﺮﻳﻘﺔ‬ ‫ﻫـ‪ -‬ﺍﻹﻣﻼﺀ ﳏﺘﻮﻯ ﻭﻃﺮﻳﻘﺔ‬

‫ﻣﻨﺎﻗﺸﺔ ‪:‬‬
‫ﳓﻦ ﻗﺒﻠﻨﺎ ﺍﳌﻘﻮﻟﺔ ﺍﻷﻭﱃ ﻷ‪‬ﺎ ﻣﺴﻠﻤﺔ ﺑﻨﻴﺖ ﻋﻠﻰ ﻣﺴﻠﻤﺎﺕ‪.‬‬

‫ﻫﻞ ﻧﺴﺘﻄﻴﻊ ﻗﺒﻮﻝ ﺍﳌﻘﻮﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ )ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻔﺮﻭﻉ(؟‬

‫ﻧﺘﻴﺠﺔ‪ :‬ﻧﺮﻓﺾ ﺍﳌﻘﻮﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻧﻘﺒﻞ ﺍﻷﻭﱃ – ﻭﻟﻜﻦ ﺍﻟﺴﺆﺍﻝ ﻫﻮ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻛﻴﻒ ﳝﻜﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻐﲑﻫﻢ ﻣﻦ ﺧﻼﻝ ﺍﳌﻬﺎﺭﺍﺕ ؟‬ ‫‪-‬‬

‫ﺇﺟﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺗﻘﺘﻀﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‪:‬‬

‫ﺃﲣﺼﺺ ﺣﺼﺔ ﻟﻼﺳﺘﻤﺎﻉ ﻭﺃﺧﺮﻯ ﻟﻠﻜﻼﻡ ﻭﺛﺎﻟﺜﺔ ﻟﻠﻘﺮﺍﺀﺓ ﻭﺭﺍﺑﻌﺔ ﻟﻠﻜﺘﺎﺑﺔ ؟‬ ‫‪-‬‬

‫ﻫﻞ ﳝﻜﻦ ﺫﻟﻚ ؟ ﻭﻛﻴﻒ ﻳﻜﻮﻥ ﺷﻜﻞ ﺍﳌﻨﻬﺞ؟ ﻭﻛﻴﻒ ﺗﻜﻮﻥ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ؟!‬ ‫‪-‬‬

‫ﺃﻋﺘﻘﺪ ﺃﻧﻪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺃﻥ ﳓﻘﻖ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ‪‬ﺬﺍ ﺍﻟﺘﺼﻮﺭ ﺍﻟﺴﺎﺫﺝ‪.‬‬

‫ﺇﺫﻥ ﻣﺎ ﺍﻟﻌﻤﻞ ؟‬

‫ﺍﻟﺮﺅﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺗﻘﻮﻝ ﺇﻧﻪ ﳝﻜﻦ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﻋﻨﺪﻣﺎ ﳓﺎﻭﻝ ﺇﻋﺎﺩﺓ ﻓﺮﻭﻉ ﺍﻟﻠﻐﺔ‬ ‫‪-‬‬
‫ﺇﱃ ﺃﺻﻮﳍﺎ ﺃﻱ ﺇﱃ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻧﻌﻴﺪ ﺍﻟﻔﺮﻭﻉ ﺇﱃ ﺃﺻﻮﳍﺎ ﺳﻨﺮﻯ ﺗﻐﻴ‪‬ﺮﺍﹰ ﺟﺬﺭﻳﺎﹰ‬
‫ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺳﻨﺮﻯ ﺃﻥ ﻛﻞ ﻓﺮﻉ ﺳﻴﺼﺒﺢ ﻣﻬﺎﺭﺓ‪ ،‬ﺑﻞ ﺭﲟﺎ ﻳﺘﺤﻮﻝ ﺍﻟﻔﺮﻉ ﺍﻟﻮﺍﺣﺪ ﻟﻴﺼﺒﺢ ﺃﻛﺜﺮ‬ ‫‪-‬‬
‫ﻣﻦ ﻣﻬﺎﺭﺓ‪.‬‬

‫ﺳـﺆﺍﻝ‪ :‬ﻣﻦ ﻫﻨﺎ ﻧﺘﺴﺎﺀﻝ ‪ :‬ﻣﻦ ﺧﻼﻝ ﺃﻱ ﻓﺮﻭﻉ ﺍﻟﻠﻐﺔ ﻧﻌﻠﻢ ﺍﻻﺳﺘﻤﺎﻉ ؟‬

‫ﺇﺟﺎﺑﺔ‪ :‬ﻣﻦ ﺧﻼﻝ )ﺍﻟﻘﺮﺍﺀﺓ ﺍﳉﻬﺮﻳﺔ( ﻭ)ﺍﻟﺘﻌﺒﲑ ﺍﻟﺸﻔﻬﻲ(‪.‬‬

‫ﺇﺫﻥ‪:‬‬

‫ﺃ‪ .‬ﺍﻻﺳﺘﻤﺎﻉ ﻫﻮ ﺍﳌﺪﺧﻞ ﺍﻟﻄﺒﻴﻌﻲ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﻄﺮﻳﻖ ﺍﻟﺼﺤﻴﺢ ﻻﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﻓﻬﻤﺎﹰ ﻭﻣﻦ ﰒ‬
‫ﺇﻧﺘﺎﺟﻬﺎﹰ – ﻭﻫﺬﺍ ﻣﺎ ﺳﻠﻤﺖ ﺑﻪ ﻛﻞ ﻣﺪﺍﺧﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺏ‪ .‬ﺍﻻﺳﺘﻤﺎﻉ ﻣﻦ ﺃﻫﻢ ﻭﺳﺎﺋﻞ ﲢﺼﻴﻞ ﺍﻟﻠﻐﺔ ﲞﺎﺻﺔ‪ ،‬ﻭﺍﻟﺘﺤﺼﻴﻞ ﰲ ﺍﻟﺘﻌﻠﻢ ﺑﻌﺎﻣﺔ ﺣﻴﺚ ﳛﺘﻞ ﻋﻨﺪ‬
‫ﺍﻟﻄﻼﺏ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﺒﻼﺩ ‪ ،%٤٥‬ﻭﺍﻟﻜﻼﻡ ‪ %٣٠‬ﻭﺍﻟﻘﺮﺍﺀﺓ ‪ %١٦‬ﻭﺍﻟﻜﺘﺎﺑﺔ ‪.%٩‬‬
‫ﺳﺆﺍﻝ‪ :‬ﻣﻦ ﺧﻼﻝ ﺃﻱ ﻓﺮﻭﻉ ﺍﻟﻠﻐﺔ ﻧﻌﻠﻢ ﺍﻟﻜﻼﻡ ؟‬

‫ﺇﺟﺎﺑﺔ ‪ :‬ﺇﺫﺍ ﻗﻠﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﺒﲑ‪ ،‬ﻓﺈﺟﺎﺑﺘﻨﺎ ﻗﺎﺻﺮﺓ‪ ،‬ﺇﺫ ﻳﻨﺒﻐﻲ ﺃﻥ ﻧﻘﻮﻝ‪ :‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﺒﲑ ﺍﻟﺸﻔﻬﻲ –‬
‫ﳌﺎﺫﺍ ؟‬

‫ﻷﻥ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﺤﻴﺢ ﳌﺼﻄﻠﺢ )ﺍﻟﺘﻌﺒﲑ( ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺪﺭﻳﺴﻴﺔ ﳚﻌﻠﻨﺎ ﻧﻨﺺ ﺑﻮﺿﻮﺡ‬
‫ﻋﻠﻰ ﻧﻮﻋﲔ ﻣﻦ ﺍﻟﺘﻌﺒﲑ ﳘﺎ‪:‬‬

‫ﺍﻟﺘﻌﺒﲑ ﺍﻟﺸﻔﻬﻲ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺘﻌﺒﲑ ﺍﻟﺘﺤﺮﻳﺮﻱ‪.‬‬ ‫‪-‬‬

‫ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﻔﺮﻕ ﲤﺎﻣﺎﹰ ﺑﲔ ﺍﻟﻨﻮﻋﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻣﻦ ﺣﻴﺚ ﺇﻥ ﻛﻼﹰ ﻣﻨﻬﻤﺎ ﻣﻬﺎﺭﺓ ﺗﺘﻤﺎﻳﺰ ﻋﻦ ﺍﻷﺧﺮﻯ‬
‫ﺃﻫﺪﺍﻓﺎﹰ ﻭﻣﻮﺿﻮﻋﺎﺕ ﻭﳎﺎﻻﺕ ﻭﻣﻬﺎﺭﺍﺕ ﻓﺮﻋﻴﺔ‪ ،‬ﻭﻃﺮﻗﺎﹰ ﻭﻓﻨﻴﺎﺕ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺗﺪﺭﻳﺴﻴﺔ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺗﻘﻮﳝﻴﺔ‪.‬‬

‫ﰲ ﺿﻮﺀ ﻫﺬﺍ ﻳﺼﺒﺢ ﺍﻟﺘﻌﺒﲑ ﺍﻟﺸﻔﻬﻲ ﺑﻌﺪ ﺃﻥ ﻛﺎﻥ ﺟﺰﺀﺍﹰ ﻣﻦ ﻓﺮﻉ ﻫﻮ )ﺍﻟﺘﻌﺒﲑ( ﺃﺻﺒﺢ ﻓﻨﺎﹰ ﻳﺴﻤﻰ ﺍﻟﻜﻼﻡ‬
‫ﻭﻣﻬﺎﺭﺓ ﺗﺴﻤﻰ ﻣﻬﺎﺭﺓ ﺍﳊﺪﻳﺚ‪ ،‬ﻭﳛﺘﺎﺝ ﺇﱃ ﻣﻨﻬﺞ ﺗﻌﻠﻴﻤﻲ ﻫﻮ ﻣﻔﺘﻘﺪ ﲤﺎﻣﺎﹰ ﺍﻵﻥ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻷﺑﻨﺎﺋﻬﺎ‬
‫ﻭﻟﻐﲑﻫﻢ‪.‬‬

‫ﻭﻟﻜﻦ )ﻣﺎ ﺍﻟﺘﻌﺒﲑ ﺍﻟﺸﻔﻬﻲ( ﻭﻣﺎ ﺍﳍﺪﻑ ﻣﻦ ﺗﻌﻠﻴﻤﻪ ؟ ﻭﻣﺎ ﻭﺍﻗﻊ ﺗﻌﻠﻴﻤﻪ ﺍﻵﻥ ؟‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟـﻮﺍﻗﻊ ‪:‬‬
‫ﺃ‪ .‬ﺍﳌﻮﺿﻮﻉ ﺍﻟﻮﺍﺣﺪ ﻟﻠﺘﻌﺒﲑﻳﻦ‪.‬‬
‫ﺏ‪ .‬ﺍﳌﻮﺿﻮﻋﺎﺕ ﻻ ﻋﻼﻗﺔ ﳍﺎ ﺑﺎﻟﺘﻌﺒﲑﻳﻦ ﻭﻫﻲ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻜﺮﺭﺓ‪.‬‬
‫ﺝ‪ .‬ﻧﺘﺴﺎﺀﻝ‪:‬‬
‫ﺃﻳﻦ ﻣﻨﻬﺞ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻌﺒﲑ ﺍﻟﺸﻔﻬﻲ ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺍﻷﻫﺪﺍﻑ – ﺃﻳﻦ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﻣﻦ ﺧﻼﻟﻪ ﻧﺪﺭﺏ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﺍﻟﻜﻼﻡ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﻣﻮﺍﺻﻔﺎﺕ ﺍﳌﺘﺤﺪﺙ ﺍﳉﻴﺪ ﰲ ﺿﻮﺀ ﻣﺮﺍﺣﻞ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﻣﺪﺍﺧﻞ ﻭﻃﺮﻕ ﻭﻓﻨﻴﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﻭﺗﻨﻤﻴﺔ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺍﳌﻌﻠﻢ ﺍﻟﻘﺎﺩﺭ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺍﳌﻌﺎﻣﻞ ﻭﺍﻷﻧﺸﻄﺔ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺍﳌﻮﺍﻗﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳊﻴﺔ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﻣﻮﺍﻗﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﳊﻮﺍﺭ ﻭﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳋﻄﺎﺑﺔ ﻭﺍﻟﺪﻋﻮﻯ ﻭﺍﻟﺸﻜﺮ ﻭﺍﻻﻋﺘﺬﺍﺭ‬ ‫‪-‬‬
‫ﻭﺍﻟﺘﻮﺩﻳﻊ ﻭﺍﻟﻌﺰﺍﺀ ﻭﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‪ ،‬ﻭﺍﳌﺴﺎﻣﺮﺓ ﻭﻗﻀﺎﺀ ﺣﺎﺟﺎﺕ ﺍﻟﺒﻴﻊ ﻭﺍﻟﺸﺮﺍﺀ‬
‫ﻭﺍﻟﺴﻔﺮ ﻭﻣﻮﺍﻗﻒ ﺍﳊﻴﺎﺓ ﺍﻟﻌﺪﻳﺪﺓ ؟‬

‫ﺃﻳﻦ ﺗﺪﺭﻳﺐ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﻔﻜﺮﻱ ﻭﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺼﻮﰐ ﻭﺍﻟﺘﻔﺎﻋﻠﻲ ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺗﺪﺭﻳﺐ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﺍﻟﺒﻌﺪ ﻋﻦ ﺍﻟﻜﻼﻡ ﺍﻷﺟﻮﻑ ﻭﺍﻟﺘﺤﺪﺙ ﺑﻠﻐﺔ ﻣﻠﻴﺌﺔ ﺑﺎﳌﻌﲎ‪،‬‬ ‫‪-‬‬
‫ﻣﻘﺮﻭﻧﺔ ﺑﺎﻻﺳﺘﺸﻬﺎﺩ ﻭﺍﻟﺘﺪﻟﻴﻞ ﻭﺍﻟﱪﻫﻨﺔ؟‬

‫ﺃﻳﻦ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ ﳍﺬﻩ ﺍﳌﻬﺎﺭﺓ ﰲ ﺟﺪﺍﻭﻝ ﻭﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ؟‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﻳﻦ ﻭﻋﻲ ﺍﳌﻌﻠﻢ ‪‬ﺬﺍ ﺍﳌﻨﻈﻮﺭ ؟‬ ‫‪-‬‬

‫ﺳـﺆﺍﻝ ‪ :‬ﻣﻦ ﺧﻼﻝ ﺃﻱ ﺍﻟﻔﺮﻭﻉ ﻧﻌﻠﻢ ﺍﻟﻜﺘﺎﺑﺔ ؟‬

‫ﺇﺟﺎﺑﺔ ‪ :‬ﻣﻦ ﺧﻼﻝ )ﺍﻟﺘﻌﺒﲑ ﺍﻟﺘﺤﺮﻳﺮﻱ( )ﺍﳍﺠﺎﺀ( )ﺍﳋـﻂ(‪.‬‬

‫ﺩ‪ .‬ﺍﻟﺘﻌﺒﲑ ﺍﻟﺘﺤﺮﻳﺮﻱ‪:‬‬

‫ﳐﺮﺝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪.‬‬ ‫‪-‬‬

‫ﻭﺳﻴﻠﺔ ﺍﻻﺭﺗﻘﺎﺀ ﺑﺎﻟﻠﻐﺔ‪.‬‬ ‫‪-‬‬

‫ﺳﻮﺀ ﻭﺍﻗﻊ ﺗﻌﻠﻴﻤﻪ ﻭﺍﻓﺘﻘﺎﺭﻩ ﺇﱃ ﻣﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻌﻠﻤﻪ ﺍﻟﺪﺍﺭﺳﻮﻥ‪.‬‬ ‫‪-‬‬

‫ﻣﺎ ﺫﻛﺮﻩ ﺯﻛﻲ ﳒﻴﺐ ﳏﻤﻮﺩ‪.‬‬ ‫‪-‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻌﺒﲑ ﺍﻟﺸﻔﻬﻲ ﻋﻤﻠﻴﺎﺕ ﻓﻜﺮﻳﺔ ﻟﻐﻮﻳﺔ ﺻﻮﺗﻴﺔ ﻣﻠﻤﺤﻴﺔ ﺗﻔﺎﻋﻠﻴﺔ‪ ،‬ﻓﺎﻟﺘﻌﺒﲑ‬ ‫‪-‬‬
‫ﺍﻟﺘﺤﺮﻳﺮﻱ ﻋﻤﻠﻴﺔ ﻓﻜﺮﻳﺔ ﻟﻐﻮﻳﺔ ﺗﺼﻮﺭﻳﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻣﻄﻠﻮﺏ ﻓﻴﻬﺎ ﺗﻌﻮﻳﺾ ﻏﻴﺒﺔ ﺍﻟﻘﺎﺭﺉ‬
‫ﺃﻱ ﺍﻓﺘﻘﺎﺭﻩ ﻟﻠﺠﺎﻧﺐ ﺍﻟﺼﻮﰐ ﻭﺍﳌﻠﻤﺤﻲ ﻭﺍﻟﺘﻔﺎﻋﻠﻲ‪.‬‬

‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﺘﻌﺒﲑ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻳﻘﻮﻝ‪ :‬ﺇﻧﻪ ﺗﻌﻠﻴﻢ ﺍﺧﺘﺒﺎﺭﻱ )ﻟﻐﺔ ﺃﻡ(‪.‬‬ ‫‪-‬‬

‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﺘﻌﺒﲑ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻳﻘﻮﻝ‪ :‬ﺇﻧﻪ ﺃﺿﻌﻒ ﺟﻮﺍﻧﺐ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬ ‫‪-‬‬

‫ﺃﻳﻦ ﻣﻨﻬﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﺍﻟﺘﻌﺒﲑ ﺍﻟﻜﺘﺎﰊ( ﻟﻜﻞ ﻣﻦ ﺍﳌﻴﺪﺍﻧﲔ ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺍﻷﻫﺪﺍﻑ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺮﺍﺋﻴﺔ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺍﶈﺘﻮﻯ ﻭﺍﳌﻬﺎﺭﺍﺕ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍ‪‬ﺎﻻﺕ ﻭﺍﳌﻮﺍﻗﻒ؟‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﻳﻦ ﻣﺪﺍﺧﻞ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻃﺮﻗﻪ ﻭﻓﻨﻴﺎﺗﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺍﻷﻧﺸﻄﺔ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺍﳌﻮﺍﻗﻒ ﺍﻟﻀﺮﻭﺭﻳﺔ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻘﻮﱘ ﻭﺃﺩﻭﺍﺗﻪ؟‬ ‫‪-‬‬

‫ﻩ‪ .‬ﺍﳍﺠـﺎﺀ‬
‫ﻧﻌﻠﻢ ﺍﳍﺠﺎﺀ ﻭﻟﻴﺲ ﺍﻹﻣﻼﺀ‪.‬‬ ‫‪-‬‬

‫ﺃﻳﻦ ﺍﻻﻟﺘﻔﺎﺕ ﺇﱃ ﺫﻟﻚ ؟‬ ‫‪-‬‬

‫ﺃﻳﻦ ﻣﺪﺍﺧﻞ ﺗﻌﻠﻴﻢ ﺍﳍﺠﺎﺀ ﻭﻫﻲ ﻣﺪﺧﻞ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺸﺎﺋﻌﺔ )ﺍﻟﻮﻗﺎﺋﻲ(‪ ،‬ﻭﺍﳌﺪﺧﻞ‬ ‫‪-‬‬
‫ﺍﻟﻘﺎﻋﺪﻱ ﺍﻟﺘﺪﺭﻳﱯ ؟‬

‫ﻭ‪ .‬ﺍﳋــﻂ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﻘﻠﻴﺪ ﻭﻟﻴﺲ ﺍﻟﺘﻌﻠﻢ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺗﻌﻠﻴﻤﻪ ﻭﲢﺴﻴﻨﻪ‪.‬‬ ‫‪-‬‬

‫ﻣﻌﺎﻳﲑﻩ‪ :‬ﺍﻟﻮﺿﻮﺡ‪ ،‬ﺍﻟﺴﺮﻋﺔ ﻭﺍﳉﻤﺎﻝ ‪.‬‬ ‫‪-‬‬

‫ﺃﻳﻦ ﻣﻨﻬﺠـﻪ ؟‬ ‫‪-‬‬

‫ﺇﺫﻥ ‪ :‬ﺍﳊﺎﺟﺔ ﻣﺎﺳﺔ ﺇﱃ ﻣﻨﺎﻫﺞ ﻭﺇﱃ ﺇﻋﺪﺍﺩ ﻣﻌﻠﻢ‪.‬‬

‫ﺳـﺆﺍﻝ ‪ :‬ﻣﻦ ﺧﻼﻝ ﺃﻱ ﺍﻟﻔﺮﻭﻉ ﻧﻌﻠﻢ ﺍﻟﻘـﺮﺍﺀﺓ ؟‬

‫ﺇﺟﺎﺑﺔ ‪ :‬ﻣﻦ ﺧﻼﻝ )ﺍﻟﻘـﺮﺍﺀﺓ(‪.‬‬

‫ﻳﻈﻦ ﺍﻟﺒﻌﺾ ﺃ‪‬ﺎ ﺇﺟﺎﺑﺔ )ﲢﺼﻴﻞ ﺣﺎﺻﻞ( ﻭﺍﳊﻘﻴﻘﺔ ﻏﲑ ﺫﻟﻚ ﺇﺫﺍ ﻧﻈﺮﻧﺎ ﺇﱃ ﺍﳌﻔﻬﻮﻡ ﺍﻟﻮﺍﺳﻊ ﻟﻠﻘﺮﺍﺀﺓ‪:‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃ‪ .‬ﻣﻬﺎﺭﺍﺕ ﺃﺳﺎﺳﻴﺔ‪.‬‬
‫ﺏ‪ .‬ﻣﻬﺎﺭﺍﺕ ﺛﺎﻧﻮﻳﺔ‪.‬‬
‫ﺝ‪ .‬ﺟـ‪ -‬ﺍﻟﻘﺮﺍﺀﺓ ﺍﻻﺳﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬

‫ﺳـﺆﺍﻝ ‪ :‬ﺃﻳﻦ ﺇﺫﻥ )ﺍﻟﻘﻮﺍﻋﺪ( – ﻭﻛﻴﻒ ﺗﻌﻠﻢ ؟‬

‫ﺇﺟﺎﺑﺔ ‪:‬‬

‫ﺍﻟﻘﻮﺍﻋﺪ ﺃﺻﻼﹰ ﻟﻴﺴﺖ ﻓﺮﻋﺎﹰ ﻣﻦ ﻓﺮﻭﻉ ﺍﻟﻠﻐﺔ ﻟﻨﻌﻴﺪﻩ ﺇﱃ ﺃﺻﻠﻪ‪ ،‬ﻓﻬﻲ ﺃﺻﻞ ﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫‪-‬‬
‫ﺗﻨﺘﻤﻲ ﺇﻟﻴﻪ ﻛﻞ ﺍﻟﻔﺮﻭﻉ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﻓﻨﻮﻥ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﺍﻟﻘﻮﺍﻋﺪ ﻓﻦ ﺍﻟﻠﻐﺔ ﺍﳋﺎﻣﺲ ﺍﻟﺬﻱ ﻳﻀﺒﻂ ﺍﻟﻠﻐﺔ ﻭﻳﻮﺟﻬﻬﺎ‪ ،‬ﻗﺎﻧﻮﻥ ﺍﻟﻠﻐﺔ ﻭﺣﺎﻛﻤﻬﺎ‬ ‫‪-‬‬
‫ﻭﳏﺪﺩ ﻣﻌﺎﻧﻴﻬﺎ‪.‬‬

‫ﻭﻣﻦ ﰒ ﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﻧﺪﺭﺱ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﻓﺮﻋﺎﹰ ﻣﻨﻔﺼﻼﹰ ﻋﻦ ﺍﻟﻠﻐﺔ ﻭﻟﻜﻦ ﻣﻦ ﺧﻼﻝ‬ ‫‪-‬‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ ﺍﻷﺧﺮﻯ‪ ،‬ﻓﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻬﺎﺭﺓ ﺗﺘﻜﺎﻣﻞ ﻣﻊ ﺑﻘﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ‪.‬‬

‫ﻫﺬﺍ ﺍﻟﺘﻜﺎﻣﻞ ﳚﻌﻠﻬﺎ ﻣﻬﺎﺭﺓ ﺗﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﳑﺎﺭﺳﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻣﻦ‬ ‫‪-‬‬
‫ﺧﻼﻝ ﺗﻌﻠﻤﻬﺎ ﻭﺍﻟﺘﺪﺭﺏ ﻋﻠﻴﻬﺎ‪.‬‬

‫ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻟﺘﻜﺎﻣﻞ ﰲ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺧـﻼﺻـﺔ‪:‬‬
‫ﺍﻟﻌﺮﺽ ﺍﻟﺴﺎﺑﻖ ﻳﻘﻮﻝ "ﺇﻥ ﺍﳌﺪﺧﻞ ﺍﻟﺴﻤﻌﻲ ﺍﻟﺸﻔﻬﻲ ﻳﻨﻘﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻵﻥ ﻣﻦ ﻭﺍﻗﻊ ﻏﲑ‬
‫ﻣﻘﺒﻮﻝ‪ ،‬ﺇﱃ ﺷﻜﻞ ﺁﺧﺮ ﻳﺘﺤﻮﻝ ﻓﻴﻪ ﺗﻌﻠﻴﻤﻬﺎ ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻐﲑﻫﻢ ﻣﻦ ﻋﻤﻠﻴﺔ ﺷﻜﻠﻴﺔ‪ ،‬ﺭﻭﺗﻴﻨﻴﺔ ﻣﺘﻮﺍﺭﺛﺔ‪ ،‬ﺇﱃ‬
‫ﻋﻤﻠﻴﺔ ﺇﺟﺮﺍﺋﻴﺔ ﻫﺎﺩﻓﺔ ﲢﻘﻖ ﺛﻼﺛﺔ ﺍﲡﺎﻫﺎﺕ ﺭﺋﻴﺴﻴﺔ ﻫﻲ‪:‬‬

‫ﺍﻻﲡﺎﻩ ﺍﳌﻬﺎﺭﻱ ﻭﺍﻟﻮﻇﻴﻔﻲ ﻭﺍﻟﺘﻜﺎﻣﻠﻲ‪.‬‬ ‫‪-‬‬

‫ﺗﻮﺻﻴﺔ ﻟﻠﻤـﺆﲤﺮ‪:‬‬
‫ﺇﻧﺸﺎﺀ ﻣﺮﻛﺰ ﻋﺮﰊ ﻋﺎﳌﻲ ﻟﺘﻄﻮﻳﺮ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻐﲑﻫﻢ ﻋﻠﻰ ﺃﻥ ﻳ‪‬ﺮﺍﻋﻰ ﰲ ﺇﻧﺸﺎﺀ ﻫﺬﺍ‬
‫ﺍﳌﺮﻛﺰ ﺿﻤﺎﻧﺎﺕ ﺃﻥ ﻳﻜﻮﻥ ﻣﺮﻛﺰﺍﹰ ﻓﻌﺎﻻﹰ ﻣﻦ ﺣﻴﺚ‪:‬‬

‫ﺑﻨﻴﺔ ﺇﻧﺸﺎﺋﻪ ﻭﻣﺮﺗﻜﺰﺍﺕ ﻋﻤﻠﻪ ﻭﺗﻄﺒﻴﻘﺎﺗﻪ‪.‬‬ ‫‪-‬‬

‫ﻗﻮﺍﻩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﲣﺘﺎﺭ ﻣﻦ ﺻﻔﻮﺓ ﺍﻟﻘﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻟﺘﻄﻮﻳﺮ‬ ‫‪-‬‬
‫ﻭﺍﻟﺘﺠﻮﻳﺪ ﰲ ﻣﻴﺪﺍﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﻮﻳﺎﹰ ﻭﺗﻌﻠﻴﻤﻴﺎﹰ‪.‬‬

‫ﺃﻥ ﺗﺘﺤﺪﺩ ﻣﻬﺎﻡ ﻫﺬﺍ ﺍﳌﺮﻛﺰ ﰲ‪:‬‬

‫ﺗﻴﲏ ﺍﻟﺪﻋﻮﺍﺕ ﻭﺍﳌﺪﺍﺧﻞ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺼﻮﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ‬ ‫‪-١‬‬
‫ﻭﺍﻗﻊ ﲡﺮﻳﱯ ﰒ ﺗﻌﻤﻴﻤﻲ‪.‬‬

‫ﻭﺿﻊ ﺧﻄﺔ ﻋﺮﺑﻴﺔ ﻗﻮﻣﻴﺔ ﻹﻋﺎﺩﺓ ﺗﺄﻫﻴﻞ ﲨﻴﻊ ﺍﳌﻌﻠﻤﲔ ﺗﺄﻫﻴﻼﹰ ﻟﻐﻮﻳﺎﹰ ﻣﻨﺎﺳﺒﺎﹰ‪ ،‬ﻣﻊ ﺧﻄﺔ‬ ‫‪-٢‬‬
‫ﻣﻮﺍﺯﻳﺔ ﻟﺘﺄﻫﻴﻞ ﺍﳌﻌﻠﻤﲔ ﻗﺒﻞ ﲣﺮﺟﻬﻢ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻫﺬﺍ ﻳﺘﻄﻠﺐ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺮﰊ ﰲ ﺇﻋﺪﺍﺩ ﻣﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ‬ ‫‪-٣‬‬
‫ﺍﳉﻮﺍﻧﺐ ﺍﻟﺜﻼﺛﺔ‪ :‬ﺍﻟﺘﺨﺼﺼﻲ‪ ،‬ﻭﺍﳌﻬﲏ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻭﺍﻟﺜﻘﺎﰲ‪.‬‬

‫ﻭﺿﻊ ﺧﻄـﺔ ﺛﻘﺎﻓﻴﺔ ﺗﻨﻮﻳﺮﻳﺔ ﻟﺘﺒﺼﲑ ﺃﺟﻴﺎﻟﻨﺎ ﺑﻘﺪﺭ ﻟﻐﺘﻬﻢ ﻭﻋﺰ‪‬ﺎ ﻭﻗﺪﺳﻴﺘﻬﺎ‬ ‫‪-٤‬‬
‫ﻭﻋﺎﳌﻴﺘﻬﺎ‪ ،‬ﻭﺃﻥ ﺗﻌﻠﻴﻤﻬﺎ ﻭﺇﺗﻘﺎ‪‬ﺎ ﻳ‪‬ﻌﺪ ﻓﺨﺮﺍﹰ ﺷﺨﺼﻴﺎﹰ ﻭﻣﻜﺴﺒﺎﹰ ﺭﻭﺣﻴﺎﹰ‪ ،‬ﻭﺭﲟﺎ ﻣﺎﺩﻳﺎﹰ‪،‬‬
‫ﺣﱴ ﺗﺸﻴﻊ ﺑﺬﻟﻚ ﺭﻭﺡ ﺍﻻﻋﺘﺰﺍﺯ ‪‬ﺎ ﻭﺗﻘﺪﻳـﺮﻫﺎ ﻭﺍﻟﺘﻤﺴﻚ ‪‬ﺎ ﻭﺍﻹﻗﺒﺎﻝ ﻋﻠﻰ‬
‫ﺗﻌﻠﻤﻬﺎ‪.‬‬

‫ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻹﺟﺮﺍﺋﻴﺔ ﺍﳉﺎﺩﺓ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺗﻄﻮﻳﺮ‬ ‫‪-٥‬‬
‫ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺗﻄﺒﻴﻖ ﺍﻟﺘﺠﺎﺭﺏ ﰲ ﺗﺪﺭﻳﺴﻬﺎ ﺑﺪﺀً ﻣﻦ ﻣﺮﺣﻠﺔ ﺭﻳﺎﺽ‬
‫ﺍﻷﻃﻔﺎﻝ ﻭﺍﻧﺘﻬﺎﺀً ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﳉﺎﻣﻌﻲ‪.‬‬

‫ﺭﺑﻂ ﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﻠﻐﺔ ﻣﻦ ﻭﺯﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻣﺆﺳﺴﺎﺕ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻐﲑ‬ ‫‪-٦‬‬
‫ﺃﺑﻨﺎﺋﻬﺎ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺒﺤﻮﺙ ﻭﻣﻌﺎﻫﺪ ﻭﻛﻠﻴﺎﺕ ﺇﻋﺪﺍﺩ ﺍﳌﻌﻠﻤﲔ‪ ،‬ﻭﺍ‪‬ﺎﻣﻊ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺑﻌﻀﻬﺎ‬
‫ﺑﺒﻌﺾ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﺍﻟﻨﺎﺟﺢ ﻣﻨﻬﺎ ﻭﺗﺪﻋﻴﻤﻪ ﻭﺗﻌﻤﻴﻤﻪ‪.‬‬

‫ﺣﺸﺪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺃﺳﺎﺗﺬﺓ ﻭﺧﱪﺍﺀ ﻭﺑﺎﺣﺜﲔ ﻭﻣﻌﻠﻤﲔ‪ ،‬ﻭﺗﻮﻓﲑ‬ ‫‪-٧‬‬
‫ﺍﳉﻮ ﺍﻟﻌﻠﻤﻲ ﳍﻢ‪ ،‬ﻭﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺤﺜﻴﺔ ﻟﺘﻤﻜﻴﻨﻬﻢ ﻣﻦ ﺗﻮﺟﻴﻪ ﻃﺎﻗﺎ‪‬ﻢ‬
‫ﻭﻓﻜﺮﻫﻢ ﺑﺸﻜﻞ ﻛﺎﻣﻞ ﻭﻣﺴﺘﻤﺮ ﻟﻠﻤﺘﺎﺑﻌﺔ ﺍﻟﺪﺍﺋﻤﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﺑﻨﺎﺋﻬﺎ‬
‫ﻭﻟﻐﲑﻫﻢ ﻭﺗﺼﺤﻴﺢ ﻣﺴﺎﺭ ﻫﺬﺍ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻄﻮﻳﺮﻩ ﻭﲡﺪﻳﺪﻩ ﻭﲡﻮﻳﺪﻩ‪.‬‬

‫ﺩﺭﺍﺳﺔ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺍﻻﺯﺩﻭﺍﺝ ﺍﻟﻠﻐﻮﻱ ﺑﲔ ﺍﻟﻔﺼﻴﺤﺔ ﻭﺍﻟﻌﺎﻣﻴﺔ ﰲ ﺗﻌﻠﻴﻢ‬ ‫‪-٨‬‬

‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺪﺭﺍﺳﺔ ﺗﻘﻮﳝﻴﺔ ﺷﺎﻣﻠﺔ ﻧﺎﻓﺬﺓ ﺟﺎﺩﺓ ﺗﺴﺘﻐﺮﻕ ﻛﻞ ﺟﻮﺍﻧﺐ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬ ‫‪-٩‬‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻜﻮﻧﺎ‪‬ﺎ ﺑﺪﺀﺍﹰ ﻣﻦ ﺭﻳﺎﺽ ﺍﻷﻃﻔﺎﻝ ﻭﺣﱴ ‪‬ﺎﻳﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﺑﺪﺀً ﻣﻦ‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﻭﺍﻧﺘﻬﺎﺀ ﺑﺎﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﲝﻴﺚ ﻧﺸﺨﺺ ﻋﻠﻤﻴﺎﹰ ﻗﺼﻮﺭ ﺍﻟﻮﺍﻗﻊ ﻟﻴﻌﻤﻞ‬
‫ﺍﳌﺮﻛﺰ ﻋﻠﻰ ﻣﻮﺍﺟﻬﺘﻪ ﻭﺍﺳﺘﻜﻤﺎﻟﻪ‪.‬‬

‫ﺍﻟﻘﻴﺎﻡ ﺑﺪﺭﺍﺳﺔ ﺗﻘﻮﳝﻴﺔ ﺷﺎﻣﻠﺔ ﳌﺎ ﰎ ﰲ ﻣﻴﺪﺍﻥ ﻣﻨﺎﻫﺞ ﻭﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﺑﻨﺎﺋﻬﺎ‬ ‫‪-١٠‬‬
‫ﻭﻟﻐﲑﻫﻢ ﻣﻦ ﺩﺭﺍﺳﺎﺕ ﻭﲝﻮﺙ ﻭﺟﻬﻮﺩ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ‪ ،‬ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﻋﻠﻰ ﺍﳋﱪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﻟﻨﺘﺎﺋﺞ ﻟﻴﻤﻜﻦ ﰲ ﺿﻮﺀ ﺫﻟﻚ ﻭﰲ ﺿﻮﺀ‬
‫ﺍﻟﺘﻮﺻﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺴﺪﻳﺪﺓ ﺑﺼﺪﺩ ﺗﻄﻮﻳﺮ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺃﻡ‬
‫ﻭﻟﻐﺔ ﺛﺎﻧﻴﺔ ﺃﻭ ﺃﺟﻨﺒﻴﺔ‪.‬‬

‫ﻭﺍﷲ ﻭﱄ ﺍﻟﺘﻮﻓﻴﻖ!!!‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺘﺪﺍﺧﻼﺕ ﺍﻹﻣﻼﺋﻴﺔ ﻟﺪﻯ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ‬

‫ﺍﻟﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬
‫ﺩ‪ .‬ﻋﺎﺻﻢ ﺑﲏ ﻋﺎﻣﺮ‬
‫ﺟﺎﻣﻌﺔ اﻹﺳﺮاء‪/‬اﻷردن‬

‫‪ -١‬ﻣﻘﺪﻣﺔ‬

‫‪ -٢‬ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪" :‬ﻣﺪﺧﻞ ﺍﻟﺪﺭﺍﺳﺔ"‪.‬‬

‫ﺃ‪ -‬ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﺏ‪ -‬ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﺝ‪ -‬ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫‪ -٣‬ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ " :‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ"‪.‬‬

‫ﺏ‪ -‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺃ‪ -‬ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﺩ‪ -‬ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺝ‪ -‬ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﻭ‪ -‬ﺧﻼﺻﺔ‪.‬‬ ‫ﻫـ‪ -‬ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬

‫ﺯ‪ -‬ﺍﻟﺘﻮﺻﻴﺎﺕ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻘﺪﻣﺔ‬
‫ﺗﻨﺎﻣﺖ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﻇﺎﻫﺮﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﺑﺪﻭﺍﻓﻊ ﺳﻴﺎﺳﻴﺔ ﻭﺛﻘﺎﻓﻴﺔ‬
‫ﻭﺩﻳﻨﻴﺔ ﻭﺍﺳﻌﺔ‪ ،‬ﻭﻛﺎﻥ ﻻﺑﺪ ﻣﻦ ﺍﺳﺘﺤﺪﺍﺙ ﻭﺳﺎﺋﻞ ﻭﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻤﻴﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﺗﺮﻣﻲ ﺇﱃ ﺍﻟﻮﺻﻮﻝ ﻟﺘﺤﻘﻴﻖ‬
‫ﳐﺮﺟﺎﺕ ﺗﻌﻠﻴﻤﻴﺔ ﻛﺜﲑﺓ ﺑﺰﻣﻦ ﺃﻗﻞ‪ ،‬ﻣﻦ ﻫﻨﺎ ﺟﺎﺀﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻛﻲ ﺗﻘﻒ ﻋﻠﻰ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺘﺪﺍﺧﻼﺕ‬
‫ﺍﻹﻣﻼﺋﻴﺔ ﻟﺪﻯ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺭﺻﺪﻫﺎ ﰲ ﺟﺪﺍﻭﻝ ﺇﺣﺼﺎﺋﻴﺔ ﺗﻌﲔ ﻋﻠﻰ‬
‫ﲢﻘﻴﻖ ﺍﻟﻮﺳﻴﻠﺔ ﺍﳌﺜﻠﻰ ﰲ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺑﺄﻗﻞ ﺍﻟﻮﺳﺎﺋﻞ ﺗﺒﺬﻳﺮﺍ‪ ،‬ﻭﺗﺴﻬﻢ ﰲ ﺗﻔﺎﺩﻱ ﺍﳋﻄﺄ ﺃﻭ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻨﻪ‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺇﺩﺭﺍﻛﻪ ﻣﺴﺒﻘﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﺘﻌﻠﻢ ﻭﺍﳌﺪﺭﺱ ﻋﻠﻰ ﺣﺪ ﺳﻮﺍﺀ ‪.‬‬

‫ﻟﻮﺣﻆ ﻣﻦ ﺧﻼﻝ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﺷﻴﻮﻉ ﺃﺧﻄﺎﺀ ﻭﺗﺪﺍﺧﻼﺕ ﺇﻣﻼﺋﻴﺔ ﻟﺪﻯ‬
‫ﻣﺘﻌﻠﻤﻴﻬﺎ‪ ،‬ﲤﺜﻠﺖ ﰲ ﺍﻹﺻﺮﺍﺭ ﻋﻠﻰ ﺍﳋﻠﻂ ﺑﲔ ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﺃﺛﻨﺎﺀ ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﺑﺈﺣﻼﻝ ﺣﺮﻑ ﻣﻜﺎﻥ ﺁﺧﺮ ﺑﻠﻪ‬
‫ﺯﻳﺎﺩﺓ ﺣﺮﻑ ﺃﻭ ﺣﺬﻑ ﺁﺧﺮ‪ ،‬ﻭﳌﺎ ﺗﺸﻜﻠﻪ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﻣﻦ ﻋﻘﺒﺔ ﺃﻣﺎﻡ ﺍﳌﻌﻠﻢ ﻭﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﳌﺎ ﲤﻜﻨﻪ ﻣﻦ ﺇﺑﻄﺎﺀ‬
‫ﰲ ﺗﻘﺪﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺟﺎﺀﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻟﺘﺸﺨﺺ ﺍﻟﻌﻠﺔ ﺍﳊﻘﻴﻘﻴﺔ ﻭﺭﺍﺀ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ‪ ،‬ﻭﺗﻔﻚ‬
‫ﺇﺷﻜﺎﻟﻴﺔ ﻫﺬﺍ ﺍﻟﺘﺪﺍﺧﻞ ﻭﺍﳋﻠﻂ‪ ،‬ﳏﺎﻭﻟﺔ ﺗﻠﻤﺲ ﺍﻟﻄﺮﻳﻖ ﺍﻟﻘﻮﱘ ﳓﻮ ﺍﳍﺪﻑ‪ ،‬ﻳﺒﻌﺚ ﻋﻠﻰ ﺫﻟﻚ ﻓﻘﺮ ﺍﳌﻜﺘﺒﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﳌﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﺇﺫ ﺇﻧﻪ – ﰲ ﺣﺪﻭﺩ ﻋﻠﻤﻲ ‪ -‬ﻻ ﺗﻮﺟﺪ ﺩﺭﺍﺳﺔ ﻭﺍﺣﺪﺓ ﺷﺎﻣﻠﺔ ﰲ ﺻﻠﺐ‬
‫ﺍﳌﻮﺿﻮﻉ ‪ ،‬ﻭﻣﻦ ﺃﺟﻞ ﺍﻟﻨﺼﻔﺔ ﻓﺜﻤﺔ ﺩﺭﺍﺳﺘﺎﻥ ﻋﻠﻰ ﻣﺴﺎﺱ ﺑﻌﻴﺪ ‪‬ﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻻ ﰲ ﺻﻠﺒﻪ‪ ،‬ﻭﳘﺎ‪:‬‬
‫ﺍﻷﺧﻄﺎﺀ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﻟﻄﻼﺏ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﰲ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﺣﺪﺓ ﺍﻟﺒﺤﻮﺙ ﻭﺍﳌﻨﺎﻫﺞ‪ ،‬ﺩﺕ‪.‬‬

‫ﻭﺍﻟﺘﻘﺎﺑﻞ ﺍﻟﻠﻐﻮﻱ ﻭﲢﻠﻴﻞ ﺍﻷﺧﻄﺎﺀ‪ :‬ﺗﻌﺮﻳﺐ ﻭﲢﺮﻳﺮ‪ ،‬ﳏﻤﻮﺩ ﺇﲰﺎﻋﻴﻞ ﺻﻴﲏ ﻭﺇﺳﺤﺎﻕ ﳏﻤﺪ ﺍﻷﻣﲔ‪،‬‬
‫ﻋﻤﺎﺩﺓ ﺷﺆﻭﻥ ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪.١٩٨٢ ،‬‬

‫ﻣﻦ ﻫﻨﺎ ﺍﻧﻘﺴﻤﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻓﺼﻠﲔ ﺃﺣﺪﳘﺎ ﲢﺖ ﻋﻨﻮﺍﻥ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫"ﻣﺪﺧﻞ ﺍﻟﺪﺭﺍﺳﺔ" ﻧﻈﻢ ﺟﺰﺋﻴﺎﺕ ﻋﺪﺓ‪ ،‬ﲤﺜﻠﺖ ﰲ ﺟﺰﺋﻴﺔ ﺣﺼﺮﺕ ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ ﺗﺼﺪﺕ ﳍﺎ ﺍﻟﺪﺭﺍﺳﺔ‪،‬‬
‫ﻭﺃﺧﺮﻯ ﺑﻴﻨﺖ ﻣﺪﻯ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺛﺎﻟﺜﺔ ﺃﺑﺮﺯﺕ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃﻣﺎ ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ ﻓﺠﺎﺀ ﺑﻌﻨﻮﺍﻥ‪:‬‬
‫"ﻣﻨﻬﺠﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ"‪ ،‬ﺍﻧﺴﺮﺑﺖ ﰲ ﺳﺖ ﺟﺰﻳﺌﺎﺕ‪ :‬ﺑﻴﻨﺖ ﺍﻷﻭﱃ ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺣﺪﺩﺕ ﺍﻟﺜﺎﻧﻴﺔ ﳎﺘﻤﻊ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﺜﺎﻟﺜﺔ ﻓﻘﺪ ﺑﻴﻨﺖ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺗﺒﻌﻬﺎ ﺟﺰﺋﻴﺔ ﺗﺴﻠﺴﻠﺖ ﺑﺈﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺘﺒﻌﺔ‪ ،‬ﻭﻣﻦ ﰒ‬
‫ﺃﻓﺮﺩﺕ ﺟﺰﺋﻴﺔ ﺧﺎﺻﺔ ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﰒ ﺃﺗﺒﻌﺖ ﺑﺘﻮﺻﻴﺎﺕ ﺧﺘﻤﺖ ‪‬ﺎ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺗﺮﻣﻲ ﺇﱃ ﺗﺼﺤﻴﺢ ﻣﺴﺎﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﻣﺪﺧﻞ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﻛﺸﻔﺖ ﺍﳌﻌﺎﻳﻨﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﳌﺎ ﻗﺪﻣﻪ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﺍﳌﺴﺘﻮﻯ‬
‫ﺍﻟﺮﺍﺑﻊ‪ ،‬ﻣﻦ ﻃﻠﺒﺔ ﻣﺮﻛﺰ ﺍﻟﻠﻐﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﻣﺎ ﺃﻣﻠﻲ ﻋﻠﻴﻬﻢ ﻣﻦ ﻧﺺ ﺍﺧﺘﺒﺎﺭﻱ‪ ،‬ﺃﻥ ﲦﺔ‬
‫ﺇﺷﻜﺎﻟﻴﺔ ﰲ ﺗﻌﺎﻣﻞ ﺍﻟﻄﻠﺒﺔ ﻣﻊ ﺣﺮﻭﻑ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺗﺘﻤﺜﻞ ﰲ ﻛﺜﺮﺓ ﺍﳊﺬﻑ ﻟﺒﻌﺾ ﺍﳊﺮﻭﻑ ﻭﺯﻳﺎﺩﺓ ﻟﺒﻌﻀﻬﺎ‬
‫ﺍﻵﺧﺮ‪ ،‬ﻭﺇﺣﻼﻝ ﺣﺮﻭﻑ ﻣﻜﺎﻥ ﺃﺧﺮﻯ‪ ،‬ﻓﺜﻤﺔ ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﻻ ﺗﺒﲔ ﰲ ﻛﺘﺎﺑﺎ‪‬ﻢ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﻳﺬﻛﺮ ﻣﻊ ﺃﻧﻪ‬
‫ﻟﻴﺲ ﺫﺍ ﻭﺟﻮﺩ‪ ،‬ﺃﻣﺎ ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﻓﻴﻌﺘﻮﺭﻫﺎ ﺧﻠﻂ ﺗﺘﺪﺍﺧﻞ ﻓﻴﻪ ﻣﻊ ﻏﲑﻫﺎ‪ ،‬ﻓﻴﺒﺪﻝ ﺣﺮﻑ ﺑﺂﺧﺮ ﻗﺮﺏ ﺃﻭ‬
‫ﺗﻮﺣﺪ ﻣﻌﻪ ﰲ ﺍﳌﺨﺮﺝ ﺃﻭ ﺍﳍﻴﺌﺔ ﺃﻭ ﺃﺧﻄﺎﺀ ﺯﻳﺎﺩﺓ‪ ،‬ﺃﻭ ﺃﺧﻄﺎﺀ ﺣﺬﻑ‪ ،‬ﺃﻭ ﺃﺧﻄﺎﺀ ﺍﺳﺘﺒﺪﺍﻝ ﻋﻨﺼﺮ ﺑﺂﺧﺮ‪ ،‬ﺃﻭ‬
‫ﺃﺧﻄﺎﺀ ﺭﺗﺒﺔ ﺑﺘﻐﲑ ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ‪.‬‬

‫ﻭﺍﻟﻔﺮﻭﻕ ﻭﺍﺳﻌﺔ ﺑﲔ ﺍﺟﺘﻬﺎﺩﺍﺕ ﺍﳌﺮﺑﲔ ﰲ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺍﳌﺸﺎﻛﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺴﺒﺐ ﺍﻻﺟﺘﻬﺎﺩ‬
‫ﺍﻟﺸﺨﺼﻲ‪ ،‬ﳑﺎ ﻳﺆﻛﺪ "ﺧﻄﻮﺭﺓ ﺍﻻﺭﲡﺎﻝ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳋﱪﺓ ﺍﻟﺬﺍﺗﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ"‪ ،‬ﻟﺬﻟﻚ ﻛﺎﻥ ﻻ‬
‫ﺑﺪ ﻣﻦ ﻣﻨﻬﺞ ﻋﻠﻤﻲ ﻟﻪ ﺍﻟﻘﻮﻝ ﺍﻟﻔﺼﻞ ﰲ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﺣﻘﻴﻘﻴﺔ ﲡﺘﻬﺪ ﰲ ﺍﻟﻮﻗﻮﻑ‬
‫ﻋﻠﻰ ﺍﻵﻟﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ‪ ،‬ﺃﻱ ﻻﺑﺪ ﻣﻦ ﺍﺳﺘﺤﺪﺍﺙ ﻃﺮﺍﺋﻖ ﻭﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺒﺰ‬
‫ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﻨﻤﻄﻴﺔ ﺗﺴﺘﻨﺪ ﻋﻠﻰ ﺃﺳﺎﺱ ﻋﻠﻤﻲ ﻣﺘﲔ ﻳﺴﻬﻢ ﰲ ﺗﻨﻮﻳﻊ ﻃﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬

‫ﺗﻜﺸﻒ ﻣﻌﺎﻳﻨﺔ ﺍﻟﻄﻼﺏ ﰲ ﻗﺎﻋﺔ ﺍﻟﺪﺭﺱ‪ ،‬ﻏﺎﻟﺒﺎ ﺃ‪‬ﻢ ﻳﻨﺘﻤﻮﻥ ﺇﱃ ﺟﻨﺴﻴﺎﺕ ﻭﺛﻘﺎﻓﺎﺕ ﳐﺘﻠﻔﺔ ﻣﺘﺒﺎﻋﺪﺓ‪،‬‬
‫ﳑﺎ ﳚﻌﻞ ﺍﻟﺒﻮﻥ ﺷﺎﺳﻌﺎﹰ ﺑﲔ ﻟﻐﺎﺕ ﺃﻋﻀﺎﺀ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻤﺔ "ﻓﺎﻟﺼﻌﻮﺑﺔ ﺍﳌﻤﻜﻨﺔ ﺗﻨﺘﺞ‬
‫ﻣﻦ ﺗﺄﺛﲑ ﺍﻟﻠﻐﺔ ﺍﻟﻘﻮﻣﻴﺔ ﺍﻟﺴﻠﱯ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻤﻬﺎ‪ ،‬ﻓﻜﻠﻤﺎ ﺍﺯﺩﺍﺩﺕ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﻠﻐﺘﲔ‬
‫ﺍﺯﺩﺍﺩﺕ ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻔﺮﺩ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ"‪ ،‬ﻛﻮﻥ ﻛﻞ ﺷﺨﺺ ﻳﻨﻄﻠﻖ ﻣﻦ ﻟﻐﺘﻪ ﺍﻷﻡ ﻭﻫﺬﻩ‬
‫ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻜﱪﻯ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﱵ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺘﻔﻬﻤﻮﻫﺎ‪ ،‬ﻓﺄﻱ "ﻣﻨﻈﻮﻣﺔ ﻟﻐﻮﻳﺔ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﺎ ﺗﺆﺛﺮ ﰲ ﻃﺮﻳﻘﺔ ﺭﺅﻳﺔ ﺃﻫﻠﻬﺎ ﻟﻠﻌﺎﱂ‪ ،‬ﻭﰲ ﻛﻴﻔﻴﺔ ﻣﻔﺼﻠﺘﻬﻢ ﻟﻪ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﰲ ﻃﺮﻳﻘﺔ ﺗﻔﻜﲑﻫﻢ‪ .‬ﺍﻧﻨﺎ ﻧﻔﻜﺮ‬
‫ﻛﻤﺎ ﻧﺘﻜﻠﻢ‪ ،‬ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﻳﻌﲏ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﲢﺪﺩ ﻗﺪﺭﺗﻨﺎ ﻋﻠﻰ ﺍﻟﻜﻼﻡ ﻫﻲ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﲢﺪﺩ ﻗﺪﺭﺗﻨﺎ ﻋﻠﻰ‬
‫ﺍﻟﺘﻔﻜﲑ‪.‬‬

‫ﻳﻀﺎﻑ ﺇﱃ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ﻣﺎ ﺗﺒﺪﻯ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﻟﻨﺴﺒﺔ ﺍﻟﺸﻴﻮﻉ ﰲ ﺍﻷﺧﻄﺎﺀ ﺍﻹﻣﻼﺋﻴﺔ ﻟﺒﻌﺾ ﺍﳊﺮﻭﻑ‬
‫ﻭﺍﳔﻔﺎﺿﻬﺎ ﰲ ﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﺭﺗﻔﺎﻉ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﰲ ﺍﻷﺧﻄﺎﺀ ﻋﻨﺪ ﻓﺌﺔ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﻭﺍﳔﻔﺎﺿﻬﺎ‬
‫ﻋﻨﺪ ﺃﺧﺮﻯ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺗﻨﺒﻊ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﳑﺎ ﺗﻮﻓﺮﻩ ﻣﻦ ﺑﺴﻂ ﻧﻈﺮﻱ‪ ،‬ﻳﺆﻛﺪﻩ ﺗﻄﺒﻴﻖ ﻋﻤﻠﻲ ﻳﻘﻔﺎﻥ ﻋﻠﻰ ﺍﻷﺧﻄﺎﺀ‬
‫ﺍﻹﻣﻼﺋﻴﺔ ﺑﲔ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﻋﻠﻰ ﺃﺳﺒﺎﺏ ﺍﳌﺮﺍﻭﺣﺔ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺗﻌﻠﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﺍﻟﻮﻗﻮﻉ ﰲ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺘﺪﺍﺧﻼﺕ ﺍﻹﻣﻼﺋﻴﺔ‪ ،‬ﻭﺗﻘﺼﻲ ﺍﻟﻌﻠﺔ ﻭﺭﺍﺀ ﺫﻟﻚ‪،‬‬
‫ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺗﻔﺼﻴﻼﺕ ﺫﻟﻚ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻜﺮﺍﺭ ﺍﳋﻠﻂ ﰲ ﺣﺮﻑ ﻣﻌﲔ ﻋﻨﺪ ﻓﺌﺔ ﻣﻌﻴﻨﺔ‪.‬‬

‫ﻭﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺗﻘﻒ ﻋﻠﻰ ﻭﺍﺣﺪﺓ ﻣﻦ ﺃﻫﻢ ﻣﻌﻮﻗﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﻫﻲ ﻗﻠﺔ ﻣﻬﺎﺭﺓ‬
‫ﺍﻟﻄﻠﺒﺔ ﰲ ﲢﺪﻳﺪ ﺍﳊﺮﻭﻑ ﻭﺇﺩﺭﺍﻙ ﻛﻨﻪ ﻛﻞ ﺣﺮﻑ ﻭﺁﻟﻴﺔ ﺍﻧﺘﻈﺎﻣﻪ ﰲ ﺍﻟﻨﺺ‪ ،‬ﻭﻫﻲ ﺑﺎﺧﺘﺼﺎﺭ‪ ،‬ﺍﻷﺧﻄﺎﺀ‬
‫ﻭﺍﻟﺘﺪﺍﺧﻼﺕ ﺍﻹﻣﻼﺋﻴﺔ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻄﻠﺒﺔ ﻋﻨﺪ ﺗﻌﻠﻤﻬﻢ ﻟﻠﻌﺮﺑﻴﺔ‪ ،‬ﻭﻗﺪ ﺃﺛﺒﺘﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﻫﺬﻩ ﺍﻹﺷﻜﺎﻟﻴﺔ‬
‫ﻣﺘﻤﻜﻨﺔ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻳﻌﺎﱐ ﻣﻨﻬﺎ ﺍﻟﻄﻠﺒﺔ ﻣﻌﺎﻧﺎﺓ ﺷﺪﻳﺪﺓ ﳑﺎ ﻗﺪ ﻳﺴﺒﺐ ﺍﻟﻔﺸﻞ ﻭﺍﻹﺣﺒﺎﻁ ﳌﺘﻌﻠﻤﻲ‬
‫ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻧﻪ ﺧﻠﻂ ﻛﺎﻑ ﻟﻄﻤﺲ ﻣﻌﺎﱂ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻀﺎﺭﻳﺴﻬﺎ‪ ،‬ﻣﻦ ﻫﻨﺎ ﺟﺎﺀﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻟﺘﻔﻚ ﻋﺮﻯ ﺍﻟﺘﺸﺎﺑﻚ‪ ،‬ﻭﺗﺰﻳﻞ ﺩﻭﺍﻋﻲ ﺍﳋﻠﻂ‪ ،‬ﻭﲢﺎﻭﻝ ﺗﻠﻤﺲ ﺍﻟﻌﻠﺔ ﻭﺭﺍﺀ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺘﺪﺍﺧﻼﺕ‪.‬‬

‫ﻓﻀﻼﹰ ﻋﻠﻰ ﺫﻟﻚ ﻓﺄﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺘﺼﺪﻯ ﻷﺭﺑﻊ ﻗﻮﻣﻴﺎﺕ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﳑﻦ ﻳﻄﻤﺤﻮﻥ ﻟﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻲ ﺗﻔﻖ ﻋﻠﻰ ﺷﺮﳛﺔ ﻭﺍﺳﻌﺔ ﻣﻦ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﳑﺎ ﻳﻮﻓﺮ ﻟﻠﺪﺭﺍﺳﺔ ﻣﺼﺪﺍﻗﻴﺔ‬
‫ﺃﻛﱪ‪.‬‬

‫ﻳﻀﺎﻑ ﺇﱃ ﻣﺎ ﺳﺒﻖ ﻗﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﻟﱵ ﻋﺎﳉﺖ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﺇﺫ ﺇﻥ ﺍﻟﺪﺭﺍﺳﺔ ﱂ ﺗﻈﻔﺮ ﺑﺄﻳﺔ‬
‫ﺩﺭﺍﺳﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺗﻄﺒﻴﻘﻴﺔ‪ ،‬ﰲ ﺣﺪﻭﺩ ﻋﻠﻤﻲ‪ ،‬ﺗﺼﺐ ﰲ ﺻﻠﺐ ﺍﳌﻮﺿﻮﻉ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺣﺮﺻﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺘﺪﺍﺧﻼﺕ ﺍﻹﻣﻼﺋﻴﺔ‪ ،‬ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ‬
‫ﺑﺪﻗﺔ ﻣﺘﻨﺎﻫﻴﺔ ﻭﺧﲑ ﻣﺎ ﳚﺴﺪ ﻫﺬﻩ ﺍﻟﺪﻗﺔ ﺍﻟﺮﻗﻢ‪ ،‬ﺇﺫ ﺇﻥ ﺍﻟﺮﻗﻢ ﻳﺘﺤﺪﺙ ﻋﻦ ﻧﻔﺴﻪ‪ ،‬ﻭﺍﻷﺭﻗﺎﻡ ﺗﻌﻄﻲ ﻣﻘﺪﻣﺎﺕ‬
‫ﺗﻔﻀﻲ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻨﻄﻘﻴﺔ ﺑﺎﻟﻀﺮﻭﺭﺓ‪ ،‬ﻛﺎﻥ ﺫﻟﻚ ﺑﺘﺘﺒﻊ ﺗﻜﺮﺍﺭ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺘﺪﺍﺧﻼﺕ ﺍﻹﻣﻼﺋﻴﺔ ﻭﻧﺴﺒﺔ‬
‫ﺷﻴﻮﻋﻬﺎ‪ ،‬ﻣﻦ ﻫﻨﺎ ﺳﻌﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺃﳘﻬﺎ‪:‬‬

‫ﻣﺎ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﳋﻄﺄ ﻭﺍﻟﺘﺪﺍﺧﻞ ﺍﻹﻣﻼﺋﻲ ﰲ ﺍﳊﺮﻭﻑ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﺍﻷﻣﺮﻳﻜﻴﲔ؟‬ ‫‪-١‬‬

‫ﻣﺎ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﳋﻄﺄ ﻭﺍﻟﺘﺪﺍﺧﻞ ﺍﻹﻣﻼﺋﻲ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻜﻮﺭﻳﲔ؟‬ ‫‪-٢‬‬

‫ﻣﺎ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﳋﻄﺄ ﻭﺍﻟﺘﺪﺍﺧﻞ ﺍﻹﻣﻼﺋﻲ ﰲ ﺍﳊﺮﻭﻑ ﺍﻹﻣﻼﺋﻴﺔ ﺑﲔ ﺍﻟﻄﻠﺒﺔ‬ ‫‪-٣‬‬
‫ﺍﻟﱪﻳﻄﺎﻧﻴﲔ؟‬

‫ﻣﺎ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﳋﻄﺄ ﻭﺍﻟﺘﺪﺍﺧﻞ ﺍﻹﻣﻼﺋﻲ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺮﻭﺱ؟‬ ‫‪-٤‬‬

‫ﻣﺎ ﺍﻟﻌﻠﺔ ﰲ ﺍﺭﺗﻔﺎﻉ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﻷﺧﻄﺎﺀ ﻋﻨﺪ ﻛﻞ ﻓﺌﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺎﺕ ﻋﻦ ﺍﻷﺧﺮﻯ‬ ‫‪-٥‬‬
‫ﺇﻥ ﻭﺟﺪ؟‬

‫ﻣﺎ ﺍﻟﻌﻠﺔ ﰲ ﺍﳔﻔﺎﺽ ﺍﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻓﺌﺔ ﻋﻦ ﺍﻷﺧﺮﻯ ﺇﻥ ﻭﺟﺪ؟‬ ‫‪-٦‬‬

‫ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻧﺴﺐ ﺷﻴﻮﻉ ﺑﻌﺾ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﺍﳌﻬﻤﺔ ﺍﻟﻼﻓﺘﺔ ﻋﻨﺪ ﺑﻌﺾ‬ ‫‪-٧‬‬
‫ﺍﻟﻔﺌﺎﺕ‪.‬‬

‫ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﲨﻴﻊ ﺍﻟﻔﺌﺎﺕ ﻣﻦ ﺣﻴﺚ ﺍﳔﻔﺎﺽ ﻭﺍﺭﺗﻔﺎﻉ ﻧﺴﺐ ﺍﻟﺸﻴﻮﻉ‪.‬‬ ‫‪-٨‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﻳﻌﺪ ﺍﳌﻨﻬﺞ ﲰﻄﺎ ﻧﺎﻇﻤﺎ ﳊﻴﺜﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﺇﺫ ﻫﻮ ﰲ ﺃﻱ ﺩﺭﺍﺳﺔ ﻋﻤﻮﺩﻫﺎ ﺍﻟﻔﻘﺮﻱ‪ ،‬ﻭﺍﻟﺘﻮﻓﻴﻖ ﰲ‬
‫ﺍﺧﺘﻴﺎﺭﻩ ﻳﺆﺳﺲ ﻟﺪﺭﺍﺳﺔ ﺟﺎﺩﺓ ﺣﻘﻴﻘﻴﺔ‪ ،‬ﻭﻗﺪ ﻗﺎﻡ ﺍﳌﻨﻬﺞ ﺍﻹﺣﺼﺎﺋﻲ ‪‬ﺬﺍ ﺍﻟﺪﻭﺭ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻓﺎﳌﻨﻬﺞ‬
‫ﺍﻹﺣﺼﺎﺋﻲ" ﻣﻨﻬﺎﺝ ﻋﻠﻤﻲ ﻭﻟﻴﺲ ﻣﻨﻬﺎﺝ ﻓﻠﺴﻔﻲ" ‪ ،‬ﻳﻘﻮﻡ ﻋﻠﻰ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲤﺜﻞ ﻭﺍﻗﻊ ﺍﻟﻈﺎﻫﺮﺓ ﺣﱴ‬
‫ﺗﻜﻮﻥ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﻤﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺑﺎﻟﺘﺤﻠﻴﻞ ﻧﺎﺑﻌﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺇﺫ ﰎ ﺍﺧﺘﻴﺎﺭ ﻫﺬﺍ ﺍﳌﻨﻬﺞ ﳌﺎ ﻳﻮﻓﺮﻩ ﻣﻦ‬
‫ﺩﻗﺔ ﰲ ﻣﻌﺎﻳﻨﺔ ﺍﻟﻈﺎﻫﺮﺓ ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺃﺑﻌﺎﺩﻫﺎ ﺍﳊﻘﻴﻘﻴﺔ‪ ،‬ﻓﺎﻟﻌﻤﺪﺓ ﰲ ﻫﺬﺍ ﺍﳌﻨﻬﺞ ﺗﺮﻛﻦ ﺇﱃ ﺍﻋﺘﻤﺎﺩ‬
‫ﻣﻘﺪﻣﺎﺕ ﺗﻔﻀﻲ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻨﻄﻘﻴﺔ ﳏﺪﺩﺓ ﺑﺎﻟﻀﺮﻭﺭﺓ‪ ،‬ﺃﻭ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻗﻮﺍﻋﺪ ﻣﻌﻴﻨﺔ ﻟﺘﻔﺴﲑ ﻧﺘﺎﺋﺞ ﳏﺪﺩﺓ ‪،‬‬
‫ﻭ ﺗﻘﻞ ﻓﻴﻪ ﻧﺴﺒﺔ ﺍﳋﻄﺄ ﺇﻥ ﱂ ﻧﻘﻞ ﺗﻨﻌﺪﻡ‪ ،‬ﻓﻼ ﻳﻜﻮﻥ ﲦﺔ ﳎﺎﻝ ‪‬ﺎﻓﺎﺓ ﺍﻟﺼﻮﺍﺏ‪.‬‬

‫ﻣﻦ ﻫﻨﺎ ﺍﻧﺒﺜﻘﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺩﻗﻴﻘﺔ ﺗﺘﺨﺬ ﻣﻦ ﺍﻟﺮﻗﻢ ﻭﺳﻴﻠﺔ ﻟﺒﻠﻮﻍ ﺍﻟﻴﻘﲔ‪ ،‬ﻛﻮﻥ ﺍﻟﺮﻗﻢ ﻳﻨﺒﻊ ﻣﻦ‬
‫ﺣﺪﻭﺩ ﻭﻗﻮﺍﻧﲔ ﻋﻠﻤﻴﺔ ﺻﺎﺭﻣﺔ‪ ،‬ﻓﺎﻟﻈﺎﻫﺮﺓ ﻣﻌﱪ ﻋﻨﻬﺎ ﺑﺮﻗﻢ‪ ،‬ﻭﺍﻟﺮﻗﻢ ﻻ ﳛﻤﻞ ﰲ ﻃﻴﺎﺗﻪ ﺃﻱ ﲢﻴﺰ ﺃﻭ ﺇﻧﺴﺎﻧﻴﺔ‬
‫ﺃﻭ ﻣﺮﺍﻋﺎﺓ ﻟﻠﻈﺮﻭﻑ‪ ،‬ﻓﻬﻮ ﻳﻨﻄﻖ ﺑﺎﻟﻮﺍﻗﻊ ﻛﻤﺎ ﻫﻮ‪ ،‬ﻣﻦ ﻫﻨﺎ ﻓﺈﻥ ﻟﻺﺣﺼﺎﺀ" ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﰲ ﺗﻨﻈﻴﻢ ﻭﺍﺧﺘﺼﺎﺭ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻠﺨﻴﺼﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﺣﱴ ﻳﺘﻢ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﻭﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺃﻭ ﺗﻮﺻﻴﺎﺕ ﻣﻨﺎﺳﺒﺔ "‪.‬‬

‫ﻓﺎﻟﺮﻗﻢ ﰲ ﺍﳌﻨﻬﺞ ﺍﻹﺣﺼﺎﺋﻲ ﻳﺘﺤﺪﺙ ﻋﻦ ﻧﻔﺴﻪ‪ ،‬ﻭﻳﻨﻄﻖ ﻋﻦ ﻣﻜﻨﻮﻧﺎﺕ ﻭﺟﻮﺩﻩ‪ ،‬ﻓﻴﺒﻮﺡ ﻟﻠﻤﺘﻠﻘﻲ‬
‫ﺑﺪﻻﻟﺘﻪ‪ ،‬ﻳﺘﻜﻔﻞ ﺑﺈﺑﺮﺍﺯ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺐ ﺍﻟﱵ ﺑﺪﻭﺭﻫﺎ ﺗﺸﻲ ﲟﺎ ﲢﻤﻠﻪ ﻫﺬﻩ ﺍﻟﻨﺴﺐ ﻣﻦ ﺩﻻﻻﺕ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺗﺸﲑ ﻛﻠﻤﺔ ﳎﺘﻤﻊ ﺇﱃ ﺳﺎﺋﺮ"ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﺃﻭ ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﺳﺘﻌﻤﻢ ﻋﻠﻴﻬﺎ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺃﻓﺮﺯ‪‬ﺎ‬
‫ﺍﻟﻌﻴﻨﺔ" ؛ ﻟﺬﻟﻚ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﲟﻌﺎﻳﻨﺔ ﻃﻼﺏ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﺍﺑﻊ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﺍﻷﺟﺎﻧﺐ‪ ،‬ﺍﻟﺬﻳﻦ ﻳﺴﻌﻮﻥ‬
‫ﻟﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ ،‬ﻭﻛﺎﻧﻮﺍ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺮﻭﺱ ﻭﺍﻷﻣﺮﻳﻜﻴﲔ ﻭﺍﻟﻜﻮﺭﻳﲔ ﻭﺍﻟﱪﻳﻄﺎﻧﻴﲔ‪.‬‬

‫ﻟﺬﺍ ﺣﺮﺻﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﳌﺴﺎﻭﺍﺓ ﰲ ﺃﻋﺪﺍﺩ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻓﺪﺧﻞ ﰲ ﺍﳌﻌﺎﻳﻨﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻋﺸﺮﺓ ﻃﻼﺏ ﻣﻦ‬
‫ﻛﻞ ﺩﻭﻟﺔ‪ ،‬ﳑﻦ ﻫﻢ ﺍﻵﻥ ﺟﺎﲦﻮﻥ ﻋﻠﻰ ﻣﻘﺎﻋﺪ ﺍﻟﺪﺭﺱ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﺍﺑﻊ‪ ،‬ﻭﺃﻗﺼﺪ ﺑﺎﻷﻥ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﺳﻨﺔ‬
‫‪ ،٢٠٠٧‬ﻭﰎ ﻣﻌﺎﻳﻨﺔ ﺃﻭﺭﺍﻗﻬﻢ ﻣﻌﺎﻳﻨﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ ،‬ﲤﺜﻠﺖ ﰲ ﺇﺣﺼﺎﺀ ﻣﺎ ﻭﻗﻊ ﻓﻴﻪ ﺍﻟﻄﻼﺏ ﻣﻦ ﺃﺧﻄﺎﺀ ﺇﻣﻼﺋﻴﺔ‬
‫ﺗﻘﻮﻡ ﻋﻠﻰ ﺇﺑﺪﺍﻝ ﺣﺮﻑ ﻣﻜﺎﻥ ﺁﺧﺮ‪ ،‬ﺃﻭ ﺣﺬﻑ ﺣﺮﻑ ﺃﻭ ﺯﻳﺎﺩﺓ ﺁﺧﺮ ﺃﻭ ﺃﻱ ﺗﻐﲑ ﻳﻄﺮﺃ ﻋﻠﻰ ﺍﻟﺸﻜﻞ‬
‫ﺍﻟﺼﺤﻴﺢ ﻟﻠﻜﻠﻤﺔ‪ ،‬ﲟﻌﲎ ﺁﺧﺮ ﺭﺻﺪ ﻛﻞ ﺧﻄﺄ ﻳﻨﻢ ﻋﻦ ﺗﺪﺍﺧﻞ ﺃﻭ ﺧﻠﻂ ﰲ ﺫﻫﻦ ﻣﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ‬
‫ﺑﻐﲑﻫﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﰎ ﺍﺧﺘﻴﺎﺭ ﻧﺺ ﻧﺜﺮﻱ ﻳﻨﺘﻤﻲ ﺇﱃ ﺟﻨﺲ ﻗﺼﺼﻲ‪ ،‬ﻭﺳﻢ ﺑﻌﻨﻮﺍﻥ "ﻣﺮﻭﺀﺓ ﺍﻟﻌﺮﰊ"‪ ،‬ﺣﺎﻭﻟﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ‬
‫ﺧﻼﻟﻪ ﻗﻴﺎﺱ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﻭﺍﺳﺘﻴﻌﺎﺑﺎ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﻣﺎﻫﻴﺔ ﻛﻞ ﺣﺮﻑ ﺑﺸﻜﻞ‬
‫ﺣﻘﻴﻘﻲ‪ ،‬ﺟﺎﺀ ﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﻟﻨﺺ ﻭﻣﺪﻯ ﻣﻨﺎﺳﺒﺘﻪ ﳍﺬﺍ ﺍﳌﺴﺘﻮﻯ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻞ‬
‫ﺇﺣﺼﺎﺋﻲ ﴰﻞ ﻋﺪﺩ ﺃﺣﺮﻑ ﺍﻟﻨﺺ‪ ،‬ﻭﻧﺴﺒﺔ ﺗﻜﺮﺍﺭ ﻛﻞ ﺣﺮﻑ ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ ﻣﻦ ﺍ‪‬ﻤﻮﻉ ﺍﻟﻌﺎﻡ ﻟﻠﺤﺮﻭﻑ‪،‬‬
‫ﻳﻀﺎﻑ ﺇﱃ ﺫﻟﻚ ﺭﺻﺪ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﻭﻗﻊ ﻓﻴﻬﺎ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﺣﺼﺎﺋﻬﺎ ﻭﺍﺳﺘﺨﺮﺍﺝ ﻧﺴﺒﺔ‬
‫ﺍﻷﺧﻄﺎﺀ ﻋﻨﺪ ﻛﻞ ﻓﺌﺔ‪ .‬ﻭﻗﺪ ﰎ ﺗﺼﻤﻴﻢ ﳕﻮﺫﺝ ﻻﺳﺘﻴﻌﺎﺏ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﺃﺧﺬ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺍﳊﺮﻑ‬ ‫ﺍﻟﺒﺪﻳﻞ‬ ‫ﺯﻳﺎﺩﺓ ﺣﺮﻑ‬ ‫ﻧﻘﺺ ﺣﺮﻑ‬ ‫ﺍﻟﺘﻜﺮﺍﺭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺣﺮﺻﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻄﻼﺏ ﰲ ﳐﺘﱪ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﻣﺮﻛﺰ ﺍﻟﻠﻐﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪،‬‬
‫ﻓﺒﻌﺪ ﺃﻥ ﺳ‪‬ﺠﹺﻞ ﺍﻟﻨﺺ ﻋﻠﻰ ﺍﳊﺎﻛﻲ ﺃﹸﺫ‪‬ﻥ ﻟﻠﻄﻼﺏ ﺍﻻﺳﺘﻤﺎﻉ ﻟﻪ ﲝﺮﻳﺔ ﺗﺎﻣﺔ‪ ،‬ﻳﺸﺎﺅﻭﻥ ﻣﻦ ﺍﳌﺮﺍﺕ‪ ،‬ﻓﻠﻠﻄﺎﻟﺐ‬
‫ﺃﻥ ﻳﻘﺪﻡ ﺃﻭ ﻳﺆﺧﺮ ﰲ ﺍﻟﺸﺮﻳﻂ ﻛﻤﺎ ﻳﺸﺎﺀ ﰲ ﻇﻞ ﺳﺎﻋﺘﲔ ﻣﻦ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺑﻌﺪ ﺍﻧﺘﻬﺎﺋﻬﻢ ﻣﻦ ﺍﻻﺳﺘﻤﺎﻉ ﲤﺖ‬
‫ﻣﻌﺎﻳﻨﺔ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺘﺪﺍﺧﻼﺕ ﺍﻹﻣﻼﺋﻴﺔ ‪ ،‬ﻭﰎ ﻓﺮﺯ ﻛﻞ ﻧﻮﻉ ﻣﻦ ﺍﻷﺧﻄﺎﺀ ﻋﻠﻰ ﺣﺪﻩ‪ ،‬ﻭﻣﻦ ﰒ ﺭﺻﺪﻩ ﰲ‬
‫ﺟﺪﻭﻝ ﺑﻐﻴﺔ ﺇﺣﺼﺎﺀ ﺍﻷﺧﻄﺎﺀ ﻭﺍﺳﺘﺨﺮﺍﺝ ﻧﺴﺒﺔ ﺍﻟﺘﻜﺮﺍﺭ ﻋﻨﺪ ﻛﻞ ﻓﺌﺔ‪ .‬ﻭﻗﺒﻞ ﺫﻟﻚ ﰎ ﺭﺻﺪ ﻋﺪﺩ ﺃﺣﺮﻑ‬
‫ﺍﻟﻨﺺ ﺍﳌﻌﻄﻰ ﻟﻠﻄﻼﺏ ﻭﺗﺒﻴﺎﻥ ﻋﺪﺩ ﺣﺮﻭﻓﻪ ﻭﻧﺴﺒﺔ ﺗﻜﺮﺍﺭ ﻛﻞ ﺣﺮﻑ‪ ،‬ﺣﱴ ﺇﺫﺍ ﻣﺎ ﺃﺭﺍﺩ ﺍﳌﻄﻠﻊ ﻋﻠﻰ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻣﻌﺮﻓﺔ ﻭﺭﻭﺩ ﻛﻞ ﺣﺮﻑ ﺃﺛﻨﺎﺀ ﺇﻣﻼﺋﻪ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ ﻓﻠﻪ ﺫﻟﻚ‪ ،‬ﺟﺎﺀ ﻫﺬﺍ ﺣﺮﺻﺎﹰ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ‬
‫ﲢﻘﻴﻖ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻭﺍﻟﺪﻗﺔ‪.‬‬

‫‪297‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﳉﺪﺍﻭﻝ ﺍﻹﺣﺼﺎﺋﻴﺔ‬

‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ‪ ١‬ﻋﺪﺩ ﺃﺣﺮﻑ ﺍﻟﻨﺺ ﺍﳌﻤﻠﻰ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ‪.‬‬

‫ﻋﺪﺩ ﺃﺣﺮﻑ ﺍﻟﻨﺺ ﻭﻧﺴﺒﺔ ﻛﻞ ﺣﺮﻑ ﻣﻦ ﺍ‪‬ﻤﻮﻉ ﺍﻟﻌﺎﻡ‬

‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬

‫اﻟﺮﻗﻢ‬ ‫اﺳﻢ اﻟﺤﺮف‬ ‫ﻋﺪد اﻟﺘﻜﺮار‬ ‫ﻧﺴﺒﺔ اﻟﺸﯿﻮع‬

‫‪1‬‬ ‫ھﻤﺰة اﻟﻘﻄﻊ‬ ‫‪41‬‬ ‫‪04.3%‬‬

‫‪2‬‬ ‫ھﻤﺰة اﻟﻮﺻﻞ‬ ‫‪67‬‬ ‫‪07.0%‬‬

‫‪3‬‬ ‫اﻷﻟﻒ اﻟﻘﺎﺋﻤﺔ‬ ‫‪98‬‬ ‫‪10.3%‬‬

‫‪4‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة‬ ‫‪10‬‬ ‫‪01.0%‬‬

‫‪5‬‬ ‫اﻟﺒﺎء‬ ‫‪34‬‬ ‫‪03.6%‬‬

‫‪6‬‬ ‫اﻟﺘﺎء اﻟﻤﻔﺘﻮﺣﺔ‬ ‫‪30‬‬ ‫‪03.1%‬‬

‫‪7‬‬ ‫اﻟﺘﺎء اﻟﻤﺮﺑﻮﻃﺔ‬ ‫‪15‬‬ ‫‪01.6%‬‬

‫‪8‬‬ ‫اﻟﺜﺎء‬ ‫‪2‬‬ ‫‪00.2%‬‬

‫‪298‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪9‬‬ ‫اﻟﺠﯿﻢ‬ ‫‪21‬‬ ‫‪02.2%‬‬

‫‪10‬‬ ‫اﻟﺤﺎء‬ ‫‪31‬‬ ‫‪03.2%‬‬

‫‪11‬‬ ‫اﻟﺨﺎء‬ ‫‪9‬‬ ‫‪00.9%‬‬

‫‪12‬‬ ‫اﻟﺪال‬ ‫‪25‬‬ ‫‪02.6%‬‬

‫‪13‬‬ ‫اﻟﺬال‬ ‫‪4‬‬ ‫‪00.4%‬‬

‫‪14‬‬ ‫اﻟﺮاء‬ ‫‪57‬‬ ‫‪06.0%‬‬

‫‪15‬‬ ‫اﻟﺰاي‬ ‫‪9‬‬ ‫‪00.9%‬‬

‫‪16‬‬ ‫اﻟﺴﯿﻦ‬ ‫‪21‬‬ ‫‪02.2%‬‬

‫‪17‬‬ ‫اﻟﺸﯿﻦ‬ ‫‪8‬‬ ‫‪00.8%‬‬

‫‪18‬‬ ‫اﻟﺼﺎد‬ ‫‪17‬‬ ‫‪01.8%‬‬

‫‪19‬‬ ‫اﻟﻀﺎد‬ ‫‪6‬‬ ‫‪00.6%‬‬

‫‪20‬‬ ‫اﻟﻄﺎء‬ ‫‪9‬‬ ‫‪00.9%‬‬

‫‪21‬‬ ‫اﻟﻈﺎء‬ ‫‪2‬‬ ‫‪00.2%‬‬

‫‪22‬‬ ‫اﻟﻌﯿﻦ‬ ‫‪26‬‬ ‫‪02.7%‬‬

‫‪23‬‬ ‫اﻟﻐﯿﻦ‬ ‫‪2‬‬ ‫‪00.2%‬‬

‫‪24‬‬ ‫اﻟﻔﺎء‬ ‫‪25‬‬ ‫‪02.6%‬‬

‫‪299‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪25‬‬ ‫اﻟﻘﺎف‬ ‫‪29‬‬ ‫‪03.0%‬‬

‫‪26‬‬ ‫اﻟﻜﺎف‬ ‫‪20‬‬ ‫‪02.1%‬‬

‫‪27‬‬ ‫اﻟﻼم‬ ‫‪111‬‬ ‫‪11.6%‬‬

‫‪28‬‬ ‫اﻟﻤﯿﻢ‬ ‫‪42‬‬ ‫‪04.4%‬‬

‫‪29‬‬ ‫اﻟﻨﻮن‬ ‫‪37‬‬ ‫‪03.9%‬‬

‫‪30‬‬ ‫اﻟﮭﺎء‬ ‫‪30‬‬ ‫‪03.1%‬‬

‫‪31‬‬ ‫اﻟﻮاو‬ ‫‪54‬‬ ‫‪05.6%‬‬

‫‪32‬‬ ‫اﻟﯿﺎء‬ ‫‪64‬‬ ‫‪06.7%‬‬

‫اﻟﻤﺠﻤﻮع‬ ‫‪956‬‬ ‫‪100.0%‬‬

‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬

‫ص ﺗﻌﻨﻲ ﺻﺎرت ﻓﻲ ﺟﻤﯿﻊ اﻟﺠﺪاول‬ ‫اﻟﺠﺪول رﻗﻢ ‪٢‬‬

‫ﻋﺪد أﺧﻄﺎء اﻟﻄﻠﺒﺔ اﻟﺮوﺳﯿﯿﻦ وﻧﺴﺒﺔ ﺷﯿﻮﻋﮭﺎ ﻣﻦ اﻟﻤﺠﻤﻮع اﻟﻌﺎم ﻷﺧﻄﺎﺋﮭﻢ‬

‫اﻟﺮﻗﻢ‬ ‫اﻟﺨﻄﺄ‬ ‫ﻋﺪد اﻟﺘﻜﺮار‬ ‫ﻧﺴﺒﺔ اﻟﺸﯿﻮع‬

‫‪1‬‬ ‫اﻟﮭﻤﺰة ﻋﻠﻰ اﻟﺴﻄﺮ ص أﻟﻒ‬ ‫‪3‬‬ ‫‪00.64%‬‬

‫‪2‬‬ ‫اﻟﮭﻤﺰة ﻋﻠﻰ ﻧﺒﺮة ص ﯾﺎء‬ ‫‪3‬‬ ‫‪00.64%‬‬

‫‪300‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪3‬‬ ‫اﻟﮭﻤﺰة ص ﻋﯿﻦ‬ ‫‪9‬‬ ‫‪01.92%‬‬

‫‪4‬‬ ‫ﺣﺬف ھﻤﺰة اﻟﻘﻄﻊ‬ ‫‪8‬‬ ‫‪01.71%‬‬

‫‪5‬‬ ‫ﺣﺬف ھﻤﺰة اﻟﻮﺻﻞ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪6‬‬ ‫زﯾﺎدة أﻟﻒ ﻗﺎﺋﻤﺔ‬ ‫‪18‬‬ ‫‪03.85%‬‬

‫‪7‬‬ ‫زﯾﺎدة أﻟﻒ ﻣﺮﺑﻮﻃﺔ‬ ‫‪8‬‬ ‫‪01.71%‬‬

‫‪8‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻻم‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪9‬‬ ‫ﺣﺬف )أل( اﻟﺘﻌﺮﯾﻒ‬ ‫‪48‬‬ ‫‪10.26%‬‬

‫‪10‬‬ ‫زﯾﺎدة )أل( اﻟﺘﻌﺮﯾﻒ‬ ‫‪10‬‬ ‫‪02.14%‬‬

‫‪11‬‬ ‫اﻷﻟﻒ ص ﺿﺎد‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪12‬‬ ‫اﻟﺪال ص أﻟﻒ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪13‬‬ ‫اﻟﯿﺎء ص أﻟﻒ‬ ‫‪5‬‬ ‫‪01.07%‬‬

‫‪14‬‬ ‫اﻟﻈﺎء ص ﺛﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪15‬‬ ‫اﻟﺴﯿﻦ ص ﻇﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪16‬‬ ‫اﻟﻄﺎء ص ﻗﺎف‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪17‬‬ ‫اﻟﻤﯿﻢ ص ﻧﻮن‬ ‫‪٥‬‬ ‫‪00.85%‬‬

‫‪18‬‬ ‫اﻟﺰﯾﻦ ص ﻇﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪301‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪19‬‬ ‫اﻟﻜﺎف ص ﻗﺎف‬ ‫‪7‬‬ ‫‪01.50%‬‬

‫‪20‬‬ ‫اﻟﺴﯿﻦ ص ﺻﺎد‬ ‫‪5‬‬ ‫‪01.07%‬‬

‫‪21‬‬ ‫اﻟﻔﺎء ص واو‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪22‬‬ ‫زﯾﺎدة واو‬ ‫‪10‬‬ ‫‪02.14%‬‬

‫‪23‬‬ ‫ﺣﺬف ﺷﺪة‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪24‬‬ ‫ﺣﺬف ھﺎء‬ ‫‪6‬‬ ‫‪01.28%‬‬

‫‪25‬‬ ‫زﯾﺎدة ﯾﺎء‬ ‫‪5‬‬ ‫‪01.07%‬‬

‫‪26‬‬ ‫ﺣﺬف ھﺎء‬ ‫‪6‬‬ ‫‪01.28%‬‬

‫‪27‬‬ ‫ﺣﺬف ﺗﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪28‬‬ ‫اﻟﺼﺎد ص ﺳﯿﻦ‬ ‫‪27‬‬ ‫‪05.77%‬‬

‫‪29‬‬ ‫ﺣﺬف أﻟﻒ ﻣﻤﺪودة)ﻗﺎﺋﻤﺔ(‬ ‫‪54‬‬ ‫‪11.54%‬‬

‫‪30‬‬ ‫ﺣﺬف ﯾﺎء‬ ‫‪12‬‬ ‫‪02.56%‬‬

‫‪31‬‬ ‫اﻟﻀﺎد ص دال‬ ‫‪6‬‬ ‫‪01.28%‬‬

‫‪32‬‬ ‫اﻟﻀﺎد ص دال‬ ‫‪5‬‬ ‫‪01.07%‬‬

‫‪33‬‬ ‫زﯾﺎدة ھﻤﺰة‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪34‬‬ ‫اﻟﺴﯿﻦ ص ﻓﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪302‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪35‬‬ ‫اﻟﻄﺎء ص ﻗﺎف‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪36‬‬ ‫اﻟﺨﺎء ص ﺣﺎء‬ ‫‪3‬‬ ‫‪00.64%‬‬

‫‪37‬‬ ‫زﯾﺎدة ﻣﯿﻢ‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪38‬‬ ‫اﻟﻈﺎء ص زﯾﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪39‬‬ ‫اﻟﻌﯿﻦ ص ھﻤﺰة‬ ‫‪4‬‬ ‫‪00.85%‬‬

‫‪40‬‬ ‫زﯾﺎدة ﺗﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪41‬‬ ‫اﻟﮭﺎء ص ﺟﯿﻢ‬ ‫‪5‬‬ ‫‪01.07%‬‬

‫‪42‬‬ ‫زﯾﺎدة أﻟﻒ و ﻧﻮن‬ ‫‪3‬‬ ‫‪00.64%‬‬

‫‪43‬‬ ‫اﻟﺠﯿﻢ ص ﺧﺎء‬ ‫‪3‬‬ ‫‪00.64%‬‬

‫‪44‬‬ ‫اﻟﻘﺎف ص ﻛﺎف‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪45‬‬ ‫زﯾﺎدة ﺑﺎء‬ ‫‪5‬‬ ‫‪01.07%‬‬

‫‪46‬‬ ‫ﺣﺬف ﺑﺎء‬ ‫‪4‬‬ ‫‪00.85%‬‬

‫‪47‬‬ ‫ﺣﺬف ھﺎء‬ ‫‪7‬‬ ‫‪01.50%‬‬

‫‪48‬‬ ‫اﻟﻀﺎد ص اﻟﻈﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪49‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻻم‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪50‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪303‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪51‬‬ ‫اﻟﻄﺎء ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪52‬‬ ‫اﻟﻈﺎء ص دال‬ ‫‪4‬‬ ‫‪00.85%‬‬

‫‪53‬‬ ‫اﻟﻄﺎء ص ﺗﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪54‬‬ ‫ﺣﺬف اﻟﻌﯿﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪55‬‬ ‫اﻟﮭﺎء ص ﯾﺎء‬ ‫‪4‬‬ ‫‪00.85%‬‬

‫‪56‬‬ ‫اﻟﺤﺎء ص ھﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪57‬‬ ‫اﻟﺨﺎء ص ﺟﯿﻢ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪58‬‬ ‫اﻟﻀﺎد ص ذال‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪59‬‬ ‫اﻟﻈﺎء ص ذ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪60‬‬ ‫اﻟﻄﺎء ص ﻓﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪62‬‬ ‫زﯾﺎدة ﺟﯿﻢ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪63‬‬ ‫اﻟﺸﯿﻦ ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪64‬‬ ‫اﻷﻟﻒ ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪65‬‬ ‫اﻟﻌﯿﻦ ص ﺿﺎد‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪66‬‬ ‫اﻟﺬال ص ﺛﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪67‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪304‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪68‬‬ ‫ﺣﺬف أرھﻘﮫ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪69‬‬ ‫زﯾﺎدة ﻻم‬ ‫‪11‬‬ ‫‪02.35%‬‬

‫‪70‬‬ ‫اﻟﻄﺎء ص ﺗﺎء‬ ‫‪13‬‬ ‫‪02.78%‬‬

‫‪71‬‬ ‫اﻟﺘﺎء ص ﻃﺎء‬ ‫‪9‬‬ ‫‪01.92%‬‬

‫‪72‬‬ ‫اﻟﻌﯿﻦ ص ﯾﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪73‬‬ ‫اﻟﯿﺎء ص ﻋﯿﻦ‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪74‬‬ ‫اﻟﻈﺎء ص ذال‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪75‬‬ ‫اﻟﮭﺎء ص ﺧﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪76‬‬ ‫ﺣﺬف اﻟﻮاو‬ ‫‪13‬‬ ‫‪02.78%‬‬

‫‪77‬‬ ‫اﻟﻨﻮن ص ﯾﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪78‬‬ ‫ﺣﺬف ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪79‬‬ ‫اﻟﻘﺎف ص ﻛﺎف‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪80‬‬ ‫اﻟﺪال ص ﺿﺎد‬ ‫‪8‬‬ ‫‪01.71%‬‬

‫‪81‬‬ ‫أﻟﻒ ﻗﺎﺋﻤﺔ ص ﻧﻮن‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪82‬‬ ‫اﻟﺤﺎء ص ﺑﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪83‬‬ ‫ﺣﺬف اﻟﺒﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪305‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪84‬‬ ‫ت ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪5‬‬ ‫‪01.07%‬‬

‫‪85‬‬ ‫زﯾﺎدة ﻛﯿﻒ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪86‬‬ ‫و ص أﻟﻒ‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪87‬‬ ‫اﻷﻟﻒ ص واو‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪88‬‬ ‫اﻷﻟﻒ ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪89‬‬ ‫زﯾﺎدة ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪90‬‬ ‫اﻷﻟﻒ اﻟﻤﻤﺪودة ص أﻟﻒ ﻣﻘﺼﻮرة‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪91‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص أﻟﻒ ﻣﻤﺪودة‬ ‫‪4‬‬ ‫‪00.85%‬‬

‫‪92‬‬ ‫ﺣﺬف أﻟﻒ ﻣﻘﺼﻮرة‬ ‫‪9‬‬ ‫‪01.92%‬‬

‫‪93‬‬ ‫ﺣﺬف ﻻم‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪94‬‬ ‫اﻷﻟﻒ ص ﻻم‬ ‫‪3‬‬ ‫‪00.64%‬‬

‫‪95‬‬ ‫اﻟﻐﯿﻦ ص ھﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪96‬‬ ‫اﻟﻄﺎء ص ﺗﺎء‬ ‫‪2‬‬ ‫‪00.43%‬‬

‫‪97‬‬ ‫اﻟﻌﯿﻦ ص أﻟﻒ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪98‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻻم‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪99‬‬ ‫اﻟﺬال ص ﻇﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪306‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪100‬‬ ‫اﻟﻀﺎد ص زﯾﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪101‬‬ ‫اﻟﺸﯿﻦ ص ﺳﯿﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪102‬‬ ‫اﻟﻄﺎء ص ﺗﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪103‬‬ ‫ﺗﺎء ﻣﺮﺑﻮﻃﺔ ص ﺗﺎء ﻣﻔﺘﻮﺣﺔ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪104‬‬ ‫زﯾﺎدة ھﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪105‬‬ ‫اﻟﻮاو ص ﺛﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪106‬‬ ‫ﺣﺬف رﻣﺎل‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪107‬‬ ‫اﻟﻔﺎء ص ﺛﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪108‬‬ ‫اﻟﮭﺎء ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪109‬‬ ‫ق ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪110‬‬ ‫اﻟﻈﺎء ص ذال‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪111‬‬ ‫اﻟﻘﺎف ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪112‬‬ ‫اﻟﻜﺎف ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪113‬‬ ‫ﺣﺬف ﻟﺌﻼ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪114‬‬ ‫اﻟﻘﺎف ص ﻓﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪115‬‬ ‫اﻟﺜﺎء ص ﻓﺎء‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪307‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪116‬‬ ‫اﻟﯿﺎء ص ھﻤﺰة‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪117‬‬ ‫ﺣﺬف اﻟﺮاﻛﺐ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪118‬‬ ‫ﺣﺬف ﻣﯿﻢ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪119‬‬ ‫اﻟﺰﯾﻦ ص واو‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪120‬‬ ‫ﺣﺬف اﻟﺰﯾﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫‪121‬‬ ‫اﻟﻤﺪ ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.21%‬‬

‫اﻟﻤﺠﻤﻮع‬ ‫‪468‬‬ ‫‪100.00%‬‬

‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬

‫اﻟﺠﺪول رﻗﻢ ‪٣‬‬

‫ﻋﺪد أﺧﻄﺎء اﻟﻄﻠﺒﺔ اﻷﻣﺮﯾﻜﯿﯿﻦ وﻧﺴﺒﺔ ﺷﯿﻮﻋﮭﺎ ﻣﻦ اﻟﻤﺠﻤﻮع اﻟﻌﺎم ﻷﺧﻄﺎﺋﮭﻢ‬

‫اﻟﺮﻗﻢ‬ ‫اﻟﺨﻄﺄ‬ ‫ﻋﺪد اﻟﺘﻜﺮار‬ ‫ﻧﺴﺒﺔ اﻟﺸﯿﻮع‬

‫‪1‬‬ ‫اﻟﻼم ص أﻟﻒ ﻣﻘﺼﻮرة‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪2‬‬ ‫اﻟﻀﺎد ص دال‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪3‬‬ ‫اﻟﻈﺎء ص دال‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪4‬‬ ‫اﻟﺤﺎء ص ﯾﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪308‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪5‬‬ ‫زﯾﺎدة أل اﻟﺘﻌﺮﯾﻒ‬ ‫‪13‬‬ ‫‪02.6%‬‬

‫‪6‬‬ ‫اﻟﮭﺎء ص ﺟﯿﻢ‬ ‫‪7‬‬ ‫‪01.4%‬‬

‫‪7‬‬ ‫ﺗﺎء ﻣﻔﺘﻮﺣﺔ ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪8‬‬ ‫زﯾﺎدة ﯾﺎء‬ ‫‪47‬‬ ‫‪09.5%‬‬

‫‪9‬‬ ‫ﺣﺬف أﻟﻒ‬ ‫‪42‬‬ ‫‪08.5%‬‬

‫‪10‬‬ ‫زﯾﺎدة واو‬ ‫‪30‬‬ ‫‪06.1%‬‬

‫‪11‬‬ ‫ﺣﺬف واو‬ ‫‪5‬‬ ‫‪01.0%‬‬

‫‪12‬‬ ‫ﻧﻮن ص ﺗﻨﻮﯾﻦ‬ ‫‪5‬‬ ‫‪01.0%‬‬

‫‪13‬‬ ‫ﺣﺬف ﯾﺎء‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪14‬‬ ‫زﯾﺎدة ﺳﯿﻦ‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪15‬‬ ‫ھﻤﺰة ص ﻋﯿﻦ‬ ‫‪12‬‬ ‫‪02.4%‬‬

‫‪16‬‬ ‫اﻟﻤﯿﻢ ص ﻧﻮن‬ ‫‪23‬‬ ‫‪04.7%‬‬

‫‪17‬‬ ‫ﺣﺬف ال اﻟﺘﻌﺮﯾﻒ‬ ‫‪53‬‬ ‫‪10.7%‬‬

‫‪18‬‬ ‫ﯾﻮﻣﺎ ص اﻟﻌﯿﻤﺎ‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪19‬‬ ‫أﻟﻒ ﻣﻘﺼﻮرة ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪20‬‬ ‫اﻟﺒﺎء ص ﻓﺎء‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪309‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪21‬‬ ‫اﻟﺘﺎء ص ھﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪22‬‬ ‫زﯾﺎدة أﻟﻒ‬ ‫‪37‬‬ ‫‪07.5%‬‬

‫‪23‬‬ ‫اﻟﺘﻨﻮﯾﻦ ص ﻧﻮن‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪24‬‬ ‫اﻟﻜﺴﺮة ص ﯾﺎء‬ ‫‪8‬‬ ‫‪01.6%‬‬

‫‪25‬‬ ‫اﻟﻀﺎد ص ﻇﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪26‬‬ ‫اﻟﺘﺎء ص ﻇﺎء‬ ‫‪5‬‬ ‫‪01.0%‬‬

‫‪27‬‬ ‫أﻟﻒ ﻣﻤﺪودة ص أﻟﻒ ﻣﻘﺼﻮرة‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪28‬‬ ‫اﻟﮭﺎء ص واو‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪29‬‬ ‫زﯾﺎدة ﺗﺎء‬ ‫‪7‬‬ ‫‪01.4%‬‬

‫‪30‬‬ ‫اﻟﺸﯿﻦ ص ﺟﯿﻢ‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪31‬‬ ‫اﻟﺘﺎء ص ﻗﺎف‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪32‬‬ ‫اﻟﺼﺎد ص ﺳﯿﻦ‬ ‫‪47‬‬ ‫‪09.5%‬‬

‫‪33‬‬ ‫اﻟﺘﺎء ص ﻓﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪34‬‬ ‫اﻟﻘﺎف ص ﺧﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪35‬‬ ‫ﺣﺬف راء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪36‬‬ ‫ﺣﺬف ھﺎء‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪310‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪37‬‬ ‫اﻟﻌﯿﻦ ص ھﻤﺰة‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪38‬‬ ‫اﻟﻜﺎف ص ﻗﺎف‬ ‫‪7‬‬ ‫‪01.4%‬‬

‫‪39‬‬ ‫زﯾﺎدة ھﻤﺰة‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪40‬‬ ‫اﻟﮭﺎء ص ﻛﺎف‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪41‬‬ ‫اﻟﻄﺎء ص ﺗﺎء‬ ‫‪17‬‬ ‫‪03.4%‬‬

‫‪42‬‬ ‫اﻟﻌﯿﻦ ص ﻗﺎف‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪43‬‬ ‫اﻟﺬال ص ﺗﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪44‬‬ ‫اﻟﻘﺎف ص ﻛﺎف‬ ‫‪10‬‬ ‫‪02.0%‬‬

‫‪45‬‬ ‫اﻟﮭﺎء ص ﯾﺎء‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪46‬‬ ‫اﻟﺬال ص ﻇﺎء‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪47‬‬ ‫اﻟﻌﯿﻦ ص ﯾﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪48‬‬ ‫اﻟﻐﯿﻦ ص ﻗﺎف‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪49‬‬ ‫ﺣﺬف ﻋﯿﻦ‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪50‬‬ ‫اﻟﺴﯿﻦ ص ﺻﺎد‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪51‬‬ ‫اﻟﺤﺎء ص ھﺎء‬ ‫‪9‬‬ ‫‪01.8%‬‬

‫‪52‬‬ ‫اﻟﺨﺎء ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪311‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪53‬‬ ‫اﻟﮭﻤﺰة ص واو‬ ‫‪4‬‬ ‫‪00.8%‬‬

‫‪54‬‬ ‫اﻟﮭﺎء ص ﻋﯿﻦ‬ ‫‪18‬‬ ‫‪03.6%‬‬

‫‪55‬‬ ‫اﻟﺬال ص ﺛﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪56‬‬ ‫ﻣﺪة ص ھﻤﺰة‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪57‬‬ ‫اﻟﻀﺎد ص ﻃﺎء‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪58‬‬ ‫أﻟﻒ ﻣﻘﺼﻮرة ص أﻟﻒ ﻣﻤﺪودة‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪59‬‬ ‫اﻟﻔﺎء ص ﺛﺎء‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪60‬‬ ‫اﻟﻈﺎء ص ذال‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪61‬‬ ‫اﻟﮭﻤﺰة ﻋﻠﻰ ﻧﺒﺮة ص ھﻤﺰة ﻋﻠﻰ أﻟﻒ‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪62‬‬ ‫ﺣﺬف ﻻم‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪63‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻋﯿﻦ‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪64‬‬ ‫اﻟﻌﯿﻦ ص أﻟﻒ ﻣﻤﺪودة‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪65‬‬ ‫اﻟﻜﺴﺮة ص واو‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪66‬‬ ‫اﻟﺘﺎء اﻟﻤﺮﺑﻮﻃﺔ ص ﺗﺎء ﻣﻔﺘﻮﺣﺔ‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪67‬‬ ‫اﻟﺪال ص ﺿﺎد‬ ‫‪7‬‬ ‫‪01.4%‬‬

‫‪68‬‬ ‫زﯾﺎدة ﻧﻮن‬ ‫‪3‬‬ ‫‪00.6%‬‬

‫‪312‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪69‬‬ ‫زﯾﺎدة واو‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪70‬‬ ‫زﯾﺎدة ھﻤﺰة‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪71‬‬ ‫اﻟﺮاء ص ﻻم‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪72‬‬ ‫ﺣﺬف ھﻤﺰة‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪73‬‬ ‫زﯾﺎدة ھﻤﺰة‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫‪74‬‬ ‫ﺣﺬف أﻟﻒ‬ ‫‪2‬‬ ‫‪00.4%‬‬

‫‪75‬‬ ‫اﻟﺬال ص دال‬ ‫‪1‬‬ ‫‪00.2%‬‬

‫اﻟﻤﺠﻤﻮع‬ ‫‪494‬‬ ‫‪100.0%‬‬

‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬

‫اﻟﺠﺪول رﻗﻢ ‪٥‬‬

‫ﻋﺪد أﺧﻄﺎء اﻟﻄﻠﺒﺔ اﻟﺒﺮﯾﻄﺎﻧﯿﯿﻦ وﻧﺴﺒﺔ ﺷﯿﻮﻋﮭﺎ ﻣﻦ اﻟﻤﺠﻤﻮع اﻟﻌﺎم ﻷﺧﻄﺎﺋﮭﻢ‬

‫اﻟﺮﻗﻢ‬ ‫اﻟﺨﻄﺄ‬ ‫ﻋﺪد اﻟﺘﻜﺮار‬ ‫ﻧﺴﺒﺔ اﻟﺸﯿﻮع‬

‫‪1‬‬ ‫اﻟﻤﯿﻢ ص ﻧﻮن‬ ‫‪٨‬‬ ‫‪01.2%‬‬

‫‪2‬‬ ‫اﻟﻀﺎد ص ذال‬ ‫‪٦‬‬ ‫‪00.9%‬‬

‫‪3‬‬ ‫ﺣﺬف ال اﻟﺘﻌﺮﯾﻒ‬ ‫‪0٨‬‬ ‫‪11.8%‬‬

‫‪313‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪4‬‬ ‫اﻟﻀﺎد ص دال‬ ‫‪٨‬‬ ‫‪01.2%‬‬

‫‪5‬‬ ‫اﻟﺤﺎء ص واو‬ ‫‪٨‬‬ ‫‪01.2%‬‬

‫‪6‬‬ ‫ﺣﺬف أﻟﻒ‬ ‫‪٤٦‬‬ ‫‪06.8%‬‬

‫‪7‬‬ ‫زﯾﺎدة ﺗﺎء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪8‬‬ ‫اﻟﮭﺎء ص ﺣﺎء‬ ‫‪٢٦‬‬ ‫‪04.4%‬‬

‫‪9‬‬ ‫اﻟﺪال ص ﺿﺎد‬ ‫‪٢٦‬‬ ‫‪03.8%‬‬

‫‪10‬‬ ‫زﯾﺎدة أﻟﻒ ﻣﻘﺼﻮرة‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪11‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص أﻟﻒ ﻣﻤﺪودة‬ ‫‪١٠‬‬ ‫‪01.5%‬‬

‫‪12‬‬ ‫اﻟﻌﯿﻦ ص أﻟﻒ‬ ‫‪٨‬‬ ‫‪01.2%‬‬

‫‪13‬‬ ‫ﺣﺬف ھﺎء‬ ‫‪١٨‬‬ ‫‪02.7%‬‬

‫‪14‬‬ ‫زﯾﺎدة ﯾﺎء‬ ‫‪٦٨‬‬ ‫‪10.1%‬‬

‫‪15‬‬ ‫ﺣﺬف أﻟﻒ ﻣﻘﺼﻮرة‬ ‫‪٦‬‬ ‫‪00.9%‬‬

‫‪16‬‬ ‫زﯾﺎدة ﻻم‬ ‫‪١٤‬‬ ‫‪02.1%‬‬

‫‪17‬‬ ‫ﺗﺎء ﻣﻔﺘﻮﺣﺔ ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪١٢‬‬ ‫‪01.8%‬‬

‫‪18‬‬ ‫اﻟﻄﺎء ص ﺗﺎء‬ ‫‪١٦‬‬ ‫‪02.4%‬‬

‫‪19‬‬ ‫اﻟﺼﺎد ص ﺳﯿﻦ‬ ‫‪٥٦‬‬ ‫‪08.3%‬‬

‫‪314‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪20‬‬ ‫ﺣﺬف واو‬ ‫‪٢‬‬ ‫‪00.9%‬‬

‫‪21‬‬ ‫اﻟﺘﺎء ص ﻛﺎف‬ ‫‪١٠‬‬ ‫‪01.5%‬‬

‫‪22‬‬ ‫زﯾﺎدة أﻟﻒ‬ ‫‪٣٦‬‬ ‫‪05.3%‬‬

‫‪23‬‬ ‫اﻟﺬال ص دال‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪24‬‬ ‫ﻟﺌﻼ ص ل‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪25‬‬ ‫اﻟﺨﺎء ص ﻛﺎف‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪26‬‬ ‫اﻟﮭﻤﺰة ص ﻋﯿﻦ‬ ‫‪١٨‬‬ ‫‪02.7%‬‬

‫‪27‬‬ ‫أﻟﻒ ص أﻟﻒ‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪28‬‬ ‫ھﻤﺰة ﻋﻠﻰ ﻧﺒﺮه ص ھﺎء‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪29‬‬ ‫زﯾﺎدة ﻛﺎف‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪30‬‬ ‫ﺣﺬف ﻧﻮن‬ ‫‪٢‬‬ ‫‪00.6%‬‬

‫‪31‬‬ ‫ﺣﺬف ھﻤﺰة‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪32‬‬ ‫زﯾﺎدة ﻋﯿﻦ‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪33‬‬ ‫ةصى‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪34‬‬ ‫زﯾﺎدة ﻧﻮن‬ ‫‪١٤‬‬ ‫‪02.1%‬‬

‫‪35‬‬ ‫اﻟﺨﺎء ص ﻗﺎف‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪315‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪36‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص راء‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪37‬‬ ‫اﻟﯿﺎء ص أﻟﻒ‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪38‬‬ ‫ﺣﺬف اﻟﺼﺤﺮاء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪39‬‬ ‫ﺣﺬف ﻃﺎء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪40‬‬ ‫اﻟﻜﺎف ص ﻗﺎف‬ ‫‪٨‬‬ ‫‪01.2%‬‬

‫‪41‬‬ ‫زﯾﺎدة راء‬ ‫‪٦‬‬ ‫‪00.9%‬‬

‫‪42‬‬ ‫اﻟﺬال ص ﺻﺎد‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪43‬‬ ‫اﻟﺴﯿﻦ ص ﺻﺎد‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪44‬‬ ‫ﺣﺬف ھﻤﺰة‬ ‫‪٨‬‬ ‫‪00.9%‬‬

‫‪45‬‬ ‫زﯾﺎدة ﺑﺎء‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪46‬‬ ‫اﻷﻟﻒ ص ﻧﻮن‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪47‬‬ ‫زﯾﺎدة ال اﻟﺘﻌﺮﯾﻒ‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪48‬‬ ‫ﺣﺬف ﻃﺎء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪49‬‬ ‫اﻷﻟﻒ ص ﻋﯿﻦ‬ ‫‪٨‬‬ ‫‪01.2%‬‬

‫‪50‬‬ ‫زﯾﺎدة واو‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪51‬‬ ‫ﺣﺬف ﺗﺎء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪316‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪52‬‬ ‫زﯾﺎدة ﺗﺎء‬ ‫‪٣٤‬‬ ‫‪05.0%‬‬

‫‪53‬‬ ‫اﻟﻤﯿﻢ ص ﻧﻮن‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪54‬‬ ‫اﻟﻈﺎء ص ذال‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪55‬‬ ‫اﻟﺴﯿﻦ ص ﻗﺎف‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪56‬‬ ‫اﻟﺴﯿﻦ ص ﻋﯿﻦ‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪57‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻋﯿﻦ‬ ‫‪٤‬‬ ‫‪00.6%‬‬

‫‪58‬‬ ‫اﻟﺪال ص ﯾﺎء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪59‬‬ ‫اﻟﺸﺪة ص ﺛﺎء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪60‬‬ ‫اﻟﻔﺎء ص ﺛﺎء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪61‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻻم‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪62‬‬ ‫ﺣﺬف ﯾﺎء‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪63‬‬ ‫اﻟﻈﺎء ص زﯾﻦ‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪64‬‬ ‫اﻷﻟﻒ ص ﺗﺎء‬ ‫‪٦‬‬ ‫‪00.9%‬‬

‫اﻟﻤﺠﻤﻮع‬ ‫‪338‬‬ ‫‪100.0%‬‬

‫‪317‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬

‫اﻟﺠﺪول رﻗﻢ ‪٦‬‬

‫ﻋﺪد أﺧﻄﺎء اﻟﻄﻠﺒﺔ اﻟﻜﻮرﯾﯿﻦ وﻧﺴﺒﺔ ﺷﯿﻮﻋﮭﺎ ﻣﻦ اﻟﻤﺠﻤﻮع اﻟﻌﺎم ﻷﺧﻄﺎﺋﮭﻢ‬

‫اﻟﺮﻗﻢ‬ ‫اﻟﺨﻄﺄ‬ ‫ﻋﺪد اﻟﺘﻜﺮار‬ ‫ﻧﺴﺒﺔ اﻟﺸﯿﻮع‬

‫‪1‬‬ ‫اﻟﻮاو ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪2‬‬ ‫ﺣﺬف اﻟﮭﻤﺰة‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪3‬‬ ‫ﺗﺎء ﻣﺮﺑﻮﻃﺔ ص ﺗﺎء ﻣﻔﺘﻮﺣﺔ‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪4‬‬ ‫اﻟﻤﯿﻢ ص ﻧﻮن‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪5‬‬ ‫اﻟﻀﺎد ص دال‬ ‫‪7‬‬ ‫‪02.2%‬‬

‫‪6‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻻم‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪7‬‬ ‫ﺣﺬف ال اﻟﺘﻌﺮﯾﻒ‬ ‫‪6٥‬‬ ‫‪01.9%‬‬

‫‪8‬‬ ‫ﺣﺬف اﻷﻟﻒ‬ ‫‪30‬‬ ‫‪09.3%‬‬

‫‪9‬‬ ‫زﯾﺎدة ال اﻟﺘﻌﺮﯾﻒ‬ ‫‪18‬‬ ‫‪05.6%‬‬

‫‪10‬‬ ‫زﯾﺎدة واو‬ ‫‪11‬‬ ‫‪03.4%‬‬

‫‪11‬‬ ‫ىصة‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪12‬‬ ‫اﻟﻜﺎف ص ﯾﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪318‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪13‬‬ ‫اﻟﺪال ص ذال‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪14‬‬ ‫زﯾﺎدة ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪3‬‬ ‫‪00.9%‬‬

‫‪15‬‬ ‫اﻟﺴﯿﻦ ص ﺻﺎد‬ ‫‪6‬‬ ‫‪01.9%‬‬

‫‪16‬‬ ‫اﻟﺴﯿﻦ ص ﺷﯿﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪17‬‬ ‫اﻟﻄﺎء ص ﻇﺎء‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪18‬‬ ‫ﺣﺬف اﻟﻮاو‬ ‫‪8‬‬ ‫‪02.5%‬‬

‫‪19‬‬ ‫اﻷﻟﻒ ص ﺿﺎد‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪20‬‬ ‫اﻟﻀﺎد ص ذال‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪21‬‬ ‫اﻟﻼم ص ﻧﻮن‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪22‬‬ ‫اﻟﯿﺎء ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪23‬‬ ‫اﻟﺰﯾﻦ ص ﺟﯿﻢ‬ ‫‪6‬‬ ‫‪01.9%‬‬

‫‪24‬‬ ‫زﯾﺎدة ﻧﻮن‬ ‫‪6‬‬ ‫‪01.9%‬‬

‫‪25‬‬ ‫زﯾﺎدة أﻟﻒ‬ ‫‪12‬‬ ‫‪03.7%‬‬

‫‪26‬‬ ‫اﻟﮭﺎء ص واو‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪27‬‬ ‫زﯾﺎدة ﯾﺎء‬ ‫‪18‬‬ ‫‪05.6%‬‬

‫‪28‬‬ ‫اﻟﺮاء ص واو‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪319‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪29‬‬ ‫اﻟﺤﺎء ص ھﺎء‬ ‫‪10‬‬ ‫‪03.1%‬‬

‫‪30‬‬ ‫اﻟﺘﺎء ص ﻛﺎف‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪31‬‬ ‫اﻷﻟﻒ اﻟﻤﻤﺪودة ص أﻟﻒ ﻣﻘﺼﻮرة‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪32‬‬ ‫اﻷﻟﻒ ص ﺗﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪33‬‬ ‫اﻟﺘﺎء ص ﻇﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪34‬‬ ‫اﻟﺮاء ص ﻻم‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪35‬‬ ‫زﯾﺎدة ﻓﻲ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪36‬‬ ‫ﺣﺬف ﺑﺎء‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪37‬‬ ‫ﺣﺬف ھﺎء‬ ‫‪4‬‬ ‫‪01.2%‬‬

‫‪38‬‬ ‫اﻟﺸﯿﻦ ص ﺳﯿﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪39‬‬ ‫اﻟﺰﯾﻦ ص ﻻم‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪40‬‬ ‫اﻷﻟﻒ ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪41‬‬ ‫اﻟﺠﯿﻢ ص زﯾﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪42‬‬ ‫زﯾﺎدة ھﺎء‬ ‫‪3‬‬ ‫‪00.9%‬‬

‫‪43‬‬ ‫زﯾﺎدة أﻟﻒ‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪44‬‬ ‫اﻟﮭﺎء ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪320‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪45‬‬ ‫ﺣﺬف اﻟﺮاء‬ ‫‪3‬‬ ‫‪00.9%‬‬

‫‪46‬‬ ‫زﯾﺎدة ﻗﺎف‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪47‬‬ ‫زﯾﺎدة دال‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪48‬‬ ‫ﺣﺬف دال‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪49‬‬ ‫ﺣﺬف ﯾﺎء‬ ‫‪5‬‬ ‫‪01.6%‬‬

‫‪50‬‬ ‫اﻟﺪال ص ﻇﺎء‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪51‬‬ ‫ﺣﺬف ﻓﺎﻣﺘﻄﺎه‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪52‬‬ ‫اﻟﻄﺎء ص ﻇﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪53‬‬ ‫اﻟﮭﻤﺰة ص أﻟﻒ ﻣﻘﺼﻮرة‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪54‬‬ ‫زﯾﺎدة ﻋﯿﻦ‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪55‬‬ ‫ﺣﺬف ﻇﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪56‬‬ ‫ﺗﺎء ﻣﻔﺘﻮﺣﺔ ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪3‬‬ ‫‪00.9%‬‬

‫‪57‬‬ ‫ﺣﺬف ذال‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪58‬‬ ‫اﻟﻼم ص راء‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪59‬‬ ‫زﯾﺎدة ﺑﺎء‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪60‬‬ ‫ﺣﺬف اﻷﻟﻒ‬ ‫‪22‬‬ ‫‪06.8%‬‬

‫‪321‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪61‬‬ ‫اﻟﺒﺎء ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪62‬‬ ‫اﻟﺨﺎء ص ﻧﻮن‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪63‬‬ ‫اﻟﺪال ص ذال‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪64‬‬ ‫اﻷﻟﻒ ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪65‬‬ ‫اﻟﮭﻤﺰة ص ﻋﺒﻦ‬ ‫‪7‬‬ ‫‪02.2%‬‬

‫‪66‬‬ ‫ﺣﺬف ﻣﯿﻢ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪67‬‬ ‫اﻟﻈﺎء ص دال‬ ‫‪3‬‬ ‫‪00.9%‬‬

‫‪68‬‬ ‫اﻟﺘﺎء ص أﻟﻒ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪69‬‬ ‫اﻟﺴﯿﻦ ص ﻗﺎف‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪70‬‬ ‫اﻟﻄﺎء ص دال‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪71‬‬ ‫ﺣﺬف ﻋﯿﻦ‬ ‫‪٢‬‬ ‫‪00.3%‬‬

‫‪72‬‬ ‫اﻟﯿﺎء ص ﻋﯿﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪73‬‬ ‫زﯾﺎدة ﻻم‬ ‫‪3‬‬ ‫‪00.9%‬‬

‫‪74‬‬ ‫اﻟﺨﺎء ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪75‬‬ ‫ﺣﺬف رﻣﺎل‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪76‬‬ ‫اﻟﮭﺎء ص ﻧﻮن‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪322‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪77‬‬ ‫ﺣﺬف ﻓﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪78‬‬ ‫ﺣﺬف ﻟﮫ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪79‬‬ ‫زﯾﺎدة راء‬ ‫‪3‬‬ ‫‪00.9%‬‬

‫‪80‬‬ ‫ىصة‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪81‬‬ ‫ﺣﺬف ﻻم‬ ‫‪4‬‬ ‫‪01.2%‬‬

‫‪82‬‬ ‫ﺣﺬف ﺗﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪83‬‬ ‫اﻟﺼﺎد ص ﺳﯿﻦ‬ ‫‪3‬‬ ‫‪00.9%‬‬

‫‪84‬‬ ‫اﻷﻟﻒ ص ﻧﻮن‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪85‬‬ ‫زﯾﺎدة ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪4‬‬ ‫‪01.2%‬‬

‫‪86‬‬ ‫اﻟﻄﺎء ص ﺗﺎء‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪87‬‬ ‫اﻟﮭﺎء ص ﻛﺎف‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪88‬‬ ‫اﻟﻌﯿﻦ ص أﻟﻒ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪89‬‬ ‫ﺣﺬف ﻟﻠﻔﺎرس‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪90‬‬ ‫ﺣﺬف أﻣﻀﻰ اﻟﻔﺎرس‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪91‬‬ ‫ﺣﺬف أﺗﻰ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪92‬‬ ‫اﻟﮭﺎء ص ﯾﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪323‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪93‬‬ ‫ﺣﺬف رﻓﯿﻖ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪94‬‬ ‫اﻟﺤﺎء ص ھﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪95‬‬ ‫اﻟﮭﺎء اﻟﻤﺮﺑﻮﻃﺔ ص ﺣﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪96‬‬ ‫اﻟﺮاء ص أﻟﻒ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪97‬‬ ‫ﺣﺬف ﻟﻐﻲ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪98‬‬ ‫اﻷﻟﻒ ص ﯾﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪99‬‬ ‫اﻷﻟﻒ ص ھﻤﺰة‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪100‬‬ ‫ﺣﺬف ﻟﺤﻈﺎت‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪101‬‬ ‫اﻟﺪال ص واو‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪102‬‬ ‫اﻟﻮاو ص دال‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪103‬‬ ‫ﺣﺬف ﻋﻨﺪ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪104‬‬ ‫ﺣﺬف اﻟﮭﺎء اﻟﻤﺮﺑﻮﻃﺔ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪105‬‬ ‫زﯾﺎدة ﻋﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪106‬‬ ‫زﯾﺎدة اﻟﺘﺎﻟﻲ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪107‬‬ ‫ﺣﺬف ﻗﺒﺎﺋﻞ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪108‬‬ ‫اﻟﺜﺎء ص ﺻﺎد‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪324‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪109‬‬ ‫ﺣﺬف ﻓﻼ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪110‬‬ ‫ﺣﺬف ﯾﺮق‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪111‬‬ ‫ﺣﺬف اﻟﺮاﻛﺐ ﻟﻠﻤﺎﺷﻲ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪112‬‬ ‫ﺣﺬف زﯾﻨﺔ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪113‬‬ ‫ﺣﺬف وﯾﺎل اﻟﺪھﺸﺔ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪114‬‬ ‫ﺣﺬف اﻟﻠﺺ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪115‬‬ ‫ﺣﺬف وان اﻟﺼﻔﺢ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪116‬‬ ‫ﺣﺬف ﻃﺒﻊ اﻟﻜﺮام‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪117‬‬ ‫ﺣﺬف ﻓﺎﺻﻔﺢ ﻋﻦ زﻟﺘﻲ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪118‬‬ ‫ﺣﺬف إﻧﻲ أﻋﯿﺪ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪119‬‬ ‫اﻟﺼﺎد ص ﻃﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪120‬‬ ‫ﺣﺬف ﺟﻮاﺑﻚ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪121‬‬ ‫ﺣﺬف ﺧﺸﯿﺔ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪122‬‬ ‫زﯾﺎدة اﻹﯾﻤﺎن‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪123‬‬ ‫ﺣﺬف ﻟﻤﻦ‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪124‬‬ ‫اﻟﻤﯿﻢ ص ﻧﻮن‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪325‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪125‬‬ ‫اﻷﻟﻒ اﻟﻤﻘﺼﻮرة ص ﻗﺎﺋﻤﺔ‬ ‫‪2‬‬ ‫‪00.6%‬‬

‫‪126‬‬ ‫اﻟﻈﺎء ص دال‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪127‬‬ ‫اﻟﺰﯾﻦ ص ﻻم‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫‪128‬‬ ‫اﻟﮭﺎء ص ﯾﺎء‬ ‫‪1‬‬ ‫‪00.3%‬‬

‫اﻟﻤﺠﻤﻮع‬ ‫‪322‬‬ ‫‪:0.0%‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ‪ :٧‬ﻳﺒﲔ ﻋﺪﺩ ﺗﻜﺮﺍﺭﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺗﻠﺘﻘﻲ ‪‬ﺎ ﻛﻞ ﺍﻟﻔﺌﺎﺕ‬

‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬

‫اﻟﺮﻗﻢ‬ ‫اﺳﻢ اﻟﺤﺮف‬ ‫اﻟﻤﺠﻤﻮع اﻟﻌﺎم‬ ‫ﻧﺴﺒﺔ اﻟﺸﯿﻮع‬

‫‪1‬‬ ‫ﺣﺬف أل اﻟﺘﻌﺮﯾﻒ‬ ‫‪١٨٧‬‬

‫‪2‬‬ ‫زﯾﺎدة أل اﻟﺘﻌﺮﯾﻒ‬ ‫‪٤٥‬‬

‫‪3‬‬ ‫زﯾﺎدة أﻟﻒ ﻗﺎﺋﻤﺔ‬ ‫‪١٠٣‬‬

‫‪4‬‬ ‫ﺣﺬف أﻟﻒ ﻗﺎﺋﻤﺔ‬ ‫‪١٦٧‬‬

‫‪5‬‬ ‫اﻟﺼﺎد ص ﺳﯿﻦ‬ ‫‪١٦٣‬‬

‫‪6‬‬ ‫اﻟﮭﻤﺰة ص ﻋﯿﻦ‬ ‫‪٤٦‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪7‬‬ ‫اﻟﺘﺎء اﻟﻤﻔﺘﻮﺣﺔ ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪١٧‬‬

‫‪8‬‬ ‫ﺣﺬف ﯾﺎء‬ ‫‪١٩‬‬

‫‪9‬‬ ‫زﯾﺎدة ﯾﺎء‬ ‫‪١٣٨‬‬

‫‪10‬‬ ‫زﯾﺎدة واو‬ ‫‪٥٣‬‬

‫‪11‬‬ ‫ﺣﺬف واو‬ ‫‪٢٠‬‬

‫‪12‬‬ ‫ﺣﺬف ھﻤﺰة اﻟﻘﻄﻊ‬ ‫‪١٦‬‬

‫‪13‬‬ ‫ﺣﺬف ھﺎء‬ ‫‪٣٧‬‬

‫‪14‬‬ ‫زﯾﺎدة ﯾﺎء‬ ‫‪١٣٨‬‬

‫‪15‬‬ ‫اﻟﻀﺎد ص دال‬ ‫‪٢٧‬‬

‫‪١٦‬‬ ‫اﻟﻄﺎء ص ﺗﺎء‬ ‫‪٤٨‬‬

‫‪١٧‬‬ ‫اﻟﻤﯿﻢ ص ﻧﻮن‬ ‫‪١٨‬‬

‫‪١٨‬‬ ‫اﻟﺘﺎء اﻟﻤﻔﺘﻮﺣﺔ ص ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫‪٢١‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ‪ ٨‬ﻳﺒﲔ ﻋﺪﺩ ﺗﻜﺮﺍﺭ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺗﻠﺘﻘﻲ ‪‬ﺎ ﺛﻼﺛﺔ ﻓﺌﺎﺕ‪:‬‬

‫اﻟﺮﻗﻢ‬ ‫اﺳﻢ اﻟﺤﺮف‬ ‫روﺳﯿﺎ‬ ‫ﺑﺮﯾﻄﺎﻧﯿﺎ‬ ‫ﻛﻮرﯾﺎ‬ ‫أﻣﺮﯾﻜﺎ‬ ‫ﻧﺴﺒﺔ اﻟﺸﯿﻮع اﻟﻤﺠﻤﻮع اﻟﻌﺎم‬

‫‪١‬‬ ‫اﻟﻜﺎف ص ﻗﺎف‬ ‫‪٧‬‬ ‫‪٨‬‬ ‫‪٠‬‬ ‫‪٧‬‬ ‫‪٢٢‬‬ ‫‪1.36%‬‬

‫‪٢‬‬ ‫اﻟﺤﺎء ص ھﺎء‬ ‫‪١‬‬ ‫‪١٠‬‬ ‫‪٠‬‬ ‫‪٩‬‬ ‫‪٢٠‬‬ ‫‪1.24%‬‬

‫‪٣‬‬ ‫اﻟﺨﺎء ص ﺣﺎء‬ ‫‪٣‬‬ ‫‪٠‬‬ ‫‪١‬‬ ‫‪١‬‬ ‫‪٥‬‬ ‫‪0.31%‬‬

‫‪٤‬‬ ‫اﻟﺪال ص ﺿﺎد‬ ‫‪٨‬‬ ‫‪٢٦‬‬ ‫‪٠‬‬ ‫‪٧‬‬ ‫‪٤١‬‬ ‫‪2.54 %‬‬

‫‪٥‬‬ ‫اﻟﮭﺎء ص ﯾﺎء‬ ‫‪٤‬‬ ‫‪٠‬‬ ‫‪١‬‬ ‫‪٢‬‬ ‫‪٧‬‬ ‫‪0.43%‬‬

‫‪٦‬‬ ‫زﯾﺎدة ﻻم‬ ‫‪١١‬‬ ‫‪١٤‬‬ ‫‪٣‬‬ ‫‪٠‬‬ ‫‪٢٨‬‬ ‫‪1.73%‬‬

‫‪٧‬‬ ‫زﯾﺎدة ﻧﻮن‬ ‫‪٠‬‬ ‫‪١٤‬‬ ‫‪٦‬‬ ‫‪٣‬‬ ‫‪٢٣‬‬ ‫‪1.42%‬‬

‫‪٨‬‬ ‫اﻟﻈﺎد ص دال‬ ‫‪٤‬‬ ‫‪٠‬‬ ‫‪٣‬‬ ‫‪١‬‬ ‫‪٧‬‬ ‫‪0.43%‬‬

‫‪٩‬‬ ‫زﯾﺎدة ﺗﺎء‬ ‫‪١‬‬ ‫‪٢‬‬ ‫‪٠‬‬ ‫‪٧‬‬ ‫‪١٠‬‬ ‫‪0.62%‬‬

‫ﺗﺎء ﻣﺮﺑﻮﻃﺔ ص‬
‫‪١٠‬‬ ‫‪١‬‬ ‫‪٠‬‬ ‫‪٢‬‬ ‫‪٢‬‬ ‫‪٥‬‬ ‫‪0.31%‬‬
‫ﺗﺎء ﻣﻔﺘﻮﺣﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ ‪ ٩‬ﻳﺒﲔ ﻋﺪﺩ ﺗﻜﺮﺍﺭ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺗﻠﺘﻘﻲ ‪‬ﺎ ﻓﺌﺘﲔ‪:‬‬

‫اﻟﻤﺠﻤﻮع‬ ‫ﻧﺴﺒﺔ‬
‫اﺳﻢ اﻟﺤﺮف اﻟﺮﻗﻢ‬ ‫روﺳﯿﺎ‬ ‫ﺑﺮﯾﻄﺎﻧﯿﺎ‬ ‫ﻛﻮرﯾﺎ‬ ‫أﻣﺮﯾﻜﺎ‬
‫اﻟﻌﺎم‬ ‫اﻟﺸﯿﻮع‬

‫اﻟﮭﺎء ص‬
‫‪١‬‬ ‫‪٥‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٧‬‬ ‫‪١٢‬‬ ‫‪0.74%‬‬
‫ﺟﯿﻢ‬

‫اﻟﻒ‬
‫‪٢‬‬ ‫ﻣﻘﺼﻮرة ص‬ ‫‪٠‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪٠‬‬ ‫‪٣‬‬ ‫‪0.18%‬‬
‫ﻻم‬

‫اﻟﺘﺎء ص‬
‫‪٣‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪١‬‬ ‫‪٥‬‬ ‫‪٦‬‬ ‫‪0.37%‬‬
‫ﻇﺎء‬

‫ﲢﺘﻮﻱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ﻋﻠﻰ ﲬﺴﺔ ﻭﺛﻼﺛﲔ ﻓﻮﻧﻴﻤﺎ ﺗﺮﻛﻴﺒﻴﺎ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺛﻼﺛﺔ ﻓﻮﻧﻴﻤﺎﺕ ﻟﻠﻌﻠﻞ ﺍﻟﻘﺼﲑﺓ‪ ،‬ﻭﻫﻲ‪ :‬ﺍﻟﻜﺴﺮﺓ‪ ،‬ﺍﻟﻀﻤﺔ ﻭﺍﻟﻔﺘﺤﺔ‪.‬‬ ‫‪-١‬‬

‫ﺛﻼﺛﺔ ﻓﻮﻧﻴﻤﺎﺕ ﻟﻠﻌﻠﻞ ﺍﻟﻄﻮﻳﻠﺔ‪ ،‬ﻭﻫﻲ‪ :‬ﺍﻟﻜﺴﺮﺓ ﺍﻟﻄﻮﻳﻠﺔ)ﻳﺎﺀ ﺍﳌﺪ(‪ ،‬ﺍﻟﻀﻤﺔ‬ ‫‪-٢‬‬
‫ﺍﻟﻄﻮﻳﻠﺔ)ﻭﺍﻭ ﺍﳌﺪ(‪ ،‬ﺍﻟﻔﺘﺤﺔ ﺍﻟﻄﻮﻳﻠﺔ) ﺍﻷﻟﻒ(‪.‬‬

‫ﻓﻮﻧﻴﻤﺎﻥ ﻷﻧﺼﺎﻑ ﺍﻟﻌﻠﻞ‪ ،‬ﻭﳘﺎ‪ :‬ﺍﻟﻮﺍﻭ ﻭﺍﻟﻴﺎﺀ)ﻭ‪،‬ﻱ(‪.‬‬ ‫‪-٣‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺳﺒﻌﺔ ﻭﻋﺸﺮﻭﻥ ﻓﻮﻧﻴﻤﺎ ﻟﻠﺴﻮﺍﻛﻦ‪ ،‬ﻭﻫﻢ‪ :‬ﺍﳍﻤﺰﺓ‪ ،‬ﺍﻟﺒﺎﺀ‪ ،‬ﺍﻟﺘﺎﺀ‪ ،‬ﺍﻟﺜﺎﺀ‪ ،‬ﺍﳉﻴﻢ‪ ،‬ﺍﳊﺎﺀ‪،‬‬ ‫‪-٤‬‬
‫ﺍﳋﺎﺀ‪ ،‬ﺍﻟﺪﺍﻝ‪ ،‬ﺍﻟﺬﺍﻝ‪ ،‬ﺍﻟﺮﺍﺀ‪ ،‬ﺍﻟﺰﺍﻱ‪ ،‬ﺍﻟﺴﲔ‪ ،‬ﺍﻟﺸﲔ‪ ،‬ﺍﻟﺼﺎﺩ‪ ،‬ﺍﻟﻀﺎﺩ‪ ،‬ﺍﻟﻄﺎﺀ‪ ،‬ﺍﻟﻈﺎﺀ‪،‬‬
‫ﺍﻟﻌﲔ‪ ،‬ﺍﻟﻐﲔ‪ ،‬ﺍﻟﻔﺎﺀ‪ ،‬ﺍﻟﻘﺎﻑ‪ ،‬ﺍﻟﻜﺎﻑ‪ ،‬ﺍﻟﻼﻡ ﺍﳌﺮﻗﻘﺔ‪ ،‬ﻭﺍﻟﻼﻡ ﺍﳌﻔﺨﻤﺔ‪ ،‬ﺍﳌﻴﻢ‪ ،‬ﺍﻟﻨﻮﻥ‪،‬‬
‫ﻭﺍﳍﺎﺀ‪ ،‬ﻭﻫﻲ ﻓﻮﻧﻴﻤﺎﺕ ﻳﻌﱪ ﻋﻨﻬﺎ ﺑﺄﺷﻜﺎﻝ ﻛﺘﺎﺑﻴﺔ ﺗﺘﺴﺮﺏ ﰲ ﻧﻮﻋﲔ‪-١ :‬‬
‫ﺍﻟﺼﻮﺍﺋﺖ ﻭﻫﻲ ﻧﻮﻋﺎﻥ‪ :‬ﻗﺼﲑﺓ‪ ،‬ﺍﻟﻔﺘﺤﺔ‪ ،‬ﻭﺍﻟﻜﺴﺮﺓ ﻭﺍﻟﻀﻤﺔ‪ ،‬ﻭﻳﻌﱪ ﻋﻨﻬﺎ ﻛﺘﺎﺑﻴﺎ‬
‫ﲝﺮﻛﺔ ﻗﺼﲑﺓ ﻓﻮﻕ ﺍﳊﺮﻑ ﺃﻭ ﺃﺳﻔﻠﻪ‪ ،‬ﻭﻃﻮﻳﻠﺔ ﻫﻲ ﺍﻟﻴﺎﺀ ﺍﳌﺪﻳﺔ ﻭﺍﻟﻮﺍﻭ ﺍﳌﺪﻳﺔ‬
‫ﻭﺍﻷﻟﻒ‪ ،‬ﻭﻳﻌﱪ ﻋﻨﻬﺎ ﻛﺘﺎﺑﺔ ﻱ‪ ،‬ﻭ‪ ،‬ﺍ‪ ...‬ﻭﻫﻜﺬﺍ‪.‬‬

‫ﺍﻟﺼﻮﺍﻣﺖ ﻭﻫﻲ ﺑﺎﻗﻲ ﺍﳊﺮﻭﻑ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﱪ ﻋﻨﻬﺎ ﻛﺘﺎﺑﻴﺎ‪.‬‬ ‫‪-٥‬‬

‫ﺗﺒﲔ ﻣﻌﺎﻳﻨﺔ ﺍﳉﺪﺍﻭﻝ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻋﻦ ﺃﺭﻗﺎﻡ ﺗﺘﺤﺪﺙ ﻋﻦ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﺗﻜﺸﻒ ﻋﻦ ﲰﺔ ﺗﻨﺒﺊ ﻋﻦ‬
‫ﺗﻔﺸﻲ ﻇﻮﺍﻫﺮ ﻟﻐﻮﻳﺔ ﺧﺎﻃﺌﺔ ﺑﲔ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﲟﺎ ﺃﻥ ﻛﺜﺮﺓ ﺍﻷﺭﻗﺎﻡ ﲡﻌﻞ ﻣﻦ ﺍﻟﺼﻌﺐ‬
‫ﺍﳊﺪﻳﺚ ﻋﻦ ﻛﻞ ﺭﻗﻢ ﻣﻦ ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡ ﻋﻠﻰ ﺣﺪﻩ‪ ،‬ﻓﻘﺪ ﺍﺭﺗﺄﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺍﻟﻈﻮﺍﻫﺮ ﺍﳌﻬﻤﺔ‬
‫ﺍﳌﺴﺘﻮﺟﺒﺔ ﻟﻠﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻔﺴﲑ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﺴﻴﻢ ﺍﻟﻈﻮﺍﻫﺮ ﺍﳌﺴﺘﺸﻜﻠﺔ ﰲ ﳎﻤﻮﻋﺎﺕ ﺗﻌﺎﰿ ﺣﺴﺐ ﺃﳘﻴﺘﻬﺎ‬
‫ﻭﺍﺭﺗﻔﺎﻉ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﳋﻄﺄ ﻓﻴﻬﺎ‪.‬‬

‫ﺑﻠﻐﺖ ﻧﺴﺒﺔ ﺣﺬﻑ ﺃﻝ ﺍﻟﺘﻌﺮﻳﻒ ﰲ ﺍ‪‬ﻤﻮﻉ ﺍﻟﻌﺎﻡ ﻟﻠﻄﻠﺒﺔ ‪ ،%11.6‬ﻭﻳ‪‬ﻌﺰﻯ ﻫﺬﺍ ﺍﻻﺭﺗﻔﺎﻉ ﺇﱃ ﻛﻮﻥ‬
‫ﺃﻝ ﺍﻟﺘﻌﺮﻳﻒ ﻣﺰﳚﺎﹰ ﻣﻦ ﳘﺰﺓ ﺍﻟﻮﺻﻞ ﻭﺍﻟﻼﻡ‪ ،‬ﻭﳘﺰﺓ ﺍﻟﻮﺻﻞ ﺗﺴﻘﻂ ﰲ ﺩﺭﺝ ﺍﻟﻜﻼﻡ ﰲ ﺣﲔ ﻳﺪﻏﻢ ﺍﻟﻼﻡ‬
‫ﺍﻟﺸﻤﺴﻴﺔ ﰲ ﺍﳊﺮﻑ ﺍﻟﺬﻱ ﻳﻠﻴﻬﺎ‪ ،‬ﻭﻳﻠﺤﻆ ﺃﻥ ﻧﺴﺒﺔ ﺍﺭﺗﻔﺎﻉ ﺣﺬﻑ ﺍﻝ ﺍﻟﺘﻌﺮﻳﻒ ﺗﺘﻘﺎﺭﺏ ﺑﲔ ﺍﻟﻔﺌﺎﺕ‬
‫ﺍﳌﺴﺘﻬﺪﻓﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻓﻘﺪ ﻛﺎﻧﺖ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻵﰐ‪ :‬ﺍﻟﺮﻭﺱ ‪ ،%10.26‬ﺍﻷﻣﺮﻳﻜﻴﲔ‪،% 10.7‬‬
‫ﺍﻟﱪﻳﻄﺎﻧﻴﲔ ‪ ،%11.8‬ﺍﻟﻜﻮﺭﻳﲔ ‪.% 01.9‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺰﻳﺎﺩﺓ ﺃﻝ ﺍﻟﺘﻌﺮﻳﻒ ﻓﻘﺪ ﺑﻠﻐﺖ ﻣﻦ ﺍ‪‬ﻤﻮﻉ ﺍﻟﻌﺎﻡ ﻣﺎ ﻧﺴﺒﺘﻪ ‪ ،%2.79‬ﻭﺗﻌﻮﺩ ﺍﳌﺸﻜﻠﺔ‬
‫ﰲ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺓ ﺇﱃ ﻋﺪﻡ ﲤﻜﻦ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﺍﻟﻼﻡ ﺍﻟﺸﻤﺴﻴﺔ ﻭﺍﻟﻘﻤﺮﻳﺔ ﻭﺇﺣﻜﺎﻡ ﻧﻄﻘﻬﻤﺎ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻓﻔﻲ ﻇﲏ‬
‫ﻳﻜﻮﻥ ﺗﻌﻠﻴﻞ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺓ ﻋﻨﺪ ﺍﻟﻄﻼﺏ ﺑﺪﻭﺍﻓﻊ ﲣﻤﻴﻨﻴﺔ ﻇﻨﺎ ﻣﻨﻬﻢ ﺃ‪‬ﻢ ﺭﲟﺎ ﺃﺻﺎﺑﻮﺍ ﰲ ﺫﻛﺮﻫﺎ‪ ،‬ﻭﻗﺪ ﺟﺎﺀﺕ‬
‫ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺯﻳﺎﺩﺓ ﺃﻝ ﺍﻟﺘﻌﺮﻳﻒ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺘﺎﱄ‪ :‬ﺍﻟﺮﻭﺱ ‪ ،% 2.14‬ﺍﻷﻣﺮﻳﻜﻴﲔ ‪ ،%2.6‬ﺍﻟﱪﻳﻄﺎﻧﻴﲔ‬
‫‪ ،%00.6‬ﻭﺍﻟﻜﻮﺭﻳﲔ ‪ .%5.6‬ﻭﺗﻔﺤﺺ ﺍﳋﻠﻔﻴﺔ ﺍﻟﱵ ﻳﻨﻄﻠﻖ ﻣﻨﻬﺎ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺎﺕ ﰲ ﻟﻐﺎ‪‬ﻢ ﺍﻷﻡ‬
‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻮﺟﻮﺩ ﺍﳍﻤﺰﺓ ﻭﺍﻝ ﺍﻟﺘﻌﺮﻳﻒ‪.‬‬

‫ﺍﺭﺗﻔﻌﺖ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺇﺑﺪﺍﻝ ﺍﻟﻄﺎﺀ ﺗﺎﺀ ﺣﻴﺚ ﺑﻠﻐﺖ ‪ ،%2.97‬ﰲ ﺣﲔ ﺑﻠﻐﺖ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺇﺑﺪﺍﻝ‬
‫ﺍﻟﻀﺎﺩ ﻇﺎﺀ ﻋﻨﺪ ﺍ‪‬ﻤﻮﻉ ﺍﻟﻌﺎﻡ ﻟﻠﻄﻠﺒﺔ ‪ ،% 1.67‬ﻭﺍﻟﻌﻠﺔ ﰲ ﻫﺬﺍ ﺍﻻﺭﺗﻔﺎﻉ ﻫﻮ ﻭﺣﺪﺓ ﺍﳌﺨﺮﺝ ﰲ ﻛﻼ‬
‫ﺍﳊﺮﻓﲔ‪ ،‬ﻭﻫﺬﺍ ﺍﳋﻠﻂ ﻟﻴﺲ ﻏﺮﻳﺒﺎ ﻛﻮﻥ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻌﺮﺏ ﺃﻧﻔﺴﻬﻢ ﺃﺣﻴﺎﻧﺎ ﳜﻠﻄﻮﻥ ﺑﲔ ﻫﺬﻳﻦ ﺍﳊﺮﻓﲔ‪ .‬ﺇﺿﺎﻓﺔ‬
‫ﺇﱃ ﺃﻥ ﺍﻟﻀﺎﺩ ﺑﻠﻔﻈﻪ ﺍﻟﺼﺤﻴﺢ ﺗﻔﺘﻘﺪﻩ ﻣﻌﻈﻢ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﻫﻮ ﻻ ﻳﻮﺟﺪ ﰲ ﻟﻐﺎﺕ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬
‫ﺑﺎﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﲦﺔ ﺧﻠﻂ ﻭﺍﺿﺢ ﺑﲔ ﺍﻟﺘﺎﺀ ﺍﳌﺮﺑﻮﻃﺔ ﻭﺍﻟﺘﺎﺀ ﺍﳌﻔﺘﻮﺣﺔ‪ ،‬ﺣﻴﺚ ﺑﻠﻐﺖ ﻧﺴﺒﺔ ﺇﺑﺪﺍﻝ ﺍﻟﺘﺎﺀ ﺍﳌﻔﺘﻮﺣﺔ ﺗﺎﺀ‬
‫ﻣﺮﺑﻮﻃﺔ ‪ ،%10.30‬ﻭﻧﺴﺒﺔ ﺇﺑﺪﺍﻝ ﺍﻟﺘﺎﺀ ﺍﳌﺮﺑﻮﻃﺔ ﺗﺎﺀ ﻣﻔﺘﻮﺣﺔ ‪ ،%1.05‬ﻭﰲ ﻇﲏ ﺃﻥ ﻫﺬﺍ ﺍﳋﻠﻂ ﻧﺎﺑﻊ‬
‫ﻣﻦ ﻋﺪﻡ ﻭﺿﻮﺡ ﺻﻮﺭﺓ ﺍﻟﺘﺎﺀ ﺍﳌﺮﺑﻮﻃﺔ ﻭﺍﻟﺘﺎﺀ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺃﺫﻫﺎﻥ ﺍﻟﻄﻠﺒﺔ ﺟﺮﺍﺀ ﻋﺪﻡ ﺗﺮﻛﻴﺰ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺍﻟﺘﺎﺀ ﺍﳌﺮﺑﻮﻃﺔ ﻭﺍﻟﺘﺎﺀ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺣﺎﻟﱵ ﺍﻟﻮﻗﻒ ﻭﺍﻟﻮﺻﻞ‪ ،‬ﻛﻮﻥ ﺍﳌﺪﺭﺳﲔ ﻳﺴﺘﺼﻌﺒﻮﻥ‬
‫ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ‪.‬‬

‫‪،% 3.28 ،% 6.38‬‬ ‫ﺑﻠﻐﺖ ﻧﺴﺒﺔ ﺯﻳﺎﺩﺓ ﺃﻟﻒ ﺃﻭ ﻭﺍﻭ ﺃﻭ ﻳﺎﺀ ﰲ ﺍ‪‬ﻤﻮﻉ ﺍﻟﻌﺎﻡ ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ‬
‫‪ ،% 8.56‬ﻳﻌﻮﺩ ﺫﻟﻚ ﺇﱃ ﺃﻥ ﺣﺮﻭﻑ ﺍﻟﻌﻠﺔ ﺗﻠﺘﺒﺲ ﻣﻊ ﺍﳊﺮﻛﺎﺕ‪ ،‬ﻓﻴﺼﻌﺐ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻢ ﲢﺪﻳﺪ ﺍﳊﺮﻛﺎﺕ‬
‫ﻭﺍﳊﺮﻭﻑ ﻹﳚﺎﺩ ﳐﺎﺭﺝ ﺍﳊﺮﻭﻑ ﺃﺛﻨﺎﺀ ﺍﻟﻨﻄﻖ‪ ،‬ﳑﺎ ﻗﺪ ﻳﻮﻗﻊ ﰲ ﺍﻟﻠﺒﺲ‪ ،‬ﻭﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺗﻘﺴﻴﻢ ﻫﺬﻩ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺼﻮﺍﺋﺖ ﰲ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻓﺜﻤﺔ ﻋﻠﻞ ﻃﻮﻳﻠﺔ ﻭﻋﻠﻞ ﻗﺼﲑﺓ ﻭﺃﻧﺼﺎﻑ ﻋﻠﻞ‪ ،‬ﻓﺎﻷﺻﻮﺍﺕ ﺍﻟﻄﺒﻘﻴﺔ ﳍﺎ ﺫﺍﺕ ﺍﳌﺨﺮﺝ‬
‫ﻭﻫﻲ ﺻﻮﺗﺎ ﺍﻟﻌﻠﺔ ﺍﻟﻀﻤﺔ ﻭ ﻭﺍﻭ ﺍﳌﺪ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﺻﻮﺍﺕ ﲣﺮﺝ ﻣﻦ ﺍﻟﻐﺎﺭ ﻭﺍﻟﻄﺒﻖ ﺍﻟﻠﲔ ﻭﳘﺎ ﺍﻟﻔﺘﺤﺔ‬
‫ﻭﺍﻷﻟﻒ‪ ،‬ﻭﺃﺻﻮﺍﺕ ﻏﺎﺭﻳﺔ ﻭﻫﻲ ﺍﻟﻜﺴﺮﺓ ﻭﻳﺎﺀ ﺍﳌﺪ‪ ،‬ﻭﻧﺼﻒ ﺍﻟﻌﻠﺔ ) ﺍﻟﻴﺎﺀ(‪ .‬ﻧﺎﻫﻴﻚ ﻋﻠﻰ ﺃﻥ ﺑﻌﺾ ﻟﻐﺎﺕ‬
‫ﺍﻟﻔﺌﺎﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ ﺑﺎﻟﺪﺭﺱ ﲣﻠﻮ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ﻭﺍﻟﺘﻤﻴﺰ ﺗﺮﺗﻔﻊ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﻷﺧﻄﺎﺀ ﺍﳊﻨﺠﺮﻳﺔ ﺃﻭ‬
‫ﺍﳌﺰﻣﺎﺭﻳﺔ )ﺍﳍﻤﺰﺓ ﻭﺍﳍﺎﺀ( ﺑﲔ ﲨﻴﻊ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﺣﻴﺚ ﺑﻠﻎ ﺇﺑﺪﺍﻝ ﺍﳍﻤﺰﺓ ﺏ ‪ ،‬ﻭﺣﺬﻑ ﺍﳍﺎﺀ ﻭﺯﻳﺎﺩﺓ ﺍﳍﻤﺰﺓ‪،‬‬
‫ﻭﻫﻲ ﺣﺮﻭﻑ‪ ،‬ﺇﺫ ﻳﻘﻮﻝ ﺳﻴﺒﻮﻳﻪ‪ ":‬ﻓﺄﻗﺼﺎﻫﺎ ﳐﺮﺟﺎ ﺍﳍﻤﺰﺓ ﻭﺍﳍﺎﺀ ﻭﺍﻷﻟﻒ"‪ ،‬ﻛﻤﺎ ﻭﺃﻇﻬﺮﺕ ﺍﻟﺘﺴﺠﻴﻼﺕ‬
‫ﺍﻟﻄﻴﻔﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﳍﻤﺰﺓ ﺑﺼﻮﺭ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻭﺃﻇﻬﺮ‪‬ﺎ ﺻﻮﺗﺎ ﻏﲑ ﻣﺴﺘﻘﺮ ﻻ ﻳﺄﺧﺬ ﺷﻜﻼ ﻣﻌﻴﻨﺎ ﳏﺪﺩﺍ‪ ،‬ﻭﺻﻮﺗﺎ‬
‫ﺷﺒﻴﻪ ﺑﺎﻟﻌﻠﺔ ﰲ ﺑﻌﺾ ﺍﻟﺴﻴﺎﻗﺎﺕ‪ ،‬ﻓﻬﻲ ﰲ ﺍﻷﻭﻝ ﺗﻈﻬﺮ ﻛﺎﻧﻔﺠﺎﺭ ﻣﺘﺒﻮﻉ ﺑﻔﺠﻮﺓ ﺳﻜﻮﻧﻴﺔ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎ ﻳﺘﺒﻊ‬
‫ﺍﻻﻧﻔﺠﺎﺭ ﺿﺠﻴﺞ ﻣﻨﺨﻔﺾ‪ ،‬ﻭﰲ ﺣﺎﻻﺕ ﺃﺧﺮﻯ ﺗﻈﻬﺮ ﺍﳍﻤﺰﺓ ﻛﺼﻮﺕ ﺍﻧﺰﻻﻗﻲ ﻗﺼﲑ ﺗﺒﺪﺃ ﺑﻪ ﺣﺰﻡ ﺍﻟﻌﻠﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﻮﺳﻂ – ﻓﻴﻤﺎ ﻋﺪﺍ ﺑﲔ ﻋﻠﺘﲔ‪ -‬ﺗﻈﻬﺮ ﻛﻔﺮﺍﻍ ﺳﻜﻮﰐ‪ ،‬ﻭﺑﲔ ﻋﻠﺘﲔ ﻻ ﺗﻈﻬﺮ ﻛﻔﺮﺍﻍ ﻭﻟﻜﻦ‬
‫ﻛﺼﻮﺕ ﺍﻧﺰﻻﻗﻲ ﺷﺒﻴﻪ ﺑﺎﻟﻌﻠﺔ‪.‬‬

‫ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺎ ﻳﻌﺘﺮﻱ ﺍﳍﻤﺰﺓ ﰲ ﺍﻟﻨﻄﻖ ﺍﻟﻌﺮﰊ ﻣﻦ ﺇﺑﺪﺍﻝ ﻭﺣﺬﻑ ﻭﺗﺴﻬﻴﻞ‪ ،‬ﳑﺎ ﳝﻜﻦ ﺃﻥ ﳜﺪﻉ‬
‫ﺍﻟﺸﺨﺺ ﺑﺒﺴﺎﻃﺔ ﺑﺄﻥ ﳚﻌﻠﻪ ﻳﺼﻒ ﺍﻟﺼﻮﺕ ﰲ ﺣﺎﻟﺔ ﻣﻦ ﺣﺎﻻﺗﻪ ﺍﻟﻌﺎﺭﺿﺔ ﺩﻭﻥ ﺃﻥ ﻳﻔﻄﻦ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻫﺬﺍ‬
‫ﺍﻟﻮﺻﻒ ﻳﻌﻠﻞ ﻟﻠﺨﻠﻂ ﺍﳊﺎﺻﻞ‪ .‬ﻭﻛﺜﲑﺍ ﻣﺎ ﺗﺘﺒﺎﺩﻝ ﺍﳊﺮﻭﻑ ﺍﳊﻨﺠﺮﻳﺔ ﻣﻊ ﺍﳊﺮﻭﻑ ﺍﳊﻠﻘﻴﺔ )ﺍﳊﺎﺀ ﻭﺍﻟﻌﲔ(‪،‬‬
‫ﺇﺫ ﻧﺒﺪﻝ ﺍﳍﻤﺰﺓ ﻋﲔ ﻭﺍﳊﺎﺀ ﻫﺎﺀ ﺃﻭ ﺍﻟﻌﻜﺲ‪ ،‬ﺣﻴﺚ ﺑﻠﻐﺖ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﺑﺪﺍﻝ ﺍﳍﻤﺰﺓ ﻋﲔ ﰲ ﺍ‪‬ﻤﻮﻉ ﺍﻟﻌﺎﻡ‬
‫‪ ،%2.85‬ﻭﻧﺴﺒﺔ ﺇﺑﺪﺍﻝ ﺍﳊﺎﺀ ﻫﺎﺀ ‪ ،%1.24‬ﻭﻗﺪ ﺍﺷﺘﺮﻛﺖ ‪‬ﺎ ﻓﻘﻂ ﺛﻼﺙ ﺩﻭﻝ ﻛﻤﺎ ﺗﺒﲔ ﺍﳉﺪﺍﻭﻝ‪،‬‬
‫ﻭﺍﻟﻐﺮﻳﺐ ﺃﻥ ﺍﻟﻜﻮﺭﻳﲔ ﺗﻼﺷﻰ ﻋﻨﺪﻫﻢ ﻫﺬﺍ ﺍﻟﺘﺪﺍﺧﻞ‪ ،‬ﻭﺍﻧﻔﺮﺩﺕ ﻛﻮﺭﻳﺎ ﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﺪﻭﻝ ﰲ ﺗﻔﺎﺩﻱ ﻫﺬﺍ‬
‫ﺍﻟﺘﺪﺍﺧﻞ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺭﲟﺎ ﺟﺎﺀ ﻫﺬﺍ ﺍﳋﻠﻂ ﻧﺘﻴﺠﺔ ﺿﺂﻟﺔ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻌﲔ ﻭﺍﳊﺎﺀ‪ ،‬ﻓﻠﻢ ﺗﻌﻂ ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ‬
‫ﺗﺴﺠﻴﻼﺕ ﺟﻬﺎﺯ ﺍﻻﺳﺒﻜﺘﺮﻭﺟﺮﺍﻑ ﻧﺘﺎﺋﺞ ﻗﻄﻌﻴﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻔﺤﺺ ﺑﺄﻓﻼﻡ ﺃﺷﻌﺔ ﺍﻛﺲ ﱂ ﻳﻌﻂ ﻧﺘﺎﺋﺞ‬
‫ﻭﺍﺿﺤﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻌﲔ ﻭﺍﳊﺎﺀ ﺳﻮﻯ ﺍﳍﻤﺲ ﻭﺍﳉﻬﺮ‪ ،‬ﻭﻛﻤﺎ ﻳﻘﻮﻝ ﺍﻟﺪﻛﺘﻮﺭ ﺑﺸﺮ‪ ":‬ﺭﲟﺎ‬
‫ﻛﺎﻧﺖ ﺍﻟﻌﲔ ﺃﻗﻞ ﺍﻷﺻﻮﺍﺕ ﺍﻻﺣﺘﻜﺎﻛﻴﺔ ﺍﺣﺘﻜﺎﻛﺎ"‪ .‬ﺣﻈﻴﺖ ﺍﳊﺮﻭﻑ ﺍﳊﻠﻘﻴﺔ) ﺍﳍﺎﺀ ﻭﺍﳊﺎﺀ( ﺑﻨﺼﻴﺐ ﻭﺍﻓﺮ‬
‫ﻣﻦ ﺍﻟﺘﺪﺍﺧﻼﺕ ﻣﻊ ﻏﲑﻫﺎ ﻣﻦ ﺍﳊﺮﻭﻑ‪ ،‬ﺣﻴﺚ ﺑﻠﻐﺖ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺇﺑﺪﺍﻝ ﺍﳊﺎﺀ ﻫﺎﺀ ‪ %4.4‬ﻋﻨﺪ ﺍﻟﻄﻠﺒﺔ‬
‫ﺍﻟﱪﻳﻄﺎﻧﻴﲔ‪ ،‬ﰲ ﺣﲔ ﺑﻠﻐﺖ ﻋﻨﺪ ﺍﻷﻣﺮﻳﻜﻴﲔ ‪ ،%1.8‬ﺃﻣﺎ ﻋﻨﺪ ﺍﻟﺮﻭﺱ ﻓﻘﺪ ﺑﻠﻐﺖ‪ . %00.21‬ﺑﻠﻐﺖ‬
‫ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﺑﺪﺍﻝ ﺍﻟﻘﺎﻑ ﻛﺎﻑ ﻭﺍﻟﻜﺎﻑ ﻗﺎﻑ ‪ .%1.36‬ﺣﻴﺚ ﲣﺮﺝ ﺍﻟﻘﺎﻑ ﻣﻦ "ﺃﻗﺼﻰ ﺍﻟﻠﺴﺎﻥ ﻭﻣﺎ‬
‫ﻓﻮﻕ ﺍﳊﻨﻚ ﺍﻷﻋﻠﻰ"‪ ،‬ﻭﳐﺮﺝ ﺍﻟﻜﺎﻑ ﻳﻠﻲ ﳐﺮﺝ ﺍﻟﻘﺎﻑ ﻭﳘﺎ ﰲ ﺣﻴﺰ ﻭﺍﺣﺪ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﺍﻟﻜﺎﻑ ﺃﺩﱏ ﺇﱃ‬
‫ﻣﻘﺪﻡ ﺍﻟﻔﻢ‪ ،‬ﻓﺎﻟﻘﺎﻑ ﻫﻲ ﺍﳌﻘﺎﺑﻞ ﺍﳌﻔﺨﻢ ﻟﻠﻜﺎﻑ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻔﺮﻕ ﺍﻟﻴﺴﲑ ﺑﲔ ﺍﳊﺮﻓﲔ ﻳﻌﻮﺩ ﺇﱃ ﻟﺒﺲ ﺇﻣﻼﺋﻲ‬
‫ﻭﺻﻮﰐ ﻳﺼﻌﺐ ﻋﻠﻰ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻣﻦ ﻏﲑ ﺃﻫﻠﻬﺎ ﻓﻚ ﺗﺸﺎﺑﻚ ﻋﺮﺍﻩ‪ ،‬ﻭﻣﻦ ﺍﳌﺆﻛﺪ ﺃﻥ ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﲢﺘﻜﻢ‬
‫ﰲ ﺗﺪﺍﺧﻼ‪‬ﺎ ﺇﱃ ﺑﻌﺪ ﻟﺴﺎﱐ ﺑﻠﻐﺖ ﻧﺴﺒﺔ ﺷﻴﻮﻉ ﺍﺳﺘﺒﺪﺍﻝ ﺍﳍﺎﺀ ﺣﺎﺀ ‪ %0.74‬ﰲ ﻛﻞ ﻣﻦ ﺭﻭﺳﻴﺎ ﻭﺃﻣﺮﻳﻜﺎ‪،‬‬
‫ﻭﺗﻼﺷﻰ ﻫﺬﺍ ﺍﻟﺘﺪﺍﺧﻞ ﰲ ﻛﻮﺭﻳﺎ ﻭﺑﺮﻳﻄﺎﻧﻴﺎ‪ ،‬ﻟﻌﻞ ﺃﻇﻬﺮ ﻣﺎ ﰲ ﺣﺮﻑ ﺍﳉﻴﻢ ﺷﺪﺓ ﺍﺿﻄﺮﺍﺏ ﻫﺬﺍ ﺍﳊﺮﻑ‬
‫ﻓﻠﺮﲟﺎ ﱂ ﻳﻮﺟﺪ ﺍﺧﺘﻼﻑ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﻭﺻﻒ ﺻﻮﺕ ﻣﻦ ﺃﺻﻮﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺜﻠﻤﺎ ﻭﺟﺪ ﻣﻊ ﺻﻮﺕ ﺍﳉﻴﻢ‬
‫ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ‪ ،‬ﻭﱂ ﺗﺘﻨﻮﻉ ﺍﻟﺮﻭﺍﻳﺎﺕ ﰲ ﻛﻴﻔﻴﺔ ﻧﻄﻖ ﺻﻮﺕ ﻣﺜﻠﻤﺎ ﺗﻨﻮﻋﺖ ﰲ ﻧﻄﻖ ﺻﻮﺕ ﺍﳉﻴﻢ‪.‬‬

‫ﻓﺎﳉﻴﻢ ﺗﻠﻔﻆ ﺃﺣﻴﺎﻧﺎ ﻣﻌﻄﺸﺔ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎ ﺍﻧﻔﺠﺎﺭﻳﺔ‪ ،‬ﻭﺃﺧﺮﻯ ﺟﻴﻢ ﻣﺼﺮﻳﺔ‪ ،‬ﻛﻞ ﺫﻟﻚ ﻳﺒﻌﺚ ﻋﻠﻰ‬
‫ﺍﻻﺿﻄﺮﺍﺏ ﻭﺍﻟﺘﺪﺍﺧﻞ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺧﻼﺻﺔ‬
‫ﺃﻇﻬﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﲦﺔ ﺃﺧﻄﺎﺀ ﺍﻧﺒﺜﻘﺖ ﻋﻦ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﲤﺜﻠﺖ ﰲ ﺗﻔﺸﻲ ﺃﺧﻄﺎﺀ‬
‫ﲡﺴﺪﺕ ﰲ ﺍﺿﻄﺮﺍﺏ ﺍﻟﻨﻄﻖ ﰲ ﻫﺬﻩ ﺍﳊﺮﻭﻑ‪ ،‬ﻓﻜﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ ﺍﻋﺘﻮﺭﻫﺎ ﺧﻠﻂ ﺇﻣﻼﺋﻲ ﻭﺍﺿﺢ ﺧﺎﺻﺔ ﰲ‬
‫ﺍﻷﺣﺮﻑ ﺍﳌﺘﺸﺎ‪‬ﺔ ﰲ ﺍﳌﺨﺮﺝ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﻫﺬﺍ ﺍﳋﻠﻂ ﻗﻞ ﰲ ﺍﻷﺣﺮﻑ ﺍﳌﺘﺒﺎﻋﺪﺓ ﰲ ﺍﳌﺨﺮﺝ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ‬
‫ﺃﻥ ﺍﻷﺣﺮﻑ ﺍﻟﱵ ﻟﻴﺲ ﳍﺎ ﻭﺟﻮﺩ ﰲ ﻟﻐﺔ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻷﻡ ﺣﻈﻴﺖ ﺑﻨﺼﻴﺐ ﻭﺍﻓﺮ ﻣﻦ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﻭﻗﻠﺖ ﰲ‬
‫ﺍﻷﺣﺮﻑ ﺍﻟﱵ ﳍﺎ ﻭﺟﻮﺩ ﰲ ﻟﻐﺘﻬﻢ ﺍﻷﻡ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺯﻳﺎﺩﺓ ﺍﻷﺧﻄﺎﺀ ﻭﻧﻘﺼﺎ‪‬ﺎ ﻛﺎﻧﺖ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺟﻨﺴﻴﺔ‬
‫ﺍﻟﻄﺎﻟﺐ‪.‬‬

‫ﺍﻟﺘﻮﺻﻴﺎﺕ‬
‫ﺑﻌﺪ ﺍﳌﻌﺎﻳﻨﺔ ﻭﺍﻟﺘﺪﻗﻴﻖ ﻭﺍﻟﺘﺤﻠﻴﻞ ﻟﻠﺠﺪﺍﻭﻝ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺧﺮﺟﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻌﺪﺩ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺃﳘﻬﺎ‪:‬‬

‫ﻻ ﺑﺪ ﻣﻦ ﻃﺮﺡ ﻣﻬﺎﺩ ﻧﻈﺮﻱ ﰲ ﺑﺪﺍﻳﺔ ﻛﻞ ﻓﺼﻞ ﻟﻠﻄﻠﺒﺔ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﺗﻮﺿﺢ‬
‫ﻓﻴﻪ ﺧﺼﺎﺋﺺ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﺟﻌﻞ ﺍﻟﻄﻼﺏ ﻳﺪﺭﻛﻮﻥ ﻣﺎ ﺗﻨﻔﺮﺩ ﺑﻪ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺻﻔﺎﺕ ﻭﺧﺼﺎﺋﺺ‬
‫ﻭﻃﺒﻴﻌﺔ‪.‬‬

‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﻜﺮﺍﺭ ﺍﻷﺣﺮﻑ ﺍﻟﱵ ﺗﺘﻘﺎﺭﺏ ﺃﻭ ﺗﺘﺸﺎﺑﻪ ﰲ ﳐﺎﺭﺟﻬﺎ‪ ،‬ﻭﺍﳊﺮﺹ ﻋﻠﻰ ﺟﻌﻞ ﺍﳌﺘﻌﻠﻢ ﻳﻨﻄﻘﻬﺎ‬
‫ﻣﺮﺍﺭﺍﹰ ﻭﺗﻜﺮﺍﺭﺍﹰ ﺃﻣﺎﻡ ﺍﳌﻌﻠﻢ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫ﺿﺮﻭﺭﺓ ﺇﻃﻼﻉ ﻣﻌﻠﻤﻮ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﳌﻌﺮﻓﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ‬
‫ﺍﻟﺬﻱ ﲢﺘﻜﻢ ﺇﻟﻴﻪ‪ ،‬ﻭﻟﻮ ﻧﻈﺮﻳﺎﹰ ﻣﻦ ﺃﺟﻞ ﻣﺮﺍﻋﺎﺓ ﻣﺎ ﺗﺰﻳﺪ ﺃﻭ ﺗﻔﺘﻘﺮ ﺇﻟﻴﻪ ﻛﻞ ﻟﻐﺔ ﻋﻦ ﺍﻷﺧﺮﻯ ﰲ ﻧﻈﺎﻣﻬﺎ‬
‫ﺍﻟﺼﻮﰐ ﺃﺛﻨﺎﺀ ﳑﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﲝﺚ ﳕﺎﻁ ﺍﻟﺘﻤﺎﻳﺰ ﺑﲔ ﻛﻞ ﺟﻨﺴﻴﺔ ﻭﺃﺧﺮﻯ ﺃﺛﻨﺎﺀ ﳑﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻣﺮﺍﻋﺎﺓ ﻣﺎ ﻟﻨﻈﺎﻣﻬﺎ‬
‫ﺍﻟﻠﻐﻮﻱ ﻣﻦ ﺧﺼﻮﺻﻴﺔ ﻗﻴﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺘﺤﻠﻴﻞ ﻟﻐﻮﻱ ﻣﻘﺎﺭﻥ ﻟﻠﻐﺔ ﺍﻟﻄﺎﻟﺐ ﻭﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ‪ ،‬ﺫﻟﻚ‬
‫ﳌﻌﺮﻓﺔ ﻧﻘﺎﻁ ﺍﻹﺗﻔﺎﻕ ﻭﺍﻻﺧﺘﻼﻑ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﻠﻔﻈﻴﺔ ﻟﻺﻓﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻨﺒﺆ ﻣﺴﺒﻘﺎﹰ ﲟﻮﺍﻃﻦ ﺍﻟﺼﻌﻮﺑﺔ‪ ،‬ﻭﺍﲣﺎﺫ ﻣﺎ ﻳﻠﺰﻡ ﻣﻦ ﺗﺪﺍﺑﲑ ﳌﻌﺎﳉﺘﻬﺎ ﺑﺸﻜﻞ ﻣﻮﺿﻮﻋﻲ‪.‬‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻷﺻﻮﺍﺕ ﻭﺗﺸﻜﻼ‪‬ﺎ ﻣﺮﺍﺭﺍﹰ‪ ،‬ﻭﻟﻴﺲ ﻭﺻﻔﻬﺎ ﻭﺍﳊﺪﻳﺚ ﻋﻨﻬﺎ‪ ،‬ﻭﻳﻜﻮﻥ ﺫﻟﻚ ﺑﻨﻄﻖ ﺍﳌﻌﻠﻢ‬
‫ﳍﺎ ﻧﻄﻘﺎﹰ ﻭﺍﺿﺤﺎﹰ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﳐﺎﺭﺝ ﺍﳊﺮﻭﻑ‪ ،‬ﻭﻣﻦ ﰒ ﺇﻋﺎﺩﺓ ﺍﻟﺪﺍﺭﺳﲔ ﻟﻠﺼﻮﺕ ﺑﻌﺪﻩ ﺇﻋﺎﺩﺓﹰ ﲨﺎﻋﻴﺔﹰ ﻳﺘﺒﻌﻬﺎ‬
‫ﺃﺧﺮﻯ ﻓﺮﺩﻳﺔﹰ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺭ ﻋﻨﺪ ﺗﻘﺪﱘ ﺍﳊﺮﻑ ﻋﻠﻰ ﺻﻮﺗﻪ ﻻ ﻋﻠﻰ ﺍﲰﻪ‪.‬‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺗﺮﲨﺔ ﺍﻟﺼﻮﺕ ﻋﻠﻰ ﺷﻜﻞ ﻣﻜﺘﻮﺏ ﻭﺍﻟﻌﻜﺲ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻭﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫ﺍﳊﺮﻭﻑ ﺍﳌﺘﺸﺎ‪‬ﺔ ﺃﻭ ﺍﻟﱵ ﻟﻴﺲ ﳍﺎ ﻣﻘﺎﺑﻞ ﰲ ﻟﻐﺘﻪ ﺍﻟﻘﻮﻣﻴﺔ‪.‬‬

‫ﻟﻌﻞ ﻣﻦ ﺷﺄﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺗﻔﺘﺢ ﺃﻓﻘﺎﹰ ﺟﺪﻳﺪﺍﹰ ﻟﺪﺭﺍﺳﺔ ﻻﺣﻘﺔ ﺩﺍﻋﻤﺔ ﺗﺪﻭﺭ ﺣﻮﻝ ﺍﺧﺘﻼﻁ‬
‫ﺍﳊﺮﻛﺎﺕ ﲝﺮﻭﻑ ﺍﻟﻌﻠﺔ ﺑﲔ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊﹺ‬

‫ﺃﻧﻴﺲ )ﺇﺑﺮﺍﻫﻴﻢ(‪ ،‬ﺍﻷﺻﻮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺍﻷﳒﻠﻮ‪ ،‬ﺭﺍﺑﻌﺔ‪.‬‬ ‫‪-١‬‬

‫ﺑﺸﺮ )ﻛﻤﺎﻝ(‪ ،‬ﺍﻷﺻﻮﺍﺕ‪ ،‬ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ‪ ،‬ﻣﺼﺮ‪.‬‬ ‫‪-٢‬‬

‫ﺻﻴﲏ )ﳏﻤﻮﺩ ﺍﲰﺎﻋﻴﻞ( ﻭﺁﺧﺮﻭﻥ‪ ،‬ﻣﺮﺷﺪ ﺍﳌﻌﻠﻢ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ‬ ‫‪-٣‬‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺗﻄﺒﻴﻘﺎﺕ ﻋﻤﻠﻴﺔ‪ ،‬ﻁ‪ ،٢‬ﻣﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺮﰊ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ‪.١٩٨٥ ،‬‬

‫ﻋﻤﺎﺭﺓ )ﺇﲰﺎﻋﻴﻞ(‪ ،‬ﺍﳌﺴﺘﺸﺮﻗﻮﻥ ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪،‬‬ ‫‪-٤‬‬
‫‪.٢٠٠٢‬‬

‫ﻋﻤﺮ )ﺍﲪﺪ ﳐﺘﺎﺭ(‪ ،‬ﺩﺭﺍﺳﺔ ﺍﻟﺼﻮﺕ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ‪.١٩٧٦ ،‬‬ ‫‪-٥‬‬

‫ﺍﻟﻐﺬﺍﻣﻲ)ﻋﺒﺪ ﺍﷲ(‪ ،‬ﺍﳋﻄﻴﺌﺔ ﻭﺍﻟﺘﻜﻔﲑ‪ ،‬ﺟﺪﺓ‪ ،‬ﺍﻟﻨﺎﺩﻱ ﺍﻷﺩﰊ ﺍﻟﺜﻘﺎﰲ‪.١٩٨٥ ،‬‬ ‫‪-٦‬‬

‫ﺍﻟﻘﺎﲰﻲ )ﻋﻠﻲ(‪ ،‬ﺍﲡﺎﻫﺎﺕ ﺣﺪﻳﺜﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‪،‬‬ ‫‪-٧‬‬
‫ﻋﻤﺎﺩﺓ ﺷﺆﻭﻥ ﺍﳌﻜﺘﺒﺎﺕ ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺮﻳﺎﺽ‪.١٩٧٩ ،‬‬

‫ﺃﺑﻮ ﻫﻼﻝ ) ﻣﺎﻫﺮ( ﻭﺁﺧﺮﻭﻥ‪ ،‬ﻣﺒﺎﺩﺉ ﺍﻹﺣﺼﺎﺀ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻟﻔﻼﺡ‪.١٩٩٧ ،‬‬ ‫‪-٨‬‬

‫ﻫﻴﻜﻞ )ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ(‪ ،‬ﻣﺒﺎﺩﺉ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ‪،‬‬ ‫‪-٩‬‬
‫‪.١٩٦٤‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫"ﺑﺮﺍﻣﺞ ﺍﻟﺤﺎﺳﻮﺏ ﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ" ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ‬

‫ﺩ‪ .‬ﳑﺪﻭﺡ ﻧﻮﺭ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺭﺏ ﺍﻟﻨﱯ ﳏﻤﺪ‬
‫‪Former Professor at Johns Hopkins University‬‬

‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﻳﻨﻘﺐ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﺣﺪ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﱂ ﺗﻨﻞ ﺣﻈﺎﹰ ﻭﺍﻓﺮﺍﹰ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺫﺍﺕ‬
‫ﺍﳌﻜﺎﻧﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺧﺎﺻﺔ ﺑﻌﺪ ﺃﺣﺪﺍﺙ ﺍﳊﺎﺩﻱ ﻋﺸﺮ ﻣﻦ ﺳﺒﺘﻤﱪ ﻟﻌﺎﻡ ‪ ٢٠٠١‬ﻣﻴﻼﺩﻳ‪‬ﺎ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺃﺷﻬﺮ ﳎﻤﻮﻋﺔ ﻣﻦ‬ ‫ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﻌﺴﻜﺮﻳﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﰒ ﻳﻨﺘﻘﻞ ﺍﻟﺒﺤﺚ ﻣﺒﺎﺷﺮﺓ ﺇﱃ ﺍﳊﺪﻳﺚ ﻋﻦ‬
‫ﺍﻟﱪﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺍﻟﱵ ﺻﺪﺭﺕ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ‪ -‬ﻭﻫﺬﺍ‬
‫ﺑﻴﺖ ﺍﻟﻘﺼﻴﺪ ﰲ ﲝﺜﻲ ﻫﺬﺍ ﻭﺳﻴﻌﺮﺽ ﺑﻌﺪ ﺫﻟﻚ ﺗﻔﺼﻴﻠﻴﺎﹰ ﺃﻫﻢ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻟﺘﻘﻮﱘ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﶈﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﳚﺐ ﺍﺗﺒﺎﻋﻬﺎ‪ .‬ﻭﻳﻨﺘﻬﻲ‬
‫ﺍﻟﺒﺤﺚ ﺑﺘﻄﺒﻴﻖ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ﺑﻠﻐﺖ ‪ ٢٣‬ﻣﻌﻴﺎﺭ‪‬ﺍ ﻋﻠﻰ ﺃﺭﺑﻌﺔ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻟﱵ ﺍﺧﺘﺎﺭﻫﺎ ﺍﻟﺒﺎﺣﺚ‬
‫ﻋﻴﻨﺔ ﳍﺬﺍ ﺍﻟﺒﺤﺚ‪ .‬ﰒ ﻳﺬﻳﻞ ﺍﻟﺒﺤﺚ ﲜﺪﻭﻝ ﻳﻠﺨ‪‬ﺺ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﻣﺎ ﺗﻮﺻﻞ ﺇﻟﻴﻪ ﻣﻦ ﻧﺘﺎﺋﺞ ﻣﻘﺎﺭﻧﺎﹰ ﺑﲔ‬
‫ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﱪﺍﻣﺞ ﺍﻷﺭﺑﻌﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺘﻘﻮﱘ – ﺍﻟﱪﳎﻴﺎﺕ– ﺍﻟﺘﻔﺎﻋﻠﻴﺔ – ﺍﻻﻧﻐﻤﺎﺱ ﺍﻟﻠﻐﻮﻱ – ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‪ -‬ﺍﻟﺘﻔﺮﻉ – ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬

‫ﺃﳘﻴﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬

‫ﻇﻬﺮ ﺍﻫﺘﻤﺎﻡ ﻣﺘﻤﻴ‪‬ﺰ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻘﺮﻧﲔ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻐﺮﰊ‪ ،‬ﻭﺗﻌﺎﻇﻢ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﰲ ﺍﻟﻘﺮﻥ‬
‫ﺍﻷﺧﲑ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ ﻓﺎﻧﻌﻜﺲ ﻋﻠﻰ ﺷﻜﻞ ﺑﺮﺍﻣﺞ ﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﻭﻟﻐﺎﺗﻪ ‪ ،‬ﻭﻣﻦ ﺃﳘﻬﺎ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬ﻓﺤﺴﺐ ﺗﻘﺮﻳﺮ ﲨﻌﻴﺔ ﺩﺭﺍﺳﺎﺕ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﻗﺪ ﺑﺮﺯﺕ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺣﺪﻫﺎ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﻋﺸﺮﻳﻦ ﺑﺮﻧﺎﳎﺎ ﻟﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‪ .‬ﻭﱂ ﻳﻘﺘﺼﺮ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻠﻰ ﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳌﻌﺎﻫﺪ‬
‫ﺍﻟﻌﻠﻴﺎ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﺍﺗﺴﻊ ﻟﻴﺸﻤﻞ ﺑﻌﺾ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺍﻟﻮﻛﺎﻻﺕ‬
‫ﺍﻷﻣﻨﻴﺔ ﺍﻟﺪﻓﺎﻋﻴﺔ ﺍﻟﱵ ﺟﻌﻞ ﺑﻌﻀﻬﺎ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﻘﺪﻣﺔ ﺃﻭﻟﻮﻳﺎ‪‬ﺎ ﺑﻞ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻌﺎﻣﻴﺔ ﻣﺜﻞ‬
‫ﻭﺯﺍﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ‪.‬‬

‫ﻭﺣﺴﺐ ﺗﻘﺮﻳﺮ ﻭﺍﺷﻨﻄﻦ ﻋﺎﻡ‪ ٢٠٠٥‬ﻓﺈﻥ ﻋﺪﺩ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺪ ﺑﻠﻎ ‪ ١٢٠٠٠‬ﻃﺎﻟﺒ‪‬ﺎ ﻃﺒﻘﺎ‬
‫ﻹﺣﺼﺎﺀ ﺍﻟﺮﺍﺑﻄﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻟﻠﻐﺎﺕ ﺍﳊﺪﻳﺜﺔ ‪،‬ﻭﺫﻟﻚ ﺑﺰﻳﺎﺩﺓ ‪ ٧‬ﺁﻻﻑ ﻃﺎﻟﺐ ﻋﻦ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺴﺎﺑﻖ‬
‫ﳍﺠﻤﺎﺕ ﺍﳊﺎﺩﻱ ﻋﺸﺮ ﻣﻦ ﺳﺒﺘﻤﱪ‪٢٠٠١‬ﻡ‪.‬‬

‫ﻭﻋﻠﻰ ﺧﻂ ﻣﺘﻮﺍﺯ ﻓﻘﺪ ﺍﺯﺩﺍﺩﺕ ﻣﻌﺎﻫﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻛﻤﺼﺮ ﻭﺍﻟﺴﻌﻮﺩﻳﺔ ﻭﺍﳌﻐﺮﺏ‬
‫ﻭﺍﻟﻴﻤﻦ ﻭﺳﻮﺭﻳﺎ ﻭﺍﻷﺭﺩﻥ ﺍﺯﺩﻳﺎﺩ‪‬ﺍ ﻣﻠﺤﻮﻇﹰﺎ‪ ،‬ﻛﻤﺎ ﺗﻮﺳﻌﺖ ﻫﺬﻩ ﺍﳌﻌﺎﻫﺪ ﻛﺜﲑ‪‬ﺍ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻷﻏﺮﺍﺽ ﻣﺘﻌﺪﺩﺓ ﻭﱂ ﺗﻌﺪ ﳏﺼﻮﺭﺓ ﰲ ﺧﺪﻣﺔ ﺍﳌﺴﻠﻤﲔ ﻓﺤﺴﺐ‪ ،‬ﻛﻤﺎ ﻗﺪﻣﺖ ﺣﻜﻮﻣﺎﺕ ﻫﺬﻩ ﺍﻟﺒﻼﺩ‬
‫ﺗﺴﻬﻴﻼﺕ ﻋﺪﻳﺪﺓ ﳍﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻣﻦ ﺟﺎﻧﺐ ﺁﺧﺮ ﻓﻘﺪ ﺯﺍﺩ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻔﺪﺭﺍﱄ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻟﱪﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺯﻳﺎﺩﺓ ﻣﻠﺤﻮﻇﺔ‬
‫ﻋﻨﺪﻣﺎ ﺻﺪﺭﺕ ﺍﳌﺒﺎﺩﺭﺓ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻸﻣﻦ ﺍﻟﻠﻐﻮﻱ ﻟﺘﺸﺠﻴﻊ ﺍﻷﻣﺮﻳﻜﻴﲔ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﲬﺲ ﻟﻐﺎﺕ ﻋﻠﻰ ﺭﺃﺳﻬﺎ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻟﺬﻟﻚ ﺭﺻﺪﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻣﺒﻠﻐ‪‬ﺎ ﻣﻘﺪﺍﺭﻩ ‪ ٥٧‬ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﳍﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﺃﻱ ﺑﺰﻳﺎﺩﺓ ﻗﺪﺭﻫﺎ‬
‫‪ ٣٥‬ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﻋﻦ ﻣﻴﺰﺍﻧﻴﺔ ﻋﺎﻡ ‪٢٠٠٦‬ﻡ‪ .‬ﻛﻤﺎ ﺳﺎﺭﻋﺖ ﺍﻟﻮﺯﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ ﻟﺮﺻﺪ ﺍﻷﻣﻮﺍﻝ ﻟﻠﻐﺮﺽ‬
‫ﺫﺍﺗﻪ‪ .‬ﻓﺄﺩﻟﺖ ﻭﺯﺍﺭﺗﺎ ﺍﻟﺪﻓﺎﻉ ﻭﺍﳋﺎﺭﺟﻴﺔ ﺑﺪﻟﻮﻳﻬﻤﺎ ﰲ ﺳﻴﺎﻕ ﺍﻟﺪﻋﻢ ﺍﳌﺬﻛﻮﺭ ﻟﺘﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﺩﺭﺍﺳﺔ ﻟﻐﺎﺕ‬
‫ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﻋﺎﻣﺔ ﻭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﻭﺟﻪ ﺣﺎﺹ‪.‬‬

‫ﻭﻻ ﺷﻚ ﺃﻥ ﺳﻴﺼﺒﺢ ﳍﺬﺍ ﺍﻟﺴﺨﺎﺀ ﻣﺮﺩﻭﺩ‪‬ﺍ ﻭﺍﺿﺤ‪‬ﺎ ﻭﺍﺑﺘﻜﺎﺭﺍﺕ ﺟﺪﻳﺪﺓﹰ ﰲ ﳎﺎﻻﺕ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺐ‬
‫ﻭﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺑﺮﺍﻣﺞ ﺗﺄﻫﻴﻞ ﺍﳌﻌﻠﻤﲔ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺑﺎﻟﻄﺒﻊ ﺳﻴﻨﻌﻜﺲ ﻫﺬﺍ ﻋﻠﻰ ﺑﺮﺍﻣﺞ‬
‫ﺍﳊﺎﺳﻮﺏ ﻟﻜﻲ ﻳﺴﺎﻳﺮ ﻫﺬﺍ ﺍﻟﺮﻛﺐ ﺍﳍﺎﺋﻞ‪.‬‬

‫ﻫﺪﻑ ﺍﻟﺒﺤﺚ‬

‫ﻳﺴﺘﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ " ﺩﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ ﺗﻘﻮﳝﻴﺔ ﻟﺒﻌﺾ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ"‬
‫ﻫﺪﻓﲔ ﺃﺳﺎﺳﲔ‪ ،‬ﺃﻭﳍﻤﺎ ﺇﺟﺮﺍﺀ ﺗﻘﻮﱘ ﻟﺒﻌﺾ ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻌﺮﺏ‪،‬‬
‫ﻭﺛﺎﱐ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﳏﺎﻭﻟﺔ ﺍﺳﺘﺨﻼﺹ ﺑﻌﺾ ﺍﳌﻌﺎﻳﲑ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ ﺗﻘﻮﱘ ﺍﻟﱪﳎﻴﺎﺕ‬
‫ﺍﳊﺎﺳﻮﺑﻴﺔ ﺣﱴ ﻳﺘﺴﲎ ﻟﻠﺒﺎﺣﺜﲔ ﻭﻣﻨﺘﺠﻲ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺑﺮﺍﻣﺞ ﳑﺎﺛﻠﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺎﺕ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺣﺪﻭﺩ ﺍﻟﺒﺤﺚ‬
‫ﻳﻨﺤﺼﺮ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﻧﻘﻮﱘ ﺃﺭﺑﻌﺔ ﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺑﻴﺔ ﻓﻘﻂ ﻭﺟ‪‬ﻬﺖ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺮﺍﺷﺪﻳﻦ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﺭﺃﻯ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻩ ﺃ‪‬ﺎ ﺗﺮﺍﻋﻲ ﺑﻌﺾ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺘﻌﺎﺭﻑ ﻋﻠﻴﻬﺎ ﰲ ﺗﺼﻤﻴﻢ ﻫﺬﺍ‬
‫ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﱪﺍﻣﺞ‪ .‬ﻭ‪‬ﺬﺍ ﺍﳊﺼﺮ ﻓﺈﻥ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﺘﺴﻢ ﺑﺎﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺘﺎﱄ ﺫﻛﺮﻫﺎ ﺗﺴﺘﺒﻌﺪ ﻣﻦ ﻫﺬﻩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﳌﻮﺟﻬﺔ ﻟﻠﻌﺮﺏ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫‪-١‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﳌﻮﺟﻬﺔ ﻟﻠﻨﺎﺷﺌﲔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫‪-٢‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﳌﻘﺪﻣﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ‪ -‬ﻭﻫﻲ ﻋﺪﻳﺪﺓ‪ -‬ﻭﺇﻥ‬ ‫‪-٣‬‬
‫ﻭﺟ‪‬ﻬﺖ ﻟﻠﺮﺍﺷﺪﻳﻦ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﳏﺘﻮﻯ ﺍﻝﺏﺣﺚ‬

‫ﺇﻥ ﺍﻷﲝﺎﺙ ﺍﻟﱵ ﻛﺘﺒﺖ ﰲ ﳎﺎﻝ ﺗﻘﻮﱘ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻧﺎﺩﺭﺓ ﺗﻜﺎﺩ ﺗﻌﺪ ﻋﻠﻰ ﺍﻷﺻﺎﺑﻊ ‪ ،‬ﻭﺇﻥ‬
‫ﺃﻏﻠﺐ ﻣﺎ ﻛﺘﺐ ﻣﻦ ﺗﻘﻮﱘ ﺗﻐﻠﺐ ﻋﻠﻴﻪ ﺍﻟﺼﺒﻐﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺘﺨﻴ‪‬ﺰﺓ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺘﻘﻮﱘ ﺍﳌﻮﺿﻮﻋﻲ ﺍﳌﺴﺘﻨﺪ ﻋﻠﻰ‬
‫ﺍﳌﻌﺎﻳﲑ ﺍﻟﺜﺎﺑﺘﺔ‪ .‬ﻓﻤﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺃﻥ ﻣﻌﺎﻳﲑ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﺗﺘﻐﲑ ﺑﺘﻐﲑ ﻓﻬﻢ‬
‫ﺍﳌﺘﺨﺼﺼﲔ ﳌﻔﺎﻫﻴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺪﻭﺭﻫﺎ ﺑﺘﻄﻮﺭ ﻧﻈﺮﻳﺎﺕ ﺍﻟﻠﻐﺔ ﻭﻛﻴﻔﻴﺔ ﺍﻛﺘﺴﺎ‪‬ﺎ‪ .‬ﻛﻤﺎ ﺗﺮﺗﺒﻂ‬
‫ﻛﺬﻟﻚ ﲟﺪﻯ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻘﲏ ﻟﻠﺤﺎﺳﻮﺏ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ‪ ،‬ﻭﻫﻮ ﺗﻄﻮﺭ ﺳﺮﻳﻊ ﻣﺬﻫﻞ ﺇﺫ ﺇﻥ ﺟﻴﻼﹰ ﺟﺪﻳﺪ‪‬ﺍ ﻣﻦ‬
‫ﺍﳊﺎﺳﻮﺏ ﻳﻮﻟﺪ ﻛﻞ ﺳﺘﺔ ﺃﺷﻬﺮ ﺗﻘﺮﻳﺒ‪‬ﺎ‪ ،‬ﺃﻱ ﻗﺒﻞ ﺃﻥ ﻳﺘﻌﺮﻑ ﺍﳌﺴﺘﺨﺪﻣﻮﻥ ﲤﺎﻣ‪‬ﺎ ﻋﻠﻰ ﺇﻣﻜﺎﻧﺎﺕ ﺍﳉﻴﻞ ﺍﻟﺴﺎﺑﻖ‬
‫ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻣﻦ ﺛﹶﻢ ﻓﺈﻥ ﻋﻠﻤﻴﺔ ﺍﻟﺘﻘﻮﱘ ﺗﺰﺩﺍﺩ ﰲ ﺗﺸﺎﺑﻜﻬﺎ ﻭﺩﺭﺟﺔ ﺗﻌﻘﻴﺪﻫﺎ ﺳﻨﺔ ﺗﻠﻮ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﻣﻌﺎﻳﲑ‬
‫ﺍﻟﺘﻘﻮﱘ ﻟﻴﺴﺖ ﻣﺘﻌﺪﺩﺓ ﻓﺤﺴﺐ ﺑﻞ ﻭﻣﺮﺗﺒﻄﺔ ﺃﻳﻀ‪‬ﺎ ﺑﺎﻷﻫﺪﺍﻑ ﺍﻟﱵ ﻭﺿﻌﺖ ﻣﻦ ﺃﺟﻠﻬﺎ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﻣﻦ‬
‫ﺟﺎﻧﺐ ﺁﺧﺮ ﻓﺈ‪‬ﺎ ﻣﺮﺗﺒﻄﺔ ﺑﺎﺣﺘﻴﺎﺝ ﺍﻟﺪﺍﺭﺳﲔ ﻭﻣﺪﻯ ﺍﺳﺘﻌﺪﺍﺩ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺆﻟﻔﲔ ﻭﺍﻟﻨﺎﺷﺮﻳﻦ ﻟﺘﻠﺒﻴﺔ ﻫﺬﻩ‬
‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﻭﻟﻘﺪ ﺑﺬﻝ ﻛﺜﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺟﻬﻮﺩﻫﻢ ﻭﺍﺳﺘﻘﺮ ﺭﺃﻳﻬﻢ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺗﻮﻓﺮ ﺛﻼﺛﺔ ﺟﻮﺍﻧﺐ ﰲ ﺍﳌﻌﺎﻳﲑ‬
‫ﻭﻫﻲ‪ :‬ﺍﶈﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﻮﺻﻔﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﻔﻨﻴﺔ‪ .‬ﻭﻟﻘﺪ ﻧﺸﺮﺕ ﻗﺎﺋﻤﺔ ﲟﻌﺎﻳﲑ ﺍﻟﺘﻘﻮﱘ ﻋﺎﻡ‬
‫‪ ١٩٨٧‬ﺗﻠﺘﻬﺎ ﻗﻮﺍﺋﻢ ﺃﺧﺮﻯ ﻭﺇﺿﺎﻓﺎﺕ ﺛﺎﻧﻮﻳﺔ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻰ ﺫﻛﺮ ﻷﻫﻢ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻘﻮﱘ ﺑﺮﺍﻣﺞ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻭﻫﻲ ﻟﻴﺴﺖ ﻣﺮﺗﺒﺔ ﺣﺴﺐ ﺍﻷﻭﻟﻮﻳﺎﺕ ﺇﺫ ﻻ ﻳﻮﺟﺪ ﺍﺗﻔﺎﻕ ﺑﲔ ﺍﳌﻘﻮﻣﲔ ﻋﻠﻰ ﺗﺮﺗﻴﺐ ﻫﺬﻩ‬
‫ﺍﻷﻭﻟﻮﻳﺎﺕ‪ .‬ﻭﻻ ﺷﻚ ﺃﻥ ﻫﺬﺍ ﳎﺎﻻ ﺧﺼﺒ‪‬ﺎ ﻟﻠﺒﺎﺣﺜﲔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬

‫ﻣﻌﺎﻳﲑ ﺗﻘﻮﱘ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺃﻫﻠﻬﺎ‬

‫‪ -١‬ﻛﺜﺎﻓﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﳌﺴﺘﺨﺪﻡ ﻭﺑﲔ ﺍﻟﱪﻧﺎﻣﺞ‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﻣﺎ ﻳﺴﻤﺢ ﺑﻪ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻠﻤﺴﺘﺨﺪﻡ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﺍﻹﳚﺎﺑﻴﺔ ﲟﺨﺘﻠﻒ ﺩﺭﺟﺎ‪‬ﺎ ﺃﺛﻨﺎﺀ‬
‫ﻋﻤﻞ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﻳﺘﻤﺜﻞ ﺫﻟﻚ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺪﺍﺭﺱ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺯﺭ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺃﻭ ﺗﺴﺠﻴﻞ ﺻﻮﺗﻪ ﺃﻭ‬
‫ﺑﻜﺘﺎﺑﺔ ﺍﺳﺘﺠﺎﺑﺔ ﺃﻭ ﺑﺎﻟﺮﺟﻮﻉ ﺍﱃ ﻣﻌﺠﻢ ﺍﻟﻜﺘﺮﻭﱐ ﻭ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺬﻱ ﻻ ﳚﻌﻞ‬
‫ﺍﳌﺴﺘﺨﺪﻡ ﳎﺮﺩ ﻣﺴﺘﻤﻊ ﺳﻠﱯ(‪.‬‬

‫‪ -٢‬ﺩﺭﺟﺔ ﺍﻻﻧﻐﻤﺎﺱ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻳﻘﺪﻣﻪ ﺍﻟﱪﻧﺎﻣﺞ‬

‫)ﻭﻳﻘﺼﺪ ‪‬ﺬﺍ ﺍﻷﻣﺮ ﻣﺪﻯ ﻣﺎ ﻳﻘﺪﻣﻪ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﻣﻮﺍﻗﻒ ﺣﻴﺎﺗﻴﺔ ﺣﻘﻴﻘﻴﺔ ﲡﻌﻞ ﺍﳌﺴﺘﺨﺪﻡ ﻳﻨﻐﻤﺮ ﰲ‬
‫ﺟﻮ ﻃﺒﻴﻌﻲ ﲝﻴﺚ ﻳﺸﻌﺮ ﺃﻧﻪ ﳝﺎﺭﺱ ﺍﻟﻠﻐﺔ ﰲ ﻣﻮﺍﻗﻒ ﺣﻴﺎﺗﻴﺔ ﻃﺒﻴﻌﻴﺔ ﻭﻟﻴﺴﺖ ﻣﺼﻨﻌﺔ‪ ،‬ﻭﻳﺘﻢ ﺫﻟﻚ ﻋﺎﺩﺓ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺑﺎﻹﻛﺜﺎﺭ ﻣﻦ ﺍﻋﺘﻤﺎﺩ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﻟﻘﻄﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻟﺼﻮﺭ ﺍﳌﺘﺤﺮﻛﺔ ﻭﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﳊﻘﻴﻘﻴﺔ ﳌﻮﺍﻗﻒ‬
‫ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﻭﺍﻗﻊ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ(‬

‫‪ -٣‬ﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺗﻨﻮﻋﻬﺎ‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻛﻤﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﻮﻓﺮﻫﺎ ﺍﻟﱪﻧﺎﻣﺞ ﻭﻣﺪﻯ ﺗﻨﻮﻋﻬﺎ ﺣﱴ ﺗﺒﻌﺪ ﺍﳌﻠﻞ ﻋﻦ‬
‫ﺍﳌﺴﺘﺨﺪﻡ‪ ،‬ﻭﻛﺬﻟﻚ ﻳﻘﺼﺪ ‪‬ﺎ ﻣﺪﻯ ﴰﻮﻟﻴﺘﻬﺎ ﲝﻴﺚ ﺗﻐﻄﻲ ﲨﻴﻊ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ(‬

‫‪ -٤‬ﻋﺪﺩ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﻳﺴﺘﻬﺪﻓﻬﺎ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳊﺎﺳﻮﺏ‬

‫)ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺭﺑﻊ ﻭﻫﻲ‪ :‬ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺇﺫ ﺇﻥ ﺑﻌﺾ ﺍﻟﱪﺍﻣﺞ‬
‫ﳛﺼﺮ ﻧﻔﺴﻪ ﰲ ﺗﻌﻠﻴﻢ ﺑﻌﺾ ﺍﳌﻬﺎﺭﺍﺕ ﻭﻳﺘﺮﻙ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ (‬

‫‪-٥‬ﻛﻴﻔﻴﺔ ﺗﻘﺪﱘ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺍﻟﻄﺮﻕ ﺃﻭ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﱪﻧﺎﻣﺞ ﰲ ﺗﻘﺪﱘ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻦ ﺣﻴﺚ ﺃﺳﻠﻮﺏ ﺍﻟﻌﺮﺽ ﻭ ﺍﻟﺘﺪﺭﺝ ﻭﻣﺪﻯ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﻮﺍﺹ ﺍﳊﺎﺳﻮﺏ‬
‫ﺍﻟﻔﻨﻴﺔ ﰲ ﺗﺄﻟﻴﻒ ﻫﺬﻩ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ(‪.‬‬

‫‪ -٦‬ﺩﻗﺔ ﻭﺿﻮﺡ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﺪﺍﺭﺱ ﰲ ﻛﻞ ﺩﺭﺱ ﻭﺗﺪﺭﻳﺐ‬

‫)ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺩﺭﺟﺔ ﻭﺿﻮﺡ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﳌﺘﻮﻓﺮﺓ ﻟﻠﻤﺴﺘﺨﺪﻡ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﻭ ﻣﻘﺪﻣﺔ ﺍﻟﻨﺼﻮﺹ‬
‫ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺣﱴ ﻳﺘﺒﲔ ﺩﻭﺭﻩ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﶈﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ(‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٧‬ﻗﺪﺭﺓ ﺍﳌﺴﺘﺨﺪﻡ ﻋﻠﻰ ﺍﻟﺘﺤﺮﻙ ﺩﺍﺧﻞ ﺍﻟﱪﻧﺎﻣﺞ‬

‫)ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻣﺴﺎﺣﺔ ﺍﳊﺮﻳﺔ ﺍﳌﺴﻤﻮﺡ ‪‬ﺎ ﰲ ﺍﻻﺧﺘﻴﺎﺭ ﺑﲔ ﳎﻤﻮﻋﺔ ﺑﺪﺍﺋﻞ‪ ،‬ﻭﻗﺪﺭﺓ ﺍﳌﺴﺘﺨﺪﻡ ﻋﻠﻰ‬
‫ﺍﻟﺘﺤﺮﻙ ﻣﻦ ﺷﺎﺷﺔ ﺇﱃ ﺷﺎﺷﺔ ﻭﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺩﺭﺱ ﺇﱃ ﺁﺧﺮ ﺃﻭ ﻣﻦ ﺗﺪﺭﻳﺐ ﺇﱃ ﺁﺧﺮ ﺑﺴﻬﻮﻟﺔ ﻭﻳﺴﺮ(‪.‬‬

‫‪-٨‬ﻣﺪﻯ ﻣﺎ ﻳﻘﺪﻣﻪ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺗﻌﺰﻳﺰ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ) ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ (‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﻮﻗﻒ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺣﺎﻟﱵ ﺍﳋﻄﺄ ﻭﺍﻟﺼﻮﺍﺏ ﻭﻣﺪﻯ ﻣﺎ ﻳﻘﺪﻣﻪ ﻣﻦ‬
‫ﺇﺭﺷﺎﺩﺍﺕ ﺃﻭ ﺇﺟﺎﺑﺎﺕ ﻟﺘﺼﺤﻴﺢ ﻣﺴﺎﺭ ﺍﻟﻄﺎﻟﺐ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﻗﺒﻞ ﺗﺮﺍﻛﻢ ﺍﻷﺧﻄﺎﺀ ﻭﺍﺳﺘﻔﺤﺎﳍﺎ(‪.‬‬

‫‪ -٩‬ﺗﻘﺪﱘ ﺍﻟﱪﻧﺎﻣﺞ ﺗﻘﺮﻳﺮ ﻋﻦ ﺃﺩﺍﺀ ﺍﳌﺴﺘﺨﺪﻡ(‬

‫)ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺃﻥ ﺍﻟﱪﻧﺎﻣﺞ ﳛﺘﻔﻆ ﺑﺴﺠﻞ ﻋﻦ ﺃﺧﻄﺎﺀ ﺍﻟﺪﺍﺭﺱ ﺃﺛﻨﺎﺀ ﺗﻌﺎﻣﻠﻪ ﻣﻊ ﺍﻟﱪﻧﺎﻣﺞ ﻭ ﻣﺪﻯ ﺗﻘﺪﻣﻪ‬
‫ﻓﻴﻪ‪ ،‬ﰒ ﳛﺘﻔﻆ ﺑﺘﻘﺮﻳﺮ ﺃﺩﺍﺀ ﳝﻜﻦ ﻟﻠﻄﺎﻟﺐ ﺃﻭ ﺍﳌﺪﺭﺱ ﺍﻻﻃﻼﻉ ﻋﻠﻴﻪ ﻣﱴ ﻃﻠﺐ ﻫﺬﺍ ﻣﻨﻪ ‪ .‬ﻭﳝﻜﻦ ﻟﻠﻄﻼﺏ‬
‫ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﺒﺎﺣﺜﲔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﺼﻨﻴﻒ ﺍﻷﺧﻄﺎﺀ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻧﺘﺎﺋﺠﻬﺎ(‪.‬‬

‫‪ -١٠‬ﻋﺪﺩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﻀﻤﻬﺎ ﻛﻞ ﺑﺮﻧﺎﻣﺞ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﴰﻮﻟﻴﺔ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻜﺎﻓﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺒﺘﺪﺋﺔ ﻭﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﻓﺒﻌﺾ‬
‫ﺍﻟﱪﺍﻣﺞ ﻻ ﺗﺘﺠﺎﻭﺯ ﺣﺪﻭﺩﻩ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻳﺸﻤﻞ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻛﻠﻬﺎ(‪.‬‬

‫‪ -١١‬ﻣﻄﺎﺑﻘﺔ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻟﻨﺼﻮﺹ ﻟﻸﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩ ﺗﻌﻠﻴﻤﻬﺎ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﻭﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﳚﺐ ﺃﻥ ﺗﻄﺎﺑﻖ ﺍﻷﻫﺪﺍﻑ‬

‫ﺍﻟﱵ ﻳﺴﺘﻬﺪﻓﻬﺎ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳊﺎﺳﻮﰊ‪ .‬ﻓﻜﺜﲑ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺗﺼﻤﻢ ﻟﻘﻴﺎﺱ ﻣﻬﺎﺭﺓ ﳏﺪﺩﺓ ﰒ ﺗﻨﺤﺮﻑ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬
‫ﻋﻨﻬﺎ ﻟﻘﻴﺎﺱ ﻣﻬﺎﺭﺓ ﺃﺧﺮﻯ( ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -١٢‬ﻧﻮﻉ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻘﺪﻡ ﰲ ﺍﻟﱪﻧﺎﻣﺞ )ﻣﻮﺟ‪‬ﻪ ﺃﻭ ﺣﺮ(‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺴﺘﺨﺪﻡ ﻣﻘﻴﺪ‪‬ﺍ ﰲ ﺍﻟﺴﲑ ﰲ ﻣﺴﺎﺭ ﳏﺪﺩ ﻭﺿﻌﻪ ﻟﻪ ﻣﺆﻟﻔﻮ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻭ ﺃﻥ ﻟﻪ‬
‫ﺣﺮﻳﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﳊﺮﻛﺔ ﺣﺴﺒﻤﺎ ﻳﻘﺮﺭ ﻫﻮ‪ ،‬ﻭﻫﺬﺍ ﻳﻨﺪﺭﺝ ﲢﺖ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﺮﻉ (‪.‬‬

‫‪ -١٣‬ﻣﺪﻯ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﻮﺍﺹ ﺍﳊﺎﺳﻮﺏ )ﺍﻟﺼﻮﺕ – ﺍﻟﺼﻮﺭﺓ – ﺍﻟﻔﻴﺪﻳﻮ –‬

‫ﺍﻟﻮﺻﻼﺕ‪ -‬ﺍﻟﺘﻜﺮﺍﺭﻳﺔ – ﺍﻟﺘﻔﺎﻋﻠﻴﺔ – ﺍﻟﺘﻌﺰﻳﺰ – ﺍﻟﺘﺼﺤﻴﺢ – ﺩﺭﺟﺔ ﺍﻟﺼﻌﻮﺑﺔ – ﺗﻨﻮﻉ‬
‫ﺍﻷﻧﺸﻄﺔ – ﺭﺳﻢ ﳌﺴﺎﺭ ﺗﻌﻠﻢ ﻣﺴﺘﺨﺪﻡ ﺍﻟﱪﻧﺎﻣﺞ(‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﺍﺳﺘﻐﻼﻝ ﺇﻣﻜﺎﻧﺎﺕ ﺍﳊﺎﺳﻮﺏ ﻭﺧﻮﺍﺻﻪ ﺍﳌﺘﻄﻮﺭﺓ ﻳﻮﻣ‪‬ﺎ ﺑﻌﺪ ﻳﻮﻡ ﰲ ﲢﻘﻴﻖ ﺃﻛﱪ ﻗﺪﺭ‬
‫ﻣﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﰲ ﺗﺄﻣﲔ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﺸﻮﻳﻖ ﻭﺍﳉﺬﺏ ﻟﻨﻔﻮﺱ ﺍﳌﺴﺘﺨﺪﻣﲔ( ‪.‬‬

‫‪ -١٤‬ﺍﻟﺘﺪﺭﺝ ﰲ ﺍﻟﻄﺮﺡ ﻭﻣﺮﺍﻋﺎﺓ ﺗﻘﺪﻡ ﺍﻟﺪﺍﺭﺱ‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﺃﻥ ﺗﺴﻠﺴﻞ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﲝﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻣﺴﺘﻮﻯ ﺃﻋﻠﻰ ﻣﻦ ﻣﺴﺘﻮﻯ‬
‫ﺍﳌﺴﺘﺨﺪﻡ ﺑﺪﺭﺟﺔ ﻭﺍﺣﺪﺓ ﻭﻫﺬﺍ ﻣﺎ ﻳﻨﺎﺩﻱ ﺑﻪ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﻣﺜﻞ ﻛﺮﺍﺷﻦ ﻭﺁﺧﺮﻭﻥ(‬

‫‪ -١٥‬ﻣﺪﻯ ﺗﻮﻓﺮ ﺧﺪﻣﺎﺕ ﻣﺜﻞ )ﻣﻌﺠﻢ – ﻣﺘﺮﺍﺩﻓﺎﺕ ‪ -‬ﺃﺿﺪﺍﺩ – ﺗﺮﲨﺔ(‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﻣﺎ ﻳﻘﺪﻣﻪ ﺑﺮﻧﺎﻣﺞ ﺍﳊﺎﺳﻮﺏ ﻣﻦ ﺧﺪﻣﺎﺕ ﺟﺎﻧﺒﻴﺔ ﻟﻠﻤﺴﺘﺨﺪﻡ ﻣﺜﻞ ﻭﺟﻮﺩ ﻣﺴﺮﺩ ﰲ‬
‫‪‬ﺎﻳﺔ ﻛﻞ ﺩﺭﺱ ﺃﻭ ﻭﺣﺪﺓ‪ ،‬ﺃﻭ ﻣﻌﺠﻢ ﻟﺘﺮﲨﺔ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﺃﻭ ﻗﻮﺍﺋﻢ ﻣﺘﺮﺍﺩﻓﺎﺕ ﺃﻭ ﺗﺮﲨﺔ ﻓﻮﺭﻳﺔ ﺗﻈﻬﺮ ﻟﻠﻜﻠﻤﺔ‬
‫ﺇﺫﺍ ﺿﻐﻂ ﺍﳌﺴﺘﺨﺪﻡ ﻣﺮﺗﲔ ﺃﻭ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻡ ﺗﺴﻬﻴﻼﺕ ﻟﺪﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ(‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -١٦‬ﺗﻮﻓﲑ ﺧﺎﺻﻴﺔ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﲟﺎ ﻳﻨﺎﺳﺐ ﺍﳌﺴﺘﻮﻳﲔ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﻌﻘﻠﻲ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺎ ﻳﺸﺘﻤﻞ ﻋﻠﻴﻪ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺣﻞ ﺃﻟﻐﺎﺯ ﻭﻣﺸﻜﻼﺕ ﺗﺘﻄﻠﺐ ﺗﻔﻜﲑ‪‬ﺍ ﻋﻤﻴﻘﹰﺎ ﻳﻜﻮﻥ ﻟﻪ ﺍﻷﺛﺮ‬
‫ﰲ ﺯﻳﺎﺩﺓ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻌﻘﻠﻲ ﻟﻠﻤﺴﺘﺨﺪﻡ ﺍﻟﺬﻱ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﻮﻱ(‬

‫‪ -١٧‬ﻗﺪﺭﺓ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﺗﻮﻓﲑ ﻇﺮﻭﻑ ﻭﻣﻮﺍﻗﻒ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺴﺎﻋﺪ ﺍﳌﺴﺘﺨﺪﻡ ﻋﻠﻰ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻠﻘﻄﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﱵ ﺗﺴﻬﻢ ﰲ ﺗﺼﻮﻳﺮ ﻣﻮﺍﻗﻒ ﻣﺘﻌﺪﺩﺓ ﻳﺼﻌﺐ‬
‫ﺗﻘﺪﳝﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻜﺘﺐ ﺍﳉﺎﻣﺪﺓ‪ .‬ﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﺍﳊﻘﻴﻘﻴﺔ ﺗﺴﻬﻢ ﻛﺜﲑ‪‬ﺍ ﰲ ﺳﺮﻋﺔ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ‬
‫ﺍﳌﺴﺘﻬﺪﻓﺔ‪(.‬‬

‫‪ -١٨‬ﻣﺪﻯ ﺭﺑﻂ ﺍﻟﻠﻐﺔ ﺑﺎﳌﺸﺎﻫﺪ ﻭﺍﻷﻋﻤﺎﻝ ﻭﺍﻷﻣﺎﻛﻦ ﻭﺍﻷﺷﺨﺎﺹ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﺃﻥ ﺍﻟﺘﻌﻠﻢ ﻳﺴﻬﻞ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﺮﺗﺒﻄﹰﺎ ﲟﺸﺎﻫﺪ ﻭﺃﻧﺸﻄﺔ ﻭﺃﺷﺨﺎﺹ ﻭﺃﻣﺎﻛﻦ ﻭﻟﻴﺲ ﳎﺮﺩ‬
‫ﺗﻘﺪﱘ ﻣﻔﺮﺩﺍﺕ ﺑﻄﺮﻳﻘﺔ ﺟﺎﻓﺔ ﻛﻤﺎ ﺗﻘﺪﻡ ﰲ ﺍﻟﻜﺘﺐ ﺍﳌﻘﺮﺭﺓ ﺣﱴ ﺇﺫﺍ ﺻﺎﺣﺒﺘﻬﺎ ﺗﺮﲨﺔ ﻓﺈ‪‬ﺎ ﻻ ﺗﺒﻘﻰ ﰲ‬
‫ﺍﻟﺬﻫﻦ ﻓﺘﺮﺓ ﻃﻮﻳﻠﺔ ﲞﻼﻑ ﻣﺎ ﺇﺫﺍ ﻗﹸﺪﻣﺖ ﻣﺮﺗﺒﻄﺔ ﺑﺸﺨﺺ ﺃﻭ ﻣﻜﺎﻥ ﺃﻭ ﺑﺼﻮﺭﺓ ﻣﺘﺤﺮﻛﺔ‪.‬‬

‫‪ -١٩‬ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﺍﻟﺘﺤﺮﻙ ﺩﺍﺧﻞ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﺃﻥ ﻟﻮﺣﺔ ﺍﳌﻔﺎﺗﻴﺢ )ﺍﻷﺩﻭﺍﺕ( ﻻ ﻳﻜﻮﻥ ﺳﺒﺒ‪‬ﺎ ﰲ ﺗﺴﺎﺅﻝ ﺍﳌﺴﺘﺨﺪﻡ ﻋﻦ ﻛﻴﻒ ﺍﻻﻧﺘﻘﺎﻝ‬
‫ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺑﲔ ﺍﻟﻜﻢ ﺍﳍﺎﺋﻞ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﺔ ﻛﻲ ﻻ ﻳﻀﻞ ﺍﻟﻄﺮﻳﻖ(‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -٢٠‬ﺻﺤﺔ ﺍﶈﺘﻮﻯ‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﱪﻧﺎﻣﺞ ﺻﺤﻴﺤﺔ ﻣﻦ ﺣﻴﺚ ﻧﺎﺣﻴﺔ ﺍﶈﺘﻮﻯ‬
‫ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻣﻦ ﺣﻴﺚ ﺍﶈﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ‪ ،‬ﻭﻣﻦ ﺣﻴﺚ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ (‬

‫‪ -٢١‬ﺃﺻﺎﻟﺔ ﺍﶈﺘﻮﻯ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺇﱃ ﺃﻱ ﻣﺪﻯ ﻣﻄﺎﺑﻘﺔ ﻟﻐﺔ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻠﻐﺔ ﺍﻷﺻﻠﻴﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻨﺎﻃﻘﻮﻥ ‪‬ﺬﻩ ﺍﻟﻠﻐﺔ ﻭ‬
‫ﻣﺪﻯ ﺑﻌﺪﻩ ﻋﻦ ﺍﻟﻨﺼﻮﺹ ﺍﳌﺘﻜﻠﻔﺔ ﺃﻭ ﺍﳌﺼﻄﻨﻌﺔ( ‪.‬‬

‫‪ -٢٢‬ﺧﻠﻮ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺍﻟﺘﺤﻴﺰﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﺍﺧﺘﻔﺎﺀ ﲢﻴﺰ ﺍﻟﻨﺼﻮﺹ ﻭﺍﳊﻮﺍﺭﺍﺕ ﺇﱃ ﺛﻘﺎﻓﺔ ﻣﺎ ﻭﺇﻇﻬﺎﺭ ﺗﻔﻮﻗﻬﺎ ﻋﻠﻰ ﻏﲑﻫﺎ ﺃﻭ‬
‫ﲡﺮﻳﺢ ﺃﻭ ﺇﻇﻬﺎﺭ ﺍﻟﻌﺪﺍﺀ ﻟﺜﻘﺎﻓﺎﺕ ﺃﻭ ﻟﺸﻌﻮﺏ ﻭﺟﺎﻟﻴﺎﺕ ﻭﺃﻗﻠﻴﺎﺕ ﺃﺧﺮﻯ(‬

‫‪ -٢٣‬ﺗﻨﻤﻴﺔ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬

‫)ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﺗﺮﻛﻴﺰ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺗﻌﻠﻢ ﺍﻟﺪﺍﺭﺱ ﻟﻠﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ‬
‫ﺑﺼﻮﺭﺓ ﻣﺴﺘﻤﺮﺓ ﺣﱴ ﺗﺘﻜﻮﻥ ﻟﺪﻳﺔ ﺍﻟﺬﺧﲑﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﺘﻌﺒﲑ(‪.‬‬

‫ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬

‫ﺍﻛﺘﻔﻴﺖ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ‪-‬ﻛﻤﺎ ﺃﺳﻠﻔﺖ‪ -‬ﺑﺘﻘﺪﱘ ﺃﺭﺑﻌﺔ ﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺑﻴﺔ ﺭﺍﻋﻴﺖ ﻓﻴﻬﺎ ﺍﻟﺘﻨﻮﻉ ﻣﻦ‬
‫ﺣﻴﺚ ﺍﻷﻫﺪﺍﻑ ﻭﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﶈﺘﻮﻯ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻴﺎﻥ ﺑﺄﲰﺎﺀ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﺮﲨﺔ‬ ‫ﺍﺳﻢ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻷﺻﻠﻲ‬

‫ﺣﺠﺮ ﺭﺷﻴﺪ ) ﺍﻟﻌﺮﺑﻴﺔ(‬ ‫)‪Rosetta Stone (Arabic‬‬ ‫‪١‬‬

‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻴﺴﺮﺓ‬ ‫‪Arabic Made Easy‬‬ ‫‪٢‬‬

‫ﻋﻠﻤﲏ ﺍﳌﺰﻳﺪ )ﻣﻦ ﺍﻟﻌﺮﺑﻴﺔ(‬ ‫)‪Tell me More (Arabic‬‬ ‫‪٣‬‬

‫ﺗﻜﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺧﻄﻮﺓ ﺧﻄﻮﺓ‬ ‫‪Speak Arabic: Step by Step‬‬ ‫‪٤‬‬

‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﻷﻭﻝ ) ﺣﺠﺮ ﺭﺷﻴﺪ (‬

‫ﶈﺔ ﻋﺎﻣﺔ ﻋﻦ ﺍﻟﱪﻧﺎﻣﺞ‬

‫ﺻﺪﺭ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳊﺎﺳﻮﰊ ﰲ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﺑﻌﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺑﻌﻨﻮﺍﻥ )ﺣﺠﺮ‬
‫ﺭﺷﻴﺪ( ﺃﻣﺎ ﺻﺪﻭﺭﻩ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻓﻜﺎﻥ ﰲ ﻣﻄﻠﻊ ﻫﺬﺍ ﺍﻟﻘﺮﻥ‪ .‬ﻭﻳﻘﺪﻡ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﳏﺘﻮﻯ ﻟﻐﻮﻳﺎﹰ ﻳﻌﺎﺩﻝ ﺩﺭﺍﺳﺔ‬
‫ﺳﻨﺔ ﺩﺭﺍﺳﻴﺔ ﻛﺎﻣﻠﺔ ﰲ ﺇﺣﺪﻯ ﻛﻠﻴﺎﺕ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻓﻬﻮ ﺑﺮﻧﺎﻣﺞ ﺩﺳﻢ‪ .‬ﻭﻗﺪ ﺳﺎﺩ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﻣﺆﺳﺴﺎﺕ‬
‫ﻣﺸﻬﻮﺭﺓ ﻛﻮﻛﺎﻟﺔ ﻧﺎﺳﺎ ﺍﻟﻔﻀﺎﺋﻴﺔ ﻭﻭﺯﺍﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﻋﺸﺮﺍﺕ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﻵﻟﻒ ﻣﻦ‬
‫ﺍﳌﺪﺍﺭﺱ ﺍﻟﱵ ﺗﺴﺘﻬﺪﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﺍﻟﱪﻧﺎﻣﺞ ﻣﺘﻮﻓﺮ ﺑﺄﻛﺜﺮ ﻣﻦ ‪ ٢٧‬ﻟﻐﺔ ﻣﻦ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ ﺃﻭﺳﻌﻬﺎ‬
‫ﺍﺳﺘﺨﺪﺍﻣ‪‬ﺎ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﺼﻴﻨﻴﺔ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻹﺳﺒﺎﻧﻴﺔ ﻭﺍﻟﻔﺮﻧﺴﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪ .‬ﻭﻟﻘﺪ ﻭﺟﺪ ﺭﻭﺍﺟ‪‬ﺎ ﻋﺎﳌﻴ‪‬ﺎ ﰲ‬
‫ﺍﻷﺳﻮﺍﻕ‪ ،‬ﻭﻗﻠﻤﺎ ﳜﻠﻮ ﻣﻄﺎﺭ ﻣﻦ ﺍﳌﻄﺎﺭﺍﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﻓﺎﻗﺖ ﻣﺒﻴﻌﺎﺗﻪ ﺗﻮﻗﻌﺎﺕ ﺍﻟﺸﺮﻛﺔ‬
‫ﺍﳌﻨﺘﺠﺔ ﻟﻪ‪.‬‬

‫ﻭﻳﺒﺪﺃ ﺍﻟﺘﻌﻠﻢ ﰲ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺍﻟﺼﻔﺮ ﻣﻔﺘﺮﺿ‪‬ﺎ ﺃﻥ ﺍﳌﺴﺘﺨﺪﻡ ﻟﻴﺴﺖ ﻟﺪﻳﻪ ﺃﻳﺔ ﺧﻠﻔﻴﺔ ﺳﺎﺑﻘﺔ ﻋﻦ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻳﻀﻢ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ‪ ٢١٠‬ﺩﺭﺳ‪‬ﺎ‪ ،‬ﻭﳛﺘﻮﻱ ﻋﻠﻰ ‪ ٨٠٠٠‬ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﳌﻮﺍﻗﻒ ﺣﻴﺎﺗﻴﺔ‪ ،‬ﻛﻤﺎ‬
‫ﳛﺘﻮﻱ ﻋﻠﻰ ﺇﲨﺎﱄ ‪ ٥٥٠‬ﺳﺎﻋﺔ ﺗﻌﻠﻴﻤﻴﺔ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ‬

‫ﻳﺘﻤﻴﺰ ﺑﻜﺜﺎﻓﺔ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﲔ ﺍﻟﻨﺺ ﻭﺍﻟﻜﻠﻤﺔ ﺍﳌﻨﻄﻮﻗﺔ ﻭﺍﻟﺼﻮﺭﺓ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫ﺗﻨﻤﻴﺔ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‪.‬ﻛﻤﺎ ﻳﺘﻤﻴﺰ ﺑﺄﻧﻪ ﻳﺴﲑ ﺣﺴﺐ ﻗﺪﺭﺍﺕ ﺍﳌﺴﺘﺨﺪﻡ ﻭﺳﺮﻋﺘﻪ‪ ،‬ﻭﻳﻌﻄﻲ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﻟﻠﻐﺔ ﺍﳌﻨﻄﻮﻗﺔ ﻭﺍﳌﻜﺘﻮﺑﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ .‬ﻭﺍﻟﱪﻧﺎﻣﺞ ﻣﺴﺘﻮﻳﺎﻥ‪:‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ‪ :‬ﻳﻘﺪﻡ ﺃﻛﺜﺮ ﻣﻦ ‪ ٣٥٠٠‬ﺻﻮﺭﺓ ﳌﻮﺍﻗﻒ ﻣﻦ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻲ ﻣﻦ ﺧﻼﻝ ‪ ٩٢‬ﺩﺭﺳ‪‬ﺎ ﳝﻜﻦ‬
‫ﺗﻌﻠﻤﻬﺎ ﻣﻦ ﺧﻼﻝ ‪ ٢٥٠‬ﺳﺎﻋﺔ ﺗﻀﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ‪ :‬ﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ ﻭﺍﳌﻘﺮﻭﺀ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭﺗﻘﺪﻡ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺗﺮﺍﻛﻴﺐ ﻣﻨﺘﻈﻤﺔ ﺩﻭﻥ ﺣﺎﺟﺔ ﺇﱃ ﺷﺮﺡ ﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﻭﻳﺼﺎﺣﺐ ﻛﻞ‬
‫ﺩﺭﺱ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺩﻟﻴﻞ ﻟﻠﻤﺴﺘﺨﺪﻡ‪ .‬ﻭﺗﺘﻨﺎﻭﻝ ﺍﻟﺪﺭﻭﺱ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺜﻞ ﺍﻟﻨﺎﺱ‬
‫ﻭﺍﻷﻃﻌﻤﺔ ﻭﻭﺳﺎﺋﻞ ﺍﳌﻮﺍﺻﻼﺕ ﻭﺍﳌﻼﺑﺲ ﻭﺍﻷﺛﺎﺙ ﻭﺍﻷﺷﻜﺎﻝ ﻭﺍﻷﻟﻮﺍﻥ ﻭﺍﳌﻮﻗﻊ‪ .‬ﻭﻳﺄﰐ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻊ ﺩﻟﻴﻞ‬
‫ﻣﺼﻮﺭ ﻟﻠﻤﺴﺘﺨﺪﻡ ﻛﻤﺎ ﻳﺼﺎﺣﺒﻪ ﻛﺘﺎﺏ ﻣﻨﻬﺠﻲ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ‪ :‬ﻳﻌﺘﻤﺪ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺍﻋﺘﻤﺎﺩ‪‬ﺍ ﻛﺎﻣﻼﹰ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﻭﻳﻘﺪﻡ ﺃﻛﺜﺮ ﻣﻦ ‪٤٥٠٠‬‬
‫ﺻﻮﺭﺓ ﳌﻮﺍﻗﻒ ﻣﻦ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﳝﻜﻦ ﺗﻌﻠﻤﻬﺎ ﰲ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﺗﻘﺪﺭ ﺏ ‪ ٣٠٠‬ﺳﺎﻋﺔ‪.‬ﻛﻤﺎ ﳛﺘﻮﻱ ﻋﻠﻰ‬
‫ﳎﻤﻮﻋﺔ ﺿﺨﻤﺔ ﻣﻦ ﻟﻘﻄﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ‪ .‬ﻭﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ‪ ١١٢‬ﺩﺭﺳ‪‬ﺎ‪ .‬ﻭﻳﺮﻛﺰ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻷﺭﺑﻊ ﻭﻳﺼﻞ ﺑﺎﳌﺴﺘﺨﺪﻡ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﰲ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻳﺘﻨﺎﻭﻝ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺜﻞ ﺍﻟﺸﺮﺍﺀ‬
‫ﻭﺍﻟﺴﻔﺮ ﻋﻘﺪ ﺍﻟﺼﻔﻘﺎﺕ ﻭﺍﳊﻮﺍﺱ ﺍﳋﻤﺲ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺼﺤﺔ‪ .‬ﻛﻤﺎ ﻳﻀﻢ ﻗﺴﻤ‪‬ﺎ ﺧﺎﺻ‪‬ﺎ ﺃﻛﺜﺮ‬
‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﺷﻴﻮﻋ‪‬ﺎ ﻛﻤﺎ ﻳﺼﺎﺣﺐ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺩﻟﻴﻞ ﻣﺼﻮﺭ ﻟﻠﻤﺴﺘﺨﺪﻡ ﻭﻛﺘﺎﺏ ﻣﻨﻬﺠﻲ‪.‬‬

‫ﺗﻘﻮﱘ ﺍﻟﱪﻧﺎﻣﺞ‪ :‬ﻣﺎﺯﺍﻝ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﳛﺘﻞ ﻣﻜﺎﻧﺔ ﻣﺘﻘﺪﻡ ﰲ ﺍﻷﺳﻮﺍﻕ ﺭﻏﻢ ﻗﺪﻡ ﺇﻧﺘﺎﺟﻪ ﻭ ﺻﺪﻭﺭ‬
‫ﺑﻌﺾ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺑﻌﺪﻩ‪.‬ﻭﻟﻌﻞ ﺃﺑﺮﺯ ﻣﺎ ﳝﻴﺰ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻧﻪ ﲨﻊ ﺑﲔ ﻃﺮﻕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ‬
‫ﺍﻻﻧﻐﻤﺎﺱ ﺍﻟﻠﻐﻮﻱ ﻣﻊ ﻭﺳﺎﺋﻂ ﺍﻹﻋﻼﻡ ﺍﳌﺘﻌﺪﺩﺓ ﰲ ﺟﻮ ﺗﻔﺎﻋﻠﻲ ﺭﺍﺋﻊ‪ .‬ﻓﻬﻮ ﻳﻨﺴﺦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﻳﻜﺘﺴﺐ ﻓﻴﻬﺎ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﳌﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻛﺘﺴﺎﺑ‪‬ﺎ ﻃﺒﻴﻌﻴ‪‬ﺎ ﻭﻳﻘﺪﻣﻬﺎ ﻣﺼﻮﺭﺓ ﺑﻠﺴﺎﻥ ﺃﺻﺤﺎ‪‬ﺎ ﺍﻷﺻﻠﻴﲔ ﻣﻦ ﺧﻼﻝ ﻟﻘﻄﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺩﺍﺧﻞ‬
‫ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻭﻳﺄﰐ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﰲ ﻣﻘﺪﻣﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻟﻐﲑ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﱪﻧﺎﻣﺞ ﻳﺸﺠﻊ ﺍﻟﺪﺍﺭﺳﲔ ﻋﻠﻰ ﺍﻟﺘﺨﻤﲔ )ﺍﻟﺘﻨﺆ( ﺍﻟﻠﻐﻮﻱ ﺑﺘﻘﺪﱘ ﻣﺜﲑﺍﺕ ﺑﺼﺮﻳﺔ‬
‫ﻭﲰﻌﻴﺔ ﻭﺑﻌﺾ‬

‫ﺍﻹﺭﺷﺎﺩﺍﺕ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻳﺰﻭﺩ ﺍﻟﺪﺍﺭﺳﲔ ﺑﺈﺟﺎﺑﺎﺕ ﺗﺼﺤﻴﺤﻴﺔ ﻓﻮﺭﻳﺔ ﻹﺟﺎﺑﺎ‪‬ﻢ ﻟﺘﻌﺰﻳﺰ‬
‫ﺍﺳﺘﻴﻌﺎ‪‬ﻢ ﻟﻠﺠﻤﻞ ﻭﺍﻟﻨﺼﻮﺹ‪ .‬ﻛﻤﺎ ﻳﺘﻴﺢ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻠﺪﺍﺭﺳﲔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺮﺍﲡﻴﺎﺕ ﺍﻟﺘﻔﻜﲑ ﰲ ﺣﻞ‬
‫ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻌﻠﻤﻮﻫﺎ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺣﻴﺎ‪‬ﻢ‪ .‬ﻭﻳﺘﻤﺤﻮﺭ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺣﻮﻝ ﳏﻮﺭ ﺃﺳﺎﺳﻲ ﰲ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﻭﻫﻮ ﺗﺪﺭﻳﺒﺎﺕ ﻓﻬﻢ ﺍﳌﻌﺎﱐ ﻭﺗﻌﺰﻳﺰﻫﺎ ﺍﻟﻔﻮﺭﻱ ﺑﺪﻻﹰ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻵﻟﻴﺔ ﺍﻟﺒﺤﺘﺔ ﺍﻟﱵ ﻻ ﺗﺘﺨﺬ‬
‫ﻓﻬﻢ ﺍﳌﻌﺎﱐ ﳏﻮﺭ‪‬ﺍ ﳍﺎ‪ ،‬ﻓﺎﳌﻌﲎ ﻓﻴﻪ ﺃﻫﻢ ﻣﻦ ﺍﻟﺸﻜﻞ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ﺍﻟﱪﻧﺎﻣﺞ ﱂ ﻳﻬﻤﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﺍﻟﻨﺤﻮﻳﺔ ‪.‬‬

‫ﻭﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺭﺍﺟﻊ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪(٢‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺜﺎﱐ ) ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻴﺴﺮﺓ (‬

‫ﶈﺔ ﻋﺎﻣﺔ ﻋﻦ ﺍﻟﱪﻧﺎﻣﺞ‬

‫ﻳﻌﺪ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺃﺭﺧﺺ ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻬﺪﻑ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﺪ ﺃﻧﻪ ﻗﺪ ﺍﺑﺘﻌﺪ ﻋﻦ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻔﺼﺤﻰ ﻭﳉﺎﺀ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻬﺠﺔ ﺍﳌﺼﺮﻳﺔ‪ .‬ﻭﻳﺒﺪﺃ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺪﺍﻳﺔ ﺗﻘﻠﻴﺪﻳﺔ ﺑﺘﻌﻠﻴﻢ ﺍﳊﺮﻭﻑ‬
‫ﺍﳍﺠﺎﺋﻴﺔ‪ ،‬ﻳﺘﻌﻠﻢ ﺍﳌﺴﺘﺨﺪﻡ ﺃﲰﺎﺀ ﺍﳊﺮﻭﻑ ﻭﺍﻷﺻﻮﺍﺕ ﺍﻟﱵ ﲤﺜﻠﻬﺎ ﰒ ﻳﻨﺘﻘﻞ ﺇﱃ ﻗﺮﺍﺀﺓ ﻭﻛﺘﺎﺑﺔ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬
‫ﻭﻳﻘﺪﻡ ﺍﻟﱪﻧﺎﻣﺞ ﺑﻌﺾ ﺍﻷﻟﻐﺎﺯ ﻭﺍﻷﻟﻌﺎﺏ ﺍﻟﺴﻬﻠﺔ ﻟﻜﻲ ﻳﺰﻳﺪ ﻣﻦ ﺩﺍﻓﻌﻴﺔ ﺍﻟﺪﺍﺭﺳﲔ ﻟﻠﺘﻌﻠﻢ‪.‬‬

‫ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ‬

‫ﻳﻀﻢ ﺍﻟﱪﻧﺎﻣﺞ ﻋﺸﺮﻳﻦ ﻭﺣﺪﺓ ﺗﻌﻠﻴﻤﻴﺔ ﺗﻨﺎﺳﺐ ﺍﻟﻨﺎﺷﺌﲔ ﻭﻳﺴﺘﻬﺪﻑ ﺍﳌﺒﺘﺪﺋﲔ ﻓﺤﺴﺐ‪ .‬ﻟﺬﺍ ﻓﺈﻧﻪ ﻳﺒﺪﺃ‬
‫ﺑﺪﺍﻳﺔ ﺗﻘﻠﻴﺪﻳﺔ ﺑﺘﻌﻠﻴﻢ ﺍﳊﺮﻭﻑ ﺍﳍﺠﺎﺋﻴﺔ‪ ،‬ﻳﺘﻌﻠﻢ ﺍﳌﺴﺘﺨﺪﻡ ﻣﻦ ﺧﻼﳍﺎ ﺃﲰﺎﺀ ﺍﳊﺮﻭﻑ ﻭﺍﻷﺻﻮﺍﺕ ﺍﻟﱵ ﲤﺜﻠﻬﺎ‪،‬‬
‫ﰒ ﻳﻨﺘﻘﻞ ﺇﱃ ﻗﺮﺍﺀﺓ ﻭﻛﺘﺎﺑﺔ ﺍﳌﻔﺮﺩﺍﺕ‪ .‬ﻭﻳﻘﺪﻡ ﺍﻟﱪﻧﺎﻣﺞ ﺑﻌﺾ ﺍﻷﻟﻐﺎﺯ ﻭﺍﻷﻟﻌﺎﺏ ﺍﻟﺴﻬﻠﺔ ﻟﻜﻲ ﻳﺰﻳﺪ ﻣﻦ ﺩﺍﻓﻌﻴﺔ‬
‫ﺍﻟﺪﺍﺭﺳﲔ ﻟﻠﺘﻌﻠﻢ‪ .‬ﺃﻣﺎ ﺗﻌﻠﻴﻢ ﺍﻟﻜﻼﻡ ﻓﻴﻨﺤﺼﺮ ﰲ ﳎﻤﻮﻋﺔ ﺩﺭﻭﺱ ﻣﻦ ﺧﻼﻝ ﺭﺣﻠﺔ ﺧﻴﺎﻟﻴﺔ ﻟﺒﻌﺾ ﺍﻷﻣﺎﻛﻦ‬
‫ﺍﳌﺸﻬﻮﺭﺓ ﰲ ﺍﻟﻘﺎﻫﺮﺓ ﺗﻘﺪﻡ ﻣﻦ ﺧﻼﻝ ﺭﺳﻮﻣﺎﺕ ﻣﻠﻮﻧﺔ‪ .‬ﻭﻳﺸﺘﻤﻞ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﻣﻮﺿﻮﻋﺎﺕ ﺳﻬﻠﺔ ﻣﺜﻞ‬
‫ﺍﻟﺴﻜﻦ ﰲ ﺍﻟﻔﻨﺪﻕ ﻭﻋﻤﻠﻴﺔ ﺍﳌﺴﺎﻭﻣﺔ ﺃﺛﻨﺎﺀ ﺍﻟﺸﺮﺍﺀ ﻭﺗﻨﺎﻭﻝ ﺍﻟﻄﻌﺎﻡ ﰲ ﺍﳌﻄﻌﻢ‪ .‬ﺃﻣﺎ ﺍﳊﻮﺍﺭﺍﺕ ﺍﳌﻨﻄﻮﻗﺔ ﻓﺈ‪‬ﺎ‬
‫ﺗﺼﺎﺣﺐ ﻧﺼﻮﺻ‪‬ﺎ ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺑﺎﻟﺘﺮﲨﺔ ﺍﳊﺮﻓﻴﺔ ﺍﻟﺼﻮﺗﻴﺔ‪.‬‬

‫ﺍﻟﺘﻘﻮﱘ‬

‫ﻫﺬﺍ ﺑﺮﻧﺎﻣﺞ ﻣﺘﻮﺍﺿﻊ ﺟﺪ‪‬ﺍ ﻣﻦ ﺣﻴﺚ ﺍﶈﺘﻮﻯ ﻭﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﻟﻌﻞ ﺗﺮﻛﻴﺰﻩ ﻋﻠﻰ‬
‫ﺍﻟﻠﻬﺠﺔ ﺩﻭﻥ ﺍﻟﻔﺼﺤﻰ ﻗﺪ ﻗﻠﻞ ﻣﻦ ﺷﺄﻧﻪ ﻗﻠﻴﻼﹰ‪ .‬ﻭﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﳝﻜﻨﻚ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺟﺪﻭﻝ ﻣﻘﺎﺭﻧﺔ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺭﻗﻢ )‪.(٢‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺜﺎﻟﺚ ) ﻋﻠﻤﲏ ﺍﳌﺰﻳﺪ (‬

‫ﶈﺔ ﻋﺎﻣﺔ ﻋﻦ ﺍﻟﱪﻧﺎﻣﺞ‬

‫ﻳﻌﺪ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺃﺣﺪﺙ ﺑﺮﻧﺎﻣﺞ ﺣﺎﺳﻮﺏ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﺇﺫ ﺃﻧﻪ ﺻﺪﺭ ﺑﻠﻐﺎﺕ ﻋﺪﻳﺪﺓ ﻣﻦ ﺿﻤﻨﻬﺎ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺫﻟﻚ ﰲ ﻋﺎﻡ ‪ . ٢٠٠٥‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺍﳊﺪﺍﺛﺔ ﺍﻟﻨﺴﺒﻴﺔ ﳍﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻓﺈﻧﻪ ﻗﺪ ﺟﺬﺏ ﻣﻼﻳﲔ‬
‫ﺍﳌﺴﺘﺨﺪﻣﲔ ﰲ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ ﻭﻳﺮﺟﻊ ﺍﻟﻔﻀﻞ ﰲ ﺫﻟﻚ ﻟﻼﺑﺘﻜﺎﺭﻳﺔ ﰲ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻄﺮﺡ ﻭﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ‬
‫ﻭﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ‪.‬‬

‫ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ‬

‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺎﺷﺔ ﺍﻷﻭﱃ ﳍﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻧﺮﻯ ﺃﻧﻪ ﻳﺘﻴﺢ ﻟﻠﻤﺴﺘﺨﺪﻡ ﺣﺮﻳﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺑﲔ ﺃﻣﺮﻳﻦ‪ ،‬ﺍﻷﻭﻝ‬
‫ﻳﺴﻤﺢ ﻟﻠﻤﺴﺘﺨﺪﻡ ﺑﺄﻥ ﻳﺴﲑ ﺣﺴﺐ ﻣﺴﺎﺭ ﺗﻌﻠﻴﻤﻲ ﻣﻮﺟﻪ ﺃﹸﻋﺪ ﻟﻪ ﻣﻦ ﻗ‪‬ﺒﻞ ﻣﺆﻟﻔﻲ ﺍﻟﱪﻧﺎﻣﺞ ﺣﻴﺚ ﰎ ﺗﺮﺗﻴﺐ‬
‫ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺗﺮﺍﻋﻲ ﺍﻟﺘﺴﻠﺴﻞ ﻣﻦ ﺣﻴﺚ ﺍﻟﺼﻌﻮﺑﺔ ﻟﻜﻲ ﻳﺴﲑ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺗﻘﺪﻡ ﺧﻄﻲ‬
‫ﳏﺪﺩ ﻟﻪ‪ .‬ﺃﻣﺎ ﺍﳌﺴﺎﺭ ﺍﻟﺜﺎﱐ ﻓﺈﻧﻪ ﳝﻨﺢ ﺍﳌﺴﺘﺨﺪﻡ ﺍﳊﺮﻳﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﺴﺎﺭ ﺍﻟﺬﻱ ﳛﺪﺩﻩ ﻫﻮ ﲝﻴﺚ ﳜﺘﺎﺭ ﻣﺎ‬
‫ﻳﻨﺎﺳﺒﻪ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﻭﻳﺘﺮﻙ ﻣﺎ ﻳﺮﺍﻩ ﻏﲑ ﻣﻨﺎﺳﺐ ﻟﻜﻲ ﳛﻘﻖ ﺃﻫﺪﺍﻓﻪ ﺍﳋﺎﺻﺔ ﻭﻳﻌﺎﰿ ﻧﻘﺎﻁ‬
‫ﺍﻟﻀﻌﻒ ﻭﻳﻨﻤﻲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺍﺭﺗﻘﺎﺀ ﻭﺭﻗﻲ‪.‬‬

‫ﻭﻳﺸﺘﻤﻞ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﺍﻟﻠﻮﺣﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺧﺎﺭﻃﺔ ﺍﻟﺘﻘﺪﻡ( ﻭﺍﻟﱵ ﺗﻈﻬﺮ ﻓﻴﻬﺎ ﺍﻟﺪﺭﻭﺱ ﺭﺃﺳﻴﺎ ﻭ ‪٢١‬‬
‫ﻧﻮﻋ‪‬ﺎ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺃﻓﻘﻴ‪‬ﺎ‪ .‬ﻭﻣﻦ ﰒ ﻓﻜﻞ ﻣﺮﺑﻊ ﰲ ﻫﺬﻩ ﺍﳋﺎﺭﻃﺔ ﻳﺮﺗﺒﻂ ﺑﻨﺸﺎﻁ ﺗﻌﻠﻴﻤﻲ ﺃﻭ ﺑﺪﺭﺱ‪ .‬ﻭﻳﺘﻤﻴﺰ‬
‫ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻷﺧﺮﻯ ﺃﻧﻪ ﳛﻘﻖ ﻟﻠﻤﺴﺘﺨﺪﻡ ﺍﻷﺭﺗﻘﺎﺀ ﲜﻤﻴﻊ ﺍﳌﻬﺎﺭﺍﺕ ﺇﱃ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻳﻈﻬﺮ ﻫﺬﺍ ﺟﻠﻴ‪‬ﺎ ﰲ ﺛﺮﺍﺀ ﺍﻷﻧﺸﻄﺔ ﻭﺗﻨﻮﻋﻬﺎ ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﰲ ﺟﺪﻭﻝ ﺍﻟﺘﻘﻮﱘ ﺭﻗﻢ )‪(١‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻘﻮﱘ ﺍﻟﱪﻧﺎﻣﺞ‬

‫ﻳﻌﺪ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻛﺜﺮ ﺍﻟﱪﺍﻣﺞ ﺍﺳﺘﻴﻔﺎﺀً ﳌﻌﺎﻳﲑ ﺗﻘﻮﱘ ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻣﻦ ﺣﻴﺚ ‪ :‬ﺍﶈﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ‬
‫ﻭﺍﳌﻮﺻﻔﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﻔﻨﻴﺔ‪ .‬ﻓﻤﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﺗﻨﻤﻮ ﰲ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﻋﻠﻰ ﻓﻬﻢ ﺍﳊﻮﺍﺭﺍﺕ ﺍﻟﱵ ﺗﺼﺎﺣﺒﻬﺎ ﻟﻘﻄﺎﺕ ﻣﻦ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﺸﺎﺭﻛﺔ ﺍﳌﺘﻌﻠﻢ ﰲ ﺍﳊﻮﺍﺭ ﺑﺘﺴﺠﻴﻞ‬
‫ﺻﻮﺗﻪ‪ ،‬ﻭﺍﺳﺘﻜﺸﺎﻑ ﺍﳌﻌﺎﱐ ﻭﻛﺬﻟﻚ ﺗﻌﻠﻢ ﺍﻹﻣﻼﺀ‪.‬‬

‫ﺃﻣﺎ ﻣﻬﺎﺭﺓ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻓﻴﻮﻟﻴﻬﺎ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻨﺎﻳﺔ ﺃﻛﱪ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻫﻲ ﺗﺘﻄﻮﺭ‬
‫ﻣﻦ ﺧﻼﻝ ﺗﺪﺭﻳﺒﺎﺕ ﺍﻻﺳﺘﻜﺸﺎﻑ ﻭﺍﻟﺮﺑﻂ ﺑﲔ ﺍﻟﻜﻠﻤﺔ ﻭﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﺑﺪﺭﺍﺳﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻟﱵ ﺗﺴﻬﻢ ﰲ‬
‫ﺍﻟﻔﻬﻢ‪ ،‬ﻭﺗﺪﺭﻳﺒﺎﺕ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﻠﻤﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻭﻣﻞﺀ ﺍﻟﻔﺮﺍﻏﺎﺕ ﻭﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺣﻞ ﺍﻷﻟﻐﺎﺯ ﻭﺗﺼﺮﻳﻒ‬
‫ﺍﻷﻓﻌﺎﻝ ﻭ ﳑﺎﺭﺳﺔ ﻋﻤﻠﻴﺔ ﻓﻬﻢ ﺍﳉﻤﻞ ﻭﻓﻬﻢ ﻟﻘﻄﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻭﻓﻬﻢ ﺍﳊﻮﺍﺭﺍﺕ ﺍﳌﺼﻮﺭﺓ‪.‬‬

‫ﻭﺗﺘﻄﻮﺭ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ﺑﺘﺪﺭﻳﺒﺎﺕ ﻣﺘﺪﺭﺟﺔ ﺗﺸﻤﻞ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻛﺘﺎﺑﺔ ﺍﻟﻜﻠﻤﺎﺕ ﳊﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ‬
‫ﻭ ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻟﻜﺘﺎﺑﺔ ﲨﻠﺔ ﺻﺤﻴﺤﺔ ﻭﺍﻟﺘﺮﲨﺔ ﻭﺗﻌﻠﻢ ﺍﻟﻨﺤﻮ ﻣﻦ ﺧﻼﻝ ﺗﺼﺤﻴﺢ ﺍﳉﻤﻞ ﻭﻛﺬﻟﻚ ﻣﻦ‬
‫ﻭ‬ ‫ﺧﻼﻝ ﺗﺪﺭﻳﺒﺎﺕ ﺍﻹﻣﻼﺀ‪ .‬ﺃﻣﺎ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻓﺘﻨﻤﻮ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻭ ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﺍﳉﻤﻞ ﻭﺍﻟﺘﻤﺮﺱ ﻋﻠﻴﻬﺎ ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳊﻮﺍﺭﺍﺕ‪.‬‬

‫ﻭﻣﻦ ﺃﺑﺮﺯ ﺍﳉﻮﺍﻧﺐ ﺍﻟﱵ ﲢﺴﺐ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻥ ﺍﻟﺮﻣﻮﺯ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻟﻮﺣﺔ ﺍﳌﻔﺎﺗﻴﺢ ﻟﻴﺴﺖ‬
‫ﻣﻌﱪﺓ ﻋﻦ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﺗﺸﲑ ﺇﻟﻴﻪ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺘﻌﻠﻤﻬﺎ ﻭﺍﻟﺘﻌﻮﺩ ﻋﻠﻴﻬﺎ ﳛﺘﺎﺝ ﺇﱃ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﺣﱴ ﻳﺄﻟﻔﻬﺎ‬
‫ﺍﳌﺴﺘﺨﺪﻡ ﺍﳉﺪﻳﺪ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﺪﻡ ﻣﺮﺍﻋﺎﺓ ﻫﺬﻩ ﺍﻟﻠﻮﺣﺔ ﻟﺜﻘﺎﻓﺔ ﺍﻟﺪﺍﺭﺱ ﺍﻟﻌﺮﰊ‪ .‬ﻓﻀﻼﹰ ﻋﻦ ﺃﻥ ﺑﻌﺾ ﻫﺬﻩ‬
‫ﺍﻟﺮﻣﻮﺯ ﺍﻟﺒﺼﺮﻳﺔ ﻣﺒﻬﻤﺔ ﺑﺪﺭﺟﺔ ﻣﻠﺤﻮﻇﺔ‪.‬‬

‫)ﻭﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﳝﻜﻦ ﻣﺮﺍﺟﻊ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ‪(٢‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺮﺍﺑﻊ ) ﲢﺪﺙ ﺍﻟﻌﺮﺑﻴﺔ ﺧﻄﻮﺓ ﺧﻄﻮﺓ (‬

‫ﶈﺔ ﻋﺎﻣﺔ ﻋﻦ ﺍﻟﱪﻧﺎﻣﺞ‬

‫ﳛﺘﻮﻱ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﺍﺳﻄﻮﺍﻧﺘﲔ ﻣﺪﳎﺘﲔ‪ .‬ﻭﳍﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻃﺒﻴﻌﺔ ﺧﺎﺻﺔ ﺇﺫ ﺇﻥ ﻟﻪ ﺃﻫﺪﺍﻓﹰﺎ ﺧﺎﺻﺔ‪.‬‬
‫ﻓﻬﻮ ﻳﺴﺘﻬﺪﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺎﻣﻴﺔ ﺍﳌﺼﺮﻳﺔ ﻭﻳﻮﺟﻪ ﻟﻠﺴﺎﺋﺤﲔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ .‬ﻭﻫﻮ ﺑﺮﻧﺎﻣﺞ ﺫﻭ ﻃﺒﻴﻌﺔ ﲡﺎﺭﻳﺔ‬
‫ﻭﻟﻴﺴﺖ ﺃﻛﺎﺩﳝﻴﺔ ﺃﻱ ﺇﻧﻪ ﻻ ﻳﺴﺘﺨﺪﻡ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺃﻭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﻗﺪ ﻗﺎﻣﺖ ﺷﺮﻛﺔ )ﺗﻮﺑﻜﺲ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺎﻡ ‪ ٢٠٠٣‬ﺑﺈﻧﺘﺎﺝ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻟﻜﻨﻪ ﱂ ﳚﺪ ﺭﻭﺍﺟ‪‬ﺎ ﻛﺒﲑ‪‬ﺍ ﰲ ﺍﻷﻭﺳﺎﻁ ﺍﻷﻛﺎﺩﳝﻴﺔ‪.‬‬

‫ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ‬

‫ﺍﻻﺳﻄﻮﺍﻧﺔ ﺍﻷﻭﱃ ﲢﺘﻮﻱ ﻋﻠﻰ ﺗﺴﻌﺔ ﻣﻮﺿﻮﻋﺎﺕ ﺃﺳﺎﺳﻴﺔ ﻫﻲ‪ :‬ﺍﻟﻄﻌﺎﻡ ﻭﺍﻷﻟﻮﺍﻥ ﻭﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‬
‫ﻭﺍﻷﺭﻗﺎﻡ ﻭﺍﻟﻮﻗﺖ ﻭﺍﻟﺸﺮﺍﺀ ﻭﺍﻟﺒﻼﺩ ﻭﻣﻔﺮﺩﺍﺕ ﺃﺳﺎﺳﻴﺔ ﻭﻋﺒﺎﺭﺍﺕ ﺷﺎﺋﻌﺔ‪ .‬ﻭﺗﺸﺘﻤﻞ ﻛﻞ ﻣﻮﺿﻮﻉ ﻣﻔﺮﺩﺍﺕ‬
‫ﺃﻭ ﻋﺒﺎﺭﺍﺕ ﺗﺘﺮﺍﻭﺡ ﻣﺎ ﺑﲔ ﻋﺸﺮ ﺇﱃ ﲬﺴﲔ ﻣﻔﺮﺩﺓ‪ .‬ﻭﻟﻠﻤﺴﺘﺨﺪﻡ ﺛﻼﺛﺔ ﺧﻴﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﺃﻭ ﺍﻟﺘﻜﺮﺍﺭ ﺃﻭ‬
‫ﺍﻻﺷﺘﺮﺍﻙ ﰲ ﻟﻌﺒﺔ ﻟﻐﻮﻳﺔ‪.‬‬

‫ﺍﻻﺳﻄﻮﺍﻧﺔ ﺍﻟﺜﺎﻧﻴﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﻋﺸﺮﺓ ﺃﻗﺴﺎﻡ )ﻣﻮﺿﻮﻋﺎﺕ( ﺗﺮﻛﺰ ﻋﻠﻰ ﺭﺑﻂ ﺍﳉﻤﻠﺔ ﺍﳌﺴﻤﻮﻋﺔ‬
‫ﺑﺎﻟﺼﻮﺭﺓ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‪.‬ﻭﻫﺬﺍ ﺍﻷﻗﺴﺎﻡ ﺗﺘﻨﺎﻭﻝ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻷﻃﻌﻤﺔ ﻭ ﺍﻷﻋﺪﺍﺩ ﻭﺍﳊﻴﻮﺍﻧﺎﺕ‬
‫ﻭﺍﻟﺘﻘﻮﱘ ﻭﺇﺭﺷﺎﺩﺍﺕ ﺍﻟﻄﺮﻳﻖ ﻭﺍﻷﻟﻮﺍﻥ ﻭﺍﳌﻬﻦ‪ .‬ﺃﻣﺎ ﻣﺴﺘﻮﻯ ﺍﳉﻤﻞ ﺍﳌﺴﻤﻮﻋﺔ ﻓﻬﻮ ﺃﻋﻠﻰ ﺑﻜﺜﲑ ﻣﻨﻬﺎ ﰲ‬
‫ﺍﻻﺳﻄﻮﺍﻧﺔ ﺍﻷﻭﱃ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻫﺬﻩ ﺍﻷﻗﺴﺎﻡ ﻓﺈﻥ ﻫﺬﻩ ﺍﻻﺳﻄﻮﺍﻧﺔ ﺗﻀﻢ ﺑﻌﺾ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺍﻟﱵ‬
‫ﺗﻘﺪﻡ ﻣﻦ ﺧﻼﻝ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﻟﻠﺠﻤﻞ ﺍﳌﻨﻄﻮﻗﺔ ﺑﺎﳊﺮﻑ ﺍﻟﻼﺗﻴﲏ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻘﻮﱘ ﺍﻟﱪﻧﺎﻣﺞ‬

‫ﻫﺬﺍ ﺑﺮﻧﺎﻣﺞ ﻟﻠﻤﺒﺘﺪﺋﲔ ﻭﻫﻮ ﰲ ﻋﻤﻮﻣﻪ ﻣﺘﻮﺍﺿﻊ ﻣﻦ ﺣﻴﺚ ﻣﺪﻯ ﺗﻐﻄﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ‪ ،‬ﻭﻛﺬﻟﻚ ﻣﻦ‬
‫ﺣﻴﺚ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ .‬ﻓﻠﻴﺲ ﻓﻴﻪ ﻭﺣﺪﺓ ﻣﻮﺿﻮﻋﻴﺔ ﺑﲔ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ‪ .‬ﻓﺄﻏﻠﺒﻪ ﳎﺮﺩ‬
‫ﻣﻔﺮﺩﺍﺕ ﻣﺘﻨﺎﺛﺮﺓ ﻭﲨﻞ ﻏﲑ ﻣﺘﺮﺍﺑﻄﺔ‪ .‬ﻭﺩﻭﺭ ﺍﳌﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﳏﺪﻭﺩ ﺟﺪ‪‬ﺍ ﻳﻨﺤﺼﺮ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﺃﻭ ﺍﻟﺘﻜﺮﺍﺭ‪.‬‬
‫ﻛﻤﺎ ﺃﻧﻪ ﻻ ﳛﺘﻮﻱ ﻋﻠﻰ ﻧﺼﻮﺹ ﻣﺘﺮﺍﺑﻄﺔ‪ .‬ﺃﻣﺎ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻓﺎﻟﺘﻌﻠﻴﻤﺎﺕ ﻓﻴﻪ ﻟﻴﺴﺖ ﻛﺎﻓﻴﺔ‪،‬ﻛﻤﺎ ﺃﻧﻪ‬
‫ﻳﺼﻌﺐ ﻋﻠﻰ ﺍﳌﺴﺘﺨﺪﻡ ﺍﳋﺮﻭﺝ ﻣﻦ ﺍﻟﱪﻧﺎﻣﺞ ﻓﻴﻀﻄﺮ ﺇﱃ ﺇﺧﺮﺍﺝ ﺍﻻﺳﻄﻮﺍﻧﺔ ﺫﺍ‪‬ﺎ‪ .‬ﺃﻣﺎ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‬
‫ﻓﺎﻟﱪﻧﺎﻣﺞ ﻣﺎﺯﺍﻝ ﻳﺼﻮﺭ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳉﻤﻞ ﻭﺍﳊﻤﺎﺭ ﻭﺍﳋﻤﻮﺭ ﰲ ﻏﲑ ﻣﻮﺿﻊ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬

‫ﺃﻣﺎ ﺑﺸﺄﻥ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺼﻮﺭ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻓﻠﻴﺲ ﻓﻴﻬﺎ ﺛﺒﺎﺕ ﺃﻭ ﲡﺎﻧﺲ‪ ،‬ﻓﺘﺎﺭﺓ ﻳﺴﺘﺨﺪﻡ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺮﺳﻮﻣﺎﺕ ﺍﻟﻜﺎﺭﻳﻜﺎﺗﻮﺭﻳﺔ ﺍﻟﱵ ﺗﻨﺎﺳﺐ ﺍﻷﻃﻔﺎﻝ ﻭﺗﺎﺭﺓ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺼﻮﺭ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ‬
‫ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺘﺠﺎﻧﺴﺔ ﳑﺎ ﻳﻀﻌﻒ ﻋﻨﺼﺮ ﺍﻟﺘﺸﻮﻳﻖ ﻟﺪﻯ ﺍﳌﺴﺘﺨﺪﻣﲔ‪.‬‬

‫ﻭﻳﺸﲑ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﻏﻼﻓﻪ ﺇﱃ ﻃﺮﻳﻘﺔ ﺍﻻﻧﻐﻤﺎﺱ ﺍﻟﻠﻐﻮﻱ ﺍﻟﱵ ﻳﺘﻢ ﺗﻌﻠﻤﻬﺎ ﻋﺎﺩﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻟﻘﻄﺎﺕ‬
‫ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﱵ ﺗﺼﻮﺭ ﻣﻮﺍﻗﻒ ﺣﻘﻴﻘﻴﺔ ﻣﻦ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪ -‬ﻭﻫﺬﺍ ﺃﻣﺮ ﳜﻠﻮ ﻣﻨﻪ ﺍﻟﱪﻧﺎﻣﺞ ﲤﺎﻣ‪‬ﺎ‪.‬‬

‫ﺃﻣﺎ ﻣﻦ ﺣﻴﺚ ﺻﺤﺔ ﺍﶈﺘﻮﻯ ﻓﺈﻥ ﺍﻟﱪﻧﺎﻣﺞ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺃﺧﻄﺎﺀ ﻟﻴﺴﺖ ﻗﻠﻴﻠﺔ ﰲ ﺍﻟﻨﻄﻖ ﻭﺍﻟﺘﺮﻛﻴﺐ‬
‫ﻭﻳﻄﻬﺮ ﻫﺬﺍ ﰲ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﺸﻔﻮﻳﺔ ﺍﳌﻮﺟﻬﺔ ﻟﻠﻤﺴﺘﺨﺪﻡ ﻣﺜﻞ )ﺍﺳﺘﻤﻊ ﻭﺍﺧﺘﺎﺭ( ﻭﻟﻴﺲ ) ﺍﺳﺘﻤﻊ ﻭﺍﺧﺘﺮ(‬
‫ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﺎﻝ‪ .‬ﻛﻤﺎ ﳜﻠﻮ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺍﻟﺘﺼﻮﻳﺒﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ‪.‬‬

‫ﻭﻣﻦ ﺟﺎﻧﺐ ﺁﺧﺮ ﻓﺈﻥ ﺍﻟﱪﻧﺎﻣﺞ ﻳﻔﺨﺮ ﺑﺄﻧﻪ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻛﻤﺎ ﻭﺻﻢ‬
‫ﻏﻼﻓﻪ ‪‬ﺬﺍ ﻭﻟﻜﻦ ﺍﻟﱪﻧﺎﻣﺞ ﻻ ﻳﻘﺪﻡ ﺃﻱ ﺗﻔﺎﺻﻴﻞ ﺃﻭ ﺇﺷﺎﺭﺍﺕ ﳍﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﳚﻌﻞ‬
‫ﺍﳌﺴﺘﺨﺪﻣﲔ ﰲ ﺷﻚ ﰲ ﺟﺪﻳﺔ ﺍﻟﱪﻧﺎﻣﺞ ﻭﻣﺪﻯ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻛﻤﺎ ﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﻭﺍﺣﺪﺓ ﻭﻫﻲ ﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ ﺃﻣﺎ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ ﻓﻠﻢ ﺗﻨﻞ‬
‫ﺣﻈﻬﺎ ﻣﻦ ﺍﻟﻌﻨﺎﻳﺔ ﻛﻤﺎ ﻧﺎﻟﺖ ﻣﻬﺎﺭﺓ ﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ‪.‬‬

‫ﻭﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﳝﻜﻦ ﻣﺮﺍﺟﻌﺔ ﺟﺪﻭﻝ ﺗﻘﻮﱘ ﺍﻟﱪﺍﻣﺞ ﺭﻗﻢ )‪(٢‬‬

‫ﺟﺪﻭﻝ )ﺭﻗﻢ ‪ (١‬ﻣﻠﺨﺺ ﻟﻸﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺑﺮﻧﺎﻣﺞ )ﻋﻠﻤﲏ ﺍﳌﺰﻳﺪ(‬

‫ﻣﻬﺎﺭﺓ‬ ‫ﻣﻬﺎﺭﺓ‬
‫ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬

‫√‬ ‫√‬ ‫ﺍﳊﻮﺍﺭ‪ :‬ﻭﺍﺳﺘﻜﺸﺎﻑ ﺍﳌﻌﺎﱐ‬ ‫‪١‬‬

‫√‬ ‫ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﻜﻠﻤﺔ‬ ‫‪٢‬‬

‫√‬ ‫ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫‪٣‬‬

‫√‬ ‫√‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ )ﺍﺳﺘﻤﻊ ﻭﺍﻛﺘﺐ(‬ ‫‪٤‬‬

‫√‬ ‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‬ ‫‪٥‬‬

‫√‬ ‫ﺍﻟﻜﻠﻤﺔ ﺍﻟﺼﺤﻴﺤﺔ‬ ‫‪٦‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫√‬ ‫ﺍﻣﻸ ﺍﻟﻔﺮﺍﻏﺎﺕ‬ ‫‪٧‬‬

‫√‬ ‫√‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫‪٨‬‬

‫√‬ ‫ﺗﺪﺭﻳﺒﺎﺕ ﺻﻮﺗﻴﺔ )ﻓﻮﻧﺎﺗﻴﻜﻴﺔ(‬ ‫‪٩‬‬

‫√‬ ‫ﻣﺴﺮﺩ ﻭﻣﻌﺠﻢ‬ ‫‪١٠‬‬

‫√‬ ‫√‬ ‫ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻐﺎﻣﻀﺔ‬ ‫‪١١‬‬

‫√‬ ‫√‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ )ﺗﺮﲨﺔ(‬ ‫‪١٢‬‬

‫√‬ ‫ﻧﻄﻖ ﺍﳉﻤﻞ‬ ‫‪١٣‬‬

‫√‬ ‫√‬ ‫√‬ ‫ﺍﳊﻮﺍﺭﺍﺕ ) ﺗﻌﺒﲑ(‬ ‫‪١٤‬‬

‫√‬ ‫ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫‪١٥‬‬

‫√‬ ‫ﺗﺼﺮﻳﻒ ﺍﻷﻓﻌﺎﻝ‬ ‫‪١٦‬‬

‫√‬ ‫√‬ ‫ﳑﺎﺭﺳﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‬ ‫‪١٧‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫√‬ ‫√‬ ‫ﳑﺎﺭﺳﺔ ﺍﳉﻤﻞ‬ ‫‪١٨‬‬

‫√‬ ‫√‬ ‫ﺇﻣﻼﺀ‬ ‫‪١٩‬‬

‫√‬ ‫√‬ ‫ﻟﻘﻄﺎﺕ ﻓﻴﺪﻳﻮ‬ ‫‪٢٠‬‬

‫√‬ ‫√‬ ‫√‬ ‫ﻓﻬﻢ ﺍﳊﻮﺍﺭﺍﺕ‬ ‫‪٢١‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺟﺪﻭﻝ )‪ (٢‬ﻣﻘﺎﺭﻧﺔ ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﰲ ﺿﻮﺀ ﺍﳌﻌﺎﻳﲑ‬

‫ﺑﺮﻧﺎﻣﺞ‬
‫ﺑﺮﻧﺎﻣﺞ ﺗﻜﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺧﻄﻮﺓ‬ ‫ﺑﺮﻧﺎﻣﺞ‬
‫ﺣﺠﺮ‬ ‫ﺍﳌﻌﺎﻳﲑ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﺧﻄﻮﺓ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻴﺴﺮﺓ ﻋﻠﻤﲏ ﺍﳌﺰﻳﺪ‬
‫ﺭﺷﻴﺪ‬

‫ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﳌﺴﺘﺨﺪﻡ ﻭﺑﲔ‬

‫•‬ ‫•••••‬ ‫••‬ ‫••••‬ ‫‪١‬‬
‫ﺍﻟﱪﻧﺎﻣﺞ‬

‫•‬ ‫•••••‬ ‫•‬ ‫••••‬ ‫ﺩﺭﺟﺔ ﺍﻻﻧﻐﻤﺎﺱ ﺍﻟﻠﻐﻮﻱ‬ ‫‪٢‬‬

‫•‬ ‫•••••‬ ‫•‬ ‫•••‬ ‫ﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺗﻨﻮﻋﻬﺎ‬ ‫‪٣‬‬

‫•‬ ‫•••••‬ ‫••‬ ‫••••‬ ‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻘﺪﻣﺔ‬ ‫‪٤‬‬

‫••‬ ‫•••••‬ ‫•‬ ‫‪ ٥‬ﻛﻴﻔﻴﺔ ﺗﻘﺪﱘ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ • • • •‬

‫••••‬ ‫•••••‬ ‫••‬ ‫••••‬ ‫ﺩﻗﺔ ﻭﺿﻮﺡ ﺍﻹﺭﺷﺎﺩﺍﺕ‬ ‫‪٦‬‬

‫••‬ ‫••••‬ ‫•••‬ ‫ﻗﺪﺭﺓ ﺍﳌﺴﺘﺨﺪﻡ ﻋﻠﻰ ﺍﻟﺘﺤﺮﻙ • • • •‬ ‫‪٧‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫••‬ ‫•••••‬ ‫••••‬ ‫ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬ ‫‪٨‬‬

‫••‬ ‫•••••‬ ‫••••‬ ‫ﺗﻘﺮﻳﺮ ﻋﻦ ﺣﺎﻟﺔ ﺍﳌﺴﺘﺨﺪﻡ‬ ‫‪٩‬‬

‫••••‬
‫•‬ ‫•••••‬ ‫••‬ ‫ﻋﺪﺩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫‪١٠‬‬
‫•‬

‫ﻣﻄﺎﺑﻘﺔ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻟﻨﺼﻮﺹ‬

‫•‬ ‫•••••‬ ‫•••‬ ‫••••‬ ‫‪١١‬‬
‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬

‫•‬ ‫•••••‬ ‫•‬ ‫••••‬ ‫ﺍﻟﺘﻌﻠﻴﻢ )ﻣﻮﺟﻪ ﺃﻭ ﺣﺮ(‬ ‫‪١٢‬‬

‫ﻣﺪﻯ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﻮﺍﺹ‬

‫••‬ ‫•••••‬ ‫•‬ ‫••••‬ ‫‪١٣‬‬
‫ﺍﳊﺎﺳﻮﺏ‬

‫•‬ ‫•••••‬ ‫•‬ ‫••••‬ ‫ﺍﻟﺘﺪﺭﺝ ﰲ ﺍﻟﻄﺮﺡ‬ ‫‪١٤‬‬

‫•‬ ‫••••‬ ‫•‬ ‫••••‬ ‫ﻣﺪﻯ ﺗﻮﻓﺮ ﺧﺪﻣﺎﺕ‬ ‫‪١٥‬‬

‫•‬ ‫•••••‬ ‫•‬ ‫••••‬ ‫ﺣﻞ ﺍﳌﺸﻜﻼﺕ‬ ‫‪١٦‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫•‬ ‫•••••‬ ‫•‬ ‫ﺗﻮﻓﲑ )ﺧﻠﻖ( ﻣﻮﺍﻗﻒ ﺗﻌﻠﻴﻤﻴﺔ • • • •‬ ‫‪١٧‬‬

‫ﺭﺑﻂ ﺍﻟﻠﻐﺔ ﺑﺎﳌﺸﺎﻫﺪ ﻭﺍﻷﻋﻤﺎﻝ‬

‫•‬ ‫•••••‬ ‫••‬ ‫••••‬ ‫‪١٨‬‬
‫ﻭﺍﻷﺷﺨﺎﺹ‬

‫•‬ ‫•••••‬ ‫•••‬ ‫‪ ١٩‬ﺳﻬﻮﻟﺔ ﺍﻟﺘﺤﺮﻙ ﺩﺍﺧﻞ ﺍﻟﱪﻧﺎﻣﺞ • • • •‬

‫••‬ ‫••••‬ ‫••‬ ‫••••‬ ‫ﺻﺤﺔ ﺍﶈﺘﻮﻯ‬ ‫‪٢٠‬‬

‫ﻳﻌﻠﻢ ﺍﻟﻠﻬﺠﺔ‬
‫• • • • • ﻳﻌﻠﻢ ﺍﻟﻠﻬﺠﺔ ﺍﳌﺼﺮﻳﺔ‬ ‫•••‬ ‫ﺃﺻﺎﻟﺔ ﺍﶈﺘﻮﻯ‬ ‫‪٢١‬‬
‫ﺍﳌﺼﺮﻳﺔ‬

‫ﺧﻠﻮ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺍﻟﺘﺤﻴﺰﺍﺕ‬

‫•‬ ‫•••••‬ ‫••••‬ ‫••••‬ ‫‪٢٢‬‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ‬

‫••‬ ‫••••‬ ‫••‬ ‫••••‬ ‫ﺗﻨﻤﻴﺔ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫‪٢٣‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺧﺎﲤﺔ ﺍﻟﺒﺤﺚ‬
‫ﺇﻥ ﳎﺎﻝ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﺎﻣﺔﹰ ﻭﺑﺮﳎﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻘﻮﳝﻬﺎ ﺧﺎﺻﺔﹰ ﳏﺎﻝ ﺧﺼﺐ ﳛﺘﺎﺝ‬
‫ﺇﱃ ﻣﺰﻳﺪ ﻣﻦ ﺍﳉﻬﻮﺩ ﰲ ﺇﻧﺘﺎﺝ ﺍﻟﱪﳎﻴﺎﺕ ﻭﻛﺬﻟﻚ ﺟﻬﻮﺩ ﻣﻮﺍﺯﻳﺔ ﻣﻦ ﺍﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ ﰲ ﺗﻘﻮﳝﻬﺎ ﺍﻟﻌﻤﻞ ﺗﺼﻞ‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﺘﻘﻮﱘ ﺇﱃ ﻣﺮﺣﻠﺔ ﻣﺘﻘﺪﻣﺔ ﻣﻦ ﺍﻻﺳﺘﻘﺮﺍﺭ ﻭﺍﻟﺜﺒﺎﺕ ﻟﻔﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻃﻮﻳﻠﺔ‪ .‬ﺑﻴﺪ ﺃﻥ ﲦﺔ ﻋﻮﺍﻣﻞ ﺗﻌﻄﻞ ﻫﺬﻩ‬
‫ﺍﳌﺴﲑﺓ ﻭﺃﳘﻬﺎ ﻋﻠﻰ ﺍﻹﻃﻼﻕ ﻭﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺃﻥ ﺍﻟﺘﻘﺪﻡ ﰲ ﺗﻘﻨﻴﺔ ﺍﳊﺎﺳﻮﺏ ﻳﻘﻔﺰ ﺑﺼﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻳﺼﻌﺐ‬
‫ﻣﻌﻬﺎ ﻣﻮﺍﻛﺒﺔ ﻫﺬﺍ ﺍﻟﺘﻄﻮﺭ‪.‬‬

‫ﳛﺘﺎﺝ ﺇﻧﺘﺎﺝ ﺑﺮﳎﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﻓﺮﻳﻖ ﻋﻤﻞ ﻣﺘﻜﺎﻣﻞ ﺗﺘﺸﻜﻞ ﻋﻨﺎﺻﺮﻩ ﻣﻦ ﻣﺘﺨﺼﺼﲔ ﰲ‬
‫ﻧﻈﺮﻳﺎﺕ ﺍﻟﻠﻐﺔ ﻭﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ ﻭﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻓﻀﻼ ﻋﻦ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﱪﻣﺞ‬
‫ﺍﳊﺎﺳﻮﺑﻴﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﺘﺨﺼﺼﲔ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﺘﺼﻮﻳﺮ ﻭﺍﻹﺧﺮﺍﺝ ﻭﺑﻌﺾ ﺍﳌﺘﺨﺼﺼﲔ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﻳﻌﻜﺲ‬
‫ﻫﺬﺍ ﺍﻷﻣﺮ ﺻﻮﺭﺓ ﺍﻟﺘﺸﺎﺑﻚ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﳑﺎ ﻳﻨﻌﻜﺲ ﺍﻧﻌﻜﺎﺳ‪‬ﺎ ﻭﺍﺿﺤ‪‬ﺎ ﻋﻠﻰ ﻣﻌﺎﻳﲑ ﺍﻟﺘﻘﻮﱘ ﺍﻟﱵ‬
‫ﺗﺮﺍﻋﻲ ﻛﻞ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺘﺸﺎﺑﻜﺔ ﻭﻧﺴﺒﺔ ﺍﻟﺘﺪﺍﺧﻞ ﺑﻴﻨﻬﺎ‪.‬‬

‫ﺗﻮﺻﻴﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﻳﻼﺣﻆ ﺃﻥ ﲨﻴﻊ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻟﱵ ﺍﺳﺘﻌﺮﺿﻬﺎ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻗﺪ ﻗﺎﻣﺖ ‪‬ﺎ ﺷﺮﻛﺎﺕ ﰲ ﺑﻼﺩ ﻏﲑ‬
‫ﻧﺎﻃﻘﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻗﺪ ﺍﻛﺘﺴﺤﺖ ‪‬ﺎ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻭﺃﺻﺒﺤﺖ ﺃﻗﺴﺎﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ‬
‫ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﺼﻨﻮﻋﺔ ﰲ ﺑﻼﺩ ﺍﻟﻌﺠﻢ ﻭﻳﺴﺘﻮﺭﺩﻫﺎ ﺍﻟﻌﺮﺏ ﺩﻭﻥ ﺇﺳﻬﺎﻣﺎﺕ ﳑﻴﺰﺓ ﻟﻨﺎ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﳑﺎ ﻳﺪﻓﻌﲏ‬
‫ﻟﻄﺮﺡ ﻫﺬﻩ ﺍﻟﺘﻮﺻﻴﺎﺕ‪:‬‬

‫ﺇﻥ ﻓﺮﺻﺔ ﺇﺟﺮﺍﺀ ﲝﻮﺙ ﻋﻠﻤﻴﺔ ﰲ ﳎﺎﻝ ﺗﻘﻮﱘ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭﺍﺳﻌﺔ ﻟﻠﻐﺎﻳﺔ‪،‬‬ ‫‪-١‬‬
‫ﻭﺃﺭﻯ ﺃﻥ ﻳﻘﻮﻡ ﺃﺳﺎﺗﺬﺓ ﺍﳉﺎﻣﻌﺎﺕ ﰲ ﺃﻗﺴﺎﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺃﻗﺴﺎﻡ ﺍﳊﺎﺳﻮﺏ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻛﻠﻴﺎﺕ ﺍﻟﺘﺮﺑﻴﺔ ﺑﺘﻮﺟﻴﻪ ﻃﻼ‪‬ﻢ ﺇﱃ ﺍﻟﺒﺤﺚ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ﻻﺳﻴﻤﺎ ﻭﺃﻥ ﺃﻛﺜﺮ ﻣﺎ‬
‫ﻳﺸﻜﻮ ﻣﻨﻪ ﻃﻼﺏ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻫﻮ ﻗﻠﺔ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﱵ ﺗﺼﻠﺢ ﻟﻜﺘﺎﺑﺔ‬
‫ﺭﺳﺎﺋﻠﻬﻢ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬

‫ﺇﻥ ﳎﺎﻝ ﺇﻧﺘﺎﺝ ﺑﺮﳎﻴﺎﺕ ﺣﺎﺳﻮﺑﻴﺔ ﳎﺎﻝ ﺧﺼﺐ ﺃﻳﻀ‪‬ﺎ ﳝﻜﻦ ﺍﻟﺪﺧﻮﻝ ﻓﻴﻪ ﻭﲢﻘﻴﻖ‬ ‫‪-٢‬‬
‫ﻣﻜﺎﺳﺐ ﺧﻴﺎﻟﻴﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻌﻤﻞ ﻣﺘﻘﻨ‪‬ﺎ‪ .‬ﻟﺬﻟﻚ ﻓﺈﻧﲏ ﺃﺣﺚ ﺷﺮﻛﺎﺕ ﺍﻟﱪﳎﻴﺎﺕ ﺃﻥ‬
‫ﺗﺴﺎﺭﻉ ﰲ ﺇﻧﺘﺎﺝ ﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺑﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻛﻤﺎ ﺃﻫﻴﺐ ‪‬ﺎ ﺃﻥ ﺗﺴﺘﻔﻴﺪ‬
‫ﻣﻦ ﺧﱪﺍﺕ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﲝﻴﺚ ﲡﺘﻤﻊ ﺍﳋﱪﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻊ ﺍﳋﱪﺓ‬
‫ﺍﻟﻔﻨﻴﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳋﻠﻔﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻼﺯﻣﺔ ﳌﺜﻞ ﻫﺬﺍ ﺍﻟﺘﺨﺼﺺ‪.‬‬

‫ﻛﺬﻟﻚ ﺃﻗﺘﺮﺡ ﻋﻠﻰ ﺍﳌﺴﺌﻮﻟﲔ ﻋﻦ ﺑﺮﺍﻣﺞ ﺗﺄﻫﻴﻞ ﺍﳌﻌﻠﻤﲔ ﲜﻤﻴﻊ ﺃﻧﻮﺍﻋﻬﺎ ﺍﻟﺘﻮﺳﻊ ﰲ‬ ‫‪-٣‬‬
‫ﳎﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ ﳑﺎ ﻫﻲ ﻋﻠﻴﻬﺎ ﺍﻵﻥ ﺣﱴ ﻧﺘﻤﻜﻦ ﻣﻦ ﻣﻮﺍﻛﺒﺔ‬
‫ﺍﻟﺘﻘﺪﻡ ﺍﳍﺎﺋﻞ ﺍﻟﺴﺮﻳﻊ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ‪.‬‬

‫ﻭﺣﺒﺬﺍ ﻟﻮ ﺗﺒﻨﺖ ﺃﻗﺴﺎﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻌﺮﺏ ﺇﻋﺪﺍﺩ ﺑﻌﺾ ﺍﻟﱪﳎﻴﺎﺕ ﻟﺘﻌﻠﻴﻢ‬ ‫‪-٤‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﺫ ﺇ‪‬ﺎ ﻣﻦ ﺃﻓﻀﻞ ﺍﻟﻮﺳﺎﺋﻞ ﻟﺘﻘﺪﱘ ﺍﳊﻀﺎﺭﺓ ﺍﻹﺳﻼﻣﻴﺔ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻟﻌﻞ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻳﺴﻬﻢ ﰲ ﲢﺴﲔ ﺻﻮﺭﺓ‬
‫ﺍﳌﺴﻠﻤﲔ ﰲ ﺇﺫﻫﺎﻥ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺬﻳﻦ ﻳﺘﻌﺮﺿﻮﻥ ﺇﱃ ﺻﻮﺭ‬
‫ﻣﺸﻮﻫﺔ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‬
Asher، J. A. (1981). The ex nc on of second language learning in American
schools: An intervention model. In H. Winitz (Ed.)، The comprehension approach to
foreign language teaching (pp. 49-68). Rowley, MA: Newbury House Publishers.

Bi er G. G. & Wighton D. (1987). The most important criteria used by the

Educational Software Evaluation Consortium. The Compu ng Teacher, 14(6), 7-9.
Burston، J. (2003). So ware selec on: A primer on sources and evaluation. CALICO
Journal، 21(1), 29-40.

Heller، R. S. (1991). Evalua ng so ware: A Review of the Options. Computer

and Education، 17(4)، 285-291.

Jolicoeur K. & Berger D. E. (1986). Do We Really Know What Makes

Educational Software Effective? A Call for Empirical Research on Effectiveness.
Educational Technology، 26(12), 7-11.

Krashen، S. D. & Terrell، T. D. (1993). The Natural approach. New York:

Pergamon.

Lapp، D., Flood J. and Farnan N., (1989). Content Area Reading and Learning.
New Jersey: Prentice Hall, Englewood Cliffs.

363
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻧﺤﻮ ﻣﻨﻈﻮﻣﺔ ﻟﻠﻤﻘﺎﻳﺴﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﻜﻤﻴﺔ ﻭﻣﺪﻯ ﻋﻤﻘﻬﺎ ﻓﻰ‬

‫ﺗﺤﻠﻴﻞ ﺍﻟﺨﻄﺎﺏ ﺍﻟﻠﻐﻮﻱ ﻭﺃﻫﻤﻴﺘﻬﺎ ﻓﻰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ :‬ﺗﻨﻈﻴﺮ‬
‫ﻭﺗﺠﺮﻳﺐ‬
‫ﺃ‪ .‬ﺩ‪ .‬ﳏﻤﺪ ﺛﻨﺎﺀ ﺍﷲ ﺍﻟﻨﺪﻭﻱ‬
‫أﺳﺘﺎذ ﻣﻨﺎھﺞ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ وﺗﺪرﯾﺴﮭﺎ‪ -‬ﺟﺎﻣﻌﺔ ﻋﯿﻦ ﺷﻤﺲ‬

‫ﰱ ﺍﻟﻔﻜﺮﺓ ﻭ ﺍﺳﺘﻨﺎﺩﻫﺎ ﺍﻟﻌﻠﻤﻲ‪:‬‬

‫ﺍﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﺴﺎﻋﻴﺔ ﳓﻮ ﳕﺬﺟﺔ ﺇﻛﻮﺳﺘﻴﻜﻴﺔ ﺗﻮﻟﻴﺪﻳﺔ ﲰﻌﺎﻧﻴﺔ ﻟﻠﺘﺄﻟﻴﻒ ﺍﻟﺼﻮﰐ ﻣﺪﻋﻤﺔ ﰱ ﺑﻨﻴﺘﻬﺎ‬
‫ﺍﻟﻔﻮﻗﻴﺔ ﲟﻘﺎﺭﺑﺎﺕ ﻗﻮﺍﻋﺪﻳﺔ ﻛﻼﺳﻴﻜﻴﺔ ﻭ ﳏﺪﺛﺔ ﻭ ﰱ ﺑﻨﻴﺘﻬﺎ ﺍﻟﺘﺤﺘﻴﺔ ﺑﺎﻵﻟﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭ ﺃﻭﺯﺍﺭﻫﺎ‬
‫ﺍﻹﻛﺘﺮﻭﻧﻴﺔ ﺗﺒﻮﺃﺕ ﻣﻨﱪﺍ ﺟﺎﻣﻌﻴﺎ ﰱ ﺃﻃﺮﻭﺣﺘﲔ ﻟﻠﺪﻛﺘﻮﺭﺍﻩ ﰱ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺁﺩﺍ‪‬ﺎ ﲜﺎﻣﻌﺔ ﻋﻠﻰ ﻛﺮﻩ‬
‫ﺍﻹﺳﻼﻣﻴﺔ )ﺍﳍﻨﺪ( ﲢﺖ ﺇﺷﺮﺍﻑ ﻫﺬﺍ ﺍﻟﻀﻌﻴﻒ‪ ،‬ﺇﺣﺪﺍﳘﺎ ﰱ "ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﺑﲔ ﺍﻟﻘﺪﱘ ﻭ ﺍﳊﺪﻳﺚ"‬
‫)‪ ،(٢٠٠٩‬ﻭ ﺍﻷﺧﺮﻯ ﰱ " ﺍﻟﻜﻤﻴﺔ ﰱ ﺍﻷﺻﻮﺍﺕ ﺍﻟﺼﺎﺋﺘﺔ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" )‪.(٢٠٠٧‬‬

‫ﻧﺸﺮﺕ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ ﰱ ﳎﻼﺕ ﺩﺅﻟﻴﺔ ﻣﺘﺨﺼﺼﺔ ﰱ ﺃﲝﺎﺙ ﳏﻜﻤﺔ ﻛﺘﺒﻬﺎ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫‪Journal of the Acous c Society of India,Vol. 30, No. 3-4.‬‬
‫‪Journal Fron ers of Research on Speech and Music (FRSM), 2005.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﺣﺪﺍﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻣﺪﺧﻞ‬ ‫‪-١‬‬

‫ﺍﻟﻘﻀﺎﻳﺎ ﻭ ﻫﻴﻜﻠﻬﺎ ﺍﻷﻧﻄﻮﺇﺑﺴﺘﻤﻮﻟﻮﺟﻲ‪:‬‬ ‫‪-٢‬‬

‫ﺃ‪ .‬ﻇﺎﻫﺮﺓ ﺍﻟﺼﻮﺕ‬

‫ﺏ‪ .‬ﺍﻟﺼﻮﺕ ﺍﻹﻧﺴﺎﱐ‬
‫ﺝ‪ .‬ﺍﻟﻜﻤﻴﺔ‬

‫ﺗﻮﻟﻴﺪ )ﲣﻠﻴﻖ ‪ /‬ﺗﻠﻔﻴﻖ ( ﺍﻷﺻﻮﺍﺕ‬ ‫‪-٣‬‬

‫ﺃ‪ .‬ﺧﻄﺔ ﻋﻤﻞ‬

‫ﺏ‪ .‬ﺧﻄﻮﺍﺕ‬
‫ﺝ‪ .‬ﲡﺮﻳﺐ‬
‫ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺃﻭ ﺩﻳﺎﻟﻴﻜﺘﻴﻚ ﺍﻟﺘﺰﻭﻳﺮ )ﻭ ﺃﻧﺬﺭ ﻋﺸﲑﺗﻚ ﺍﻷﻗﺮﺑﲔ(‬ ‫‪-٤‬‬

‫ﺍﻟﻨﺘﺎﺋﺞ ﻭ ﺍﻟﺘﻮﺻﻴﺎﺕ‬ ‫‪-٥‬‬

‫ﺑﻌﺾ ﺍﳌﺼﺎﺩﺭ ﻭ ﺍﳌﺮﺍﺟﻊ‬ ‫‪-٦‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬

‫ﺃ‪ .‬ﺗﻮﻃﺌﺔ‬
‫ﺍﻟﺘﺠﺎﻧﺲ ﺍﻟﻮﺟﻮﺩﻱ ﺍﳌﺘﻮﺃﻡ ﺑﺎﻟﺘﻼﻗﺢ ﺍﻟﻠﻐﻮﻱ ﻭ ﻣﻨﺎﺣﻰ ﻣﻦ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﰱ ﺍﻟﺘﻌﺪﺩﻳﺔ ﺃﻭ ﺍﻟﺒﻮﻥ ﺍﻷﻟﺴﲏ ﻏﲑ‬
‫ﺍﳌﺘﺨﻠﻲ ﻋﻨﻪ ﺍﻹﻧﺴﺎﻥ ﺍ‪‬ﺒﻮﻝ ﻣﻦ ﺍﻟﺘﺮﺍﺏ ﻭ ﺍﳌﺘﺤﺮﻙ ﰱ ﺷﻮﺍﺭﻉ ﺩﳍﻰ ﺃﻭ ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻭ ﺍﳌﺘﻜﻠﻢ‬
‫ﺑﺎﻟﺴﻨﺴﻜﺮﻳﺘﻴﺔ ﺃﻭ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺜﻼ __ ﺍﺳﺘﻄﺎﻉ ﺃﻥ ﻳﻌﺰﺯ ﺑﻨﺠﺎﺡ ﺟﺪﻟﻴﺎﺗﻪ ﺍﳌﻮﺍﻗﻔﻴﺔ ﻟﻠﻨﻈﺮﺓ ﺍﻟﺘﻮﺣﻴﺪﻳﺔ ‪ ،‬ﻭ‬
‫ﻛﺎﻥ ﺍﻟﻌﻮﻥ ﺍﻟﻜﺒﲑ ﻟﻪ ﻣﻦ ﺣﻘﻞ ﺍﳌﻘﺎﺭﺑﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺑﲔ ﺍﻟﻠﻐﺎﺕ ﰱ ﺍﻟﻔﻮﻧﻴﻤﺎﺕ ﻭﺍﻷﻟﻔﺎﻅ ﻭ ﺍﻟﺘﺮﺍﻛﻴﺐ ‪ ،‬ﻭ‬
‫ﻣﻦ ﻧﺎﻓﻠﺔ ﺍﻟﻘﻮﻝ ﺃﻥ ﻣﺎ ﺃﻓﺮﺯﻩ ﺍﻟﺘﺠﺮﻳﺐ ﺍﻟﻠﻐﻮﻱ ﺍﶈﻮﺳﺐ ﰱ ﺇﻃﺎﺭ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻯ ﻓﻚ ﺃﺳﺮﺍﺭﺍ‬
‫ﻛﺎﻧﺖ ﻣﻦ ﺍﳌﻀﻨﻮﻥ ﺑﻪ ﻋﻠﻰ ﻏﲑ ﺃﻫﻠﻪ ﺑﺎﳌﺼﻄﻠﺢ ﺍﻟﻘﺮﻭﺳﻄﻲ ‪ ،‬ﻻ ﻳﻌﺎﺿﺪ ﺍﻟﻨﻈﺮﺓ ﺍﻟﻘﺎﺋﻠﺔ ﺑﺄﻥ ﺃﻱ ﺗﺄﻃﲑ‬
‫ﺭﺋﻴﻮﻱ ﰱ ﳑﻠﻜﺔ ﺍﳊﺮﻭﻑ ﻳﺮﺻﺪ ﺍﻟﻌﻘﻞ ﺍﻟﻌﺮﰊ ﲟﻌﺰﻝ ﻋﻦ ﺳﻴﺎﻕ ﺗﺎﺭﳜﻲ ﻭ ﻟﻐﻮﻱ ﻭ ﻋﻘﻴﺪﻱ ﺗﻮﺣﺪ ﺛﺎﻟﻮﺛﻪ‬
‫ﰱ ﺍﻹﺳﻼﻡ ﻳﻌﺎﱏ __ ﻻ ﳏﺎﻟﺔ __ ﻋﻦ ﺍﳉﺪﺏ ﺍﳌﻨﻬﺠﻲ ﰱ ﳏﻜﻤﺔ ﺍﻟﺘﺎﺭﻳﺦ ﻭ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ‬
‫ﻻ ﻳﻘﻴﻢ ﻛﺒﲑ ﻭﺯﻥ ﻟﻸﺣﺎﺩﻳﺔ ﺍﳌﺪﺭﻭﺳﻴﺔ ﺃﻭ ﺍﻟﺘﺮﻛﻴﺰ ﺍﻟﻨﻘﻄﻮﻱ ﺍﳌﺆﺳﺲ ﳉﺪﻟﻴﺎﺕ ﺗﻌﻤﻞ ﺃﻭﺯﺍﺭﻫﺎ ﰱ ﺍﳍﺪﻡ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﻋﻤﻠﻬﺎ ﰱ ﺍﻟﺒﻨﺎﺀ‪ ،‬ﺇﺫ ﻻ ﻳﻘﻴﻢ ﻛﺜﲑﺍ ﻟﺴﺮﻳﺎﻥ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺘﻮﺃﻡ ﺑﺮﺻﻴﺪ ﻣﻌﺮﰲ ﻣﻦ ﻃﺒﻴﻌﺘﻪ‬
‫ﺃﻥ ﺗﻨﺤﺼﺮ ﺍﶈﻠﻴﺎﺕ ﰱ ﺑﻮﺗﻘﺔ ﴰﻮﻟﻴﺎﺗﻪ ‪ ،‬ﻭﻟﻜﻦ ﻫﻞ ﻣﻌﲎ ﺫﻟﻚ ﺃﻥ ﺗﺘﺨﻠﻰ ﺷﻌﺎﺭﺍﺕ ﺍﳌﺘﺤﺪﺭ ﺍﻟﺴﻼﱄ‬
‫ﺍﻹﻗﻠﻴﻤﻲ ﻋﻦ ﻗﻴﺎﺩﺓ ﺗﺄﺳﻴﺲ ﻟﻐﻮﻱ ﺟﺪﻳﺪ ﻫﻨﺪﺳﻪ ﺍﻹﺳﻼﻡ ﰱ ﻫﻴﻜﻠﺔ ﺑﻨﻴﻮﻳﺔ ﺃﺗﻰ ﺑﻪ ﻭﻋﻤﻞ ﺻﻮﺏ ﺗﻜﻮﻳﻦ‬
‫ﺍﻧﺴﺠﺎﻣﻲ ﺍﻧﻌﺰﻟﺖ ﻓﻴﻪ ﺩﻳﺎﻟﻜﺘﻴﻚ ﺍﳌﺮﺗﻜﺰ ﺍﳉﻐﺮﺍﰲ ﻋﻘﻴﺪﺓ ﻭ ﺍﺟﺘﻤﺎﻋﺎ ؟ ﺇﻥ ﻇﻮﺍﻫﺮ ﺍﻟﻠﻐﺔ ﻭ ﺍﻟﺼﻮﺗﻴﺎﺕ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ) ﰱ ﺳﻴﺎﻕ ﺍﻹﺳﻼﻡ ( ﻭ ﺃﺻﻮﳍﺎ ﻭ ﻓﺮﻭﻋﻬﺎ ﺍﳌﺘﺮﺍﻣﻴﺔ ﺍﻷﻃﺮﺍﻑ ﺗﺘﻤﺎﺛﻞ ﺃﻣﺎﻡ ﺧﱪﺍﺀ ﺍﻟﻠﻐﺔ ﻭ ﺍﻟﺼﻮﺗﻴﺎﺕ‬
‫ﻭ ﺍﻻﺟﺘﻤﺎﻉ ﻣﺎﺩﺓ ﺛﺮﻳﺔ ﻟﻠﺘﺤﻠﻴﻞ ﻭ ﺍﻻﺳﺘﻨﺘﺎﺝ ﰲ ﺳﻴﺎﻕ ﻣﺜﻞ ﻫﺬﺍ ﺍﳌﻨﻄﻖ ﻭ ﻣﻨﻄﻮﻗﻪ ﻭ ﻣﺴﻜﻮﺗﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺏ‪ .‬ﺍﻟﺘﺤﻠﻴﻞ ﺍﻷﻟﺴﲏ ﺍﻵﱄ ﻭﺟﺪﻝ ﺍﳌﻘﺎﻳﺴﺔ ﺍﻟﻜﻤﻴﺔ‬

‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺨﺘﱪﻳﺔ ﺍﳊﺪﻳﺜﺔ ﰱ ﺍﻟﺼﻮﺗﻴﺎﺕ ﻭ ﺍﳌﺸﻬﻮﺩ ﳍﺎ ﺑﺎﻟﺘﺼﺎﻋﺪ ﺃﻓﻘﻴﺎ ﻭ ﻋﺎﻣﻮﺩﻳﺎ ﰱ‬
‫ﺍ‪‬ﺎﻻﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭ ﺍﻟﻔﺮﻋﻴﺔ ﻣﺜﻞ ﺍﻟﻨﻄﻘﻴﺔ ﻭﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻭ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺍﻟﺘﻮﻇﻴﻔﻴﺔ ﻋﺎﻭﻧﺘﻨﺎ ﰱ ﺟﻬﺔ ﰱ ﺗﻔﻬﻢ‬
‫ﺃﻋﻤﻖ ﻭ ﺃﴰﻞ ﻷﺳﺎﺳﻴﺎﺕ ﻣﺜﻞ ﺍﳉﻬﺎﺯ ﺍﻟﺼﻮﰐ ﻭﻣﻨﺎﻃﻘﻪ ﺍﻟﺜﻼﺛﺔ ﻭ ﺃﺟﺰﺁﺀﻫﺎ )ﺍﻟﺮﺋﺘﲔ ﻭ ﺍﳊﻨﺠﺮﺓ ﻭ‬
‫ﻏﻀﺎﺭﻳﻔﻬﺎ ﺍﳊﻠﻘﻴﺔ ﻭ ﺍﳍﺮﻣﻴﺔ ﻭ ﺍﳌﺨﺮﻭﻃﻴﺔ ﻭ ﺍﻟﻘﺮﻧﻴﺔ‪ ،‬ﻭ ﻟﺴﺎﻥ ﺍﳌﺰﻣﺎﺭ ﻭ ﺍﳊﺒﻞ ﺍﻟﺼﻮﰐ ﻭ ﺍﳊﻠﻖ ﻭ‬
‫ﺍﻟﺘﺠﻮﻳﻒ ﺍﻷﻧﻔﻲ ﻭ ﺍﻟﻠﻬﺎﺓ ﻭ ﺍﳊﻨﻚ ﻭ ﺍﻷﺳﻨﺎﻥ ﻭ ﺍﻟﻠﺴﺎﻥ ) ﻛﻞ ﳐﺎﺭﺝ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ( ﻓﻬﻲ ﰱ‬
‫ﺍﻷﺧﺮﻯ ﻛﺎﻧﺖ ﻣﺪﺩﺍ ﺻﻠﺒﺎ ﰱ ﺳﱪ ﺃﻏﻮﺍﺭ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻜﻼﺳﻴﺔ ﻟﻌﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﻭ ﺍﻟﻘﺮﺍﺀﺓ ﻭ ﺍﻟﻘﻮﺍﻋﺪ ﻭ ﺍﻷﺩﺏ‬
‫ﺍﻟﺬﻳﻦ ﱂ ﲤﻨﻌﻬﻢ ﺁﻟﻴﺎﺕ ﺍﻟﻴﻮﻡ ) ﺍﻟﺒﻌﻴﺪﺓ ﻋﻦ ﻣﺘﻨﺎﻭﳍﻢ ﲝﻜﻢ ﺍﻟﺪﻫﺮ ﺍﻟﺬﻯ ﻳﻘﻠﺐ ﺍﻟﻠﻴﻞ ﻭ ﺍﻟﻨﻬﺎﺭ( ﻣﻦ ﺍﺳﺘﻠﻬﺎﻡ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻘﻠﻴﻠﺔ ﺍﳌﻴﻮﻋﺔ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﳌﺴﺘﻠﻬﻢ ﺁﻟﻴﺎ ﰱ ﻣﺴﺘﻌﻤﺮﺍﺕ ﺇﻟﻴﻜﺘﺮﻭﻧﻴﺔ ‪ ،‬ﺗﺮﻯ ﻛﻢ‬
‫ﺗﺘﻘﺎﺭﺏ ﻣﻮﺍﻗﻒ ﺇﺑﻦ ﺳﻴﻨﺎ )ﰱ "ﺃﺳﺒﺎﺏ ﺣﺪﻭﺙ ﺍﳊﺮﻭﻑ"( ﻭ ﺇﺑﻦ ﺟﲎ )ﺍﳋﺼﺎﺋﺺ ﻭ ﺳﺮ ﺻﻨﺎﻋﺔ ﺍﻟﻨﺤﻮ (‬
‫__ ﰱ ﺍﻟﺼﻮﺗﻴﺎﺕ ﻣﺜﻼ __ ﻣﻦ ﻣﻮﺍﻗﻒ ﺩﻳﻔﻴﺪ ﺍﺑﺮﻭﻛﻤﱮ ) ﰱ ﻣﺒﺎﺩﺉ ﻋﻤﻞ ﺍﻷﺻﻮﺍﺕ( ﻭ ﺑﻴﺘﺮ ﻟﻴﺪ‬
‫ﻓﻮﺟﺪ )ﰱ ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺃﺻﻮﺍﺕ ﺍﻟﻜﻼﻡ ﺍﻷﻛﻮﺳﺘﻴﻜﻲ( ؟‬

‫ﺍﻟﻠﻐﻮﻱ ﺍﳊﺪﻳﺚ ﻳﺴﱪ ﺃﻏﻮﺍﺭ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﻠﻐﻮﻱ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﻟﱴ ﺗﻌﺎﻭﻧﻪ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﺼﻮﺍﺋﺖ‬
‫ﺃﺩﺍﺀﺍ ﺟﻴﺪﺍ )ﺃﺟﻮﺩ؟( ‪ ،‬ﻋﻠﻰ ﺃﻧﻪ ﻳﺆﻳﺪ ﺑﻌﺾ ﺍﳊﻘﺎﺋﻖ ﺍﻟﱴ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺍﻟﻜﻼﺳﻴﻮﻥ ﺍﻟﻌﺮﺏ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬
‫ﰱ ﻭﺻﻒ ﺍﻷﺻﻮﺍﺕ‪ ،‬ﻭ ﻟﻜﻦ ﺃﳘﻴﺔ ﺍﻷﺧﺎﻓﺸﺔ ﺍﳉﺪﺩ ﲪﻠﺔ ﺍﻷﻭﺯﺍﺭ ﺍﳊﺎﺳﻮﺑﻴﺔ )ﻣﻦ ﻏﲑ ﻭﺯﺭ ﻟﻶﺧﺮﺓ ﺃﻭ‬
‫ﺯﻳﻨﺔ ﻟﻠﺤﻴﺎﺓ ﺍﻟﺪﻧﻴﺎ!( ﺗﻜﻤﻦ ﰱ ﺃ‪‬ﻢ ﻳﻜﺸﻔﻮﻥ ﻋﻦ ﺑﻌﺾ ﺍﳊﻘﺎﺋﻖ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﱴ ﱂ ﺗﻜﻦ ﻣﻌﺮﻭﻓﺔ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻭ‬
‫ﺍﻟﱴ ﻳﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﺑﻜﺜﲑ ﰱ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﻈﻢ ﺍﻟﻔﻨﻴﺔ ﻭ ﺍﻟﻌﻠﻤﻴﺔ ﻭ ﺍﻟﻄﺒﻴﺔ ﻣﺜﻞ ﻫﻨﺪﺳﺔ ﺍﻟﺼﻮﺕ ﻭ ﻋﻼ ﺝ‬
‫ﺑﻌﺾ ﺣﺎﻻﺕ ﻋﻴﻮﺏ ﺍﻟﻨﻄﻖ ﻭ ﺍﻟﺼﻤﻢ ﻭ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ‪ ،‬ﻣﻦ ﺑﲔ ﺍﻷﺧﺮﻯ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻦ ﺃﻫﻢ ﻣﺎ ﻳﻠﻔﺖ ﺍﻧﺘﺒﺎﻩ ﺍﻟﺒﺤﺚ ﰱ ﺍﳌﺨﺘﱪ ﺍﻟﻠﻐﻮﻱ ‪ :‬ﺗﻮﻟﻴﺪ ﺍﻷﺻﻮﺍﺕ ﻣﻦ ﻭﺣﺪﺍﺕ ﻓﻮﻧﻴﻤﻴﺔ ﻭ‬
‫ﻣﺮﻛﺒﺎﺕ ﻭ ﻣﺰﺩﻭﺟﺎﺕ ﺻﺎﺋﺘﻴﺔ‪ ،‬ﺇﺫ ﻧﻌﺮﻑ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺃﻧﻪ ﻣﻦ ﺍﳌﻤﻜﻦ )ﺍﻟﻮﺍﻗﻊ( ﺗﻮﻟﻴﺪ ﺍﻷﺻﻮﺍﺕ ‪:‬‬
‫ﺍﻟﻜﻠﻤﺔ ﻭﺍﻟﻜﻼﻡ ﺍﳌﺨﺘﻠﻔﲔ ﻛﻤﺎ ﻭ ﻛﻴﻔﺎ‪ ،‬ﺑﻮﺟﻪ ﺣﻼﻝ ﻭ ﺁﺧﺮ ﺣﺮﺍﻡ‪ ،‬ﻭ ﻫﺬﺍ ﺍﻵﺧﺮ ﻳﻠﻔﺖ ﺃﻧﻈﺎﺭ ﻣﻘﻨﻦ‬
‫ﺍﻟﻼﻫﻮﺕ ﻭ ﺍﻟﻨﺎﺳﻮﺕ‪ ،‬ﺇﺫ ﻟﺪﻳﻪ ﻛﻼﻡ ﺷﺮﻳﺮ ﻋﻠﻰ ﻟﺴﺎﻥ ﻣﻮﻟﻮﺩ ﺑﺎﻟﻔﻄﺮﺓ ﻭ ﻣﺮﰉ ﺣﻲ ﺑﻦ ﻳﻘﻈﺎﻥ!‬
‫ﻭﺑﺎﻟﻌﻜﺲ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﺨﺘﱪﻱ ﻟﻠﺼﻮﺕ ﻳﺪﻟﻞ ﺃﻥ ﺍﻟﺼﻮﺕ ﰱ ﺍﳊﻘﻴﻘﺔ ﻗﻄﺎﺭ ﺍﳌﻮﺟﺎﺕ‪ .‬ﻭﻟﻜﻲ ﻳﺘﻢ‪ ‬ﺍﻹﺣﺴﺎﺱ‬
‫ﺑﺎﻟﺼﻮﺕ ﻻﺑﺪ‪ ‬ﻣﻦ ﺗﻮﺍﻓﺮ ﺷﺮﻭﻁ ﺛﻼﺛـﺔ ﻫﻲ‪:‬‬

‫ﺍﳌﺼﺪﺭ‬ ‫‪-١‬‬

‫ﺍﻟﻮﺳﻂ‬ ‫‪-٢‬‬

‫ﺟﻬﺎﺯ ﺍﻻﺳﺘﻘﺒـﺎﻝ‬ ‫‪-٣‬‬

‫ﻓﺎﻟﺼﻮﺕ ﻋﻠﻰ ﻫﺬﺍ ﻳﻨﺘﺞ ﻣﻦ ﺣﺮﻛﺎﺕ‪ ‬ﻳﻘﻮﻡ ‪‬ﺎ ﺟﺴـﻢ‪ ُ‬ﻣﺎ ‪ ،‬ﰲ ﺣﻴ‪‬ﺰ ﻣﺎ ‪ ،‬ﻭﺑﺘﺄﺛﲑ ﻗﻮ‪‬ﺓ ﳏﺮ‪‬ﻛﺔ‬
‫ﻳﺼـﻞ ﺍﻟﺼﻮﺕ ﺑﻌﺪﻫﺎ ﺇﱃ ﺟﻬـﺎﺯ ﺍﻟﺴﻤﻊ ‪ ،‬ﻭﻟﻌﻠﹼﻪ ﻣﻦ ﻧﺎﻓﻠﺔ ﺍﻟﻘﻮﻝ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ ﺃﻥﹼ ‪ :‬ﻟﻴﺲ ﻛﻞﹼ‬
‫ﺍﻷﺻﻮﺍﺕ ﳝﻜﻦ ﺍﻹﺣﺴـﺎﺱ ‪‬ـﺎ ﺃﻱ‪ : ‬ﲰـﺎﻋﻬﺎ ‪ ،‬ﺇﺫ ﺃﻧ‪‬ـﻪ ﻻ ﻳﺴﻤﻊ ﺻﻮﺕ ﺇﻻﹼ ﺇﺫﺍ ﻛﺎﻥ ﺗﺮﺩ‪‬ﺩﻩ ﻻ‬
‫ﻳﻘﻞﹼ ﻋﻦ ﺣـﺪ‪ ‬ﺃﺩﻧـﻰ ‪ ،‬ﻭﻻ ﻳﺰﻳـﺪ ﻋﻦ ﺣـﺪ‪ ‬ﺃﻗﺼﻰ ﻭﳘـﺎ ﰲ ﺍﳌﺘﻮﺳـﻂ ﻣﻦ )‪ ٢٠‬ﺇﱃ ‪(٢٠.٠٠٠‬‬
‫ﺫﺑﺬﺑـﺔ ‪ ،‬ﺃﻭ ﺍﻫﺘـﺰﺍﺯﺓ‪ ‬ﰲ ﺍﻟﺜﺎﻧﻴـﺔ ‪ .‬ﻭﺍﻟﺼـﻮﺕ ﺑﺼﻔﺔ‪ ‬ﻋﺎﻣ‪‬ـﺔ‪ ،‬ﻭﺃﻋﲏ ﺑـﻪ ﺍﳌﻌﲎ ﺍﻟﻌـﺎﻡ ﺃﻱ‪: ‬‬
‫ﺍﻟﻠﻐﻮﻱ ﻭﻏﲑﻩ ﺳﻮﺍﺀُ ﺃﻛﺎﻥ ﻣﺼﺪﺭﻩ ﺣﻴ‪‬ـﺎﹰ ﻛﺎﻹﻧﺴﺎﻥ ﻣﺜـﻼﹰ ‪ ،‬ﺃﻭ ﻻ ﻣﺜﻞ ﺍﻵﻻﺕ ﻳﺘﻤﻴ‪‬ﺰ ﲟﻈﺎﻫﺮ ﻫﻲ ‪:‬‬

‫ﺍﻻﺭﺗﻔﺎﻉ‬ ‫‪-١‬‬

‫ﺍﻟﻌﻠﻮ ّ‬ ‫‪-٢‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺪﺭﺟـﺔ‬ ‫‪-٣‬‬

‫ﺍﻟﺸـﺪ‪‬ﺓ‬ ‫‪-٤‬‬

‫ﺇﻥﹼ ﻭﺗﺮ ﺍﻟﺼﻮﺕ ﻋﻨﺪ ﺍﻟﺼﻤﺖ ﰲ ﻧﻘﻄﺔ ﺍﻟﺼﻔﺮ ﺣﺘ‪‬ﻰ ﺇﺫﺍ ﺑﺪﺃ ﰲ ﺍﻟﺬﺑﺬﺑﺔ ﲢﺮ‪‬ﻙ ﲟﺪﻯ‪ ‬ﻳﺘﺴﺎﻭﻯ ﲟﺎ ﺑﲔ‬
‫ﻧﻘﻄﺔ ﺍﻟﺼﻔﺮ ﻭﻏﺎﻳﺔ ﺍﻻﺑﺘﻌﺎﺩ‪ ،‬ﻭﻛﻠﹼﻤﺎ ﺍﺗﺴﻊ ﺍﳌﺪﻯ ﻛﺎﻥ ﺍﻟﺼﻮﺕ ﻋﺎﻟﻴﺎﹰ‪ ،‬ﻭﺇﻥ ﺿـﺎﻕ ﻛﺎﻥ ﺍﻟﺼﻮﺕ‬
‫ﻣﻨﺨﻔﻀﺎﹰ‪ ،‬ﻭﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻳﺘﻮﻗﻒ ﺍﻻﺗﺴﺎﻉ ﻭﺍﻟﻀﻴﻖ ﻋﻠﻰ ﻛﻤ‪‬ﻴ‪‬ﺔ ﺍﳍﻮﺍﺀ ﺍﳌـﺎﺭ‪ ‬ﺑﲔ ﺍﻟﻮﺗﺮﻳﻦ ﺍﻟﺼﻮﺗﻴﲔ ‪،‬‬
‫ﻭﻋﻠﻰ ﺍﺗ‪‬ﺼـﺎﻝ ﺍﳌﺼـﺪﺭ ﺑﺄﺟﺴﺎﻡﹴ ﺭﻧ‪‬ﺎﻧـﺔ ‪ ،‬ﺣﻴﺖ ﺃﻧ‪‬ﻬﺎ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻋﻠﻮ‪ ‬ﺍﻟﺼﻮﺕ ‪ ،‬ﻭﻭﺿﻮﺣﻪ ‪،‬‬
‫ﻭﺷﺪ‪‬ﺗﻪ ‪ ،‬ﰒﹼ ﺇﻥﹼ ﻻﻗﺘﺮﺍﺏ ﺍﳌﺼـﺪﺭ ﻣﻦ ﺍﻷﺫﻥ ﺃﺛﺮ‪ ُ‬ﻛﺒﲑ‪ ‬ﰲ ﻋﻠﻮ‪ ‬ﺍﻟﺼﻮﺕ ﻭﺍﺭﺗﻔﺎﻋﻪ‪ ،‬ﻣﻌﲎ ﻫﺬﺍ‪ :‬ﺃﻥﹼ ﺍﻟﻌﻠﻮ‪‬‬
‫ﺑﺎﻟﺪﻳﺴﺒﻞ‪Decibel‬‬ ‫ﻳﺘﻮﻗﹼﻒ ﻋﻠﻰ ﺍﻟﺸﺪ‪‬ﺓ‪ ،‬ﺍﻟﺸﺪﺓ ﺗﻘﺎﺱ ﺑﺎﻟﻮﺍﻁ ﰲ ﺍﻟﺴﻨﺘﻴﻤﺘﺮ ﺍﳌﺮﺑﻊ ﺍﻟﻮﺍﺣﺪ ‪ ،‬ﻛﻤﺎ ﺗﻘﺎﺱ‬
‫‪،‬ﻭﻫﻮ ﺃﻛﺜﺮ ﻣﻼﺀﻣﺔ ‪،‬ﻭﻳﻜﺘﺐ ﺍﺧﺘﺼﺎﺭﺍﹰ )‪ ،(db‬ﻭﺍﻟﻔﺮﻕ ﺑﲔ ﻭﺣﺪﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻷﻭﱃ ﻭﺍﻟﺜﺎﻧﻴﺔ ﺃﻥ ﺍﻷﻭﱃ‬
‫ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺛﺎﺑﺘﺔ ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻴﺴﺖ ﻛﺬﻟﻚ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺝ‪ .‬ﺍﻷﻟﺴﻨﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻟﺘﻮﻟﻴﺪﻳﺔ ﻭ ﺃﳘﻴﺘﻬﺎ‪ :‬ﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ﻭ ﻃﺮﻕ ﺍﻻﺳﺘﺨﺪﺍﻡ‬

‫ﺇﻥ ﺗﻮﻟﻴﺪ ﺍﻷﺻﻮﺍﺕ ﺃﻭ ﲣﻠﻴﻘﻬﺎ ﺍﻵﱄ )ﺃﻭ ﻧﺼﻒ ﺍﻵﱄ ( ﻓﺘﺢ ﻟﻨﺎ ﺑﺎﺑﺎ ﱂ ﻳﻄﺮﻕ ﻣﻦ ﻗﺒﻞ ‪ ،‬ﻭﻣﻦ ﺷﺄﻧﻪ ﺃﻥ‬
‫ﻳﺆﺩﻱ ﺇﱃ ﻗﻠﺐ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳊﻘﺎﺋﻖ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﻣﺪﻱ ﺍﻟﺴﻨﲔ ﺍﳌﺎﺿﻴﺔ ﰲ ﻛﺎﻓﺔ ﻣﺴﺘﻮﻳﺎﺕ ﻋﻠﻢ‬
‫ﺍﻷﺻﻮﺍﺕ ﺑﻔﺮﻭﻋﻪ ﺇﻥ ﱂ ﻳﻜﻦ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪.‬‬

‫ﻛﺸﻔﺖ ﻟﻨﺎ ﺩﺭﺍﺳﺎﺗﻨﺎ ﺍﻟﺼﻮﺗﻴﺔ ﰱ ﺍﳌﺨﺘﱪ ﺍﻟﻮﺍﻫﺒﺔ ﺟﻠﻬﺎ ﳌﻌﺮﻓﺔ ﺗﺄﺛﲑ ﺍﻟﺼﻮﺍﺋﺖ ﻋﻠﻰ ﺍﻟﺼـﻮﺍﻣﺖ‬
‫ﻭﺍﻟﻌﻜﺲ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻧﻮﻉ ﺍﻟﺼﺎﺋﺖ ﺍﳌﻮﺟﻮﺩ ﻗﺒﻞ ﻭﺑﻌﺪ ﺍﻟﺼﺎﻣﺖ ﺃﻳﻬﻤﺎ ﻛﺎﻥ‬
‫ﺍﳌﺆﺛﺮ‪ ،‬ﺃﻥ ﺍﻟﻜﻤﻴﺔ ﺍﻟﺰﻣﻨﻴﺔ ﻭ ﺍﳌﻘﻄﻌﻴﺔ ﻟﻠﻮﺣﺪﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺗﻔﺘﺢ ﺃﺑﻮﺍﺑﺎ ﻣﻦ ﻫﻨﺪﺳﺔ )ﺳﺤﺮ؟( ﺍﻷﺻﻮﺍﺕ ﺍﻟﱴ‬
‫ﲢﻞ ﻣﺸﺎﻛﻞ ﻭ ﲣﻠﻖ ﺃﺧﺮﻯ ﰱ ﺳﺎﺣﺎﺕ ﻋﺪﻳﺪﺓ‪ ،‬ﺇﺫ ﺧﻠﻘﻨﺎ _ ﰱ ﺧﻄﻮﺍﺕ ﻣﻨﻬﺠﻴﺔ_ ﺃﺻﻮﺍﺗﺎ ﻣﻦ ﺻﺎﺋﺖ‬
‫ﺃﻭ ﺻﺎﻣﺖ ﻗﺎﻟﻪ ﺷﺨﺺ‪ ،‬ﺃﻯ ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ ﱂ ﻳﻘﻠﻪ ﺃﺻﻼ ﺍﳌﺘﻜﻠﻢ ‪ ،‬ﻭ ﺇﻥ ﻛﺎﻥ ﺑﺼﻮﺗﻪ‪ ،‬ﻭ ﻛﺎﻥ ﺗﻮﻟﻴﺪﺍ‬
‫)ﺍﺧﺘﻼﻗﺎ( ﻣﻦ ﺻﻮﺕ ﺁﺧﺮ ﻗﺎﻟﻪ ﰱ ﺳﻴﺎﻕ ﺳﺎﺑﻖ ‪ ،‬ﺭﲟﺎ ﰱ ﻟﻐﺔ ﻻ ﻳﻌﺮﻓﻬﺎ ﺃﺻﻼ‪ ،‬ﻓﻬﻞ ﻳﻌﻘﻞ ﺃﻥ ﺷﻜﺴﺒﲑ‬
‫ﻳﻠﻘﻰ ﻛﻠﻤﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻦ ﻳﻌﺮﺏ ﻭ ﻗﺤﻄﺎﻥ!‬

‫ﻣﻦ ﺍﳌﺘﺤﻘﻖ ﲰﻌﺎ ﻋﺎﺩﻳﺎ ﺃﻥ ﻟﻜﻞ ﺇﻧﺴﺎﻥ ﺑﺼﻤﺘﻪ ﺍﻟﺼﻮﺗﻴﺔ ﺍﳋﺎﺻﺔ ﺑﻪ ‪ ،‬ﻭ ﻛﺸﻔﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‬
‫ﻣﻊ ﺗﻘﺪﻣﻬﺎ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﻠﺘﻘﻲ ﺻﻮﺕ ﻹﻧﺴﺎﻥ ﻣﻊ ﺻﻮﺕ ﻹﻧﺴﺎﻥ ﺁﺧﺮ ﰲ ﺧﺼﺎﺋﺼﻪ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﱵ ﲤﻴﺰ‬
‫ﺻﺎﺣﺒﻬﺎ ﻋﻦ ﻏﲑﻩ ‪ ،‬ﻭﺑﺬﻟﻚ ﻧﺘﻤﻜﻦ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﺻﺤﺎ‪‬ﺎ ﲟﺠﺮﺩ ﲰﺎﻉ ﺃﺻﻮﺍ‪‬ﻢ ﺣﱴ ﻣﻦ ﻏﲑ‬
‫ﺭﺅﻳﺘﻬﻢ ‪ ،‬ﻛﻤﺎ ﰲ ﲰﺎﻋﻨﺎ ﻷﺻﻮﺍ‪‬ﻢ ﰲ ﺍﳍﻮﺍﺗﻒ ‪ ،‬ﻭﺍﳌﺬﻳﺎﻉ ‪ ،‬ﻭﺍﳌﺮﺋﻴﺔ ‪ ،‬ﻭﺍﳌﻠﻔﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺃﻭ ﺃﺷﺮﻃﺔ‬
‫ﺍﻟﺘﺴﺠﻴﻞ ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﲤﻜﻨﻨﺎ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﲟﺠﺮﺩ ﲰﺎﻉ ﺃﺻﻮﺍ‪‬ﻢ‬
‫ﺑﺎﳋﺼﺎﺋﺺ ﺍﻹﺷﺎﺭﻳﺔ ) ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﻔﻄﺮﻳﺔ ﻟﺪﻯ ﺩﻳﻔﻴﺪ ﺍﺑﺮﻛﺮﻭﻣﱮ ‪ ،‬ﰱ ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺍﻷﺻـﻮﺍﺕ ﺍﻟﻌﺎﻡ ‪،‬‬
‫ﺗﺮﲨﺔ ﻭﺗﻌﻠﻴﻖ ‪ :‬ﳏـﻤﺪ ﻓﺘﻴﺢ ‪ ،‬ﻁ‪ ،١‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ،١٩٨٨‬ﺹ ‪ ( ١٧ :‬ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻔﺮﺩ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻛﺸﻔﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻭ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻦ ﻃﻮﺑﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﺄﻟﻴﻒ ﺍﻟﺼﻮﰐ ﰱ ﺃﻱ ﻟﻐﺔ ) ﻭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰱ‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻀﺒﻂ(‪ ،‬ﻛﻤﺎ ﺑﺮﻫﻨﺖ ﻓﺎﻋﻠﻴﺔ ﺍﻟﻔﻮﻧﻴﻤﺎﺕ ﻭ ﺍﻟﺼﻮﺍﺋﺖ ﻭ ﺍﻟﺼﻮﺍﻣﺖ ﻭ ﺍﳌﺰﺩﻭﺝ ﺍﻟﺼﺎﺋﱵ ﰱ‬
‫ﻧﻮﻉ ﻓﱴ ﻣﻦ ﻫﻨﺪﺳﺔ ﺍﻟﺼﻮﺕ ﺍﻟﱴ ﺗﺆﻟﺪ ﺻﻮﺗﺎ ﻣﻦ ﺻﻮﺕ ﺁﺧﺮ ﻭ ﺻﻮﺗﺎ ﻣﻦ ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ‪ ،‬ﻭ ﻫﻜﺬﺍ‬
‫ﺩﻭﺍﻟﻴﻚ‪ ،‬ﻭ ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﲣﻠﻴﻖ ﺍﻷﺻﻮﺍﺕ ﰱ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻣﻦ ﺃﻣﺜﺎﻝ‪:‬‬

‫ﺃ‪ .‬ﻫﻨﺪﺳﺔ ﺍﻟﺼﻮﺕ‬

‫ﺍﳍﻨﺪﺳﺔ ﺍﻟﻮﺭﺍﺛﻴﺔ‬ ‫ﺏ‪.‬‬
‫ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻨﻄﻘﻲ‬ ‫ﺝ‪.‬‬
‫ﺇﳚﺎﺩ ﺣﻞ ﳌﻦ ﻳﺼﻌﺐ ﻋﻠﻴﻪ ﻧﻄﻖ ﺑﻌﺾ ﺍﻷﺻﻮﺍﺕ ﻣﻦ ﺧﻼﻝ ﺇﳚﺎﺩ ﺗﻘﻨﻴﺎﺕ ﻣﻌﻴﻨﺔ ﺗﺴﺘﻘﺒﻞ‬ ‫ﺩ‪.‬‬
‫ﺍﻟﺼﻮﺕ ﰒ ﺗﻌﻴﺪ ﺗﺮﺷﻴﺤﻪ ﻭ ﺇﺭﺳﺎﻝ ﺍﻟﺼﻮﺕ ﺍﳌﻄﻠﻮﺏ ﺑﺼﻮﺕ ﺍﳌﺘﻜﻠﻢ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﺮﲨﺔ ﺍﻟﻔﻮﺭﻳﺔ ﺑﺼﻮﺕ ﺍﳌﺘﻜﻠﻢ‬ ‫ﻩ‪.‬‬
‫ﺍﻟﺒﺤﺚ ﻳﺴﻌﻰ ﳓﻮ ﳕﺬﺟﺔ ﲢﻠﻴﻠﻴﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﻟﻠﺘﺄﻟﻴﻒ ﺍﻟﺼﻮﰐ ﻣﺪﻋﻤﺔ ﰱ ﺑﻨﻴﺘﻬﺎ ﺍﻟﻔﻮﻗﻴﺔ ﲟﻘﺎﺭﺑﺎﺕ ﻗﻮﺍﻋﺪﻳﺔ‬
‫ﻛﻼﺳﻴﺔ ﻭ ﳏﺪﺛﺔ ﻭ ﰱ ﺑﻨﻴﺘﻬﺎ ﺍﻟﺘﺤﺘﻴﺔ ﺑﺎﻵﻟﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭ ﺃﻭﺯﺍﺭﻫﺎ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ .‬ﺗﺒﺆﺃﺕ ﻣﻨﱪﺍ ﺟﺎﻣﻌﻴﺎ ﰱ‬
‫ﺃﻃﺮﻭﺣﺘﲔ ﻟﻠﺪﻛﺘﻮﺭﺍﻩ ﰱ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺁﺩﺍ‪‬ﺎ ﲜﺎﻣﻌﺔ ﻋﻠﻰ ﻛﺮﻩ ﺍﻹﺳﻼﻣﻴﺔ )ﺍﳍﻨﺪ( ﲢﺖ ﺇﺷﺮﺍﻑ ﻫﺬﺍ‬
‫ﺍﻟﻀﻌﻴﻒ‪ ،‬ﺇﺣﺪﺍﳘﺎ ﰱ "ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﺑﲔ ﺍﻟﻘﺪﱘ ﻭ ﺍﳊﺪﻳﺚ‪ :‬ﻣﻘﺎﺭﺑﺎﺕ ﻓﻴﺰﻳﺎﺋﻴﺔ ﺃﻟﺴﻨﻴﺔ " )‪ ،(٢٠٠٩‬ﻭ‬
‫ﺍﻷﺧﺮﻯ ﰱ " ﺍﻟﻜﻤﻴﺔ ﰱ ﺍﻷﺻﻮﺍﺕ ﺍﻟﺼﺎﺋﺘﺔ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" )‪.(٢٠٠٧‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﳓﻮ ﻣﻨﻈﻮﻣﺔ ﻟﻠﻤﻘﺎﻳﺴﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﻜﻤﻴﺔ ﻭﻣﺪﻯ ﻋﻤﻘﻬﺎ ﰱ ﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ﺍﻟﻠﻐﻮﻱ ﻭﺃﳘﻴﺘﻬﺎ‬
‫ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ :‬ﺗﻨﻈﲑ ﻭ ﲡﺮﻳﺐ‬

‫‪ .١‬ﻣﺪﺧﻞ‪:‬‬

‫ﻣﻬﻤﺎ ﺗﺄﻟﺒﺖ ﻛﺘﻞ ﺍﳌﺸﺎﻋﺮ ﺍﻟﻌﺮﻗﻴﺔ ﺍﻟﺰﻣﻜﺎﻧﻴﺔ ﺿﺪ ﺍﳌﻨﻄﻖ ﺍﻹﻧﺴﺎﱐ ﺍﻟﺸﻤﻮﱄ ﻟﻠﺤﺮﻭﻑ ﻭ ﺍﳌﻨﻤﺬﺫ ﰱ‬
‫ﻣﻨﺎﺣﻴﻪ ﺍﻟﻮﺟﻮﺩﻳﺔ ﻭ ﺍﻟﻌﻠﻤﻴﺔ ﰱ ﻇﻼﻝ ﺍﻟﺘﺠﺮﻳﺐ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﺟﻌﻠﻪ ﻗﺎﺏ ﻗﻮﺳﲔ ﺃﻭ ﺃﺩﱏ ﻣﻦ ﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻟﺼﻠﺒﺔ ‪ ،‬ﻻ ﻳﺴﻌﻨﺎ ﺇﻻ ﺍﻹﺻﻐﺎﺀ ﺇﱃ ﻣﺎ ﻳﻮﺣﻰ ﺇﻟﻴﻨﺎ ﻓﻴﻪ ﻣﻦ ﻋﻠﻴﺎﺀ ﺍﻹﻟﻴﻜﺘﺮﻭﻧﻴﺎﺕ ﺍﳌﺘﺨﻠﻴﺔ ﻋﻦ ﺃﻳﺔ ﻣﺮﺍﻓﻘﺎﺕ‬
‫ﻻﻫﻮﺗﻴﺔ ﳍﺎ ﺷﺮﻳﻌﺘﻬﺎ ﻭ ﺻﺮﺍﻣﺘﻬﺎ ﰱ ﺍﻟﺘﺠﻮﻳﺰ ﻭ ﺍﻟﺘﺤﺮﱘ ‪ ،‬ﻓﺎﻟﺘﺠﺎﻧﺲ ﺍﻷﻧﻄﻮﻟﻮﺟﻲ ﺍﻟﺬﻱ ﻻ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﺘﺨﻠﻰ ﻋﻨﻪ ﺍﻹﻧﺴﺎﻥ __ ﺍﳌﺘﺤﺮﻙ ﰱ ﺷﻮﺍﺭﻉ ﺩﳍﻰ ﺃﻭ ﻣﻮﺳﻜﻮ ﺃﻭ ﺇﺭﺑﺪ‪ ،‬ﻭ ﺍﳌﺘﻜﻠﻢ ﺑﺎﻟﺴﻨﺴﻜﺮﻳﺘﻴﺔ ﺃﻭ‬
‫ﺍﻟﺮﻭﺳﻴﺔ ﺃﻭ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻣﺜﻼ __ ﺍﺳﺘﻄﺎﻉ ﺃﻥ ﻳﻌﺰﺯ ﺑﻨﺠﺎﺡ ﺟﺪﻟﻴﺎﺗﻪ ﺍﳌﻮﺍﻗﻔﻴﺔ ﻟﻠﻨﻈﺮﺓ ﺍﻟﺘﻮﺣﻴﺪﻳﺔ ‪ ،‬ﻭ ﻛﺎﻥ‬
‫ﺍﻟﻌﻮﻥ ﺍﻟﻜﺒﲑ ﻟﻪ ﻣﻦ ﺣﻘﻞ ﺍﳌﻘﺎﺭﺑﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺑﲔ ﺍﻟﻠﻐﺎﺕ ﰱ ﺍﻟﻔﻮﻧﻴﻤﺎﺕ ﻭﺍﻷﻟﻔﺎﻅ ﻭ ﺍﻟﺘﺮﺍﻛﻴﺐ ‪ ،‬ﻭ ﻫﻞ‬
‫ﻣﻦ ﻧﺎﻓﻠﺔ ﺍﻟﻘﻮﻝ ﺃﻥ ﻣﺎ ﺃﻓﺮﺯﻩ ﺍﻟﺘﺠﺮﻳﺐ ﺍﻟﻠﻐﻮﻱ ﺍﶈﻮﺳﺐ ﰱ ﺇﻃﺎﺭ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻯ ﻓﻚ ﺃﺳﺮﺍﺭﺍ‬
‫ﻛﺎﻧﺖ ﻣﻦ ﺍﳌﻀﻨﻮﻥ ﺑﻪ ﻋﻠﻰ ﻏﲑ ﺃﻫﻠﻪ ﺑﺎﳌﺼﻄﻠﺢ ﺍﻟﻘﺮﻭﺳﻄﻲ ‪ ،‬ﻻ ﻳﻌﺎﺿﺪ ﺍﻟﻨﻈﺮﺓ ﺍﻟﻘﺎﺋﻠﺔ ﺑﺄﻥ ﺃﻱ ﺗﺄﻃﲑ‬
‫ﺭﺋﻴﻮﻱ ﰱ ﳑﻠﻜﺔ ﺍﳊﺮﻭﻑ ﻳﺮﺻﺪ ﺍﻟﻌﻘﻞ ﺍﻟﻌﺮﰊ ﲟﻌﺰﻝ ﻋﻦ ﺳﻴﺎﻕ ﺗﺎﺭﳜﻲ ﻭ ﻟﻐﻮﻱ ﻭ ﻋﻘﻴﺪﻱ ﺗﻮﺣﺪ ﺛﺎﻟﻮﺛﻪ‬
‫ﰱ ﺍﻹﺳﻼﻡ ﻳﻌﺎﱏ __ ﻻ ﳏﺎﻟﺔ __ ﻋﻦ ﺍﳉﺪﺏ ﺍﳌﻨﻬﺠﻲ ﰱ ﳏﻜﻤﺔ ﺍﻟﺘﺎﺭﻳﺦ ﻭ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ‬
‫ﻻ ﻳﻘﻴﻢ ﻭﺯﻧﺎ ﻟﻸﺣﺎﺩﻳﺔ ﺍﳌﺪﺭﻭﺳﻴﺔ ﺃﻭ ﺍﻟﺘﺮﻛﻴﺰ ﺍﻟﻨﻘﻄﻮﻱ ﺍﳌﺆﺳﺲ ﳉﺪﻟﻴﺎﺕ ﺗﻌﻤﻞ ﺃﻭﺯﺍﺭﻫﺎ ﰱ ﺍﳍﺪﻡ ﺃﻛﺜﺮ ﻣﻦ‬
‫ﻋﻤﻠﻬﺎ ﰱ ﺍﻟﺒﻨﺎﺀ‪ ،‬ﺇﺫ ﻻ ﻳﻘﻴﻢ ﻛﺜﲑﺍ ﻟﺴﺮﻳﺎﻥ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺘﻮﺃﻡ ﺑﺮﺻﻴﺪ ﻣﻌﺮﰲ ﻣﻦ ﻃﺒﻴﻌﺘﻪ ﺃﻥ ﺗﻨﺤﺼﺮ‬
‫ﺍﶈﻠﻴﺎﺕ ﰱ ﺑﻮﺗﻘﺔ ﴰﻮﻟﻴﺎﺗﻪ ‪ ،‬ﻭﻟﻜﻦ ﻫﻞ ﻣﻌﲎ ﺫﻟﻚ ﺃﻥ ﺗﺘﺨﻠﻰ ﺷﻌﺎﺭﺍﺕ ﺍﳌﺘﺤﺪﺭ ﺍﻟﺴﻼﱄ ﺍﻹﻗﻠﻴﻤﻲ ﻋﻦ‬
‫ﻗﻴﺎﺩﺓ ﺗﺄﺳﻴﺲ ﻟﻐﻮﻱ ﺟﺪﻳﺪ ﻫﻨﺪﺳﻪ ﺍﻹﺳﻼﻡ ﰱ ﻫﻴﻜﻠﺔ ﺑﻨﻴﻮﻳﺔ ﺃﺗﻰ ﺑﻪ ﻭﻋﻤﻞ ﺻﻮﺏ ﺗﻜﻮﻳﻦ ﺍﻧﺴﺠﺎﻣﻲ‬
‫ﺍﻧﻌﺰﻟﺖ ﻓﻴﻪ ﺩﻳﺎﻟﻜﺘﻴﻚ ﺍﳌﺮﺗﻜﺰ ﺍﳉﻐﺮﺍﰲ ﻋﻘﻴﺪﺓ ﻭ ﺍﺟﺘﻤﺎﻋﺎ ؟ ﺇﻥ ﻇﻮﺍﻫﺮ ﺍﻟﻠﻐﺔ ﻭ ﺍﻟﺼﻮﺗﻴﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ) ﰱ‬

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‫‪١٤٣٠‬ه‬
‫ﺳﻴﺎﻕ ﺍﻹﺳﻼﻡ ( ﻭ ﺃﺻﻮﳍﺎ ﻭ ﻓﺮﻭﻋﻬﺎ ﺍﳌﺘﺮﺍﻣﻴﺔ ﺍﻷﻃﺮﺍﻑ ﺗﺘﻤﺎﺛﻞ ﺃﻣﺎﻡ ﺧﱪﺍﺀ ﺍﻟﻠﻐﺔ ﻭ ﺍﻟﺼﻮﺗﻴﺎﺕ ﻭ‬
‫ﺍﻻﺟﺘﻤﺎﻉ ﻣﺎﺩﺓ ﺛﺮﻳﺔ ﻟﻠﺘﺤﻠﻴﻞ ﻭ ﺍﻻﺳﺘﻨﺘﺎﺝ ﰲ ﺳﻴﺎﻕ ﻣﺜﻞ ﻫﺬﺍ ﺍﳌﻨﻄﻖ ﻭ ﻣﻨﻄﻮﻗﻪ ﻭ ﻣﺴﻜﻮﺗﻪ‪.‬‬

‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺨﺘﱪﻳﺔ ﺍﳊﺪﻳﺜﺔ ﰱ ﺍﻟﺼﻮﺗﻴﺎﺕ ﻭ ﺍﳌﺸﻬﻮﺩ ﳍﺎ ﺑﺎﻟﺘﺼﺎﻋﺪ ﺃﻓﻘﻴﺎ ﻭ ﻋﺎﻣﻮﺩﻳﺎ ﰱ‬
‫ﺍ‪‬ﺎﻻﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭ ﺍﻟﻔﺮﻋﻴﺔ ﻣﺜﻞ ﺍﻟﻨﻄﻘﻴﺔ ﻭﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻭ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺍﻟﺘﻮﻇﻴﻔﻴﺔ ﻋﺎﻭﻧﺘﻨﺎ ﰱ ﺟﻬﺔ ﰱ ﺗﻔﻬﻢ‬
‫ﺃﻋﻤﻖ ﻭ ﺃﴰﻞ ﻷﺳﺎﺳﻴﺎﺕ ﻣﺜﻞ ﺍﳉﻬﺎﺯ ﺍﻟﺼﻮﰐ ﻭﻣﻨﺎﻃﻘﻪ ﺍﻟﺜﻼﺛﺔ ﻭ ﺃﺟﺰﺍﺀﻫﺎ )ﺍﻟﺮﺋﺘﲔ ﻭ ﺍﳊﻨﺠﺮﺓ ﻭ‬
‫ﻏﻀﺎﺭﻳﻔﻬﺎ ﺍﳊﻠﻘﻴﺔ ﻭ ﺍﳍﺮﻣﻴﺔ ﻭ ﺍﳌﺨﺮﻭﻃﻴﺔ ﻭ ﺍﻟﻘﺮﻧﻴﺔ‪ ،‬ﻭ ﻟﺴﺎﻥ ﺍﳌﺰﻣﺎﺭ ﻭ ﺍﳊﺒﻞ ﺍﻟﺼﻮﰐ ﻭ ﺍﳊﻠﻖ ﻭ‬
‫ﺍﻟﺘﺠﻮﻳﻒ ﺍﻷﻧﻔﻲ ﻭ ﺍﻟﻠﻬﺎﺓ ﻭ ﺍﳊﻨﻚ ﻭ ﺍﻷﺳﻨﺎﻥ ﻭ ﺍﻟﻠﺴﺎﻥ ) ﻛﻞ ﳐﺎﺭﺝ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ( ﻓﻬﻰ ﰱ‬
‫ﺍﻷﺧﺮﻯ ﻛﺎﻧﺖ ﻣﺪﺩﺍ ﺻﻠﺒﺎ ﰱ ﺳﱪ ﺃﻏﻮﺍﺭ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻜﻼﺳﻴﺔ ﻟﻌﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﻭ ﺍﻟﻘﺮﺁﺀﺓ ﻭ ﺍﻟﻘﻮﺍﻋﺪ ﻭ ﺍﻷﺩﺏ‬
‫ﺍﻟﺬﻳﻦ ﱂ ﲤﻨﻌﻬﻢ ﺁﻟﻴﺎﺕ ﺍﻟﻴﻮﻡ ) ﺍﻟﺒﻌﻴﺪﺓ ﻋﻦ ﻣﺘﻨﺎﻭﳍﻢ ﲝﻜﻢ ﺍﻟﺪﻫﺮ ﺍﻟﺬﻯ ﻳﻘﻠﺐ ﺍﻟﻠﻴﻞ ﻭ ﺍﻟﻨﻬﺎﺭ( ﻣﻦ ﺍﺳﺘﻠﻬﺎﻡ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻘﻠﻴﻠﺔ ﺍﳌﻴﻮﻋﺔ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﳌﺴﺘﻠﻬﻢ ﺁﻟﻴﺎ ﰱ ﻣﺴﺘﻌﻤﺮﺍﺕ ﺇﻟﻴﻜﺘﺮﻭﻧﻴﺔ ‪ ،‬ﺗﺮﻯ ﻛﻢ‬
‫ﺗﺘﻘﺎﺭﺏ ﻣﻮﺍﻗﻒ ﺇﺑﻦ ﺳﻴﻨﺎ )ﰱ "ﺃﺳﺒﺎﺏ ﺣﺪﻭﺙ ﺍﳊﺮﻭﻑ"( ﻭ ﺇﺑﻦ ﺟﲎ )ﺍﳋﺼﺎﺋﺺ ﻭ ﺳﺮ ﺻﻨﺎﻋﺔ ﺍﻟﻨﺤﻮ (‬
‫__ ﰱ ﺍﻟﺼﻮﺗﻴﺎﺕ ﻣﺜﻼ __ ﻣﻦ ﻣﻮﺍﻗﻒ ﺩﻳﻔﻴﺪ ﺍﺑﺮﻭﻛﻤﱮ ) ﰱ ﻣﺒﺎﺩﺉ ﻋﻤﻞ ﺍﻷﺻﻮﺍﺕ( ﻭ ﺑﻴﺘﺮ ﻟﻴﺪ‬
‫ﻓﻮﺟﺪ )ﰱ ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺃﺻﻮﺍﺕ ﺍﻟﻜﻼﻡ ﺍﻷﻛﻮﺳﺘﻴﻜﻲ(؟ ﺍﻟﻠﻐﻮﻱ ﺍﳊﺪﻳﺚ ﻳﺴﱪ ﺃﻏﻮﺍﺭ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﻠﻐﻮﻱ ﻋﻠﻰ‬
‫ﺍﻷﺳﺲ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﻟﱴ ﺗﻌﺎﻭﻧﻪ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﺼﻮﺍﺋﺖ ﺃﺩﺍﺀ ﺟﻴﺪﺍ )ﺃﺟﻮﺩ؟( ‪ ،‬ﻋﻠﻰ ﺃﻧﻪ ﻳﺆﻳﺪ ﺑﻌﺾ ﺍﳊﻘﺎﺋﻖ ﺍﻟﱴ‬
‫ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺍﻟﻜﻼﺳﻴﻮﻥ ﺍﻟﻌﺮﺏ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰱ ﻭﺻﻒ ﺍﻷﺻﻮﺍﺕ‪ ،‬ﻭ ﻟﻜﻦ ﺃﳘﻴﺔ ﺍﻷﺧﺎﻓﺸﺔ ﺍﳉﺪﺩ‬
‫ﲪﻠﺔ ﺍﻷﻭﺯﺍﺭ ﺍﳊﺎﺳﻮﺑﻴﺔ )ﻣﻦ ﻏﲑ ﻭﺯﺭ ﻟﻶﺧﺮﺓ ﺃﻭ ﺯﻳﻨﺔ ﻟﻠﺤﻴﺎﺓ ﺍﻟﺪﻧﻴﺎ!( ﺗﻜﻤﻦ ﰱ ﺃ‪‬ﻢ ﻳﻜﺸﻔﻮﻥ ﻋﻦ‬
‫ﺑﻌﺾ ﺍﳊﻘﺎﺋﻖ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﱴ ﱂ ﺗﻜﻦ ﻣﻌﺮﻭﻓﺔ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻭ ﺍﻟﱴ ﻳﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﺑﻜﺜﲑ ﰱ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﻈﻢ‬
‫ﺍﻟﻔﻨﻴﺔ ﻭ ﺍﻟﻌﻠﻤﻴﺔ ﻭ ﺍﻟﻄﺒﻴﺔ ﻣﺜﻞ ﻫﻨﺪﺳﺔ ﺍﻟﺼﻮﺕ ﻭ ﻋﻼﺝ ﺑﻌﺾ ﺣﺎﻻﺕ ﻋﻴﻮﺏ ﺍﻟﻨﻄﻖ ﻭ ﺍﻟﺼﻤﻢ ﻭ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ‪ ،‬ﻣﻦ ﺑﲔ ﺍﻷﺧﺮﻯ‪ .‬ﻣﻦ ﺃﻫﻢ ﻣﺎ ﻳﻠﻔﺖ ﺍﻧﺘﺒﺎﻩ ﺍﻟﺒﺤﺚ ﰱ ﺍﳌﺨﺘﱪ ﺍﻟﻠﻐﻮﻱ ‪ :‬ﺗﻮﻟﻴﺪ‬
‫ﺍﻷﺻﻮﺍﺕ ﻣﻦ ﻭﺣﺪﺍﺕ ﻓﻮﻧﻴﻤﻴﺔ ﻭ ﻣﺮﻛﺒﺎﺕ ﻭ ﻣﺰﺩﻭﺟﺎﺕ ﺻﺎﺋﺘﻴﺔ‪ ،‬ﺇﺫ ﻧﻌﺮﻑ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺃﻧﻪ ﻣﻦ ﺍﳌﻤﻜﻦ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫)ﺍﻟﻮﺍﻗﻊ( ﺗﻮﻟﻴﺪ ﺍﻷﺻﻮﺍﺕ ‪ :‬ﺍﻟﻜﻠﻤﺔ ﻭﺍﻟﻜﻼﻡ ﺍﳌﺨﺘﻠﻔﲔ ﻛﻤﺎ ﻭ ﻛﻴﻔﺎ‪ ،‬ﺑﻮﺟﻪ ﺣﻼﻝ ﻭ ﺁﺧﺮ ﺣﺮﺍﻡ‪ ،‬ﻭ ﻫﺬﺍ‬
‫ﺍﻵﺧﺮ ﻳﻠﻔﺖ ﺃﻧﻈﺎﺭ ﻣﻘﻘﻨﻦ ﺍﻟﻼﻫﻮﺕ ﻭ ﺍﻟﻨﺎﺳﻮﺕ‪ ،‬ﺇﺫ ﻟﺪﻳﻪ ﻛﻼﻡ ﺷﺮﻳﺮ ﻋﻠﻰ ﻟﺴﺎﻥ ﻣﻮﻟﻮﺩ ﺑﺎﻟﻔﻄﺮﺓ ﻭ‬
‫ﻣﺮﰉ ﺣﻲ ﺑﻦ ﻳﻘﻈﺎﻥ! ﻭﺑﺎﻟﻌﻜﺲ‪.‬‬

‫‪ .٢‬ﺍﻟﻘﻀﺎﻳﺎ ﻭ ﻫﻴﻜﻠﻬﺎ ﺍﻷﻧﻄﻮﺇﺑﺴﺘﻤﻮﻟﻮﺟﻲ‪:‬‬

‫ﺃ‪ .‬ﻇﺎﻫﺮﺓ ﺍﻟﺼﻮﺕ‪:‬‬

‫ﺍﻟﻘﻀﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻰ ﺍﻟﺼﻮﺕ‪ ،‬ﻭ ﺻﻮﺕ ﺍﻹﻧﺴﺎﻥ ﰱ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻣﻦ ﺍﻟﺒﲔ ﺃﻥ ﺍﻟﺼﻮﺕ ﻻ ﳜﺘﺺ‬
‫ﺑﺎﻹﻧﺴﺎﻥ ﺍﳌﺨﻠﻮﻕ ﰱ ﺃﺣﺴﻦ ﺗﻘﻮﱘ‪ ،‬ﻓﻬﻮ ﻟﻠﻌﺎﻗﻞ ﻭ ﻏﲑ ﺍﻟﻌﺎﻗﻞ‪ ،‬ﻭ ﻟﻦ ﻧﻨﻈﺮ ﺇﱃ ﺍﺑﻦ ﺟﲎ ) ﺳﺮ ﺻﻨﺎﻋﺔ‬
‫ﺍﻹﻋﺮﺍﺏ‪ ،‬ﺝ ‪ ،١‬ﺹ ‪ (٩‬ﻟﺘﺒﲔ ﻫﺬﻩ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻛﻤﺎ ﻻ ﳓﻴﻞ ﺇﱃ ﺑﻴﺘﺮ ﻟﻴﺪ ﻓﻮﺟﺪ ) ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺃﺻﻮﺍﺕ‬
‫ﺍﻟﻜﻼﻡ ﺍﻷﻛﻮﺳﺘﻴﻜﻲ‪ ،‬ﺹ ‪ (٧‬ﻭ ﻏﲑﻩ ) ﻣﺜﻞ ﺑﻴﺘﺮ ﺏ ﺩﻳﻨﺲ‪ :‬ﺍﳌﻨﻈﻮﻣﺔ ﺍﻟﻜﻼﻣﻴﺔ‪ ،‬ﺹ ‪ (٣٧‬ﻟﻜﻲ ﻧﻌﺮﻑ ﺃﻥ‬
‫ﺍﻟﺼﻮﺕ‪ :‬ﺻﻮﺭﺓﹸُ ﻣﻦ ﺻﻮﺭ ﺍﻟﻄـﺎﻗﺔ ﺍﻟﱵ ﺗﺆﺛﹼـﺮ ﻋﻠﻰ ﺣﺎﺳ‪‬ـﺔ ﺍﻟﺴﻤﻊ ﻓﺘﺴﺒ‪‬ﺐ ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﺴﻤﻊ ‪ ،‬ﺃﻭ‬
‫ﻫﻮ ‪ :‬ﺫﻟﻚ ﺍﻷﺛـﺮ‪ ‬ﺍﻟﻨﺎﺷﺊﹸ ﻣﻦ ﺍﻫﺘﺰﺍﺯﹺ ﺟﺴﻢﹴ ‪ ،‬ﺃﻭ ﺍﺻﻄﺪﺍﻣ‪‬ـﻪ‪ ‬ﺑﺂﺧـﺮ ‪ ،‬ﻭﺍﳌﺆﺩ‪‬ﻱ ﺇﱃ ﺍﺿﻄﺮﺍﺏﹴ ﰲ‬
‫ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﺍﳍﻮﺍﺀ ﻣﺜﻼ ﻭﺍﳌﺘﻜﻮﻥ ﻣﻦ ‪:‬ﺟﺰﺋﻴﺎﺕ ﺩﻗﻴﻘﺔ ﻭﳛﺘﻮﻱ ﺃﻧﺶ ﻣﻜﻌﺐ ﻋﻠﻲ ﺃﻛﺜﺮ ﻣﻦ ﺃﺭﺑـﻊ‬
‫ﻣﺌـﺔ ) ‪ ( ٤٠٠‬ﺑﻠﻴﻮﻥ ﺟﺰﺉ ‪ ،‬ﻫﺬﺍ ﺍﻻﺿﻄـﺮﺍﺏ ﻳﺆﺩ‪‬ﻱ ﺇﱃ ﺣﺮﻛﺔ‪ ‬ﻣﻮﺟﻴ‪‬ـﺔ ﺗﻨﺘﻘـﻞ ﻋﻠﻰ ﺷﻜﻞ‬
‫ﺿﻐﻮﻁ ‪ ،‬ﻭﲞﻠﺨﻼﺕ ﺇﱃ ﺟﻬـﺎﺯ ﺍﻻﺳﺘﻘﺒــﺎﻝ " ﺍﻷﺫﻥ "‪ ،‬ﻭﻛﻞ ﺻﻮﺕ ﻣﻦ ﺃﺻﻮﺍﺕ ﺍﻟﻠﻐﺔ ﻋﻨﺪ‬
‫ﺇﻧﺘﺎﺟـﻪ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻣﻮﺟﺔ ﺻﻮﺗﻴ‪‬ـﺔ ﺗﻨﺘﺸﺮ ﰲ ﺍﳍﻮﺍﺀ ﺑﺴـﺮﻋﺔ ﺛﻼﺙ‪ ‬ﻣﺌـﺔ‪ ‬ﻭﺃﺭﺑﻌـﲔ) ‪( ٣٤٠‬‬
‫ﻣﺘـﺮﺍ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺴﺮﻋﺔ ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼﻑ ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﻟﻠﺼﻮﺕ‪ ،‬ﻓﺴﺮﻋﺘﻪ ﰲ ﺍﳊﺪﻳﺪ‬
‫‪ ،٥٨٥٠:‬ﻭﰲ ﺍﳌﺎﺀ‪،٤٥٠:‬ﻭﺗﺘﻜـﻮﻥ ﺍﳌﻮﺟـﺔ ﻣﻦ ﻋﺪﺩ ﻣﻦ ﺍﻟﺬﺑﺬﺑﺎﺕ ﺍﳌﺘﻌﺎﻗـﺒﺔ ﺍﻟﱵ ﺗﻨﺘﺞ ﺇﺣﺪﺍﻫﺎ ﻋﻦ‬
‫ﺍﻷﺧـﺮﻯ ‪ ،‬ﻭﻳﺘﻮﻗﻒ ﻋﺪﺩ ﻫﺬﻩ ﺍﻟﺬﺑﺬﺑﺎﺕ ﻋﻨﺪ ﺍﻹﻧﺴـﺎﻥ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺳـﺮﻋﺔ ﺍﳊﺒﻠﲔ ﺍﻟﺼﻮﺗﻴﲔ‪،‬‬
‫ﻭﺗﺘﻮﻗﻒ ﺳﺮﻋﺘﻬﻤﺎ ﻋﻠﻰ ﻣﺮﻭﻧﺘﻬﻤﺎ ‪ ،‬ﻭﻋﻠﻰ ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ ﻟﻴﺲ ﻫﻨﺎ ﳏﻞ ﺫﻛﺮﻫﺎ ‪ ،‬ﻓﺈﻥ ﻛﺎﻥ ﺇﺻﺪﺍﺭ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻷﺻﻮﺍﺕ ﻣﺴﺘﻤﺮﺍﹰ ﺗﻜﻮﻥ ﻟﺪﻳﻨﺎ ﻣﺎ ﻳﺴﻤﻰ ‪ :‬ﻗﻄﺎﺭ ﺍﳌﻮﺟﺎﺕ‪ .‬ﻭﻟﻜﻲ ﻳﺘﻢ‪ ‬ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﺼﻮﺕ ﻻﺑﺪ‪ ‬ﻣﻦ‬
‫ﺗﻮﺍﻓﺮ ﺷﺮﻭﻁ ﺛﻼﺛـﺔ ﻫﻲ‪:‬‬

‫ﻭ‪ .‬ﺍﳌﺼﺪﺭ‬
‫ﺯ‪ .‬ﺍﻟﻮﺳﻂ‬
‫ﺡ‪ .‬ﺟﻬﺎﺯ ﺍﻻﺳﺘﻘﺒـﺎﻝ‬
‫ﻓﺎﻟﺼﻮﺕ ﻋﻠﻰ ﻫﺬﺍ ﻳﻨﺘﺞ ﻣﻦ ﺣﺮﻛﺎﺕ‪ ‬ﻳﻘﻮﻡ ‪‬ﺎ ﺟﺴـﻢ‪ ُ‬ﻣﺎ ‪ ،‬ﰲ ﺣﻴ‪‬ﺰ ﻣﺎ ‪ ،‬ﻭﺑﺘﺄﺛﲑ ﻗﻮ‪‬ﺓ ﳏﺮ‪‬ﻛﺔ‬
‫ﻳﺼـﻞ ﺍﻟﺼﻮﺕ ﺑﻌﺪﻫﺎ ﺇﱃ ﺟﻬـﺎﺯ ﺍﻟﺴﻤﻊ ‪ ،‬ﻭﻟﻌﻠﹼﻪ ﻣﻦ ﻧﺎﻓﻠﺔ ﺍﻟﻘﻮﻝ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ ﺃﻥﹼ ‪ :‬ﻟﻴﺲ ﻛﻞﹼ‬
‫ﺍﻷﺻﻮﺍﺕ ﳝﻜﻦ ﺍﻹﺣﺴـﺎﺱ ‪‬ـﺎ ﺃﻱ‪ : ‬ﲰـﺎﻋﻬﺎ ‪ ،‬ﺇﺫ ﺃﻧ‪‬ـﻪ ﻻ ﻳﺴﻤﻊ ﺻﻮﺕ ﺇﻻﹼ ﺇﺫﺍ ﻛﺎﻥ ﺗﺮﺩ‪‬ﺩﻩ ﻻ‬
‫ﻳﻘﻞﹼ ﻋﻦ ﺣـﺪ‪ ‬ﺃﺩﻧـﻰ ‪ ،‬ﻭﻻ ﻳﺰﻳـﺪ ﻋﻦ ﺣـﺪ‪ ‬ﺃﻗﺼﻰ ﻭﳘـﺎ ﰲ ﺍﳌﺘﻮﺳـﻂ ﻣﻦ )‪ ٢٠‬ﺇﱃ ‪(٢٠.٠٠٠‬‬
‫ﺫﺑﺬﺑـﺔ ‪ ،‬ﺃﻭ ﺍﻫﺘـﺰﺍﺯﺓ‪ ‬ﰲ ﺍﻟﺜﺎﻧﻴـﺔ ‪ .‬ﻭﺍﻟﺼـﻮﺕ ﺑﺼﻔﺔ‪ ‬ﻋﺎﻣ‪‬ـﺔ‪ ،‬ﻭﺃﻋﲏ ﺑـﻪ ﺍﳌﻌﲎ ﺍﻟﻌـﺎﻡ ﺃﻱ‪: ‬‬
‫ﺍﻟﻠﻐﻮﻱ ﻭﻏﲑﻩ ﺳﻮﺍﺀُ ﺃﻛﺎﻥ ﻣﺼﺪﺭﻩ ﺣﻴ‪‬ـﺎﹰ ﻛﺎﻹﻧﺴﺎﻥ ﻣﺜـﻼﹰ ‪ ،‬ﺃﻭ ﻻ ﻣﺜﻞ ﺍﻵﻻﺕ ﻳﺘﻤﻴ‪‬ﺰ ﲟﻈﺎﻫﺮ ﻫﻲ ‪:‬‬

‫‪ -٢‬ﺍﻟﻌﻠﻮ ّ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ‬ ‫‪-٥‬‬

‫‪ -٣‬ﺍﻟﺸـﺪ‪‬ﺓ‬ ‫ﺍﻟﺪﺭﺟـﺔ‬ ‫‪-٦‬‬

‫ﺇﻥﹼ ﻭﺗﺮ ﺍﻟﺼﻮﺕ ﻋﻨﺪ ﺍﻟﺼﻤﺖ ﰲ ﻧﻘﻄﺔ ﺍﻟﺼﻔﺮ ﺣﺘ‪‬ﻰ ﺇﺫﺍ ﺑﺪﺃ ﰲ ﺍﻟﺬﺑﺬﺑﺔ ﲢﺮ‪‬ﻙ ﲟﺪﻯ‪ ‬ﻳﺘﺴﺎﻭﻯ ﲟﺎ ﺑﲔ‬
‫ﻧﻘﻄﺔ ﺍﻟﺼﻔﺮ ﻭﻏﺎﻳﺔ ﺍﻻﺑﺘﻌﺎﺩ‪ ،‬ﻭﻛﻠﹼﻤﺎ ﺍﺗﺴﻊ ﺍﳌﺪﻯ ﻛﺎﻥ ﺍﻟﺼﻮﺕ ﻋﺎﻟﻴﺎﹰ‪ ،‬ﻭﺇﻥ ﺿـﺎﻕ ﻛﺎﻥ ﺍﻟﺼﻮﺕ‬
‫ﻣﻨﺨﻔﻀﺎﹰ‪ ،‬ﻭﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻳﺘﻮﻗﻒ ﺍﻻﺗﺴﺎﻉ ﻭﺍﻟﻀﻴﻖ ﻋﻠﻰ ﻛﻤ‪‬ﻴ‪‬ﺔ ﺍﳍﻮﺍﺀ ﺍﳌـﺎﺭ‪ ‬ﺑﲔ ﺍﻟﻮﺗﺮﻳﻦ ﺍﻟﺼﻮﺗﻴﲔ ‪،‬‬
‫ﻭﻋﻠﻰ ﺍﺗ‪‬ﺼـﺎﻝ ﺍﳌﺼـﺪﺭ ﺑﺄﺟﺴﺎﻡﹴ ﺭﻧ‪‬ﺎﻧـﺔ ‪ ،‬ﺣﻴﺖ ﺃﻧ‪‬ﻬﺎ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻋﻠﻮ‪ ‬ﺍﻟﺼﻮﺕ ‪ ،‬ﻭﻭﺿﻮﺣﻪ ‪،‬‬
‫ﻭﺷﺪ‪‬ﺗﻪ ‪ ،‬ﰒﹼ ﺇﻥﹼ ﻻﻗﺘﺮﺍﺏ ﺍﳌﺼـﺪﺭ ﻣﻦ ﺍﻷﺫﻥ ﺃﺛﺮ‪ ُ‬ﻛﺒﲑ‪ ‬ﰲ ﻋﻠﻮ‪ ‬ﺍﻟﺼﻮﺕ ﻭﺍﺭﺗﻔﺎﻋﻪ‪ ،‬ﻣﻌﲎ ﻫﺬﺍ‪ :‬ﺃﻥﹼ ﺍﻟﻌﻠﻮ‪‬‬
‫ﻳﺘﻮﻗﹼﻒ ﻋﻠﻰ ﺍﻟﺸﺪ‪‬ﺓ‪ ،‬ﺍﻟﺸﺪﺓ ﺗﻘﺎﺱ ﺑﺎﻟﻮﺍﻁ ﰲ ﺍﻟﺴﻨﺘﻴﻤﺘﺮ ﺍﳌﺮﺑﻊ ﺍﻟﻮﺍﺣﺪ ‪ ،‬ﻛﻤﺎ ﺗﻘﺎﺱ ﺑﺎﻟﺪﻳﺴﺒﻞ ‪Decibel‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪،‬ﻭﻫﻮ ﺃﻛﺜﺮ ﻣﻼﺀﻣﺔ ‪،‬ﻭﻳﻜﺘﺐ ﺍﺧﺘﺼﺎﺭﺍﹰ )‪ ،(db‬ﻭﺍﻟﻔﺮﻕ ﺑﲔ ﻭﺣﺪﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻷﻭﱃ ﻭﺍﻟﺜﺎﻧﻴﺔ ﺃﻥ ﺍﻷﻭﱃ‬
‫ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺛﺎﺑﺘﺔ ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻴﺴﺖ ﻛﺬﻟﻚ‪.‬‬

‫ﺏ‪ .‬ﺍﻟﺼﻮﺕ ﺍﻹﻧﺴﺎﱏ‬

‫ﺍﻟﺼﻮﺕ ﻟﺪﻱ ﺍﻹﻧﺴﺎﻥ ﻳﻨﺸﺄ ﻛﻐﲑﻩ ﻣﻦ ﺫﺑﺬﺑﺎﺕ ﻣﺼﺪﺭﻫﺎ ﺍﳊﻨﺠـﺮﺓ ﻓﺎﳍـﻮﺍﺀ ﻳﻨﺪﻓﻊ ﻣﻦ ﺍﻟﺮﺋﺘﲔ‬
‫ﻣﺎﺭ‪‬ﺍﹰ ﺑﺎﳊﻨﺠﺮﺓ ‪ ،‬ﻓﻴﻤﺮ‪ ‬ﺑﺎﻟﻮﺗﺮﻳﻦ ﳏﺪﺛﺎ ﺍﻻﻫﺘﺰﺍﺯﺍﺕ ﺍﻟﱵ ﺑﻌـﺪ ﺧﺮﻭﺟﻬﺎ ﻣﻦ ﺍﻟﻔﻢ ﺃﻭ ﺍﻷﻧﻒ ﺗﻨﺘﻘﻞ ﺧـﻼﻝ‬
‫ﺍﻟﻮﺳﻂ ﻋﻠﻰ ﺷﻜﻞ ﻣﻮﺟﺎﺕ ﺣﱴ ﺗﺼﻞ ﺇﱃ ﺟﻬـﺎﺯ ﺍﻻﺳﺘﻘﺒﺎﻝ‪ ،‬ﻭ ﻟﻜﻞﹼ ﺇﻧﺴﺎﻥ ﺻﻔﺔ ﺻﻮﺗﻴ‪‬ﺔ ﲤﻴ‪‬ﺰ ﺻﻮﺗﻪ‬
‫ﻋﻦ ﻏﲑﻩ ‪ ،‬ﻭﻟﻴﺲ ﻟﺼﻮﺗ‪‬ﻪ ﺩﺭﺟﺔﹲ ﻭﺍﺣﺪﺓﹲ ‪ ،‬ﺃﻭ ﺷـﺪ‪‬ﺓﹲ ﻭﺍﺣﺪﺓ ٌ‪ ،‬ﻓﻬﻮ ﻣﺘﻌﺪ‪‬ﺩ‪ ‬ﺍﻟﺪﺭﺟﺔ‪ ‬ﻭﺍﻟﺸﺪ‪‬ﺓ‪ ، ‬ﻭﺣﺘ‪‬ﻰ ﰲ‬
‫ﺍﻟﻜﻼﻡ ﺍﳌﺘ‪‬ﺼﻞ‪ ،‬ﻭ ﺩﺭﺟﺔﹸ ﺍﻟﺼﻮﺕ‪ ‬ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‪ ‬ﻣﺮﺗﺒﻄﺔﹲ ﲜﻨﺴﻪ ‪ ،‬ﻭﻋﻤﺮﻩ ‪ ،‬ﻓﺼﻮﺕ‪ ‬ﺍﳌـﺮﺃﺓ ﺃﺣﺪ‪ ‬ﺃﻭ ﺃﺭﻕ‪‬‬
‫ﻣﻦ ﺍﻟﺮﺟﻞ‪ ،‬ﻷﻥ ﺍﻟﻮﺗﺮﻳﻦ ﺍﻟﺼﻮﺗﻴﲔ ﻋﻨﺪﻫﺎ ﻗﺼﲑﺓ‪ ،‬ﻭﺃﻗﻞﱡ ﺿﺨﺎﻣﺔ ﳑﺎ ﻳﺆﺩ‪‬ﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺳﺮﻋﺔ ﺍﻫﺘﺰﺍﺯ‪‬ﻤﺎ ‪،‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﺯﻳﺎﺩﺓ ﻋﺪﺩ ﺍﻟﺬﺑﺬﺑﺎﺕ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ‪ ،‬ﻭﻋﻨﺪ ﺑﻠﻮﻍﹺ ﺍﻟﺮﺟﻞﹺ ﻳﺘﻀﺨ‪‬ﻢ ُ ﺍﳊﺒﻼﻥ ‪ ،‬ﻭﻳﻄـﻮﻻﻥ‪ ،‬ﻭﻫﻨﺎ‬
‫ﺗﻘـﻞﹼ ﺍﻟﺬﺑﺬﺑﺎﺕ‪ ،‬ﻭ ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺑﲔ ﺍﳊﻨﺎﺟﺮ ﺍﻹﻧﺴﺎﻧﻴ‪‬ـﺔ ‪ ،‬ﻭﻣﺎ ﻧﻼﺣﻈﻪ ﻣﻦ ﲨﺎﻝﹺ ﺍﻟﺼﻮﺕ‪ ‬ﻋﻨﺪ‬
‫ﺍﳌﻄﺮﺑﲔ ﻋﺎﺋﺪ‪ ‬ﺇﱃ ﺍﳌﻮﻫﺒﺔ ﺍﻟﹼﱵ ﻣﻜﹼﻨﺘﻪ ﻣﻦ ﺍﻟﺴﻴﻄﺮﺓ‪ ‬ﻋﻠﻰ ﺍﻟﺘ‪‬ﻨﻔﺲ ‪ ،‬ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﺍﳍﻮﺍﺀِ ﰲ ﺟﺮﻳﺎﻧﻪ ﻭﺻﺪﻭﺭﻩ‬
‫ﻣﻦ ﻭﺇﱃ ﺍﻟﻔﻢ ﻭﺍﻷﻧﻒ ‪ ،‬ﻓﺎﻻﺳﺘﻌﺪﺍﺩ ﺍﻟﺸﺨﺼﻲ ﻫﻮ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺱ ﰲ ﲨﺎﻝ ﺍﻟﺼﻮﺕ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﳌﺮﺍﻥ ‪.‬‬

‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﹼـﺮﺓ ﰲ ﺩﺭﺟﺎﺕ ﺍﻟﺼﻮﺕ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻫﻰ‪:‬‬

‫ﻃﻮﻝ ﺍﻟﻮﺗﺮﻳﻦ ‪ :‬ﺍﻟﻄﻮﻝ ﻳﺆﺩ‪‬ﻱ ﺇﱃ ﻗﻠﺔ ﺍﻟﺬﺑﺬﺑﺎﺕ ‪ ،‬ﻭﻗﻠﹼﺘﻬﺎ ﺗﺆﺩ‪‬ﻱ ﺇﱃ ﻋﻤﻖ ﺍﻟﺼﻮﺕ‬ ‫‪-١‬‬

‫ﺷـﺪ‪ ‬ﺍﻟﻮﺗﺮﻳﻦ ‪ :‬ﺇﺫ ﺍﳌﻼﺣﻆ ﺑﺎﻟﺘﺠﺮﺑﺔ ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻌﻤﻠﻴ‪‬ﺔ ﺃﻥﹼ ﺍﻟﺼﻮﺕ ﺍﳌﻨﺒﻌﺚ‬ ‫‪-٢‬‬
‫ﻣﻦ ﺫﺑﺬﺑﺔ ﻭﺗﺮﻳﻦ ﺷﺪ‪‬ﳘﺎ ﳏﻜﻢ ﻳﻜﻮﻥ ﺻﻮﺗﺎﹰ ﺣﺎﺩ‪‬ﺍﹰ ‪ ،‬ﻭﻳﻼﺣﻆ ﺃﻥﹼ ﻏﻠﻆ ﺍﻟﻮﺗﺮﻳﻦ‬
‫ﻋﻨﺪ ﺍﻟﺮ‪‬ﺟﺎﻝ ﻳﺆ‪‬ﺩ‪‬ﻱ ﺇﱃ ﻗﻠﹼـﺔ ﻧﺴﺒﺔ ﺍﻟﺘﻮﺗ‪‬ـﺮ ﻓﻴﻬﻤﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻋﻀﻼﺕ ﺍﳊﻨﺠﺮﺓ ‪ :‬ﺗﺘﻮﻗﹼﻒ ﺩﺭﺟـﺔ ﺍﻟﺼﻮﺕ ﻋﻠﻰ ﻣﺪﻯ ﻣﺮﻭﻧﺘﻬﺎ ‪،‬ﻓﻜﻠﹼﻤﺎ ﺍﺯﺩﺍﺩﺕ‬ ‫‪-٣‬‬
‫ﻣﺮﻭﻧﺔﹰ ﻛﺜﺮﺕ ﺍﻟﺬﺑﺬﺑﺎﺕ ‪ ،‬ﻭﻋﻨﺪﻫﺎ ﺗﺰﺩﺍﺩ ﺣﺪ‪‬ﺓ ﺍﻟﺼﻮﺕ‪.‬‬

‫ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﳍﻮﺍﺀِ ﺍﳋﺎﺭﺝ ﻣﻦ ﺍﻟﺮﺋﺘﲔ ‪ ،‬ﻣﻊ ﺗﻨﻈﻴﻢ ﺍﻧﺪﻓﺎﻋﻪ ‪ ،‬ﻭﻧﺴﺒﺔ ﺍﳌﻨﺪﻓﻊ ﻣﻨﻬﻤﺎ‬ ‫‪-٤‬‬
‫‪.‬‬

‫ﺷـﺪ‪‬ﺓ ﺍﻟﺼﻮﺕ ﺍﻹﻧﺴﺎﱐ‪ :‬ﺗﺘﻮﻗﻒ ﻋﻠﻰ ﺳﻌﺔ‪ ‬ﺍﻟﺮﺋﺘﲔ ‪ ،‬ﻭﺳﻼﻣﺘ‪‬ﻬﹺﻤﺎ ‪ ،‬ﻭﻧﺴﺒـﺔ‪ ‬ﺿﻐﻂ‪ ‬ﺍﳍﻮﺍﺀِ ﺍﳌﻨﺪﻓﻊﹺ‬
‫ﻣﻨﻬﻤﺎ ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻔﺮﺍﻏﺎﺕ‪ ‬ﺍﻟﺮﻧ‪‬ﺎﻧﺔ‪ ‬ﺍﻟﱵ ﳚﺘﺎﺯ‪‬ﻫ‪‬ـﺎ ﺍﳍـﻮﺍﺀ ﺑﻌﺪ ﺍﳊﻨﺠﺮﺓ ‪ ،‬ﻭﺍﳌﻼﺣﻆ ﺃﻧ‪‬ﻪ ﳜﺘﻠﻒ ﺣﺠﻤﻬﺎ‬
‫ﻣﻦ ﺇﻧﺴﺎﻥ ﻵﺧـﺮ ﳑﺎ ﻳﺆﺩ‪‬ﻱ ﺇﱃ ﲤﺎﻳﺰﹺ ﺍﻷﺻﻮﺍﺕ ‪ ،‬ﺃﻱ ‪ :‬ﺃﻥﹼ ﺍﻟﺬﺑﺬﺑﺎﺕ ﰲ ﺍﳊﻨﺠﺮﺓ ﻋﺪﺩﻫﺎ ﻭﺍﺣﺪ ‪ ،‬ﻟﻜﻦ‪‬‬
‫ﺗﻠﻚ ﺍﻟﻔﺮﺍﻏـﺎﺕ ﻫﻲ ﺍﻟﱵ ﺗﻜﺴﺐ ﺍﻷﺻﻮﺍﺕ ﻟﻮﻧﺎ ﺧﺎﺻ‪‬ـﺎﹰ ﳝﻜﹼﻨﻨﺎ ﻣﻦ ﲤﻴﻴﺰ ﺍﻟﺼﻮﺕ‪ ‬ﻣﻦ ﺇﻧﺴﺎﻥ‪ ‬ﻵﺧـﺮ‪.‬‬

‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﻗﻤﺖ ‪‬ﺎ ﻟﻠﺼﻮﺍﺋﺖ ﻻﺣﻈﺖ ﺃﻥ ﺍﻟﺸﺪﺓ ﺍﻟﺼﻮﺗﻴﺔ ﻟﺪﻱ ﺟﻨﺲ ﺍﻹﻧﺎﺙ ﰲ‬
‫ﺍﳌﺘﻮﺳﻂ ﺍﻟﻌﺎﻡ ﺃﻗﻞ ﻣﻦ ﺍﻟﺮﺟﺎﻝ‪ ،‬ﻭﻛﺎﻥ ﺫﻟﻚ ﺑﻔﺎﺭﻕ ﻻﻳﻔﻞ ﻋﻦ ‪ :‬ﺩﻳﺴﺒﻴﻞ ‪ ،‬ﺑﺎﺳﺘﺜﻨﺎﺀ ﺑﻌﺾ ﺣﺎﻻﺕ ﻣﻌﻴﻨﺔ‬
‫ﻛﺼﻐﺮ ﺍﻟﻌﻤﺮ ‪،‬ﺃﻭ ﻛﻮﻥ ﺍﻷﻧﺜﻰ ﻣﻄﺮﺑﺔ ﲤﺎﺭﺱ ﺍﻟﻐﻨﺎﺀ‪ ،‬ﺇﺫ ﻻﺣﻈﺖ ﺃﻥ ﺷﺪﺓ ﺍﻟﺼﻮﺕ ﻋﻨﺪﻫﻦ ﻛﺎﻧﺖ ﺩﺍﺋﻤﺎ‬
‫ﺃﻋﻠﻰ ﻣﻦ ﺍﳉﻤﻴﻊ ﻭﻫﺬﺍ ﻳﻌﻮﺩ ﺣﺴﺐ ﺭﺃﻱ ﻋﻨﺪ ﺍﳌﻄﺮﺑﺎﺕ ﺇﱃ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻭﺍﳌﺮﺍﻥ ﻭﺇﱃ ﺍﻟﺘﺤﻜﻢ ﰲ ﻏﺮﻑ‬
‫ﺍﻟﺮﻧﲔ ﻭﺗﻜﻴﻔ‪‬ﻬﺎ ﺣﻴﺚ ﺍﻟﻨﻐﻤﺔ ﺍﳌﺮﺍﺩ ﺇﺻﺪﺍﺭﻫﺎ ‪ ،‬ﻭﻛﺬﻟﻚ ﻟﻠﻮﺿﻊ ﺍﻟﺼﺤﻲ ﻭﺍﻟﻨﻔﺴﻲ ﻟﺼﺎﺣﺐ ﺍﻟﺼﻮﺕ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺝ‪ .‬ﺍﻟﻜﻤ‪‬ﻴـّـﺔ‬

‫ﺍﻟﻜﻤﻴﺔ ﰱ ﺍﻷﺻﻮﺍﺕ ﻣﺮﺗﻜﺰ ﺃﺳﺎﺱ ﻳﻌﻮﻝ ﻋﻠﻴﻪ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻮﻟﻴﺪ ﻭ ﺍﻟﺘﻠﻔﻴﻖ ﰱ ﺍﻷﺻﻮﺍﺕ‪ .‬ﻣﺎ ﻫﻰ‬
‫ﺍﻟﻜﻤﻴﺔ؟ ﻫﻰ‪ :‬ﻣـﺪﺓ ﺍﻟﺼـﻮﺕ ﺍﳌﻨﻄﻮﻕ ﰲ ﺳـﻴﺎﻕ ﻭﺯﻣﻦ ﻣﻌﻴ‪‬ﻨﲔ ‪ ،‬ﺃﻭ ﻫﻲ ‪ :‬ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻗﻪ‬
‫ﺇﻧﺘﺎﺝ ﺻــﻮﺕ ﰲ ﺳـﻴﺎﻕ ﻭﺯﻣﻦ ﻣﻌﻴ‪‬ﻨﲔ‪ ،‬ﻓﻬﻰ ﻣﺘﻤﺜﻠﺔ ﰱ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺇﻧﺘﺎﺝ ﺻﻮﺕ ﻣﺎ ﻣﻦ‬
‫ﺣﲔ ﺍﻟﺸﺮﻭﻉ ﰲ ﺇﻧﺘﺎﺟﻪ ﺇﱃ ﺣﲔ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻨﻪ ‪ ،‬ﻭﺍﻟﻜﻤﻴﺔ ﻣﻬﻤﺔ ﺑﻨﻮﻋﻴﻬﺎ ﺍﳌﻮﺿﻮﻋﻲ‪ ) ‬ﺍﻟﺬﻱ ﳜﺘﺺ‬
‫ﲝﺴﺎﺏ ﺍﻟﺰﻣﻦ ﺍﶈﺴﻮﺏ ﲜﺰﺀ ﻣﻦ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻸﺻﻮﺍﺕ ﻋﻤﻮﻣﺎ( ﻭ ﺍﻟﻠﻐﻮﻱ ﺃﻭ ﺍﻟﺬﺍﰐ ﺃﻭ ﺍﻟﻮﻇﻴﻔﻲ ) ﺍﻟﺬﻱ‬
‫ﻳﺪﺭﻙ ﺍﻟﻔﺮﻕ _ ﻣﺜﻼ_ ﻣﻦ ﺣﻴﺚ ﺍﻟﻜﻤﻴﺔ ﺑﲔ ﺍﻟﺼﻮﺕ ﺍﻟﺼﺎﺋﺖ ﺍﻟﻮﺍﺭﺩ ﺑﻌﺪ ﺍﻟﻘﺎﻑ ﰲ ﺍﻵﰐ ‪ >> _:‬ﻕ‬
‫‪ .‬ﻗﺎﻝﹶ‪ .‬ﻗﺎﻝﹾ << ﻭﺑﻌﺪ ﺍﻟﺴﲔ ﰲ >> ﺭﺳ‪‬ـﻞ‪ .‬ﺭﺳﻮﻝﹸ ﺍﻟﻠـﻪ‪ .‬ﺳـﺆ <<‪ ،‬ﻭﺑﻌﺪ ﺍﻟﻌﲔ ﰲ >>‬
‫ﺳﻌ‪‬ﺪ‪ .‬ﺳـﻌﻴﺪ‪ .‬ﺳــﻌﻴﺪ‪.<< ‬‬

‫ﻣﻦ ﺃﻫﻢ ﻣﺎ ﳝﺜﻞ ﺍﻟﺪﻭﺭ ﺍﻟﺮﺋﻴﺴﻲ ﰱ ﻫﻨﺪﺳﺔ ﺍﻟﺘﺄﻟﻴﻒ ﺃﻭ ﺍﻻﺧﺘﻼﻕ ﺍﻟﺼﻮﰐ ‪ :‬ﺍﻟﻜﻤﻴـﺔ ﺍﳌﻘﻄﻌﻴـﺔ ﺍﻟﱴ‬
‫ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻄﻮﻝ ﺍﻟﻨﺴﱯ ﻟﻠﻤﻘﻄﻊ ﺍﻟﺼﻮﰐ ﺑﺄﻧﻮﺍﻋﻪ‪ ،‬ﻓﺮﻏﻢ ﻣﺎ ﻳﺮﺍﻩ ﺩﻳﻔﻴﺪ ﺇﺑﺮﻛﺮﻭﻣﱯ ﺃﻥ‬
‫ﺩﺭﺍﺳﺔ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻜﻤﻴﺔ ﻟﻴﺴﺖ ﻟﻪ ﻋﻼﻗﺔ ﺑﺎﻟﺘﺼﻨﻴﻒ ﺍﻟﺼﻮﰐ‪ ،‬ﻭ ﻟﻜﻨﻪ ﻳﻌﺘﺮﻑ ﺑﺄﳘﻴﺘﻪ ﺍﳌﺘﺠﻠﻴﺔ ﰲ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﻮﻧﻮﻟﻮﺟﻴﺔ ﻟﺘﺮﻛﻴﺐ ﺍﳌﻘﻄﻊ ﺣﻴﺚ ﻗﺎﻝ‪ ١:‬ﻭﻟﻴﺲ ﻟﻄﻮﻝ ﺍﳌﻘﻄﻊ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺼﻮﰐ‬
‫ﺍﻟﻌﺎﻡ ﺃﻳﺔ ﻋﻼﻗﺔ ﺑﺎﳌﻮﺿﻮﻉ‪ ،‬ﻭﻟﻜﻦ ﻗﺪ ﺗﻜﻮﻥ ﻟﻪ ﻷﳘﻴﺔ ﻓﻮﻧﻮﻟﻮﺟﻴﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺗﺮﻛﻴﺐ ﺍﳌﻘﻄﻊ‪.‬‬

‫ﺃﺭﻯ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲣﻠﻮ )ﺃﻭ ﺗﻜﺎﺩ( ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻜﻤﻴﺔ ﺍﳌﻘﻄﻌﻴﺔ ﻗﺎﻡ ‪‬ﺎ ﺍﻷﺻﻮﺍﺗﻴﻮﻥ‬
‫ﺍﻟﻌﺮﺏ‪ ،‬ﰱ ﺣﲔ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺣﻮﻝ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺗﺒﲔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺃﻃﻮﺍﻝ ﺍﻟﻘﻄﻮﻉ ﰲ ﺍﳌﻘﻄﻊ ﰲ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﻭﻣﻨﻬﺎ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺣﻴﺚ ﺃﻭﺿﺤﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﺜﻼ ﺃﻥ ﺃﺣﺎﺩﻳﺎﺕ‬
‫ﺍﳌﻘﺎﻃﻊ ﺃﻳﺎ ﻛﺎﻥ ﻧﻮﻋﻬﺎ ﺗﻜﻮﻥ ﺑﻨﻔﺲ ﺍﻟﻄﻮﻝ ﰲ ﺍﻟﻈﺮﻭﻑ ﺍﳌﺘﺸﺎ‪‬ﺔ‪ ،‬ﻭﺃﻥ ﻫﻨﺎﻙ ﺗﻨﻮﻋﺎ ﰲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ‬
‫ﻳﺘﻜﻮﻥ ‪‬ﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻮﻟﻴﺪ )ﲣﻠﻴﻖ‪ /‬ﺗﻠﻔﻴﻖ( ﺍﻷﺻﻮﺍﺕ‬

‫ﺃ‪ .‬ﺧﻄﺔ ﻋﻤﻞ‬

‫ﳛﻖ ﱃ ﺃﻥ ﻻ ﺃﺷﻚ ﺃﻥ ﺗﻮﻟﻴﺪ ﺍﻷﺻﻮﺍﺕ ﺃﻭ ﲣﻠﻴﻘﻬﺎ ﺍﻵﱄ )ﺃﻭ ﻧﺼﻒ ﺍﻵﱄ ( ﻓﺘﺢ ﻟﻨﺎ ﺑﺎﺑﺎ ﱂ ﻳﻄﺮﻕ ﻣﻦ‬
‫ﻗﺒﻞ ‪ ،‬ﻭﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺆﺩﻱ ﺇﱃ ﻗﻠﺐ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳊﻘﺎﺋﻖ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﻣﺪﻱ ﺍﻟﺴﻨﲔ ﺍﳌﺎﺿﻴﺔ ﰲ‬
‫ﻛﺎﻓﺔ ﻣﺴﺘﻮﻳﺎﺕ ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ﺑﻔﺮﻭﻋﻪ ﺇﻥ ﱂ ﻳﻜﻦ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ‪.‬‬

‫ﻛﺸﻔﺖ ﻟﻨﺎ ﺩﺭﺍﺳﺎﺗﻨﺎ ﺍﻟﺼﻮﺗﻴﺔ ﰱ ﺍﳌﺨﺘﱪ ﺍﻟﻮﺍﻫﺒﺔ ﺟﻠﻬﺎ ﳌﻌﺮﻓﺔ ﺗﺄﺛﲑ ﺍﻟﺼﻮﺍﺋﺖ ﻋﻠﻰ ﺍﻟﺼـﻮﺍﻣﺖ‬
‫ﻭﺍﻟﻌﻜﺲ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻧﻮﻉ ﺍﻟﺼﺎﺋﺖ ﺍﳌﻮﺟﻮﺩ ﻗﺒﻞ ﻭﺑﻌﺪ ﺍﻟﺼﺎﻣﺖ ﺃﻳﻬﻤﺎ ﻛﺎﻥ‬
‫ﺍﳌﺆﺛﺮ‪ ،‬ﺃﻥ ﺍﻟﻜﻤﻴﺔ ﺍﻟﺰﻣﻨﻴﺔ ﻭ ﺍﳌﻘﻄﻌﻴﺔ ﻟﻠﻮﺣﺪﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺗﻔﺘﺢ ﺃﺑﻮﺍﺑﺎ ﻣﻦ ﻫﻨﺪﺳﺔ )ﺳﺤﺮ؟( ﺍﻷﺻﻮﺍﺕ ﺍﻟﱴ‬
‫ﲢﻞ ﻣﺸﺎﻛﻞ ﻭ ﲣﻠﻖ ﺃﺧﺮﻯ ﰱ ﺳﺎﺣﺎﺕ ﻋﺪﻳﺪﺓ‪ ،‬ﺇﺫ ﺧﻠﻘﻨﺎ _ ﰱ ﺧﻄﻮﺍﺕ ﻣﻨﻬﺠﻴﺔ_ ﺃﺻﻮﺍﺗﺎ ﻣﻦ ﺻﺎﺋﺖ‬
‫ﺃﻭ ﺻﺎﻣﺖ ﻗﺎﻟﻪ ﺷﺨﺺ‪ ،‬ﺃﻯ ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ ﱂ ﻳﻘﻠﻪ ﺃﺻﻼ ﺍﳌﺘﻜﻠﻢ ‪ ،‬ﻭ ﺇﻥ ﻛﺎﻥ ﺑﺼﻮﺗﻪ‪ ،‬ﻭ ﻛﺎﻥ ﺗﻮﻟﻴﺪﺍ‬
‫)ﺍﺧﺘﻼﻗﺎ( ﻣﻦ ﺻﻮﺕ ﺁﺧﺮ ﻗﺎﻟﻪ ﰱ ﺳﻴﺎﻕ ﺳﺎﺑﻖ ‪ ،‬ﺭﲟﺎ ﰱ ﻟﻐﺔ ﻻ ﻳﻌﺮﻓﻬﺎ ﺃﺻﻼ‪ ،‬ﻓﻬﻞ ﻳﻌﻘﻞ ﺃﻥ ﺷﻜﺴﺒﲑ _‬
‫ﻏﲑ ﻻﺭﻧﺲ ﺁﻑ ﺃﺭﻳﺒﻴﺎ!_ ﻳﻠﻘﻰ ﻛﻠﻤﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻦ ﻳﻌﺮﺏ ﻭ ﻗﺤﻄﺎﻥ ﻭ ﺣﻰ ﺑﻦ ﻳﻘﻈﺎﻥ! ﺃﻭ ﺇﺑﻦ ﻋﺰ‬
‫ﺭﻳﺖ ﺍﻟﺒﺎﺭ ﻳﺪﺧﻞ ﰱ ﺍﳊﻮﺍﺭ ﻣﻊ ﺑﺮﺍﳘﺔ ﺍﳍﻨﺪ ﰱ ﻣﻮﺍﺿﻴﻊ ﺍﻟﻨﺮﻭﺍﻧﺎ ﻭ ﺍﳉﻨﺔ ﻭ ﺍﻟﻨﺎﺭ!‬

‫ﺏ‪ .‬ﺧﻄﻮﺍﺕ‬

‫ﺍﳋﻄﻮﺍﺕ ﺍﻟﱵ ﺍﺗﺒﻌﺘﻬﺎ ﻟﺪﺭﺍﺳﺔ ﺍﻟﺼﻮﺕ ﻭ ﺗﻮﻟﻴﺪ ﺍﻟﺼﻮﺍﻣﺖ ﻭﺍﻟﺼﻮﺍﺋﺖ ﺗﺘﻤﺜﻞ ﰱ ﺍﻟﺘﺎﱃ‪:‬‬

‫ﺗﺴﺠﻴﻞ ﺻﻮﺕ ﻣﺎ ﺑﻌﺪﺩ ﺃﻭﺿﺎﻉ ﺍﻟﺼﻮﺍﻣﺖ ‪ ،‬ﻭﺣﻴﺚ ﺃﻥ ﻫﺬﻩ ﺍﻷﻭﺿﺎﻉ ﻛﺜﲑﺓ‬ ‫‪-١‬‬
‫ﺗﺘﺠﺎﻭﺯ ﺍﳌﺌﺔ ‪ ،‬ﻓﺈﱐ ﺭﺃﻳﺖ ﺍﻻﻛﺘﻔﺎﺀ ﺑﺒﻌﺾ ﺍﻷﻭﺿﺎﻉ ‪ ،‬ﻭﻗﺪ ﻭﺟﺪﺕ ﺑﺎﻻﺳﺘﻘﺮﺍﺀ ﺃﻥ‬
‫ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﺳﺎﺋﺮ ﺍﻷﻭﺿﺎﻉ ‪ ،‬ﻭﻛﻤﺜﺎﻝ ﳌﺎ ﺃﻗﻮﻡ ﺑﻪ ﺍﻟﺼﻮﺕ ﺍﻟﺴﲔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﺳﺠﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﺮﺩ ﻓﻴﻬﺎ ﻭﻗﺪ ﺳﺒﻖ ﲝﺮﻛﺔ ‪ ،‬ﺃﻋﲏ ﺍﻟﺴﲔ ﻣﺴﺒﻮﻗﺎ ﺑﺎﻟﻔﺘﺤﺔ‬
‫ﻣﺘﻠﻮﺍ ‪‬ﺎ ‪ ،‬ﰒ ﺑﺎﻟﻀﻤﺔ ﰒ ﺑﺎﻟﻜﺴﺮﺓ ﰒ ﺑﺎﻟﺴﻜﻮﻥ ﰒ ﺑﺎﻷﻟﻒ ﰒ ﺑﺎﻟﻮﺍﻭ ﰒ ﺑﺎﻟﻴﺎﺀ ﰒ‬
‫ﺑﺎﻹﻟﻒ ﺍﻟﻄﻮﻳﻠﺔ ﰒ ﺑﺎﻟﻮﺍﻭ ﺍﻟﻄﻮﻳﻠﺔ ﰒ ﺑﺎﻟﻴﺎﺀ ﺍﻟﻄﻮﻳﻠﺔ ﻓﻴﻜﻮﻥ ﻟﻠﺴﲔ ﻋﺸﺮﺓ ﺃﻭﺿـﺎﻉ‬
‫ﻣﻊ ﺍﻟﻔﺘﺤﺔ ﻭﻣﺜﻠﻬﺎ ﻣﻊ ﺍﻟﻀﻤﺔ ﻭﻣﺜﻠﻬﺎ ﻣﻊ ﺍﻟﻜﺴﺮﺓ ﻭﻣﺜﻠﻬﺎ ﻣﻊ ﺍﻷﻟﻒ ﻭﻣﺜﻠﻬﺎ ﻣﻊ‬
‫ﺍﻟﻮﺍﻭ ﻭﻣﺜﻠﻬﺎ ﻣﻊ ﺍﻟﻴﺎﺀ ‪ ،‬ﻭﻣﺜﻠﻬﺎ ﻣﻊ ﺍﻷﻟﻒ ﺍﻟﻄـﻮﻳﻠﺔ ﰒ ﻣﻊ ﺍﻟﻮﺍﻭ ﺍﻟﻄﻮﻳﻠﺔ ﰒ ﻣﻊ‬
‫ﺍﻟﻴﺎﺀ ﺍﻟﻄﻮﻳﻠﺔ ‪،‬‬

‫ﻭ ﻟﻴﺲ ﻣﻦ ﺍﻟﻴﺴﲑ _ ﻓﻌﻼ_ ﺗﺘﺒﻊ ﻛﺎﻓﺔ ﻫﺬﻩ ﺍﻷﻭﺿﺎﻉ ﻟﻜﺜﺮ‪‬ﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬ ‫‪-٢‬‬
‫ﺍﻟﺼﻮﺕ ﺍﻟﻮﺍﺣﺪ ﰒ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﳎﻤﻮﻉ ﺍﻷﺻﻮﺍﺕ ‪.‬‬

‫ﲢﺪﻳﺪ ﺍﻟﻜﻤﻴﺔ ﺍﻟﺰﻣﻨﻴﺔ ﻹﻧﺘﺎﺝ ﺍﻟﺼﻮﺕ ‪ ،‬ﻭﺗﺴﻤﻴﺔ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺍﻟﺼﻮﺕ‬ ‫‪-٣‬‬
‫ﺑﻌﻤﻮﺩ ﺍﻟﺰﻣﻦ ‪ ،‬ﻭﺣﺼﺮﻩ ﺑﲔ ﻧﻘﻄﺘﲔ ‪ ،‬ﻧﻘﻄﺔ ﺍﻟﺼﻔﺮ ‪ :‬ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺇﻧﺘﺎﺝ ﺍﻟﺼﻮﺕ ‪،‬‬
‫ﻭﺃﺿﻊ ﳍﺎ ﻋﻼﻣﺔ ) ﺃ ( ﻭﺃﺿﻊ ﻵﺧﺮ ﻧﻘﻄﺔ ﰲ ﺳﻠﻢ ﻋﻤﻮﺩ ﺍﻟﺰﻣﻦ ﻋﻼﻣﺔ ﲝﺴﺐ‬
‫ﺗﺴﻠﺴﻞ ﻋﺪﺩ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺜﺒﺘﺔ ﻋﻠﻰ ﻋﻤﻮﺩ ﺍﻟﺰﻣﻦ ‪.‬‬

‫ﺗﺘﺒﻊ ﺇﻧﺘﺎﺝ ﺍﻟﺼﻮﺕ ﰲ ﻋﻤﻮﺩ ﺍﻟﺰﻣﻦ ﺍﳋﺎﺹ ﺑﻪ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺼﻔﺮ ﻣﺮﺣﻠﺔ ﻣﺮﺣﻠﺔ ﺣﱴ‬ ‫‪-٤‬‬
‫‪‬ﺎﻳﺘﻪ ﻣﻊ ﺑﻘﻴﺔ ﺍﻟﺰﻣﻦ ﻭﺳﺎﺋﺮ ﺍﻷﺻﻮﺍﺕ ﺍﻟﱵ ﺗﻠﻴﻪ ‪ ،‬ﻛﻞ ﺫﻟﻚ ﻭﺍﻟﺼﻮﺕ ﰲ ﺻﻮﺭﺗﻪ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ ،‬ﻣﻊ ﺗﺴﺠﻴﻞ ﻣﺎ ﺃﲢﺼﻞ ﻋﻠﻴﻪ ﻣﻦ ﺃﺻﻮﺍﺕ ﻣﻮﻟﺪﺓ ‪ ،‬ﻭﺗﺪﻭﻳﻦ ﺍﳌﻠﺤﻮﻇﺎﺕ ‪.‬‬

‫ﻗﻠﺐ ﺍﻟﻜﻠﻤﺔ ﻓﻴﺼـﺒﺢ ﺍﻷﻭﻝ ﺁﺧﺮﺍ ﻭﺍﻷﺧﲑ ﺃﻭﻻ ‪ ،‬ﰒ ﺃﺗﺒﻊ ﻧﻔﺲ ﺧﻄﻮﺍﺕ ﺍﻟﻨﻘﻄﺔ‬ ‫‪-٥‬‬
‫ﺍﻟﺴﺎﺑﻘﺔ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺝ‪ .‬ﲡﺮﻳﺐ‬

‫ﻟﻘﺪ ﻗﻤﻨﺎ ﺑﺈﺟﺮﺍﺀ ﻋﺪﺓ ﲡﺎﺭﺏ ﻋﻠﻰ ﻣﻔﺮﺩﺍﺕ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﺘﺮﻛﻴﺰ ﰲ ﻛﻞ ﻣﺮﺓ ﻋﻠﻰ ﺻﻮﺕ ﳏﺪﺩ‬
‫‪ ،‬ﻭﻟﻘﺪ ﲢﺼﻠﺖ ﻟﻶﻥ ﰲ ﲡﺎﺭﺑﻨﺎ ﻋﻠﻰ ﻣﺎ ﳎﻤﻮﻋﻪ ﺃﺭﺑﻌﺔ ﻋﺸﺮ ﺻﻮﺗﺎ ﻣﻨﻬﺎ ﻣﺎ ﻫﻮ ﺻﺎﻣﺖ ﻭﻣﻨﻬﺎ ﻣﺎ ﻫﻮ‬
‫ﺻﺎﺋﺖ ‪ ،‬ﲨﻴﻌﻬﺎ ﺃﺻﻮﺍﺕ ﻣﻮﻟﺪﺓ ‪ ،‬ﻫﻲ ﺃﺻﻮﺍﺕ ﲢﻤﻞ ﺧﺼﺎﺋﺺ ﺻﻮﺗﻴﺔ ﻟﺸﺨﺺ ﻣﺎ ﻭﻟﻜﻨﻪ ﱂ ﻳﻘﻠﻬﺎ ‪.‬‬

‫ﻭﻛﻨﺎ ﻗﺪ ﺃﺧﺬﻧﺎ ﺣﺬﺭﻧﺎ ﻭﳓﻦ ﳒﺮﻱ ﺍﻟﺘﺠﺎﺭﺏ ﺃﻻ ﻳﻜﻮﻥ ﻗﺒﻞ ﺃﻭ ﺑﻌﺪ ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ ﻧﻈﲑﻩ ﰲ ﺍﻟﻜﻠﻤﺔ‬
‫‪ ،‬ﺣﱴ ﻻ ﻳﻘﺎﻝ ﺃﻥ ﺍﳌﻮﻟﺪ ﻣﻦ ﺑﺎﺏ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺴﻤﻌﻲ ﻟﻸﺻﻮﺍﺕ ‪.‬‬

‫ﻭ ﻧﺆﻛﺪ ﺃﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﺃﺟﺮﻳﻨﺎﻫﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﻷﺻﻮﺍﺕ ﺍﳌﻮﻟﺪﺓ ﻛﺎﻧﺖ ﻛﺜﲑﺓ ‪ ،‬ﻭﱂ ﻧﻠﺘﺰﻡ‬
‫ﻓﻴﻬﺎ ﲟﺘﻜﻠﻢ ﺃﻭ ﻣﻘﺮﺉ ﺃﻭ ﻣﻄﺮﺏ ﻭﺍﺣﺪ ‪ ،‬ﻭﺇﳕﺎ ﻛﺎﻧﻮﺍ ﻣﺘﻌﺪﺩﻳﻦ ‪ ،‬ﺭﺟﺎﻻ ﻭﻧﺴﺎﺀ ‪ ،‬ﻛﺒﺎﺭﺍ ﻭﺻﻐﺎﺭﺍ ‪ ،‬ﻭﰲ‬
‫ﺑﻴﺌﺎﺕ ﻣﺘﻌﺪﺩﺓ ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﻢ ﻛﺎﻧﻮﺍ ﻣﻦ ﺟﻨﺴﻴﺎﺕ ﻣﺘﻌﺪﺩﺓ ﴰﻠﺖ ﺳﺖ ﻋﺸﺮﺓ ﺟﻨﺴﻴﺔ ﻣﻨﻬﺎ ﺍﳍﻨﺪ ‪.‬‬

‫ﻭﰲ ﻣﺎ ﻳﻠﻲ ﺃﻗﺪ‪‬ﻡ ﳕﻮﺫﺟﲔ ﻟﻠﺘﺠﺎﺭﺏ ﺍﻟﱵ ﺃﺟﺮﻳﻨﺎﻫﺎ ﻋﻠﻰ ﺍﻟﺴﲔ ﰲ ﻛﻠﻤﺔ ﺳﻮﺍﺀ ‪ ،‬ﻭﺍﻟﺸﲔ ﰲ ﻏﺸﺎﻭﺓ ‪:‬‬

‫ﺃﻭﻻ ﺳــﻮﺍﺀ ‪ :‬ﰲ ﻭﺍﻗﻊ ﺍﻷﻣﺮ ﺇﻥ ﺍﻟﺬﻱ ﺃﺟﺮﻳﻨﺎﻩ ﻋﻠﻰ ﺳﻮﺍﺀ ﻛﺎﻥ ﻋﺪﺓ ﲡﺎﺭﺏ ﻟﺘﺤﻘﻴﻖ ﻋﺪﺓ ﺃﻫﺪﺍﻑ‬
‫‪ ،‬ﻭﻣﺎ ﻳﻬﻤﻨﺎ ﺑﺸﺄﻥ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺬﻱ ﳓﻦ ﺑﺼﺪﺩﻩ ﻫﻮ ﺃﻧﻨﺎ ﻗﻤﻨﺎ ﺑﺘﺤﺪﻳﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺇﻧﺘﺎﺝ ﺍﻟﺼﻮﺕ‬
‫ﺍﻟﺴﲔ ‪ ،‬ﰒ ﺗﺘﺒﻌﻨﺎ ﺯﻣﻦ ﺇﻧﺘﺎﺝ ﺍﻟﺴﲔ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﻭﺣﱴ ﺁﺧﺮ ﻧﻘﻄﺔ ﰲ ﻋﻤﻮﺩ ﺍﻟﺰﻣﻦ ﺍﳋﺎﺹ ‪‬ﺎ ‪ ،‬ﻭﻛﻨﺎ‬
‫ﻧﺪﻭﻥ ﺍﳌﻠﺤﻮﻇﺎﺕ ﺍﻟﱵ ﳓﺼﻞ ﻋﻠﻴﻬﺎ ﻛﺘﻐﲑ ﰲ ﻃﺒﻴﻌﺔ ﺍﻟﺼﻮﺕ ‪ ،‬ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺻﻮﺕ ﺟﺪﻳﺪ )ﳐﻠﻮﻕ(‬
‫ﻭﻗﺪ ﻭﻗﻔﻨﺎ ﺑﺸﺄ‪‬ﺎ ﻋﻠﻰ ﺍﻵﰐ ‪:‬‬

‫ﻛﺎﻥ ﺣﺠﻢ ﺍﻟﺴﲔ ) ‪ ، ( ١٠٢‬ﻭﺑﺪﺀً ﻣﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻷﻭﱃ ﻛﺎﻧﺖ ﺍﻟﺴﲔ ﺗﺴﻤﻊ ﺑﻮﺿﻮﺡ ﻣﻊ ﺑﻘﻴﺔ‬
‫ﺃﺻﻮﺍﺕ ﺍﻟﻜﻠﻤﺔ ‪،‬ﻭﺑﺪﺀً ﻣﻦ ﺍﻟﺰﻣﻦ ) ‪ ( ٢٧‬ﻣﻦ ﺳﻠﻢ ﺇﻧﺘﺎﺟﻬﺎ ﺻﺎﺭﺕ ﺍﻟﻜﻠﻤﺔ ﺗﺴﻤﻊ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ )‬
‫ﺍ‪‬ﺗ‪‬ﺴﻮﺍﺀ ( ﺃﻱ ﺑﺈﺿﺎﻓﺔ ﻛﺴﺮﺓ ـ ﳘﺰﺓ ﻭﺻﻞ ﻣﻜﺴﻮﺭﺓ ـ ﻭﺗﺎﺀ ﺳﺎﻛﻨﺔ ‪ ،‬ﻭﺍﺳـﺘﻤﺮ ﺍﻷﻣﺮ ﻛﺬﻟﻚ ﺣﱴ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺰﻣﻦ ) ‪ ( ٧٣‬ﺣﻴﺚ ﺻﺎﺭﺕ ﺍﻟﻜﻠﻤﺔ ﺗﺴﻤﻊ ‪ ) :‬ﺗ‪‬ـﻮﺍﺀٌ ( ﺣﻴﺚ ﺗﻮﻟﺪﺕ ﻣﻦ ﺍﻟﺴﲔ ﺗﺎﺀً ‪ ،‬ﻭﺍﺳﺘﻤﺮ ﺍﻷﻣﺮ‬
‫ﻋﻠﻰ ﺫﻟﻚ ﺣﱴ ﺁﺧﺮ ﺍﻟﺴﻠﻢ ﺍﻟﺰﻣﲏ ﻟﻠﺴﲔ ‪ .‬ﺍﳌﻼﺣﻆ ﳑﺎ ﺳﺒﻖ ﺫﻛﺮﻩ ﺃﻥ ﺍﻟﺴﲔ ﰲ ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﻣﻨﻬﺎ ﻭﺣﱴ‬
‫ﺍﻵﺧﺮ ‪ ،‬ﻭﻋﻨﺪ ﺃﻳﺔ ﻧﻘﻄﺔ ﺯﻣﻨﻴﺔ ﺗﺴﻤﻊ ﺳﻴﻨﺎ ‪.‬‬

‫ﻭﻋﻨﺪ ﺍﻟﺸﺮﻭﻉ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺯﻣﻦ ﺃﺩﺍﺋﻬﺎ ﻳﻀﺎﻑ ﺇﻟﻴﻬﺎ ﺻﻮﺗﺎ ﺍﻟﻜﺴﺮﺓ ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ‪‬ﻤﺰﺓ‬
‫ﺍﻟﻮﺻﻞ ﺍﳌﻜﺴﻮﺭﺓ ﻗﺒﻞ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺣﻘﻴﻘﺔ ﳘﺰﺍﺕ ﺍﻟﻮﺻﻞ ﻋﻤﻮﻣﺎ ﻭﺍﻟﺘﺎﺀ ﻭﻳﺴﺘﻤﺮ ﲰﺎﻋﻬﻤﺎ ﻣﻊ ﺍﻟﺴﲔ‬
‫ﻛﺎﻣﻞ ﺯﻣﻦ ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ ﻭﺍﳌﻤﺘﺪ ﺇﱃ ﺍﻟﺰﻣﻦ ) ‪ ( ٧٣‬ﻣﻦ ﺍﻟﺴﻠﻢ ﺍﻟﺰﻣﲏ ﻟﻠﺼﻮﺕ ﺍﻟﺴﲔ ‪.‬‬

‫ﺛﺎﻧﻴﺎ ﻏﺸــﺎﻭﺓ ‪ _ :‬ﻛﻤﺎ ﰲ ﺳﻮﺍﺀ ﻣﺮﺕ ﺍﻟﺘﺠﺮﺑﺔ ﻫﻨﺎ ﺑﻌﺪﺓ ﻣﺮﺍﺣﻞ ‪ ،‬ﻭﻣﺎ ﻳﻬﻤﻨﺎ ﺑﺸﺄﻥ ﻣﻮﺿﻮﻋﻨﺎ‬
‫ﻫﻮ ﻗﻴﺎﻣﻲ ﺑﺘﺤﺪﻳﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺇﻧﺘﺎﺝ ﺍﻟﺸﲔ ﺃﻭﻻ ‪ ،‬ﰒ ﺃﱐ ﺗﺘﺒﻌﺖ ﺯﻣﻦ ﺇﻧﺘﺎﺝ ﺍﻟﺸﲔ ﻣﻦ ﻧﻘﻄﺔ‬
‫ﺍﻟﺼﻔﺮ ﻭﺣﱴ ﺁﺧﺮ ﻧﻘﻄﺔ ‪ ،‬ﻭﻗﺪ ﻭﻗﻔﺖ ﺑﺸﺄ‪‬ﺎ ﻋﻠﻰ ﺍﻵﰐ ‪_ :‬‬

‫ﻛﺎﻥ ﺣﺠﻢ ﺍﻟﺸﲔ )‪ ، (١٠١‬ﻭﻟﻮﺣﻆ ﺃﻥ ﺍﻟﺸﲔ ﺗﻈﻞ ﻭﺍﺿﺤﺔ ﻋﻨﺪ ﺃﻳﺔ ﻧﻘﻄﺔ ﰲ ﻋﻤﻮﺩ ﺯﻣﻦ ﺍﻟﺸﲔ‬
‫ﺣﱴ ﻧﺼﻞ ﺇﱃ ﺍﻟﺰﻣﻦ ) ‪ ( ٢٨‬ﻭﻋﻨﺪﻫﺎ ﻳﻨﻀﺎﻑ ﺇﻟﻴﻬﺎ ﺻﻮﺗﺎ ﺍﻟﻜﺴﺮﺓ ﻭﺍﻟﺘﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ ﺣﻴﺚ ﻳﺴـﻤﻊ )‬
‫ﺍﺗﺸﺎﻭﻩ ( ﺑﺪﻻ ﻣﻦ ) ﺷﺎﻭﻩ ( ﻭﻳﺴﺘﻤﺮﺍ ﻟﻔﺘﺮﺓ ﺯﻣﻨﻴﺔ ﺗﺸﻜﻞ ﺃﻛﺜﺮ ﻣﻦ ﺛﻠﺚ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ﻷﺩﺍﺀ ﺻــﻮﺕ‬
‫ﺍﻟﺸـﲔ ﺗﻘﺮﻳﺒﺎ ﻭﺫﻟﻚ ﺣﱴ ﺍﻟﻨﻘﻄﺔ ) ‪ ( ٧٠‬ﻣﻦ ﻋﻤﻮﺩ ﺇﻧﺘﺎﺟﻬﺎ ‪ ،‬ﻭﻋﻨﺪﻫﺎ ﺗﻈﻬﺮ ﺍﻟﻜﺎﻑ ﻭﻳﻜﻮﻥ ﺍﳌﺴﻤﻮﻉ‬
‫) ﻛﺎﻭﻩ ( ﻭﻳﺴﺘﻤﺮ ﲰﺎﻋﻬﺎ ﺑﻮﺿﻮﺡ ﺣﱴ ﺍﻟﻨﻘﻄﺔ ) ‪ ( ٧٨‬ﻣﻦ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺰﻣﲏ ﻟﻠﺸﲔ ‪ .‬ﻭﺑﺪﺀً ﻣﻦ ﻫﺬﺍ ﺍﻟﺰﻣﻦ‬
‫ﺗﻈﻬﺮ ) ﺍﻟﺘﺎﺀ ( ‪ ،‬ﻭﻳﺴﺘﻤﺮ ﲰﺎﻋﻬﺎ ﺑﻮﺿﻮﺡ ﺣﱴ ﺁﺧﺮ ﺯﻣﻦ ﺃﺩﺍﺀ ﺍﻟﺸﲔ ‪ ،‬ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ ﺃﻥ ﺻﻮﺕ‬
‫ﺍﻟﺸﲔ ﻛﺎﻥ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﻝ ‪:‬‬

‫ﻛﺎﻣﻞ ﺍﻟﺰﻣﻦ }ﺵ{ ‪.‬‬ ‫‪-‬‬

‫ﻣﻦ ﺃﻭﻝ ﺯﻣﻨﻬﺎ ﻭﺣﱴ ) ‪ ( ٢٧‬ﻭﻋﻨﺪ ﺃﻳﺔ ﻧﻘﻄﺔ ﻗﺒﻞ ﺍﻟﺰﻣﻦ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻭﺣﱴ ﺍﻵﺧﺮ‬ ‫‪-‬‬
‫} ﺵ{ ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﺮﻭﺭﺍ ﺑﺄﻳﺔ ﻧﻘﻄﺔ ﻣﻦ ) ‪ ( ٢٨‬ﺇﱃ ) ‪ ( ٦٩‬ﻣﻊ ﺍﻟﺰﻣﻦ ﺍﻟﺒﺎﻗﻲ‪} :‬ﺍ‪‬ﺗ‪‬ﺶ{ ‪.‬‬ ‫‪-‬‬

‫ﻣﺮﻭﺭﺍ ﺑﺄﻳﺔ ﻧﻘﻄﺔ ﻣﻦ )‪ ( ٧٠‬ﺇﱃ )‪ ( ٧٧‬ﻣﻊ ﺍﻟﺰﻣﻦ ﺍﻟﺒﺎﻗﻲ‪} :‬ﻙ{ ‪.‬‬ ‫‪-‬‬

‫ﻣﻦ ) ‪ ( ٧٨‬ﻭﺣﱴ ﺍﻵﺧﺮ }ﺕ{‪.‬‬ ‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪ (٤‬ﺍﳊﺴﺎﺏ ﺍﳌﻮﺟﻲ ﻟﻠﻜﻠﻤﺎﺕ‬

‫ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺼﺪﺍﻗﻴﺔ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﺑﺸﺄﻥ ﺍﻟﺴﲔ ﻭﺍﻟﺸﲔ ‪ ،‬ﻭﺣﱴ ﻧﺘﻤﻜﻦ ﻣﻦ ﻭﺿﻊ ﻗﺎﻋﺪﺓ ﻟﺬﻟﻚ‬
‫‪ ،‬ﻭﺃﻥ ﺫﻟﻚ ﻇﺎﻫﺮﺓ ﻋﺎﻣﺔ ‪ ،‬ﻗﻤﻨﺎ ﺑﻔﺼﻞ ﺍﻟﻜﻠﻤﺘﲔ ﳏﻞ ﺍﻟﺘﺠﺮﺑﺔ ﻣﻦ ﺗﺴﺠﻴﻞ ﻟﻠﻤﻘﺮﺋﲔ ‪ :‬ﻋﺒﺪ ﺍﻟﺒﺎﺳﻂ ﻋﺒﺪ‬
‫ﺍﻟﺼﻤﺪ ‪ ،‬ﻭﳏﻤﺪ ﺧﻠﻴﻞ ﺍﳊﺼﺮﻱ ‪ ،‬ﻭﺍﻟﺸﻴﺦ ﺃﲪﺪ ﺍﻟﻌﺠﻤﻲ ‪ ،‬ﻭﺍﳌﻘﺮﺉ ﻋﻤﺮﻭ ﻣﺴﻌﻮﺩ ﻋﺒﺎﺯﻩ ‪ ،‬ﻭﺃﲰﺎﺀ ﺍﻟﺮﺩﺍﺩ‬
‫‪ ،‬ﻭﻓﺎﻃﻤﺔ ﺃﲪﺪ ﻋﺜﻤﺎﱐ ‪ ،‬ﻭﺃﻧﻴﺴﺔ ﺃﲪﺪ ﺍﻟﻌﺰﺍﰊ ﻭﻏﲑﻫﻢ ‪ ،‬ﻭﻛﺎﻧﻮﺍ ﻣﻦ ﺑﻠﺪﺍﻥ ﻭﺟﻨﺴﻴﺎﺕ ﳐﺘﻠﻔﺔ ﳑﻦ ﻳﺘﺨﺬ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺭﲰﻴﺔ ‪ ،‬ﺃﻭ ﺛﺎﻧﻮﻳﺔ ‪ ،‬ﻭﻛﺎﻥ ﺍﻷﻣﺮ ﻋﻨﺪ ﺍﳉﻤﻴﻊ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ ‪ .‬ﻭﰲ ﻣﺮﺣﻠﺔ ﺛﺎﻧﻴﺔ ﺗﺘﺒﻌﻨﺎ ﻛﺎﻓﺔ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﻭﺿﺎﻋﻬﻤﺎ ﻣﻦ ﺣﻴﺚ ﻧﻮﻉ ﺍﳊﺮﻛﺔ ﺍﻟﱵ ﻗﺒﻠﻬﻤﺎ ﻭﺍﻟﱵ ﺑﻌﺪﳘﺎ ﰲ ﻛﻠﻤﺎﺕ ﺃﺧﺮﻯ ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﺎﺋﺞ ﻫﻲ ﻫﻲ‬
‫ﻣﻊ ﻓﺎﺭﻕ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﺒﺪﺃ ﻓﻴﻬﺎ ﺗﻮﻟﺪ ﺍﻟﺼﻮﺕ ﺍﳉﺪﻳﺪ ‪ ،‬ﻟﻌﺪﻡ ﺍﲢﺎﺩ ﺍﳉﻤﻴﻊ ﰲ ﺍﻟﻜﻤﻴﺔ ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻛﺸﻒ‬
‫ﺑﺎﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻛﺎﻧﺖ ﳏﻞ ﺍﻟﺘﺠﺮﺑﺔ ﻟﺘﻌﺰﻳﺰ ﻣﺎ ﺗﻮﺻﻠﻨﺎ ﺇﻟﻴﻪ ﺑﺸﺄﻥ ﺍﻟﺴﲔ ﻭﺍﻟﺸﲔ ‪:‬‬

‫ﻡ‬ ‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﺍﻟﺼ‪‬ﻮﺕ‬ ‫ﻣﺎ ﻗﺒﻞ ﺍﻟﺼ‪‬ﺎﻣﺖ ﻭﻣﺎ ﺑﻌﺪﻩ ﻣﻦ ﺍﻟﺼ‪‬ﻮﺍﺋﺖ ﺭﻣﺰﺍﹰ‬

‫‪١‬‬ ‫ﺳﺎﱂ‬ ‫ﺱ‬ ‫}] ﺱ ‪ +‬ﺍ[ = ] ﺹ ‪ +‬ﺡ‪{[ ٢‬‬

‫‪٢‬‬ ‫ﺍﺳﺘﻌﺪﺍﺩ‬ ‫ﺱ‬ ‫}] ـِ ‪ +‬ﺱ ‪ +‬ﺍ [ = ] ﺡ ‪ +‬ﺹ‪ +‬ﺹ [{‬

‫}]ﺱ‪+‬ـَ[=] ﺹ ‪+‬ﺡ [{)]ﺍ‪+‬ﺱ‪+‬ﺕ‪]=[‬ﺡ‪+٢‬ﺹ‪+‬ـِ‬

‫‪٣‬‬ ‫ﺳﻼﺳﻞ‬ ‫ﺱ‬
‫[‬

‫‪٤‬‬ ‫ﲰﻴ‪‬ﻪ‬ ‫ﺱ‬ ‫}] ﺱ ‪ +‬ـُ [ = ] ﺹ ‪ +‬ﺡ [{‬

‫‪٥‬‬ ‫ﺃﹸﺳـﺪ‬ ‫ﺱ‬ ‫}] ـُ ‪ +‬ﺱ ‪ +‬ـُ [ = ] ﺡ ‪ +‬ﺹ ‪ +‬ﺡ [{‬

‫‪٦‬‬ ‫ﻟﻴﺲ‬ ‫ﺱ‬ ‫}] ـِ ‪ +‬ﺱ ‪ +‬ـَ [ = ] ﺻﻢ ‪ +‬ﺹ‪+‬ﺡ [{‬

‫‪٧‬‬ ‫ﻭ‪‬ﺳ‪‬ـﻴﻖ‪‬‬ ‫ﺱ‬ ‫}] ـَ ‪ +‬ﺱ ‪+‬ﺡ‪ ] = [٢‬ﺻﻢ ‪ +‬ﺹ ‪+‬ﺡ‪{[ ٢‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪٨‬‬ ‫ﻗﺴﺎﻭﺓ‬ ‫ﺱ‬ ‫}] ـَ ‪ +‬ﺱ ‪ +‬ﺍ [ = ] ﺡ ‪ +‬ﺹ ‪ +‬ﺡ‪{[ ٢‬‬

‫‪٩‬‬ ‫ﻣﺸﻜﺎﺓ‬ ‫ﺵ‬ ‫}] ـِ ‪ +‬ﺵ [ = ] ﺡ ‪ +‬ﺹ ‪ +‬ﺹ [{‬

‫‪١٠‬‬ ‫ﺍﻟﻨﺸﻮﺭ‬ ‫ﺵ‬ ‫}] ـُ ‪ +‬ﺵ ‪ +‬ﻭ[ = ] ـُ ‪ +‬ﺹ ‪ +‬ﺡ‪{[ ٢‬‬

‫‪١١‬‬ ‫ﺷ‪‬ـﺮﻑ‪‬‬ ‫ﺵ‬ ‫}] ﺵ‪ +‬ـَ[ = ] ﺹ ‪ +‬ﺡ [{‬

‫‪١٢‬‬ ‫ﻳﺸ‪‬ﻔﲔﹺ‬ ‫ﺵ‬ ‫}] ـَ ‪ +‬ﺵ [ = ] ﺻﻢ ‪ +‬ﺹ ‪ +‬ﺹ [{‬

‫‪١٣‬‬ ‫ﺍﺷ‪‬ـﺪ‪‬ﻩ‬ ‫ﺵ‬ ‫}] ـَ ‪ +‬ﺵ‪ +‬ـُ [ = ] ﺡ ‪ +‬ﺹ‪+‬ﺡ [{‬

‫‪١٤‬‬ ‫ﺷﻴﻌﺘﻪ‬ ‫ﺵ‬ ‫}] ﺵ ‪ +‬ﻱ [ = ] ﺹ ‪ +‬ﺡ‪{[ ٢‬‬

‫‪١٥‬‬ ‫ﻳﺸـﺎﺀ‬ ‫ﺵ‬ ‫}] ـَ ‪ +‬ﺵ ‪ +‬ﺍ [ = ] ﺻﻢ ‪ +‬ﺹ ‪ +‬ﺡ‪{[ ٢‬‬

‫‪١٦‬‬ ‫ﺗﺸ‪‬ـﻬﺪ‬ ‫ﺵ‬ ‫}] ـَ ‪ +‬ﺵ [ = ] ﺡ ‪ +‬ﺹ [{‬

‫ﺗﻌﺮﻑ ﺍﳌﺴﺘﻤﻌﻮﻥ ﻋﻠﻰ ﺍﻷﺻﻮﺍﺕ ﺍﳌﺘﻮﻟﺪﺓ ﻣﻦ ﺍﻟﺴﲔ ﻭﺍﻟﺸﲔ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﳌﻠﻔﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻵﺗﻴﺔ ‪:‬‬
‫)ﺍ‪‬ﺗ‪‬ﺴـﻮﺍﺀٌ (‪ ،‬ﻭ ) ﺗﻮﺍﺀ ( ‪ ،‬ﻭ)ﺍ‪‬ﺗ‪‬ﺸـﺎﻭﻩ ( ‪ ،‬ﻭ ) ﻛﺎﻭﻩ ( ﻭ)ﺗﺎﻭﻩ(‪.‬‬

‫ﺣﻴﺚ ﺃﻥ ﺍﳉﻤﻴﻊ ﺗﻌﺮﻓﻮﺍ ﻋﻠﻰ ﺃﺻﻮﺍﺕ ﻛﻞ ﻣﺮﻛﺐ ‪ ،‬ﻭﻗﺎﻣﻮﺍ ﺑﻨﻄﻖ ﺍﳌﺴﻤﻮﻉ‪ ،‬ﻭﻛﺬﻟﻚ ﻛﺘﺎﺑﺘﻪ ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻗﺎﺋﻤﺔ ﺑﺎﻷﺻﻮﺍﺕ ﺍﳌﻮﻟﺪﺓ ﺍﻟﱵ ﲤﻜﻨﺖ ﻣﻦ ﺗﻮﻟﻴﺪﻫﺎ ﰲ ﺟﺪﻭﻝ ﻣﻊ ﺍﻟﺼﻮﺕ ﺍﻷﺻﻠﻲ ﺍﻟﺬﻱ ﰎ‬
‫ﺗﻮﻟﻴﺪ ﺃﻭ ﲣﻠﻴﻖ ﺍﻟﺼﻮﺕ ﻣﻨﻪ‪:‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪( ٥‬‬

‫ﻡ‬ ‫ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ‬ ‫ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ ﻣﻨﻪ‬ ‫ﻡ‬ ‫ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ‬ ‫ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ ﻣﻨﻪ‬

‫‪١‬‬ ‫ﺍﻟﺒﺎﺀ‬ ‫ﻝ ﻭﻣﻨﻬﺎ ‪ :‬ﻥ ‪ +‬ﻡ‬ ‫‪٢‬‬ ‫ﺍﻟﺘﺎﺀ‬ ‫ﺱ‪+‬ﻑ‪+‬ﺵ‪+‬ﺥ‬

‫‪٣‬‬ ‫ﺍﻟﺮﺍﺀ‬ ‫ﺱ‪+‬ﻍ‬ ‫‪٤‬‬ ‫ﺍﻟﻄﺎﺀ‬ ‫ﺹ‬

‫‪٥‬‬ ‫ﺍﻟﻐﲔ‬ ‫ﻫـ‬ ‫‪٦‬‬ ‫ﺍﻟﻔﺎﺀ‬ ‫ﺥ‬

‫‪٧‬‬ ‫ﺍﻟﻘﺎﻑ‬ ‫ﺥ‬ ‫‪٨‬‬ ‫ﺍﻟﻜﺎﻑ‬ ‫ﺱ‬

‫‪٩‬‬ ‫ﺍﻟﻼﻡ‬ ‫ﻥ‪+‬ﻡ‬ ‫‪١٠‬‬ ‫ﺍﳌﻴﻢ‬ ‫ﺏ‬

‫‪١١‬‬ ‫ﺍﻟﻨﻮﻥ‬ ‫ﻫـ‬ ‫‪١٢‬‬ ‫ﺍﳍﺎﺀ‬ ‫ﺏ‬

‫‪١٣‬‬ ‫ﺍﻟﻴﺎﺀ‬ ‫ﺝ ‪ +‬ﻙ ‪+‬ﺥ ‪ +‬ﺵ‬ ‫‪١٤‬‬ ‫ﺍﻟﻔﺘﺤﺔ‬ ‫ﻝ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ .٤‬ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺃﻭ ﺩﻳﺎﻟﻴﻜﺘﻴﻚ ﺍﻟﺘﺰﻭﻳﺮ‬

‫)ﻭﺃﻧﺬﺭ ﻋﺸﲑﺗﻚ ﺍﻷﻗﺮﺑﲔ(‬

‫ﻣﻦ ﺍﳌﺘﺤﻘﻖ ﲰﻌﺎ ﻋﺎﺩﻳﺎ ﺃﻥ ﻟﻜﻞ ﺇﻧﺴﺎﻥ ﺑﺼﻤﺘﻪ ﺍﻟﺼﻮﺗﻴﺔ ﺍﳋﺎﺻﺔ ﺑﻪ ‪ ،‬ﻭ ﻛﺸﻔﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‬
‫ﻣﻊ ﺗﻘﺪﻣﻬﺎ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﻠﺘﻘﻲ ﺻﻮﺕ ﻹﻧﺴﺎﻥ ﻣﻊ ﺻﻮﺕ ﻹﻧﺴﺎﻥ ﺁﺧﺮ ﰲ ﺧﺼﺎﺋﺼﻪ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﱵ ﲤﻴﺰ‬
‫ﺻﺎﺣﺒﻬﺎ ﻋﻦ ﻏﲑﻩ ‪ ،‬ﻭﺑﺬﻟﻚ ﻧﺘﻤﻜﻦ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﺻﺤﺎ‪‬ﺎ ﲟﺠﺮﺩ ﲰﺎﻉ ﺃﺻﻮﺍ‪‬ﻢ ﺣﱴ ﻣﻦ ﻏﲑ‬
‫ﺭﺅﻳﺘﻬﻢ ‪ ،‬ﻛﻤﺎ ﰲ ﲰﺎﻋﻨﺎ ﻷﺻﻮﺍ‪‬ﻢ ﰲ ﺍﳍﻮﺍﺗﻒ ‪ ،‬ﻭﺍﳌﺬﻳﺎﻉ ‪ ،‬ﻭﺍﳌﺮﺋﻴﺔ ‪ ،‬ﻭﺍﳌﻠﻔﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺃﻭ ﺃﺷﺮﻃﺔ‬
‫ﺍﻟﺘﺴﺠﻴﻞ ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﲤﻜﻨﻨﺎ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﲟﺠﺮﺩ ﲰﺎﻉ ﺃﺻﻮﺍ‪‬ﻢ‬
‫ﺑﺎﳋﺼﺎﺋﺺ ﺍﻹﺷﺎﺭﻳﺔ ) ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﻔﻄﺮﻳﺔ ﻟﺪﻯ ﺩﻳﻔﻴﺪ ﺍﺑﺮﻛﺮﻭﻣﱮ ‪ ،‬ﰱ ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺍﻷﺻـﻮﺍﺕ ﺍﻟﻌﺎﻡ ‪،‬‬
‫ﺗﺮﲨﺔ ﻭﺗﻌﻠﻴﻖ ‪ :‬ﳏـﻤﺪ ﻓﺘﻴﺢ ‪ ،‬ﻁ‪ ،١‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ،١٩٨٨‬ﺹ ‪ ( ١٧ :‬ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻔﺮﺩ‪.‬‬

‫ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﻧﺎﺩﻯ ﺍﻟﻜﺜﲑﻭﻥ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﳌﻲ ﻛﺎﻓﺔ ﲜﻌﻞ ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺇﺣﺪﻯ ﺍﻷﺩﻟﺔ‬
‫ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﰲ ﺍﻟﺘﺤﻘﻴﻘﺎﺕ ﺍﻷﻣﻨﻴﺔ ‪ ،‬ﻭﰲ ﺍﻟﻘﻀﺎﺀ ‪ ،‬ﻭﻳﺮﻭﻥ ﺃﻥ ﺍﻟﺼﻮﺕ ﺃﺣﺪ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ‬
‫ﰲ ﳎﺎﻝ ﺇﺩﺍﻧﺔ ﺃﻭ ﺗﱪﺋﺔ ﺷﺨﺺ ﻣﺎ‪ ،‬ﻭﳓﻮ ﺫﻟﻚ ‪ ،‬ﻭ ﺍﻷﻣﺜﻠﺔ ﻛﺜﲑﺓ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻔﺮﺩﻱ ﻭ ﺍﻹﻗﻠﻴﻤﻲ ﻭ‬
‫ﺍﻟﺪﺅﱄ‪.‬‬

‫ﻭﻟﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺃﺟﺮﻳﻨﺎﻫﺎ ﻇﻬﺮﺕ ﺣﻘﻴﻘﺔ ﺛﺎﺑﺘﺔ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﺸﻚ ‪ ،‬ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﻨﻘﺎﺵ‬
‫ﻭﻫﻲ ‪ :‬ﺃﻥ ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﻦ ﺍﻷﺩﻟﺔ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﰲ ﺍﻟﺘﺤﻘﻴﻘﺎﺕ ﺍﳉﻨﺎﺋﻴﺔ‬
‫ﻭﺍﻟﻘﻀﺎﺋﻴﺔ ﻭﻣﺎ ﰲ ﺣﻜﻤﻬﺎ ‪ ،‬ﻭﺃﺅﻛﺪ ﻋﻠﻰ ﺃﻥ ﻻ ﺗﻜﻮﻥ ﺩﻟﻴﻼ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﻭﻟﻮ ﻳﺸﻜﻞ ﺛﺎﻧﻮﻱ ‪ ،‬ﻭﲞﺎﺻﺔ‬
‫ﺑﻌﺪ ﺃﻥ ﺗﻮﻓﺮﺕ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺍﻟﺘﺴﺠﻴﻞ ‪ ،‬ﻭﺇﺿﺎﻓﺔ‬
‫ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺗﻐﻴﲑ ﺗﺮﺩﺩﻩ ‪ ،‬ﻭﺷـﺪﺗﻪ ﻭﺩﺭﺟﺘﻪ ‪ ،‬ﻭﻗﺮﺍﺀﺓ ﺍﻟﻨﺺ ﻣﻌﻜﻮﺳﺎ ‪ ،‬ﻭﻓﺼﻞ ﺍﻟﻜﻠﻤﺎﺕ ‪،‬‬
‫ﻭﻓﺼﻞ ﺍﻷﺻﻮﺍﺕ ﻋﻦ ﺑﻌﻀﻬﺎ ‪ ،‬ﻓﺮﻛﺒﻨﺎ ﺗﺮﺍﻛﻴﺐ ﻣﻦ ﺗﺮﻛﻴﺐ ﻛﻠﻤﺎﺕ ﱂ ﻳﻘﻠﻬﺎ ﺃﺻﺤﺎ‪‬ﺎ ﻗﻂ ﻭﻣﻨﻬﺎ ﲨﻼ ﱂ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻳﻘﻠﻬﺎ ﺻﺎﺣﺐ ﺍﻟﺼـﻮﺕ ﻣﻌﱪﺓ ﻋﻦ ﻣﻔﺎﻫﻴﻢ ﱂ ﻳﻔﻜﺮ ﻓﻴﻬﺎ ﺻﺎﺣﺐ ﺍﻟﺼﻮﺕ ‪ ،‬ﻭﻋﻨﺪ ﻣﻮﺍﺟﻬﺔ ﺃﺻﺤﺎ‪‬ﺎ ‪‬ﺎ‬
‫ﻭﻓﻮﺟﺌﻮﺍ ‪‬ﺎ ﺃﺻـﺎ‪‬ﻢ ﺷﺊ ﻣﻦ ﺍﻟﺬﻫﻮﻝ ‪ ،‬ﻭﺍﳊﲑﺓ ‪ ،‬ﺍﻟﺼﻮﺕ ﺻـﻮ‪‬ﻢ ﺭﻏﻢ ﻳﻘﻴﻨﻬﻢ ﺃ‪‬ﻢ ﱂ ﻳﻘﻮﻟﻮﺍ ﺍﻟﻨﺺ‬
‫‪ ،‬ﱂ ﻳﻔﻬﻤﻮﺍ ﻛﻴﻒ ﺣﺪﺙ ﻫﺬﺍ!‬

‫ﺳﺘﺒﺪﻯ ﻟﻚ ﺍﻷﻳﺎﻡ ﻣﺎ ﻛﻨﺖ ﺟﺎﻫﻼ‬

‫ﻭ ﻳﺄﺗﻴﻚ ﺑﺎﻷﺧﺒﺎﺭ ﻣﻦ ﱂ ﺗﺰﻭﺩ‬

‫ﻭﺯﻳﺎﺩﺓ ﰲ ﺍﻟﺘﺄﻛﺪ ﻗﻤﻨﺎ ﺑﺈﲰﺎﻉ ﺍﳌﻔﺮﺩﺍﺕ ﳏـﻞ ﺍﻻﺧﺘﺒﺎﺭ ﺃﻭ ﺍﻟﻨﺺ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺴﺘﻤﻌﲔ ‪،‬‬
‫ﻭﻛﺎﻧﻮﺍ ﻳﻌﺮﻓﻮﻥ ﺃﺻﺤﺎ‪‬ﺎ ‪ ،‬ﻓﻜﺎﻥ ﺃﻥ ﺗﻌﺮﻑ ﺍﳉﻤﻴﻊ ﻋﻠﻰ ﺃﺻﺤﺎ‪‬ﺎ ‪.‬‬

‫ﺻﺎﺣﺐ ﺍﻟﺼﻮﺕ ﻳﺘﻌﺮﻑ ﻋﻠﻰ ﺻﻮﺗﻪ ﻭﻳﻘﺮ ﺃﻥ ﺍﻟﺼﻮﺕ ﺻﻮﺗﻪ ‪ ،‬ﻭﺍﻵﺧﺮﻭﻥ ﻳﺘﻌﺮﻓﻮﻥ ﻋﻠﻰ ﺻـﺎﺣﺒﻪ ‪.‬‬

‫‪ .٥‬ﶈﺔ ﻋﻦ ﺍﻟﻨﺘﺎﺋﺞ ﻭ ﺍﻟﺘﻮﺻــﻴﺎﺕ‬

‫ﻛﺸﻔﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻭ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻦ ﻃﻮﺑﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﺄﻟﻴﻒ ﺍﻟﺼﻮﰐ ﰱ ﺃﻱ ﻟﻐﺔ ) ﻭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰱ‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻀﺒﻂ(‪ ،‬ﻛﻤﺎ ﺑﺮﻫﻨﺖ ﻓﺎﻋﻠﻴﺔ ﺍﻟﻔﻮﻧﻴﻤﺎﺕ ﻭ ﺍﻟﺼﻮﺍﺋﺖ ﻭ ﺍﻟﺼﻮﺍﻣﺖ ﻭ ﺍﳌﺰﺩﻭﺝ ﺍﻟﺼﺎﺋﱵ ﰱ‬
‫ﻧﻮﻉ ﻓﱴ ﻣﻦ ﻫﻨﺪﺳﺔ ﺍﻟﺼﻮﺕ ﺍﻟﱴ ﺗﺆﻟﺪ ﺻﻮﺗﺎ ﻣﻦ ﺻﻮﺕ ﺁﺧﺮ ﻭ ﺻﻮﺗﺎ ﻣﻦ ﺍﻟﺼﻮﺕ ﺍﳌﻮﻟﺪ‪ ،‬ﻭ ﻫﻜﺬﺍ‬
‫ﺩﻭﺍﻟﻴﻚ‪ ،‬ﻭ ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﲣﻠﻴﻖ ﺍﻷﺻﻮﺍﺕ ﰱ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻣﻦ ﺃﻣﺜﺎﻝ‪:‬‬

‫ﻫﻨﺪﺳﺔ ﺍﻟﺼﻮﺕ‬ ‫ﺃ‪.‬‬

‫ﺍﳍﻨﺪﺳﺔ ﺍﻟﻮﺭﺍﺛﻴﺔ‬ ‫ﺏ‪.‬‬
‫ﺝ‪ .‬ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻨﻄﻘﻲ‬ ‫ﺝ‪.‬‬
‫ﺇﳚﺎﺩ ﺣﻞ ﳌﻦ ﻳﺼﻌﺐ ﻋﻠﻴﻪ ﻧﻄﻖ ﺑﻌﺾ ﺍﻷﺻﻮﺍﺕ ﻣﻦ ﺧﻼﻝ ﺇﳚﺎﺩ ﺗﻘﻨﻴﺎﺕ ﻣﻌﻴﻨﺔ ﺗﺴﺘﻘﺒﻞ‬ ‫ﺩ‪.‬‬
‫ﺍﻟﺼﻮﺕ ﰒ ﺗﻌﻴﺪ ﺗﺮﺷﻴﺤﻪ ﻭ ﺇﺭﺳﺎﻝ ﺍﻟﺼﻮﺕ ﺍﳌﻄﻠﻮﺏ ﺑﺼﻮﺕ ﺍﳌﺘﻜﻠﻢ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﺮﲨﺔ ﺍﻟﻔﻮﺭﻳﺔ ﺑﺼﻮﺕ ﺍﳌﺘﻜﻠﻢ‬ ‫ﻩ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺗﻠﻐﻲ ﺷﺮﻋﻴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻛﺪﻟﻴﻞ ﺃﻭ ﺃﺣﺪ ﺍﻷﺩﻟﺔ‬ ‫‪-١‬‬
‫ﺍﻟﱵ ﺗﺪﻳﻦ ﺍﻷﻓﺮﺍﺩ ‪ ،‬ﻭ ﻣﻦ ﻳﻀﻤﻦ ﻧﺰﺍﻫﺔ ﺍﳉﻤﻴﻊ ؟ ﻭﺑﺎﻟﺘﺎﱄ ﺿﺮﻭﺭﺓ ﺳﺪ ﺍﻟﻄﺮﻳﻖ ﺃﻣﺎﻡ‬
‫ﻣﻦ ﻳﺘﺴﻮﻝ ﻟﻪ ﻧﻔﺴﻪ ﺍﻟﺴﻌﻲ ﻟﺌﻼ ﺗﺘﺮﺟﺢ ﻛﻔﺔ ﺍﻟﻌﺪﺍﻟﺔ ‪ ،‬ﻛﻤﺎ ﺗﺪﻋﻮ ﺍﻷﻓﺮﺍﺩ ﻭ‬
‫ﺍﳉﻬﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﻟﻺﻃﻼﻉ ﻋﻠﻰ ﺍﳌﻮﺿﻮﻉ ‪ ،‬ﻭﺗﺘﺒﻊ ﺍﻻﻧﺘﻬﺎﻛﺎﺕ ﺍﻟﱵ ﻗﺪ ﺗﻜﻮﻥ‬
‫ﻭﻗﻌﺖ ﺃﻭ ﺗﻘﻊ ﻣﺴﺘﻘﺒﻼ ‪.‬‬

‫ﻧﺆﻛﺪ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﲟﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭ ﻣﻮﺍﺻﻠﺔ ﺍﻟﺘﺠﺮﻳﺐ ﰱ ﺍﻟﻠﻐﺎﺕ ﻭ‬ ‫‪-٢‬‬
‫ﺍﻟﻠﻬﺠﺎﺕ ﰱ ﺍﳌﻌﺎﻫﺪ ﻭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰱ ﺟﺎﻣﻌﺎﺕ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ‪ ،‬ﻭ ﺗﻮﻓﲑ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻔﻮﻗﻴﺔ ﻭ ﺍﻟﺘﺤﺘﻴﺔ ﻓﻴﻬﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺑﻌﺾ ﺍﳌﺼﺎﺩﺭ ﻭ ﺍﳌﺮﺍﺟﻊ‬

‫ﺃ‪ .‬ﺑﺎﻟﻌﺮﺑﻴﺔ‪:‬‬

‫ﺃﺳﺒﺎﺏ ﺣﺪﻭﺙ ﺍﳊﺮﻭﻑ ‪،‬ﺇﺑﻦ ﺳﻴﻨﺎ ‪.‬ﺭﺍﺟﻌﻪ ﻭﻗﺪﻡ ﻟﻪ ‪ :‬ﻃﻪ ﻋﺒﺪ ﺍﻟﺮﺅﻭﻑ ﺳﻌﺪ ‪).‬‬ ‫‪-١‬‬
‫ﻣﻜﺘﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻷﺯﻫﺮﻳﺔ ‪. (١٩٧٨ ،‬‬

‫ﺃﺻﻮﺍﺕ ﺍﻟﻠﻐﺔ ‪ ،‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺃﻳﻮﺏ ‪ ) .‬ﺍﳌﻨﲑﺓ ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻟﺸﺒﺎﺏ ‪ ،‬ﻻﻁ ‪ ،‬ﻻﺕ ( ‪.‬‬ ‫‪-٢‬‬

‫ﺍﻷﻟﺴﻨﻴﺔ ﺍﻟﺘﻮﻟﻴﺪﻳﺔ ﻭ ﺍﻟﺘﺤﻮﻳﻠﻴﺔ ﻭ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﻴﺸﺎﻝ ﺯﻛﺮﻳﺎ )ﺑﲑﻭﺕ‪،‬‬ ‫‪-٣‬‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭ ﺍﻟﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻁ‪(١٩٨٢ .‬‬

‫ﺍﻹﻧﺼﺎﻑ ﰲ ﻣﺴﺎﺋﻞ ﺍﳋﻼﻑ ﺑﲔ ﺍﻟﻨﺤﻮﻳﲔ‪:‬ﺍﻟﺒﺼﺮﻳﲔ ﻭﺍﻟﻜﻮﻓﻴﲔ‪،‬ﺃﺑﻮ ﺍﻟﱪﻛﺎﺕ ﻋﺒﺪ‬ ‫‪-٤‬‬

‫ﺍﻟﺮﲪﻦ ﺍﻷﻧﺒﺎ ﺭﻱ‪.‬ﲢﻖ‪:‬ﳏﻤﺪ ﳏﻴﻲ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﳊﻤﻴﺪ‪).‬ﻻﻁ‪،‬ﻻﺕ(‪.‬‬

‫ﺍﳊﺠﺔ ﰲ ﻋﻠﻞ ﺍﻟﻘﺮﺍﺀﺍﺕ ﺍﻟﺴﺒﻊ ‪ ،‬ﺃﺑﻮ ﻋﻠﻲ ﺍﳊﺴﻦ ﺑﻦ ﺃﲪﺪ ﺍﻟﻔﺎﺭﺳﻲ ‪ ،‬ﲢﻖ ‪ :‬ﻋﻠﻲ‬ ‫‪-٥‬‬
‫ﺍﻟﻨﺠﺪﻱ ﻧﺎﺻﻒ ‪ ،‬ﻭﺁﺧﺮﻭﻥ ‪ ) .‬ﻣﺼﺮ ‪ :‬ﺍﳍﻴﺌﺔ ﺍﳌﺼﺮﻳﺔ ﻟﻠﻜﺘﺎﺏ ﻁ ‪( ١٩٨٣ ، ٢‬‬

‫ﺍﳋﺼﺎﺋﺺ ‪ ،‬ﻋﺜﻤﺎﻥ ﺑﻦ ﺟﲏ ‪ ،‬ﲢﻖ ‪ :‬ﳏﻤﺪ ﻋﻠﻲ ﺍﻟﻨﺠﺎﺭ ‪ ) .‬ﺑﲑﻭﺕ ‪ :‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ‬ ‫‪-٦‬‬
‫ﺍﻟﻌﺮﰊ (‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻋﻨﺪ ﻋﻠﻤﺎﺀ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺍﻷﺻﻴﺒﻌﻲ )ﻃﺮﺍﺑﻠﺲ‪ ،‬ﻛﻠﻴﺔ‬ ‫‪-٧‬‬
‫ﺍﻟﺪﻋﻮﺓ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻁ ‪(١٩٩٢ ،١‬‬

‫ﺳـﺮ ﺻﻨﺎﻋﺔ ﺍﻹﻋﺮﺍﺏ ‪ ،‬ﺃﺑﻮ ﺍﻟﻔﺘﺢ ﻋﺜﻤﺎﻥ ﺑﻦ ﺟﲏ ‪ ،‬ﲢﻖ ‪ :‬ﺣﺴﻦ ﻫﻨﺪﺍﻭﻱ ‪) .‬‬ ‫‪-٨‬‬
‫ﺩﻣﺸﻖ ‪ :‬ﺩﺍﺭ ﺍﻟﻘﻠﻢ ‪ ،‬ﻁ‪. ( ١٩٨٥ ، ١‬‬

‫‪392‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺷﺮﺡ ﺍﳌﻔﺼﻞ ﻹﺑﻦ ﻳﻌﻴﺶ‪ ،‬ﻣﻮﻓﻖ ﺍﻟﺪﻳﻦ ﻳﻌﻴﺶ ﺑﻦ ﻋﻠﻴﺖ‪٢٤٣‬ﻫـ‪).‬ﺑﲑﻭﺕ ‪:‬ﻋﺎﱂ‬ ‫‪-٩‬‬
‫ﺍﻟﻜﺘﺐ‪،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ :‬ﻣﻜﺘﺒﺔ ﺍﳌﺘﻨﱯ(‪.‬‬

‫ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ‪ ،‬ﺑﺮﺗﻴﻞ ﻣﺎﳌﱪﺝ ‪ ،‬ﺗﺮ ‪ :‬ﻋﺒﺪ ﺍﻟﺼﺒﻮﺭ ﺷﺎﻫﲔ ‪ ) .‬ﺍﻟﻘﺎﻫﺮﺓ ‪ :‬ﻣﻜﺘﺒﺔ‬ ‫‪-١٠‬‬
‫ﺍﻟﺸﺒﺎﺏ ‪ ،‬ﻻﻁ ‪ ،‬ﻻﺕ ( ‪.‬‬

‫ﺍﻟﻜﺘﺎﺏ ‪ ،‬ﺳﻴﺒﻮﻳﻪ ‪ :‬ﺃﺑﻮ ﻋﻤﺮﻭ ﺑﻦ ﻋﺜﻤﺎﻥ ‪ ،‬ﲢﻖ ‪ :‬ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﻫﺎﺭﻭﻥ ‪ ) .‬ﻣﺼﺮ ‪:‬‬ ‫‪-١١‬‬
‫ﺍﳍﻴﺌﺔ ﺍﳌﺼﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻜﺘﺎﺏ ‪. ( ١٩٧٥ ،‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻌﻨﺎﻫﺎ ﻭﻣﺒﻨﺎﻫﺎ ‪ ،‬ﲤﺎﻡ ﺣﺴـﺎﻥ ‪ ).‬ﺍﻟﺪﺍﺭ ﺍﻟﺒﻴﻀﺎﺀ ‪ :‬ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ‪ ،‬ﻻﺕ‬ ‫‪-١٢‬‬
‫‪ ،‬ﻻﻁ ( ‪.‬‬

‫ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺍﻷﺻـﻮﺍﺕ ‪ ،‬ﺩﻳﻔﻴﺪ ﺍﺑﺮﻭﻛﻤﱯ ‪ ،‬ﺗﺮ ‪ :‬ﳏﻤﺪ ﻓﺘﻴﺢ ‪ ) .‬ﺍﻟﻘﺎﻫﺮﺓ ﻣﻄﺒﻌﺔ‬ ‫‪-١٣‬‬
‫ﺍﳌﺪﻳﻨﺔ ‪ ،‬ﻁ ‪( ١٩٨٨ ، ١ :‬‬

‫ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺃﺻـﻮﺍﺕ ﺍﻟﻜﻼﻡ ﺍﻷﻛﻮﺳﺘﻴﻜﻲ ‪ ،‬ﺑﻴﺘﺮ ﻟﻴﺪ ﻓﻮﺟﺪ ‪ ،‬ﺗﺮ‪:‬ﺟﻼﻝ ﴰﺲ‬ ‫‪-١٤‬‬
‫ﺍﻟﺪﻳﻦ ‪ ) .‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ‪ :‬ﻻﻁ ‪. ( ١٩٩٢ ،‬‬

‫ﺍﶈﺘﺴﺐ ﰱ ﺗﺒﻴﲔ ﻭﺟﻮﻩ ﺷﻮﺍﺫ ﺍﻟﻘﺮﺍﺀﺍﺕ ﻭ ﺍﻹﻳﻀﺎﺡ ﻋﻨﻬﺎ‪ ،‬ﺃﺑﻮ ﺍﻟﻔﺘﺢ ﻋﺜﻤﺎﻥ ﺑﻦ‬ ‫‪-١٥‬‬
‫ﺟﲏ‪ ،‬ﲢﻖ‪ :‬ﻋﻠﻰ ﺍﻟﻨﺠﺪﻱ ﻭ ﺁﺧﺮﻭﻥ )ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﳉﻨﺔ ﺇﺣﻴﺎﺀ ﺍﻟﺘﺮﺍﺙ‪١٣٨٦ ،‬ﻫـ(‬

‫ﺍﳌﺨﺼﺺ ‪ ،‬ﺍﺑﻦ ﺳﻴﺪﻩ ‪ :‬ﺃﺑﻮ ﺍﳊﺴﻦ ﻋﻠﻲ ﺇﲰﺎﻋﻴﻞ ‪).‬ﺑﲑﻭﺕ ‪ :‬ﺍﳌﻜﺘﺐ ﺍﻟﺘﺠﺎﺭﻱ‬ ‫‪-١٦‬‬
‫ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﺘﻮﺯﻳﻊ ﻭﺍﻟﻨﺸﺮ ‪ ،‬ﻻﻁ ‪،‬ﻻﺕ ( ‪.‬‬

‫ﺍﳌﻨﻈـﻮﻣﺔ ﺍﻟﻜﻼﻣﻴﺔ ‪ ،‬ﺩ ﺑﻴﺘﺮ ﺏ ‪ .‬ﺩﻧﻴﺲ ‪ ،‬ﺗﺮ ‪ :‬ﳏﻴﻲ ﺍﻟﺪﻳﻦ ﲪﻴﺪﻱ ‪).‬ﻃﺮﺍﺑﻠﺲ ‪:‬‬ ‫‪-١٧‬‬
‫ﺍﳍﻴﺌﺔ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻠﺒﺤﺚ ‪ ،‬ﻁ ‪. ( ١٩٩١ ، ١ :‬‬
‫‪393‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

:‫ ﺑﺎﻹﻧﻜﻠﻴﺰﻳﺔ ﻭ ﺍﻟﻔﺮﻧﺴﻴﺔ‬.‫ﺏ‬
Ali Farghaly (ed), Arabic Computational Linguistics

ISBN: 9781575865430 (The University of Chicago Press, 2009).

Anna-Brita Stenström and Annette Myre Jørgensen, (eds), Young speak in a

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Aristar A., Unification and the computational analysis of Arabic

ISSN 0884-0709

Brémond, Logique du récit, Seuil , Paris (1973).

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(1965)

Chomsky, N, Réflexions sur le langage, trad, J, Milner, B, Vautherin et P Fiala,

Flammarion, Paris (1975)

Christopher S. Butler and Javier Martín Arista (eds), Deconstructing Constructions

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David Skrbina (ed), Mind that Abides: Panpsychism in the new millennium
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‫ه‬١٤٣٠
Edward Barrett (ed.), Text, ConText, and HyperText: Writing with and for the
Computer
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Psycholinguistic and Computational Perspectives
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‫ه‬١٤٣٠
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
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397
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﺜﻘﺎﻓﺔ ﻓﻲ ﺍﻟﺼﻒ‪ :‬ﺃﻣﺜﻠﺔ‬

‫ﻣﻴﺪﺍﻧﻴﺔ ﻣﻦ ﻣﻴﺸﻴﻐﻦ‬
‫ﺳﺒﺎﺳﺘﻴﺎﻥ ﻣﺎﻳﺰﻝ‬
‫ﺟﺎﻣﻌﺔ ﺟﺮاﻧﺪ واﻟﻲ‬

‫ﺗﺴﻌﻰ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺍﻟﺒﺤﺜﻴﺔ ﺇﱃ ﺑﻴﺎﻥ ﺍﻵﻟﻴﺎﺕ‪ ،‬ﺍﻟﺪﻭﺍﻓﻊ‪ ،‬ﺍﻷﺳﺒﺎﺏ ﻭﺍﻟﺘﻔﺎﻋﻼﺕ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ‬
‫ﻭﺗﺘﻨﺎﻭﻝ ﺃﻫﻢ ﻋﻘﺒﺎﺕ ﻟﻠﻄﺎﻟﺐ ﰲ ﻋﻤﻠﻴﺔ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻮﻋﻲ ﺍﻟﺜﻘﺎﰲ‪.‬‬

‫ﻭﺻﻠﺖ ﺇﱃ ﻣﻴﺸﻴﻐﻦ ﰲ ﺳﻨﺔ ‪ ٢٠٠٥‬ﻭﺍﺷﺘﻐﻠﺖ ﰲ ﺟﺎﻣﻌﺔ ﺟﺮﺍﻧﺪ ﻭﺍﱄ ﺃﺳﺘﺎﺫﺍﹰ ﻣﺴﺎﻋﺪﺍﹰ ﰲ ﳎﺎﱄ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺩﺭﺍﺳﺎﺕ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪ .‬ﻭﻛﻨﺖ ﺃﻋﻤﻞ ﰲ ﳎﺎﻻﺕ ﳐﺘﻠﻔﺔ ﻣﺘﻌﻠﻘﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺛﻘﺎﻓﺘﻬﺎ‬
‫ﻭﺍﺳﺘﺨﺪﻣﺖ ﻭﺳﺎﺋﻞ ﺗﻌﻠﻴﻤﻴﺔ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻛﺎﻷﻓﻼﻡ‪ ،‬ﺍﻟﻔﻴﺪﻳﻮ ‪ ،‬ﺍﻷﺩﺏ ‪ ،‬ﺍﻹﻧﺘﺮﻧﺖ ﺃﻭ ﺍﳌﺨﺘﱪﺍﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﺃﻟﻘﻴﺖ ﳏﺎﺿﺮﺍﺕ ﻟﻠﺠﻤﻬﻮﺭ ﻭﺍﻟﻄﻼﺏ ﻋﻦ ﺍﻟﻮﻋﻲ ﺍﻟﺜﻘﺎﰲ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ‬
‫ﺍﻟﻌﺎﳌﲔ ﺍﻟﻐﺮﰊ ﻭﺍﻟﻌﺮﰊ‪.‬‬

‫ﰲ ﻭﺟﻬﺔ ﻧﻈﺮﻱ ﺍﻟﻠﻐﺔ ﻫﻲ ﺗﻌﺒﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺑﺸﻜﻞﹴ ﺷﻔﻮﻱ‪ .‬ﺑﻴﻨﻤﺎ ﲢﺘﻮﻱ ﺍﻟﺜﻘﺎﻓﺔ ﻋﻠﻰ ﻛﻞ ﻣﺎ ﻳﻔﻜﺮ ﺑﻪ‬
‫ﺍﳌﺘﺤﺪﺙ ﻭﻛﻞ ﺍﻷﻧﻮﺍﻉ ﰲ ﺍﻟﺘﻔﻜﲑ ﻋﻦ ﺍﻷﺷﻴﺎﺀ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻻ ﻳﻮﺟﺪ ﺗﻌﺒﲑ ﺧﺎﺹ‬
‫ﻟﻜﻠﻤﺔ ﺻﺎﺣﺒﺔ )ﺃﻣﻴﻜﺎ( ﻷﻥ ﺍﻟﺮﻭﻣﺎﻥ ﱂ ﻳﺘﺼﻮﺭﻭﺍ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ ﰲ ﳎﺎﻝ ﺍﻟﺼﺪﺍﻗﺔ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ‬
‫ﺃﺧﺮﻯ ﳒﺪ ﰲ ﺍﻟﺜﻘﺎﻓﺔ ﺇﺷﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ ﺳﻮﺍﺀً ﺑﺎﻟﻴﺪ ﺃﻭ ﻏﲑﻫﺎ ﻳﻔﻬﻤﻬﺎ ﻣﻦ ﻳﻌﺮﻑ ﺗﻠﻚ ﺍﻟﺜﻘﺎﻓﺔ ﻓﻘﻂ‪.‬ﻋﻠﻰ ﺳﺒﻴﻞ‬
‫ﺍﳌﺜﺎﻝ‪ :‬ﻋﻨﺪ ﺍﻟﻐﺮﺏ ﻋﻨﺪﻣﺎ ﻳﺘﻘﺎﺑﻞ ﻗﺎﺋﺪﺍ ﻣﺮﻛﺒﺘﲔ ﻋﻨﺪ ﺃﺣﺪ ﺍﻟﺘﻘﺎﻃﻌﺎﺕ ﰲ ﺍﻟﺸﺎﺭﻉ ﻭﻳﻘﻮﻡ ﺃﺣﺪﳘﺎ ﺑﺈﺷﻌﺎﻝ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﺿﻮﺍﺀ ﺍﻟﺴﻴﺎﺭﺓ ﺍﻷﻣﺎﻣﻴﺔ ﻭﻳﻄﻔﻴﻬﺎ ﺑﺸﻜﻞ ﺳﺮﻳﻊ‪ ،‬ﻳﻘﺼﺪ ﺑﺬﻟﻚ ﺃﻧﻪ ﻳﺴﻤﺢ ﻟﻪ ﺑﺎﳌﺮﻭﺭ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻌﻜﺲ ﻣﻦ‬
‫ﺫﻟﻚ ﳒﺪﻩ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﺣﻴﻨﻤﺎ ﻳﺸﻌﻠﻪ ﺃﺣﺪ ﻗﺎﺋﺪﻱ ﺍﳌﺮﻛﺒﺔ ﻟﻶﺧﺮ ﻓﻬﻮ ﻳﻘﺼﺪ ﺑﺬﻟﻚ ﻋﺪﻡ ﺍﻟﺴﻤﺎﺡ‪.‬‬

‫ﺃﺻﺒﺢ ﺗﻌﻠﻴﻢ ﺍﻟﺜﻘﺎﻓﺔ ﻣﻨﻬﺠﺎ ﻣﻔﻴﺪﺍ ﻟﺘﻌﻠﻴﻢ ﺃﻱ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻭﺧﺎﺻﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﺗﻌﺘﱪ ﻟﺪﻯ ﻛﺜﲑ ﻣﻦ‬
‫ﺩﺍﺭﺳﻴﻬﺎ ﻟﻐﺔ ﺻﻌﺒﺔ ﻭﻏﲑ ﻣﺄﻟﻮﻓﺔ ﺣﻴﺚ ﺗﺴﺎﻫﻢ ﺍﻟﺜﻘﺎﻓﺔ ﰲ ﺗﺴﻬﻴﻞ ﺍﻷﻣﺮ ﻋﻠﻰ ﺍﳌﺪﺭﺱ ﻭﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺣﺪ‬
‫ﺳﻮﺍﺀ‪ .‬ﻭﻟﺬﻟﻚ ﻣﻦ ﺍﳌﻬﻢ ﺃﻥﹾ ﻧﺪﻣﺞ ﻣﻮﺍﺩ ﺛﻘﺎﻓﻴﺔ ﻣﺜﻞ ﺍﻟﺘﺎﺭﻳﺦ ﻭﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﰲ ﺍﳌﻨﺎﻫﺞ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ‪.‬‬

‫ﺇﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺃﻗﺪﻡ ﺛﻘﺎﻓﺎﺕ ﺍﻟﻌﺎﱂ ﻭﺍﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻘﺔ ‪‬ﺎ ﳚﻴﺪﻫﺎ ﺃﻛﺜﺮ ﻣﻦ ‪ ٣٠٠‬ﻣﻠﻴﻮﻥ ﻋﺮﰊ ﰲ‬
‫ﻛﻞ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ ﻟﻴﺲ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻓﻘﻂ ﺑﻞ ﰲ ﻛﻞ ﻣﻦ ﺃﻭﺭﺑﺎ ﻭﺁﺳﻴﺎ ﻭﺃﻣﺮﻳﻜﺎ ﺃﻳﻀﺎﹰ‪ .‬ﻭﻳﻮﺍﻓﻖ ﻣﻌﻈﻢ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺃﻥﹼ ﺍﻟﺜﻘﺎﻓﺔ ﻫﻲ ﺍﻻﺭﺗﺒﺎﻁ ﺑﻴﻨﻬﻢ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﳌﺎﺫﺍ ﻳﺪﺭﺱ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ؟‬

‫ﺇﻥ ﺩﺍﺭﺳﺔ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻭﺛﻘﺎﻓﺘﻬﺎ ﻣﻦ ﺃﺻﻌﺐ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﺣﻴﺎﺓ ﺍﻟﻄﺎﻟﺐ ﻭﻟﻜﻦ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻳﻌﺘﱪ‬
‫ﻗﺮﺍﺭﺍﹰ ﻣﺜﻤﺮﺍﹰ‪ ،‬ﳌﺎ ﰲ ﺫﻟﻚ ﻣﻦ ﺍﻧﻔﺘﺎﺡ ﻋﺎﱂ ﺟﺪﻳﺪ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﻳﺘﻌﺮﻑ ﻣﻦ ﺧﻼﻟﻪ ﻋﻠﻰ ﳎﺘﻤﻌﺎﺕ‬
‫ﻭﺣﻀﺎﺭﺍﺕ ﻋﺮﻳﻘﺔ‪ .‬ﻭﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺟﺪﺕ ﻣﺎﻳﻠﻲ‪:‬‬

‫ﺭﻏﺒﺔ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻫﺘﻤﺎﻣﻪ ﻟﻠﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻭﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﺑﺸﻜﻞ ﻋﺎﻡ‬ ‫‪-‬‬

‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺧﺎﺻﺔ ﺑﻌﺪ ﺃﺣﺪﺍﺙ ‪١١/٩‬‬ ‫‪-‬‬

‫ﻟﻮﺟﻮﺩ ﻓﺮﺹ ﻋﻤﻞ ﰲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﳊﻜﻮﻣﻴﺔ‬ ‫‪-‬‬

‫ﻷﺳﺒﺎﺏ ﺩﻳﻨﻴﺔ ﻭﻋﺎﺋﻠﻴﺔ‬ ‫‪-‬‬

‫ﻟﻮﺟﻮﺏ ﺗﻌﻠﻢ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺔ ﻋﻠﻰ ﻛﻞ ﻃﺎﻟﺐ‬ ‫‪-‬‬

‫ﻟﺬﻟﻚ ﻣﻦ ﺍﳌﻔﺮﻭﺽ ﺃﻥ ﻧﻌﺘﱪ ﺭﻏﺒﺔ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﺎﺟﺤﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻗﻀﻴﺔ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ‬
‫ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﺘﱪ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻨﺎﺩﺭﺓ ﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻦ ﻣﺸﻜﻠﺔ ﺍﺯﺩﻭﺍﺟﻴﺔ ﺍﻟﻠﻐﺔ ﻭﻫﺬﺍ ﻣﻦ ﺃﻛﱪ‬
‫ﻣﻌﻮﻗﺎﺕ ﺩﺍﺭﺱ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ .‬ﻭﺗﻈﻬﺮ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ ﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻟﻐﺔ ﺭﲰﻴﺔ ﲜﺎﻧﺐ ﻟﻐﺔ ﻋﺎﻣﻴﺔ ﻭﻳﺸﻬﺪ ﺩﺍﺭﺱ‬
‫ﺍﻟﻠﻐﺔ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻭﺕ ﻋﻨﺪﻣﺎ ﻳﺴﺎﻓﺮ ﺇﱃ ﺃﻱ ﺑﻠﺪ ﻋﺮﰊ ﺃﻭ ﻋﻨﺪﻣﺎ ﳛﺎﻭﻝ ﺃﻥ ﻳﺘﻜﻠﻢ ﻣﻊ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺬﻩ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﻭﻳﻼﺣﻆ ﺑﺴﺮﻋﺔ ﺃﻥﹼ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺪﺭﺳﻬﺎ ﰲ ﺍﻟﺼﻒ ﻏﲑ ﻣﻘﺒﻮﻟﺔ ﶈﺎﺩﺛﺔ ﺍﻟﺸﺆﻭﻥ ﺍﻟﻴﻮﻣﻴﺔ ﻣﻌﻬﻢ‪ ،‬ﺑﻞ ﻳﺪﺭﺱ‬
‫ﺍﻟﻠﻐﺔ ﻻﺳﺘﻤﺎﻉ ﺍﻷﺧﺒﺎﺭ ﰲ ﺍﻟﺮﺍﺩﻳﻮ ﺃﻭ ﺍﶈﺎﺿﺮﺍﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻓﻘﻂ‪ .‬ﻭﻻ ﻳﻌﺘﱪ ﻫﺬﺍ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺮﺏ ﻣﺸﻜﻠﺔ‬
‫ﻷ‪‬ﻢ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺃﻥ ﻳﺘﺤﺪﺛﻮﺍ ﻣﻊ ﺍﻟﺒﻌﺾ ﰲ ﳍﺠﺘﻬﻢ ﺍﻷﺻﻠﻴﺔ ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺍﳌﺼﺮﻳﺔ ﺃﻭ ﺍﳋﻠﻴﺠﻴﺔ‪ .‬ﺑﻴﻨﻤﺎ‬
‫ﳝﻜﻨﻬﻢ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻮﺍ ﺃﺛﻨﺎﺀ ﺍﶈﺎﺩﺛﺔ ﺍﻟﺮﲰﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺼﺤﻰ ﻭﺍﻟﱵ ﺗﻌﻠﻤﻮﻫﺎ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬

‫ﳌﻦ ﻳﺴﺎﻓﺮ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻣﻦ ﺍﳌﻐﺮﺏ ﺇﱃ ﺍﻟﻜﻮﻳﺖ ﳚﺪ ﺑﺄﻧﻪ ﻳﻔﻬﻢ ﺑﻜﻞ ﺳﻬﻮﻟﺔ ﺍﻷﺧﺒﺎﺭ ﻭﺍﻟﱵ ﺗﻌﺘﱪ‬
‫ﺑﻨﻔﺲ ﺍﻟﻠﻐﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻭﻃﻨﻪ‪ .‬ﻭﻟﺬﻟﻚ ﳚﺐ ﺃﻥ ﻧﺒﲔ ﳌﻦ ﳜﺎﻑ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ ﻓﺎﺋﺪﺓ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻔﺼﺤﻰ‬
‫ﻭﺍﻟﱵ ﻳﻨﻄﻖ ‪‬ﺎ ﺃﻛﺜﺮ ﻣﻦ ‪ ٢٠‬ﺑﻠﺪ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﺪﻡ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﺑﻞ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺼﺤﻰ ﺍﻟﻮﺣﻴﺪﺓ‪ .‬ﺑﻌﺪﻫﺎ ﳝﻜﻦ ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﻀﺮﻭﺭﺓ ﺗﻌﻠﻢ ﺍﻟﻠﻬﺠﺔ‪ ،‬ﻧﻈﺮﺍﹰ ﻟﻜﺜﺮﺓ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﺗﻮﺻﻞ ﺇﻟﻴﻪ ﺍﻟﻄﺎﻟﺐ ﰲ ﺍﻟﻔﺼﺤﻰ‪ .‬ﻓﻤﺎ ﻳﺘﻌﻠﻤﻪ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺍﻟﻠﻬﺠﺎﺕ‬
‫ﻫﻲ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﳋﺎﺻﺔ ‪‬ﺎ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻋﺪﺓ ﺗﺒﺎﻳﻨﺎﺕ ﰲ ﺍﻟﻘﻮﺍﻋﺪ ﻗﺒﻞ ﺯﻳﺎﺭﺗﻪ ﻟﺒﻠﺪ ﻣﻌﲔ‪.‬‬

‫ﺍﻟﻜﻼﻡ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻮ ﺑﻮﺍﺑﺔ ﻻﺳﺘﻜﺸﺎﻑ ﻋﻤﻖ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺛﺮﺍﺋﻬﺎ‪ .‬ﻭﺗﻌﻠﻢ ﺍﻟﺜﻘﺎﻓﺔ ﻳﻘﺪﻡ ﻟﻠﻄﺎﻟﺐ ﻭﺳﻴﻠﺔ‬
‫ﺟﻴﺪﺓ ﻟﺘﻘﺪﻳﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻣﻦ ﰒ ﺗﻄﺒﻴﻘﻬﺎ‪ .‬ﻭﰲ ﺍﻟﻮﺍﻗﻊ ﺃﻥﹼ ﻣﻌﺮﻓﺔ ﺑﻌﺾ ﺟﻮﺍﻧﺐ ﺍﻟﺜﻘﺎﻓﺔ ﻳﺰﻭ‪‬ﺩ ﺍﻟﻄﺎﻟﺐ‬
‫ﻣﻔﻬﻮﻡ ﺃﻛﺜﺮ ﻭﺃﻋﻤﻖ ﻋﻦ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ‪ .‬ﻭﺑﻼ ﺷﻚ‪ ‬ﻓﺈﻥ ﺫﻟﻚ ﻳﺴﻬﻞ ﻗﻀﻴﺔ ﺻﻌﻮﺑﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﻋﺎﺩﺓ ﻭﻻ ﻳﺸﻌﺮ ﺍﻟﻄﺎﻟﺐ ﺣﲔ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻔﺼﺤﻰ ﻭﺍﻟﻌﺎﻣﻴﺔ ﺑﺎﳌﻠﻞ‪ .‬ﻭﻟﻜﻦ ﳚﺐ ﺃﻥ ﻧﺸﲑ ﺇﱃ‬
‫ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﻗﺒﻞ ﺃﻥ ﻳﺪﺭﻛﻬﺎ ﺍﻟﻄﺎﻟﺐ ﺑﻨﻔﺴﻪ ﻭﳜﻠﻄﻬﺎ ﺑﺒﻌﺾ‪ .‬ﻟﺬﻟﻚ ‪‬ﺘﻢ ﲟﻨﺎﻗﺸﺎﺕ ﻋﻦ ﺍﻟﻔﺮﻕ ﺍﻟﻠﻐﻮﻳﺔ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻋﱪ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻋﻨﺪﻣﺎ ﻧﺘﻜﻠﻢ ﻋﻦ ﺍﻟﻠﺒﺎﺱ ﻭﻧﺬﻛﺮ ﺍﻟﻌﺒﺎﺀﺓ ﰲ ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫ﻭﺍﻟﻔﺴﺘﺎﻥ ﰲ ﻣﺼﺮ ﺃﻭ ﻗﻔﺘﺎﻥ ﰲ ﺍﳌﻐﺮﺏ‪.‬ﻋﺎﺩﺓﹰ ﺃﻋﺮﺽ ﳍﻢ ﺍﳌﻼﺑﺲ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺃﺣﻴﺎﻧﺎﹰ ﺃﺣﻀﺮ ﺃﻛﻼﺕ ﺃﻭ‬
‫ﺃﻟﻌﺎﺏ ﺷﻌﺒﻴﺔ ﺃﻭ ﺁﻻﺕ ﻣﻮﺳﻴﻘﻴﺔ ﺇﱁ‪ ...‬ﻟﻠﺘﻄﺒﻴﻖ ﻭﺍﻟﺘﻤﺮﻳﻦ‪.‬‬

‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺗﻌﻠﻴﻢ ﺍﻟﺜﻘﺎﻓﺔ ﻋﻨﺼﺮﺍﹰ ﻫﺎﻣﺎ ﻳﺘﻀﻤﻨﻪ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻟﻴﺲ ﻟﻌﺪﻡ ﺻﻌﻮﺑﺘﻪ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﻄﺎﻟﺐ‪ ،‬ﺑﻞ ﻷﻧﻪ ﻃﺮﻳﻘﺔ ﳑﺘﺎﺯﺓ ﻭﺳﻬﻠﺔ ﻟﺘﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻳﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺐ ﺑﺸﻜﻞﹴ ﺗﺪﺭﳚﻲ ﻋﻠﻰ‬
‫ﻋﺎﱂ ﺛﻘﺎﰲ ﺧﻴﺎﱄ ﻳﺆﺩﻱ ﺇﱃ ﺗﻘﺪﻳﺮ ﺃﻭﺳﻊ ﻟﻠﺜﻘﺎﻓﺔ ﺍﳌﺮﺍﺩﺓ‪ .‬ﻭﻻ ﻳﻨﺠﺢ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳌﻌﻘﺪﺓ ﺑﺪﻭﻥ ﻣﺸﺎﺭﻛﺔ‬
‫ﺍﳌﺪﺭﺱ ﻭﻣﺴﺎﻋﺪﺗﻪ ﻷﻥ ﺩﻭﺭﻩ ﻟﻴﺲ ﳏﺪﺩﺍ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﻓﻘﻂ ﺑﻞ ﳚﺐ ﺃﻥ ﻳﻘﺪﻡ ﻧﺸﺎﻃﺎﺕ ﺛﻘﺎﻓﻴﺔ ﳑﺘﻌﺔ‪.‬‬

‫ﺇﻥ ﺃﻫﻢ ﻫﺪﻑ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﺜﻘﺎﻓﺔ ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﻫﻮ ﺗﺸﺠﻴﻊ ﺣﺐ ﺍﻻﺳﺘﻜﺸﺎﻑ ﺑﲔ ﺍﻟﺪﺍﺭﺳﲔ ﳓﻮ ﺛﻘﺎﻓﺔ‬
‫ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‪ .‬ﻭ ﻛﺼﻔﱵ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﻻﺣﻈﺖ ﲢﺴﻦ ﻣﺴﺘﻮﻯ ﻣﻌﻈﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ ﳏﺒﻄﲔ‬
‫ﺑﺴﺒﺐ ﺗﻌﻘﻴﺪﺍﺕ ﺍﻟﻘﻮﺍﻋﺪ ﺑﻌﺪ ﻣﺸﺎﻫﺪﺓ ﺑﻌﺾ ﺍﻷﻓﻼﻡ ﻋﻦ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺸﻌﱯ‪ .‬ﻓﻬﻨﺎﻙ‬
‫ﻋﻼﻗﺔ ﻣﺒﺎﺷﺮﺓ ﺑﲔ ﺍﻟﻠﻐﺔ ﻭﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﻳﻨﻄﻖ ‪‬ﺎ‪.‬‬

‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻭﺍﻟﺘﺤﺪﻳﺎﺕ ﻓﻼ ﻧﻨﺲ‪ ‬ﺃﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻫﻮ ﻋﻤﻠﻴﺔ ﺗﺮﺍﻛﻤﻴﺔ ﻭﻣﺎ ﻳﺪﺭﺱ ﻳﺰﻳﺪ ﰲ‬
‫ﺗﻄﺒﻴﻖ ﻣﺎ ﺩﺭﺱ ﺳﺎﺑﻘﺎﹰ‪ .‬ﺇﳚﺎﺩ ﻋﻨﺎﺻﺮ ﺛﻘﺎﻓﻴﺔ ﻋﻨﺪ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻳﺴﺎﻋﺪ ﰲ ﺇﻋﻄﺎﺀ ﺍﻟﻄﻼﺏ ﺟﻮ ﺩﺭﺍﺳﻲ ﳑﺘﻊ‪.‬‬
‫ﳑﺎ ﻳﻌﻮﺩ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ ﺑﺎﻟﺘﺄﺛﺮ ﺑﺎﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺸﻜﻞ ﺇﳚﺎﰊ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻗﻀﻴﺔ ﺍﻟﻄﻼﺏ ﻣﻦ ﺃﺻﻞ ﻋﺮﰊ‬

‫ﻭﻗﺪ ﻳﻘﻴﻢ ﰲ ﻭﻻﻳﺔ ﻣﻴﺸﻴﻐﻦ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﻌﺮﺏ ﻭﻟﺪﻯ ﺍﻟﻄﻼﺏ ﻣﻦ ﺃﺻﻞ ﻋﺮﰊ ﻣﺼﺎﺩﺭ ﺛﻘﺎﻓﻴﺔ‬
‫ﻟﻐﻮﻳﺔ ﻗﻮﻳﺔ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺣﱴ ﰲ ﺃﻋﻠﻰ ﻣﺴﺘﻮﻯ‪ .‬ﻭﻟﺬﻟﻚ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺻﻔﻮﻑ ﻭﻣﻨﺎﻫﺞ ﻋﻠﻴﺎ ﺧﺎﺻﺔ‬
‫‪‬ﻢ‪ .‬ﰲ ﺍﳌﻌﺪﻝ‪ ٢٠ ،‬ﺑﺎﳌﺎﺋﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﻫﻢ ﻣﻦ ﺃﺻﻞ ﻋﺮﰊ‪ .‬ﻣﻦ ﺃﺟﻞ ﻫﺬﻩ ﺍﶈﺎﺿﺮﺓ ﺃﺭﻳﺪ ﺃﻥ ﺃﺷﺮﺡ ﻛﻴﻒ‬
‫ﻳﺴﺘﻔﻴﺪ ﺍﻟﻄﻼﺏ ﻏﲑ ﺍﻟﻌﺮﺏ ﻣﻦ ﻫﺆﻻﺀ ﺍﻟﻄﻼﺏ ﺍﻟﻌﺮﺏ ﻭﻣﻌﺮﻓﺘﻬﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ!!! ﻋﺎﺩﺓ ﺃﲨﻊ ﺍﻟﻄﻼﺏ ﺍﻟﻌﺮﺏ‬
‫ﻣﻊ ﻃﻼﺏ ﻣﻦ ﻏﲑ ﺍﻟﻌﺮﺏ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺘﻌﺎﻭﻧﻮﺍ ﰲ ﺍﳊﻮﺍﺭﺍﺕ ﺃﻭ ﺍﻟﻨﺸﺎﻃﺎﺕ ﰲ ﺍﻟﺼﻒ‪ .‬ﰲ ﻣﻘﺎﺑﻞ ﺫﻟﻚ‬
‫ﻳﺴﺎﻋﺪﻫﻢ ﺍﻟﻄﻼﺏ ﻏﲑ ﺍﻟﻌﺮﺏ ﰲ ﲤﺎﺭﻳﻦ ﺍﻟﻨﺤﻮ ﻭﺩﺭﺍﺳﺔ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﺎﻟﺒﺎﹰ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻳﻜﻮﻥ‬
‫ﻋﻨﺪﻫﻢ ﺻﻌﻮﺑﺎﺕ ﺃﻛﺜﺮ‪ .‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺷﺮﻳﻚ ﻟﻐﻮﻱ ﻳﺆﺩﻱ ﺇﱃ ﻧﺘﺎﺋﺞ ﺃﻓﻀﻞ ﰲ ﻭﻗﺖ ﺃﻗﺼﺮ ﻷﻥ ﺍﳌﺼﺎﺩﺭ‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻷﺻﻠﻴﺔ ﻣﺜﻞ ﺍﻷﻓﻼﻡ ﻭﺍﳉﺮﺍﺋﺪ ﻭﺍﻹﺫﺍﻋﺔ ﳝﻜﻨﻬﻢ ﺃﻥ ﳛﺼﻠﻮﺍ ﻋﻠﻴﻬﺎ ﺑﺸﻜﻞ ﺃﺳﻬﻞ‪.‬‬

‫ﻋﻨﺪﻣﺎ ﻳﻨﺎﻗﺶ ﺍﳌﺪﺭﺳﻮﻥ ﻭﺍﳌﺘﺨﺼﺼﻮﻥ ﻗﻀﻴﺔ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺜﻘﺎﻓﻴﺔ ﰲ ﻏﺎﻟﺐ ﺍﻷﺣﻴﺎﻥ ﻳﺮﻛﺰﻭﻥ ﻋﻠﻰ‬
‫ﻧﻘﻄﺘﲔ ﺭﺋﻴﺴﺘﲔ؛ ﺃﻭﻻ‪ :‬ﻛﻴﻒ ﻧﻐﻄﹼﻲ ﺍﻟﻔﻮ‪‬ﻫﺔ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﻭﺛﻘﺎﻓﺔ ﺍﻟﻄﺎﻟﺐ ﻭﺛﺎﻧﻴﺎﹰ‪ :‬ﻣﺎ ﻫﻲ ﺍﻟﺴﺒﻞ‬
‫ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻣﺴﺘﻮﻯ ﻋﻠﻤﻲ ﺛﻘﺎﰲ ﲜﺎﻧﺐ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ؟‬

‫ﻟﺬﻟﻚ ﻳﺒﲎ ﺍﳌﺪﺭﺱ ﰲ ﺍﻟﻄﺎﻟﺐ ﻭﻋﻴﺎﹰ ﻟﻠﻔﺮﻕ ﺍﻟﺜﻘﺎﰲ ﻭﻻ ﻳﺆﺩﻱ ﻫﺬﺍ ﺍﻟﻮﻋﻲ ﺇﱃ ﺍﻧﺪﻣﺎﺝ ﻭﻻ ﺗﻘﺒﻞ‬
‫ﺍﻟﻌﺎﺩﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﻞ ﻳﺸﺠﻊ ﺍﻟﺘﻔﺎﻫﻢ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺘﲔ ﻭﻳﺒﲎ ﺟﺴﻮﺭ ﺗﻌﺎﻃﻔﻴﺔ ﺑﻴﻨﻬﻤﺎ‪ .‬ﺗﻠﻚ ﺍﳉﺴﻮﺭ ﺗﺴﺎﻋﺪ ﰲ‬
‫ﺍﻻﻗﺘﺮﺍﺏ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﳌﺮﺍﺩﺓ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ .‬ﺍﻟﻜﻔﺎﺀﺓ ﺍﳌﺘﻜﻮﻧﺔ ﻣﻦ ﺍﻟﻌﻨﺼﺮﻳﻦ ﺍﻟﺜﻘﺎﰲ ﻭﺍﻟﻠﻐﻮﻱ ﺗﺆﺩﻱ ﺇﱃ‬
‫ﻛﻔﺎﺀﺓ ﻣﺘﻔﺎﳘﺔ ﺣﻘﻴﻘﻴﺔ ﰲ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻭﻟﺬﺍ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻠﻐﺔ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺑﻠﺪ ﻋﺮﰊ‬

‫ﻭﺑﺪﺃ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻭﻛﺬﻟﻚ ﺍﳌﻌﺎﻫﺪ ﻭﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﺼﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻣﺪﺧﻞ ﺗﻌﻠﻴﻢ ﺍﻟﺜﻘﺎﻓﺔ ﺇﱃ‬
‫ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻦ ﺃﺟﻞ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻠﺒﺔ ﰲ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻫﻢ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻧﻼﺣﻆ‬
‫ﺍﻟﻨﺠﺎﺡ ﺍﻟﻜﺒﲑ ﻟﺪﻯ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ‪ .‬ﻭﻳﺴﺎﻫﻢ ﳒﺎﺡ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﰲ ﺗﻌﺮﻑ‬
‫ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﺮﻏﻮﺑﺔ ﻭﺍﻟﺘﻔﺎﻋﻞ ‪‬ﺎ ﻭﻫﺬﺍ ﻷﺳﺒﺎﺏ ﻭﺍﺿﺤﺔ ﻣﻨﻬﺎ ﺍﳌﻮﻗﻊ ﺍﻟﻄﺒﻴﻌﻲ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ‬
‫ﻭﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺍﳌﺆﻫﻠﲔ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﺗﻘﺪﻡ ﻣﻌﻈﻢ ﺍﻟﱪﺍﻣﺞ ﺭﺣﻼﺕ ﺳﻴﺎﺣﻴﺔ ﺇﱃ ﺍﻷﻣﺎﻛﻦ‬
‫ﺍﻟﺘﺎﺭﳜﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺜﻘﺎﻓﺔ ﺑﺸﻜﻞ ﺩﻭﺭﻱ‪ .‬ﻣﻦ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﻳﻌﺮﻑ ﺍﻟﻄﺎﻟﺐ ﻛﻴﻒ‬
‫ﻳﺘﺨﺎﻃﺐ ﻣﻊ ﺍﳉﻤﻬﻮﺭ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻳﻌﺮﻑ ﺃﻳﻀﺎﹰ ﻛﻴﻒ ﻳﺮﺩ ﻋﻠﻴﻬﻢ‪ .‬ﺃﻱ ﻧﻄﻠﺐ ﻣﻨﻪ ﺍﻟﺘﺴﺎﻣﺢ‬
‫ﻭﺍﻟﺘﻌﺎﻃﻒ ﺃﺛﻨﺎﺀ ﺍﳌﺨﺎﻃﺒﺔ ﻣﻊ ﺍﻟﻐﲑ‪.‬‬

‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﳒﺪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﳜﻄﺌﻮﻥ ﺑﺴﺒﺐ ﺳﻮﺀ ﺍﻟﻔﻬﻢ ﻟﺘﻠﻚ ﺍﻟﺜﻘﺎﻓﺔ‪ .‬ﻭﻧﻌﺘﺮﻑ ﺑﺄﻥ‬
‫ﺃﻓﻀﻞ ﺷﺮﺡ ﻻ ﻳﻌﲏ ﺍﻟﺘﻌﻠﻢ ﻭﻛﺬﻟﻚ ﺗﻮﺿﻴﺢ ﺍﻟﺜﻘﺎﻓﺔ ﻻ ﻳﺆﺩﻱ ﺇﱃ ﺍﻟﻜﻔﺎﺀﺓ ﺗﻠﻘﺎﺋﻴﺎﹰ‪ .‬ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﳍﺬﻩ‬
‫ﺍﻟﻈﺎﻫﺮﺓ ﺃﻥﹼ ﺍﻟﺴﻠﻮﻙ ﺍﳌﻨﺎﺳﺐ ﻣﺴﺄﻟﺔ ﺍﻟﺘﻜﻴ‪‬ﻒ ﻋﻠﻰ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺴﻴﻄﺮﺓ ﰲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻣﻦ ﰒ‬
‫ﻳﻄﺮﺡ ﺍﻟﺴﺆﺍﻝ ﻣﺎ ﻫﻲ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﱵ ﻳﺘﻜﻴﻒ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻴﻬﺎ؟ ﻓﻘﻂ ﻋﻨﺪﻣﺎ ﻳﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺐ ﻫﺬﻩ ﺍﻟﻌﺎﺩﺍﺕ‪،‬‬
‫ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺘﻮﻗﻊ ﺃﻥ ﻳﺘﺼﺮﻑ ﺍﻟﻄﺎﻟﺐ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ ﺍﺟﺘﻤﺎﻋﻴﺎ‪ .‬ﻭﻫﻨﺎﻙ ﺳﺆﺍﻝ ﺁﺧﺮ ﻭﻫﻮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺑﺬﻝ‬
‫ﺍﳉﻬﻮﺩ ﺑﺸﻜﻞ ﻣﻀﺎﻋﻒ ﻳﻌﻮﺩ ﻋﻠﻰ ﺣﻔﺎﻅ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﻫﻮﻳﺘﻪ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ؟؟؟‪ .‬ﻭﻫﺬﻩ ﻗﻀﻴﺔ‬
‫ﺣﺴﺎﺳﺔ ﺟﺪﺍﹰ ﻷ‪‬ﺎ ﻣﺘﻌﻠﻘﺔ ﲟﻮﻗﻒ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﻀﻴﻔﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﺘﻔﻮﻕ ﺃﻭ ﺑﺎﳌﺴﺎﻭﺍﺓ ﺃﻭ‬
‫ﺑﺎﻟﺘﺄﺧﺮ‪.‬‬

‫ﻣﻦ ﺍﳌﻌﺮﻭﻑ ﻟﺪﻳﻨﺎ ﺃﻧ‪‬ﻪ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻟﻄﻼﺏ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﻗﺎﻣﺔ ﰲ ﺑﻠﺪ ﻋﺮﰊ ﳌﺪﺓ ﻧﺼﻒ ﺳﻨﺔ ﻋﻠﻰ‬
‫ﺍﻷﻗﻞﹼ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﳚﺐ ﺃﻥ ﻧﻘﻮﻡ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺑﺸﺄﻥ ﻣﺎ ﳛﺪﺙ ﺃﺛﻨﺎﺀ ﺇﻗﺎﻣﺔ ﺍﻟﻄﺎﻟﺐ ﰲ ﺗﻠﻚ ﺍﻟﺒﻼﺩ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻳﺒﺪﻭ ﺃﻥ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﻟﻴﺲ ﻛﺎﻓﻴﺎ ﻭﻟﺬﺍ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺒﲏ ﺟﺴﻮﺭﺍ ﺇﺿﺎﻓﻴﺔ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺘﲔ‪ .‬ﺍﻟﻮﻋﻲ ﺍﻟﺜﻘﺎﰲ ﳚﺐ‬
‫ﺃﻥ ﻧﺪﺭﺳﻪ‪ ‬ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺍﻟﻴﻮﻡ ﺍﻷﻭﻝ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺣﱴ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻛﻔﺎﺀﺓ ﻋﻤﻠﻴﺔ ﺫﺍﺕ ﻣﺴﺘﻮﻯ‬
‫ﻣﺘﻘﺪﻡ ﻭﺑﺬﻟﻚ ﺗﺼﺒﺢ ﻫﺬﻩ ﺍﻟﻜﻔﺎﺀﺓ ﳎﻤﻮﻋﺔ ﺟﻬﻮﺩ ﺗﻌﻠﻤﻴﻪ ﺧﻼﻝ ﺍﻟﺴﻨﲔ ﺍﳌﺎﺿﻴﺔ ﻭﻟﻴﺲ ﻣﺼﺎﺩﻓﺔ ﻋﺸﻮﺍﺋﻴﺔ‬
‫ﺑﻌﺪ ﻓﺘﺮﺓ ﺍﻹﻗﺎﻣﺔ ﰲ ﺍﻟﺒﻠﺪ ﺍﻟﻌﺮﰊ‪ .‬ﰲ ﺍﳋﺘﺎﻡ ﺃﻭﺩ ﺃﻥ ﺃﺷﲑ ﻣﺮﺓ ﺃﺧﺮﻯ ﺃﻥ ﺗﻌﻠﻢ ﺍﻟﺜﻘﺎﻓﺔ ﻳﻬﺪﻑ ﺇﱃ ﲢﺴﲔ‬
‫ﻓﻬﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻛﺬﻟﻚ ﲢﺴﲔ ﻓﻬﻢ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﺘﺤﺪﺛﻮﻥ ‪‬ﺎ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﺴﺘﻮﻯ‬
‫ﺍﻟﻜﻔﺎﺀﺓ ﺍﳌﺘﻘﺪﻡ ﳚﺐ ﺃﻥ ْ ﻧﻌﺘﱪ ﺩﺭﺍﺳﺔ ﺍﻟﺜﻘﺎﻓﺔ ﻧﺸﺎﻃﺎﹰ ﺿﺮﻭﺭﻳﺎﹰ‪ .‬ﻛﻤﺎ ﳚﺐ ﻋﻠﻴﻨﺎ ﺗﻘﺒﻞ ﺃﺧﻄﺎﺀ ﺍﻟﻄﺎﻟﺐ ﻋﻨﺪ‬
‫ﺗﻌﻠﻤﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻛﺬﻟﻚ ﺃﺧﻄﺎﺋﻪ ﺣﲔ ﺗﻌﻠﻤﻪ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﳌﺎ ﰲ ﺫﻟﻚ ﺯﻳﺎﺩﺓ ﺍﳌﻌﺮﻓﺔ ﻟﺪﻳﻪ ﻭﻟﺪﻯ ﺍﻟﻄﻼﺏ‬
‫ﺍﻵﺧﺮﻳﻦ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﺨﺎﻃﺒﻴﺔ ﻟﻤﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬

‫"ﻧﺤﻮ ﻣﻨﻬﺞ ﺃﻣﺜﻞ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ"‬
‫ﺩ‪.‬ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﺍﳋﻄﻴﺐ‬
‫ﻣﺪرس اﻟﻠﻐﻮﯾﺎت ﺑﺠﺎﻣﻌﺘﻲ اﻷزھﺮ اﻟﺸﺮﯾﻒ‪ ،‬اﻹﻣﺎرات اﻟﻌﺮﺑﯿﺔ‬

‫ﺍﳊﻤﺪ ﷲ ﻭﺣﺪﻩ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﻣﻦ ﻻ ﻧﱯ ﺑﻌﺪﻩ‪ .‬ﻭ‪‬ﺑ‪‬ﻌ‪‬ﺪ‪:‬‬

‫ﻓﺘﺴﺘﻨﺪ ﻓﻜﺮﺓ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﻣﺴﻠﻤﺔ ﺭﺋﻴﺴﺔ ﻣﻔﺎﺩﻫﺎ‪ :‬ﺃﻥ ﻋﺮﺽ ﺍﻟﻠﻐﺔ‪ ،‬ﺃﻳﺔ ﻟﻐﺔ‪ ،‬ﻟﻴﺲ ﺑﺎﻷﻣﺮ ﺍﻟﻴﺴﲑ‪،‬‬
‫ﻭﺇﳕﺎ ﻳﻜﺘﻨﻔﻬﺎ‪ ،‬ﺗﻌﻠﻤ‪‬ﺎ ﻭﺗﻌﻠﻴﻤ‪‬ﺎ‪ ،‬ﻋﺪﺩ ﻏﲑ ﻗﻠﻴﻞ ﻣﻦ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﺗﺘﻌﻠﻖ ﺑﺎﻟﻠﻐﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﺍﳌﻌﻠﻢ‪ ،‬ﻭﺍﳌﺘﻌﻠﻢ‪ .‬ﻭ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻻ ﳜﺮﺝ ﻋﻦ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ‪ .‬ﻭﻇﺎﻫﺮ‪ ‬ﺃﻥ ﺗﻨﺎﻭﻝ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﺑﺎﳌﻘﺎﺭﺑﺔ‬
‫ﻭﺍﻟﺪﺭﺱ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﻭﺿﻊ ﺭﺅﻳﺔ ﻭﺍﺿﺤﺔ ﳊﻠﻬﺎ ﳝﺜﻞ ﺃﻭﻟﻮﻳﺔ ﻛﺒﲑﺓ ﰲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺩﺭﺱ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺗﻌﻠﻤ‪‬ﺎ‬
‫ﻭﺗﻌﻠﻴﻤ‪‬ﺎ‪ ،‬ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﻫﺬﺍ ﳛﺘﺎﺝ ﺇﱃ ﺇﻋﺎﺩﺓ ﻧﻈﺮ‪ ،‬ﻭﻗﺮﺍﺀﺓ ﻣﺘﻮﺍﺻﻠﺔ ﰲ‪" :‬ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ" ﻭ "ﺍﻟﻜﻔﺎﻳﺔ‬
‫ﺍﻟﺘﺨﺎﻃﺒﻴﺔ" ﺃﻭ"ﺍﻟﺘﻮﺍﺻﻠﻴﺔ" ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺗﻘﺪﳝﻬﺎ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﲢﺪﻳﺪ ﻛﺜﲑ ﻣﻦ‬
‫)ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﻌﻠﻘﺔ( ﳓﻮ‪ :‬ﻫﻞ ﻧﻌﻠﻢ ﺍﻟﻌﺎﻣﻴﺔ ﺃﻡ ﺍﻟﻔﺼﻴﺤﺔ؟ ﻭﺃﻱ ﻓﺼﻴﺤﺔ ﻧﻌﻠﻢ؟ ﻭﻣﺎ ﺃﻫﺪﺍﻓﻨﺎ ﻣﻦ ﺗﻌﻠﻴﻤﻬﺎ‬
‫ﻟﻠﻤﺴﻠﻤﲔ؟ ﻭﻣﺎ ﺃﻫﺪﺍﻓﻨﺎ ﻣﻦ ﺗﻌﻠﻴﻤﻬﺎ ﻷﺑﻨﺎﺀ ﺍﳉﺎﻟﻴﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻬﺠﺮ؟ ﻭﻫﻞ ﻣﻦ ﻓﺮﻕ ﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﻷﺑﻨﺎﺋﻬﺎ‪ ،‬ﻭﺗﻌﻠﻴﻤﻬﺎ ﻟﻐﲑ ﺃﺑﻨﺎﺋﻬﺎ؟ ﻭﻛﻴﻒ ﳝﻜﻦ ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍﳊﻀﺎﺭﻱ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻹﺳﻼﻣﻴﺔ؟‬
‫ﻭﻏﲑﻫﺎ‪.....‬ﻭﻣﻘﺎﺭﺑﺔ ﺗﻠﻚ ﺍﻟﺼﻌﻮﺑﺎﺕ‪ ،‬ﻭﻭﺿﻊ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻌﻼﺟﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ "ﻣﻨﻈﻮﻣﺔ‬
‫ﻓﻜﺮﻳﺔ" ﻣﺘﻤﺎﺳﻜﺔ ﻟﻜﻞ ﻋﻨﺼﺮ ﻣﻨﻬﺎ ﻣﻜﺎﻧﻪ ﺍﻟﻼﺋﻖ ﺑﻪ‪ ،‬ﻭﺩﻭﺭﻩ ﺍﳌﻀﺒﻮﻁ ﰲ ﻋﺮﺽ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪،‬‬
‫ﺗﻌﻠﻤ‪‬ﺎ ﻭﺗﻌﻠﻴﻤ‪‬ﺎ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺳﺘﺤﺎﻭﻝ ﺗﻠﻚ ﺍﻟﻮﺭﻗﺔ ﺇﺿﺎﺀﺓ ﺑﻌﺾ ﻣﻦ ﺟﻮﺍﻧﺒﻪ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳊﺪﻳﺚ ﻋﻦ‪" :‬ﺍﻟﻜﻔﺎﻳﺔ‬
‫ﺍﻟﺘﺨﺎﻃﺒﻴﺔ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ "‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻌﺮﻳﻒ‪:‬‬
‫‪(pragmatic‬ﻫﻨﺎ‪ :‬ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡﹺ ﺍﻟﻠﻐﺔ ﰲ‬ ‫)‪competence‬‬ ‫ﺍﳌﺮﺍﺩ ﺑـ"ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﺨﺎﻃﺒﻴﺔ"‬
‫ﺳﻴﺎﻗﺎ‪‬ﺎ ﺍﻟﻔﻌﻠﻴﺔ ﺍﻟﱵ ﺗﺘﺠﻠﻰ ﻓﻴﻬﺎ‪ ،‬ﻭﺇﻧﺘﺎﺝﹺ ﺧﻄﺎﺏ ﻣﺒﲔ"ﻓﻬﻤ‪‬ﺎ ﻭﺇﻓﻬﺎﻣ‪‬ﺎ" ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﻼﻣﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭ‪‬ﻓﻘﺎ ﳌﺎ ﻳﻘﺘﻀﻴﻪ ﺳﻴﺎﻕ ﺍﻟﺘﻠﻔﻆ ﺑﻌﻨﺎﺻﺮﻩ ﺍﳌﺘﻨﻮﻋﺔ)ﺧﻼﻓﺎ ﳌﻔﻬﻮﻡ ﺍﻟﻜﻔﺎﻳﺔ‬
‫ﺍﻟﻠﻐﻮﻳﺔ)‪ competence (linguistic‬ﺍﻟﺬﻱ ﻳ‪‬ﻌﲎ ﺑﻪ‪ :‬ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﺳﺘﺨﺪﺍﻣﺎ ﻟﻐﻮﻳﺎ ﺻﺤﻴﺤﺎ‬
‫ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﺮﺍﻛﻴﺐ)ﺍﻟﻌﻼﻣﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ( ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﻟﻨﻈﺮ ﰲ ﺳﻴﺎﻗﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ(ﻓـ"ﺑﻴﻨﻤﺎ ﻳﻨﻈﺮ ﺇﱃ ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺘﻄﻠﺒﺔ ﻟﺘﺮﻛﻴﺐ ﺍﳉﻤﻞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﺼﻴﺎﻏﺔ‪ ،‬ﺃﻭ ﻓﻬﻤﻬﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﻜﻔﺎﻳﺔ‬
‫ﺍﻟﺘﺨﺎﻃﺒﻴﺔ ﻳﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﺃ‪‬ﺎ ﺍﳌﻌﺮﻓﺔ ﳌﺎ ﺗﻌﻨﻴﻪ ﻣﺜﻞ ﻫﺬﻩ ﺍﳉﻤﻞ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﺘﻜﻠﻢ ‪‬ﺎ ﺑﻄﺮﻳﻘﺔ ﻣﺎ ﰲ ﺳﻴﺎﻕ‬
‫ﻣﻌﲔ"‬

‫ﻓﻤﻦ ﲤﺎﻡ "ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﺨﺎﻃﺒﻴﺔ" ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺘﻜﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﰲ ﺍﳌﻘﺎﻡ ﺍﳌﻨﺎﺳﺐ‪،‬‬
‫ﺍﺳﺘﺨﺪﺍﻣ‪‬ﺎ ﻭﻇﻴﻔﻴ‪‬ﺎ ﺻﺤﻴﺤ‪‬ﺎ ﳚﻤﻊ ﺑﲔ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻮﺍﺿﺢ ﺍﻟﺴﻠﻴﻢ‪ ،‬ﺃﺻﻮﺍﺗ‪‬ﺎ ﻭﻣﻔﺮﺩﺍﺕ‬
‫ﻭﺗﺮﺍﻛﻴﺐ‪ ،‬ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﻗﻒ ﻭﺍﻟﺴﻴﺎﻕ"ﻟﻜﻞ ﻣﻘﺎﻡ ﻣﻘﺎﻝ"‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﳏﺎﻭﺭ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﺪﺙ ﺑﺎﻟﻠﻐﺔ ﺑﻄﺮﻳﻘﺔ ﻣﻮﺍﺋﻤﺔ ﻟﻠﺴﻴﺎﻗﺎﺕ ﺍﳌﻌﻴﻨﺔ ﻋﻠﻰ ﻓﻬﻤﻬﻤﺎ)ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﺨﺎﻃﺒﻴﺔ(‬
‫ﺃﺭﺍﻫﺎ ﻣﺎﺯﺍﻟﺖ ﻏﲑ ﺣﺎﺿﺮﺓ ﺑﻘﻮﺓ ﰲ ﻣﺴﺎﻗﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﳘﻴﺘﻬﺎ؛ ﺇﺫ‬
‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻻ ﺗﻨﻬﺾ ﻭﺣﺪﻫﺎ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻮﺍﺻﻞ ﺍﳌﻨﺎﺳﺐ؛ ﻭﻣﻦ ﰒ ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﻟﻔﺖ ﺍﻻﻧﺘﺒﺎﻩ‬
‫ﺇﱃ ﺑﻌﺾ ﺍﳌﺒﺎﺣﺚ ﺍﻟﺘﺨﺎﻃﺒﻴﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺮﺍﻋﻴﻬﺎ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻣﻦ ﳓﻮ ﺍﻟﻌﻨﺎﻳﺔ‬
‫ﺑﺎﻹﺷﺎﺭﺓ ﺇﱃ‪:‬‬

‫ﺃﻭﻟﹰﺎ‪ :‬ﺍﻟﻠﻐﺔ ﻭﺳﻴﺎﻗﻬﺎ ﺍﳊﻀﺎﺭﻱ‪:‬‬

‫ﻓﺎﳌﺘﻜﻠﻢ ﻻ ﻳﻨﺘﺞ ﺧﻄﺎﺑﻪ ﻏﻔﻠﹶﺎ ﻣﻦ ﺍﻋﺘﺒﺎﺭ ﺳﻴﺎﻕ ﻣﺎ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ ﺍﻟﺴﻴﺎﻕ ﻫﻮ ﺍﻟﺴﻴﺎﻕ ﺍﳊﺎﺿﺮ‬
‫ﺍﻟﺬﻱ ﺗﻨﺘﺞ ﻓﻴﻪ ﺍﳉﻤﻞ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ"ﺍﻟﺴﻴﺎﻕ ﺍﳌﻘﺎﻣﻲ"‪ ،‬ﺃﻡ ﺍﻟﺴﻴﺎﻕ ﺍﻟﻌﺎﻡ ﻟﻠﻐﺔ ﻧﻔﺴﻬﺎ"ﺍﻟﺴﻴﺎﻕ ﺍﻟﺜﻘﺎﰲ" ﻭﻫﺬﺍ‬
‫ﻳﺘﻄﻠﺐ‪ ،‬ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍﳊﻀﺎﺭﻱ ﻟﻸﻟﻔﺎﻅ‪ ،‬ﻭﺍﳉﻤﻞ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‪ ،‬ﺑﺄﻥ‬
‫ﺗﻘﺪﻡ ﰲ ﺃﻃﺮ ﲢﻤﻞ ﺍﻟﻄﺎﺑﻊ ﺍﻟﻌﺮﰊ ﺍﻹﺳﻼﻣﻲ‪ ،‬ﺍﻟﺬﻱ ﳝﻴﺰﻫﺎ‪ ،‬ﻭﻟﻮ ﻗﻠﻴﻠﹰﺎ‪ ،‬ﻋﻦ ﻣﺜﻴﻼ‪‬ﺎ ﰲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‪،‬‬
‫ﺑﻠﻐﺔ ﺳﻬﻠﺔ ﺗﺘﻔﻖ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺍﺭﺳﲔ‪ ،‬ﻓﻼ ﻳﻜﻔﻲ ﺃﻥ ﻳﺘﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ "ﺷﻔﺮﺓ ﻟﻐﻮﻳﺔ" ﺟﺪﻳﺪﺓ‪ ،‬ﺑﻞ ﻻﺑﺪ ﺃﻥ‬
‫ﻳﻔﻬﻢ ﺃﻥ ﻫﺬﻩ ﺍﻟﺸﻔﺮﺓ‪ ،‬ﺗﺘﻀﻤﻦ‪ ،‬ﰲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﺭﺅﻳﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﺃﻭ ﺗﺼﻮﺭ‪‬ﺍ ﳐﺘﻠﻔﹰﺎ ﻟﻠﻌﺎﱂ)‬
‫ﻓﻤﺜﻼ‪ :‬ﻧﺒﲔ ﻟﻪ "ﲢﻴﺔ ﺍﻹﺳﻼﻡ"‪ :‬ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ‪ ،‬ﻭﻛﻴﻒ ﲣﺘﻠﻒ ﻋﻦ ﻧﻈﲑﺍ‪‬ﺎ ﰲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻛﻠﻤﺔ‬
‫"ﺍﻟﻄﻌﺎﻡ" ﻭﻣﻼﺯﻣﺎ‪‬ﺎ ﰲ ﺍﳊﻀﺎﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻣﻦ‪ :‬ﻏﺴﻞ ﺍﻟﻴﺪﻳﻦ ﻗﺒﻞ ﺍﻟﻄﻌﺎﻡ‪ ،‬ﻭﺍﻟﺘﺴﻤﻴﺔ‪ ،‬ﻭﺍﺟﺘﻤﺎﻉ‬
‫ﺍﻷﺳﺮﺓ ﻋﻠﻰ ﻃﻌﺎﻡ ﻭﺍﺣﺪ‪ ،‬ﻭﲣﺼﻴﺺ ﺛﻠﺚ ﺍﳌﻌﺪﺓ‪ ،‬ﻭﺍﻷﻛﻞ ﺑﺎﻟﻴﺪ ﺍﻟﻴﻤﲎ‪ ...‬ﻭﻛﺬﻟﻚ "ﺍﻟﺰﻭﺍﺝ"‪ :‬ﻧﺬﻛﺮ‬
‫ﺃﺩﺑﻴﺎﺗﻪ ﰲ ﺍﻹﺳﻼﻡ‪ ...‬ﻭﰲ ﺇﻃﺎﺭ ﻣﻮﺿﻮﻉ "ﺍﻷﺳﺮﺓ"‪ :‬ﻧﺸﺮﺡ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺗﻨﻔﺮﺩ ‪‬ﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺻﻠﺔ‬
‫ﺍﻟﺮﺣﻢ‪ ،‬ﻭﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺫﻟﻚ‪...‬ﺇﱁ( ﲝﻴﺚ ﻧﺘﺠﻨﺐ "ﺍﻟﺘﺪﺍﺧﻞ" ﺍﻟﻠﻐﻮﻱ ﻭﺍﳊﻀﺎﺭﻱ ﻣﻦ‬
‫ﺍﻟﺪﺭﺱ ﺍﻷﻭﻝ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻟﻜﻦ ﺍﳌﺘﺄﻣﻞ ﰲ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﻌﺎﻣﺔ ﳍﺬﻩ ﺍﻟﻜﺘﺐ‪ ،‬ﻭﺃﺩﺑﻴﺎ‪‬ﺎ ﰲ ﺑﻨﺎﺀ ﻣﻨﺎﻫﺠﻬﺎ‪ ،‬ﻳﻼﺣﻆ ﺃﻣﺮ‪‬ﺍ ﺑﺎﺭﺯ‪‬ﺍ ﰲ‬
‫ﻣﻌﻈﻢ ﺍﻷﻣﻮﺭ ﺍﻟﱵ ﺑﺬﻟﺖ ﰲ ﻫﺬﺍ ﺍﳌﻘﺎﻡ‪ ،‬ﻭﻫﻮ‪ :‬ﺃﻧﻪ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻭﺛﻴﻘﺔ‪ ،‬ﻻ ﺗﻨﻜﺮ‪ ،‬ﺑﲔ‬
‫ﺍﻹﺳﻼﻡ ﻭﺍﻟﻌﺮﺑﻴﺔ‪-‬ﻓﺎﳊﻀﺎﺭﺓ ﺍﻹﺳﻼﻣﻴﺔ ﻋﺮﺑﻴﺔ ﺍﻟﻮﻋﺎﺀ‪ ،‬ﺇﺳﻼﻣﻴﺔ ﺍﻟﻘﻴﻢ‪ -‬ﻓﺈﻥ ﺍﻟﻨﺎﻇﺮ ﰲ ﻛﺜﲑ ﻣﻦ ﻣﺆﻟﻔﺎﺕ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﳚﺪﻫﺎ ﺗﺘﺴﻢ ﺑﺎﻟﻔﻘﺮ ﺍﻟﺸﺪﻳﺪ ﰲ ﻋﺮﺿﻬﺎ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﺿﺂﻟﺔ‪،‬‬
‫ﺇﻥ ﱂ ﻳﻜﻦ ﺍﺧﺘﻔﺎﺀ‪ ،‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﺎ ﻳﻮﺟﺪ ﰲ ﺑﻌﻀﻬﺎ ﻣﻦ ﺛﻐﺮﺍﺕ ﺣﻀﺎﺭﻳﺔ‪ ،‬ﺃﻭ ﺩﺱ‬
‫ﺣﻀﺎﺭﻱ‪ ،‬ﻣﻘﺼﻮﺩ ﺃﻭ ﻏﲑ ﻣﻘﺼﻮﺩ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ "ﻏﻴﺎﺏ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﻘﺮﺁﱐ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬
‫ﺑﻐﲑﻫﺎ‪ ،‬ﻭ ﻋﺪﻡ ﻭﺿﻮﺡ ﺍﻟﺮﺅﻳﺔ ﺍﻟﱵ ﺗﻮﺟﻪ ﻫﺬﺍ ﺍﻟﺘﻮﻇﻴﻒ ﺑﺸﻜﻞ ﺻﺮﻳﺢ ﺃﻭ ﺿﻤﲏ)("؛ ﺇﺫ ﻳﻼﺣﻆ ﰲ ﻣﻌﻈﻢ‬
‫ﺍﻟﻜﺘﺐ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ‪ ،‬ﺗﻘﻠﺺ ﺍﳊﺠﻢ ﺍﳌﺨﺼﺺ ﻟﻠﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺇﱃ ﺣﺪ ﺍﻻﺧﺘﻔﺎﺀ!!)( ﻓـ"ﺍﻟﻜﺘﺎﺏ‬
‫ﺍﻷﺳﺎﺳﻲ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ" ﺍﻟﺬﻱ ﺃﺻﺪﺭﺗﻪ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻮﻡ‪،‬‬
‫ﺑﺎﻻﺷﺘﺮﺍﻙ ﻣﻊ ﲨﻌﻴﺔ ﺍﻟﺪﻋﻮﺓ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺑﻠﻴﺒﻴﺎ‪ ،‬ﺑﺄﺟﺰﺍﺋﻪ ﺍﻟﺜﻼﺛﺔ ﳜﻠﻮ ﻣﻦ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﲤﺎﻣ‪‬ﺎ‪ ،‬ﻣﻊ‬
‫ﺃﻥ ﺍﳉﺰﺀ ﺍﻟﺜﺎﻟﺚ ﻗﺎﺋﻢ ﻛﻠﻪ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﻣﻦ ﺍﻟﻨﻤﻂ ﺍﻟﻌﺎﱄ ﰲ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺷﻌﺮ‪‬ﺍ ﻭﻧﺜﺮ‪‬ﺍ‪،‬‬
‫ﻭﻟﻮ ﻗﺎﺭﻧﺎ ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﻌﺠﻤﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ"ﺍﳌﻌﺠﻢ ﺍﳌﺴﺎﻋﺪ" ﻟﻠﻤﻨﻬﺞ)‪ ٥٠٠٠‬ﻭﺣﺪﺓ ﻣﻌﺠﻤﻴﺔ ﻋﺮﺑﻴﺔ(‬
‫ﻟﻮﺟﺪﻧﺎ ﻣﺎ ﻳﻌﺎﺩﻝ ﺣﻮﺍﱄ ‪ %٦٧‬ﻣﻨﻬﺎ ﻣﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ!! ﻭﻛﺬﻟﻚ ﻣﻨﻬﺞ ﲨﻌﻴﺔ ﺍﻟﺪﻋﻮﺓ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺑﻠﻴﺒﻴﺎ‪ ،‬ﻓﺈﻧﻪ ﳜﻠﻮ ﲤﺎﻣ‪‬ﺎ ‪ ،‬ﰲ ﺃﺟﺰﺍﺋﻪ ﺍﻟﺜﻼﺛﺔ‪ ،‬ﻣﻦ ﺁﻳﺎﺕ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﻡ‪ .‬ﻭﻣﻨﻬﺞ ﺑﻴﺘﺮ ﻋﺒﻮﺩ‬
‫ﻳﻘﺪﻡ ﰲ ﺩﺭﺱ ﻣﻦ ﺩﺭﻭﺳﻪ ﲬﺲ ﺁﻳﺎﺕ ﻗﺼﲑﺓ ﻓﻘﻂ‪ ،‬ﻣﻊ‬ ‫‪Elementary Modern Standard Arabic‬‬

‫ﺃﻥ ﺍﳌﻨﻬﺞ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﺎ ﻳﻘﺎﺭﺏ ﺃﻟﻒ ﺻﻔﺤﺔ‪ ،‬ﺗﻘﺪﻡ ﰲ ﲬﺴﺔ ﻭﺃﺭﺑﻌﲔ ﺩﺭﺳ‪‬ﺎ‪ ،‬ﻭﻣﻨﻬﺞ ﺍﳌﺴﺘﻨﺼﺮﻳﺔ ﻻ‬
‫ﻳﺼﻞ ﻓﻴﻪ ﻋﺪﺩ ﺍﻵﻳﺎﺕ ﺇﱃ ﻋﺸﺮ‪ ،‬ﻭﻫﻜﺬﺍ ﺑﻘﻴﺔ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﻭﻻ ﻳﺴﺘﺜﲎ ﻣﻨﻬﺎ ﺇﻻ ﻣﻨﻬﺞ ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪،‬‬
‫ﻭﻣﻨﻬﺞ ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻭﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﻭﺍﳌﺪﻳﻨﺔ ﺍﳌﻨﻮﺭﺓ‪ ،‬ﻓﻜﺎﻧﺖ ﺃﻛﺜﺮ ﺍﳌﻨﺎﻫﺞ ﺫﻛﺮ‪‬ﺍ ﻟﻠﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ )ﻭ ﺫﻟﻚ ﺭﺍﺟﻊ‬
‫ﺇﱃ ﺃﻥ ﻫﺪﻓﻬﻢ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻫﻮ ﺗﻌﻠﻴﻤﻬﻢ ﺍﻟﺸﺮﻳﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ(‪.‬‬

‫ﻭﻟﻌﻞ ﺫﻟﻚ ﳝﻜﻦ ﺇﺭﺟﺎﻋﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﻣﻮﺭ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻭﻟﹰﺎ‪ :‬ﺃﻥ ﺣﺮﻛﺔ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﺗﻨﺘﺸﺮ ﺧﺎﺭﺝ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻭﺍﻹﺳﻼﻣﻲ؛‬
‫ﺇﺫ ﺗﺸﲑ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ)( ﺇﱃ‪ :‬ﺃﻥ ﺣﺮﻛﺔ ﺗﺄﻟﻴﻒ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻸﺟﺎﻧﺐ ﺗﺘﻤﺮﻛﺰ ﺧﺎﺭﺝ ﺃﺭﺽ ﺍﻟﻌﺮﺏ‪ ،‬ﻭﻋﻠﻤﺎﺋﻬﺎ ﺍﻟﺬﻳﻦ ﻳﻨﺘﻤﻮﻥ ﺇﻟﻴﻬﺎ ﻟﻐﺔ ﻭﺛﻘﺎﻓﺔ ﻭﺣﻀﺎﺭﺓ!! ﻓﻤﺠﻤﻮﻉ‬
‫ﻣﺎ ﻳﻨﺘﺞ ﻣﻦ ﻛﺘﺐ‪ ،‬ﻭﻓﻖ ﻫﺬﻩ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﰲ ﺃﻣﺮﻳﻜﺎ‪ ،‬ﻭﺃﳌﺎﻧﻴﺎ‪ ،‬ﻭﺍﳒﻠﺘﺮﺍ‪ ،‬ﻭﻓﺮﻧﺴﺎ‪ ،‬ﺣﻮﺍﱄ ‪ %٥٢‬ﻣﻦ‬
‫ﺣﺮﻛﺔ ﺍﻟﺘﺄﻟﻴﻒ)ﺃﻣﺮﻳﻜﺎ‪ %٢٨:‬ﻭﺃﳌﺎﻧﻴﺎ‪ ،%٩:‬ﻭﺍﳒﻠﺘﺮﺍ‪ ،%٩‬ﻭﻓﺮﻧﺴﺎ ‪ %٦‬ﻭﳎﻤﻮﻉ ﻣﺎ ﺗﻨﺘﺠﻪ ﺍﻟﺪﻭﻝ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﻏﲑ ﺍﻟﻌﺮﺑﻴﺔ ﺣﻮﺍﱄ ‪)%١١‬ﺍﻟﺒﺎﻛﺴﺘﺎﻥ‪ ،%٦‬ﻭﺇﻳﺮﺍﻥ‪ ،%٣‬ﻭﺑﻨﺠﻼﺩﺵ ‪ ،%١‬ﻭﺗﺮﻛﻴﺎ ‪(%١‬‬
‫ﻭﺗﻨﺘﻬﻲ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺇﱃ"ﺃﻥ ﺣﺮﻛﺔ ﻧﺸﺮ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﺎ ﺯﺍﻟﺖ‬
‫ﺩﻭﻥ ﺍﳌﺴﺘﻮﻯ)ﺣﻮﺍﱄ ‪ (% ٣٤‬ﺇﻥ ﻫﺬﻩ ﺍﳌﻨﻄﻘﺔ ﺃﺣﻖ ﻣﻦ ﻏﲑﻫﺎ ﺑﻨﺸﺮ ﻟﻐﺘﻬﺎ ﰲ ﺃﺭﺟﺎﺀ ﺍﳌﻌﻤﻮﺭﺓ؛ ﻭﻣﻦ ﰒ‬
‫ﻓﻬﻲ ﺃﻭﱃ ﺑﺘﺒﲏ ﺣﺮﻛﺔ ﺍﻟﺘﺄﻟﻴﻒ ﻭﺍﻟﻄﺒﻊ ﻭﺍﻟﻨﺸﺮ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ‪ ،‬ﺃﺳﻮﺓ ﲟﺎ ﺗﻘﻮﻡ ﺑﻪ ﺍﻟﺒﻼﺩ ﺍﻷﺟﻨﺒﻴﺔ ﺍﳌﺘﻘﺪﻣﺔ‬
‫ﰲ ﺳﺒﻴﻞ ﻧﺸﺮ ﻟﻐﺘﻬﺎ")(‪ .‬ﻭﻫﺬﺍ ﻳﻘﺘﻀﻲ ﺃﻥ ﺗﺪﺭﺱ ﺍﻟﻌﺮﺑﻴﺔ ﲟﻨﻄﻖ )ﺍﻵﺧﺮ( ﺑﻌﻴﺪ‪‬ﺍ ﻋﻦ ﻣﻨﻄﻘﻨﺎ‪ ،‬ﻭﺛﻘﺎﻓﺘﻨﺎ‪،‬‬
‫ﻭﻣﺼﺎﺩﺭﻫﺎ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﺧﺎﺻﺔ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﺑﻞ ﺇﻥ ﻣﺼﺪﺭ ﺍﻟﻨﺼﻮﺹ ﰲ ﺃﻏﻠﺒﻬﺎ ﻛﺘﺎﺏ‪ :‬ﺃﻟﻒ ﻟﻴﻠﻴﺔ‬
‫ﻭﻟﻴﻠﺔ‪ ،‬ﻭﻫﻮ ﻛﺘﺎﺏ ﻓﻴﻪ ﻣﺎ ﻓﻴﻪ ﻣﻦ ﺗﺸﻮﻳﻪ ﻟﻠﺤﻀﺎﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﺳﺎﺩﺕ ﺍﻟﺮﻭﺡ ﺍﻟﺘﺒﺸﲑﻳﺔ ﰲ ﻛﺜﲑ‬
‫ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﺼﻮﺹ؛ ﻓﺄﺧﺬﺕ ﺗﺪﺭﺱ ﰲ ﺛﻨﺎﻳﺎ ﻣﻮﺍﺩﻫﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻧﻈﺮﺍﺕ ﻋﻘﺎﺋﺪﻳﺔ ﲣﺘﻠﻒ ﻣﻊ ﺍﻟﻌﻘﻴﺪﺓ‬
‫ﺍﻹﺳـﻼﻣﻴﺔ!!()(‪.‬‬

‫ﺛﺎﻧﻴ‪‬ﺎ‪ :‬ﻭﻟﻌﻞ ﺍﻟﺪﺍﻓﻊ ﺍﻷﻛﱪ ﻋﻠﻰ ﺃﻥ ﻳﺘﻘﻠﺺ ﺍﳊﺠﻢ ﺍﳌﺨﺼﺺ ﻟﻠﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬
‫ﺑﻐﲑﻫﺎ ﺇﱃ ﺣﺪ ﺍﻻﺧﺘﻔﺎﺀ ﺷﺒﻪ ﺍﻟﻜﺎﻣﻞ‪ ،‬ﺍﻋﺘﻘﺎﺩ ﺑﻌﻀﻬﻢ ﺃﻥﹼ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻳﻌﻮﺩ ﺇﱃ ﻋﺮﺑﻴﺔ ﻗﺪﳝﺔ‪ ،‬ﻳﺸﲑﻭﻥ‬
‫ﻭﺑﺬﻟﻚ‬ ‫‪modern Arabic‬‬ ‫ﻭﻫﻲ ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‬ ‫‪classical Arabic‬‬ ‫ﺇﻟﻴﻬﺎ ﺑﻌﻨﻮﺍﻥ‬
‫ﻳﻔﺘﺮﺿﻮﻥ ﺃﻥ ﻫﻨﺎﻙ ﻋﺮﺑﻴﺔ ﻗﺪﳝﺔ ﻭﻭﺳﻴﻄﺔ ﻭﺣﺪﻳﺜﺔ‪ ،‬ﻗﻴﺎﺳ‪‬ﺎ ﻋﻠﻰ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻐﺮﺑﻴﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﺍﳊﻘﻴﻘﺔ ﺃﻥ‬
‫ﻫﺬﺍ"ﺍﻟﺘﻮﺟﻪ ﻳﺴﺘﻨﺪ ﺇﱃ ﻗﻴﺎﺱ ﻏﲑ ﺩﻗﻴﻖ ﻋﻠﻰ ﻟﻐﺎﺕ ﺃﺧﺮﻯ ﻛﺎﻟﻼﺗﻴﻨﻴﺔ ﻭﺍﻟﻴﻮﻧﺎﻧﻴﺔ؛ ﻓﺎﻟﻌﺮﺑﻴﺔ ﺍﻟﻘﺮﺁﻧﻴﺔ ﰲ ﻗﻄﺎﻉ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻛﺒﲑ ﻣﻨﻬﺎ ﻣﻌﺎﺻﺮﺓ؛ ﻷﻥ ﺍﻟﻨﺎﺱ ﻳﺘﺸﺮﺑﻮ‪‬ﺎ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻤﺎﻋﻬﻢ ﻭﻗﺮﺍﺀ‪‬ﻢ ﳍﺎ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﻣﻮﻗﻌﻬﺎ ﰲ ﻗﺮﺍﺭ‬
‫ﻭﺟﺪﺍﻥ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻦ ﺍﳌﺴﻠﻤﲔ")(‪.‬‬

‫ﻓﺎﺭﺗﺒﺎﻁ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻏﲑ ﻣﻦ ﺟﻮﻫﺮ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ‪ ،‬ﻭﺃﺻﺒﺢ ﺍﻟﻘﺮﺁﻥ‬
‫ﺍﻟﻜﺮﱘ ﻫﻮ ﺍﳌﺘﺤﻜﻢ ﰲ ﺗﻄﻮﺭ ﺍﻟﻌﺮﺑﻴﺔ؛ ﻷ‪‬ﺎ ﺳﺒﻴﻞ ﻓﻬﻢ ﺍﳋﻄﺎﺏ ﺍﻹﳍﻲ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺮﺍﺩ ﺍﷲ ﻟﻺﻧﺴﺎﻥ‪،‬‬
‫ﻭﻣﻘﺘﻀﻰ ﺫﻟﻚ‪ :‬ﲪﺎﻳﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺿﻤﺎﻥ ﺍﻣﺘﺪﺍﺩﻫﺎ‪ ،‬ﻭﺗﻮﺍﺻﻞ ﺃﺟﻴﺎﳍﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻋﺰﻣﺎﺕ ﺍﻟﺒﺸﺮ‪ ،‬ﻭﺍﺟﺘﻬﺎﺩﻫﻢ‬
‫ﰲ ﻓﻬﻢ ﺍﳋﻄﺎﺏ ﺍﻹﳍﻲ‪ ،‬ﻓﺨﺮﺟﺖ ﺑﺬﻟﻚ ﻋﻦ ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﱵ ﲢﻜﻢ ﻟﻐﺎﺕ ﺍﻟﺒﺸﺮ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺍﻻﲡﺎﻩ ﺇﱃ‬
‫ﺍﻟﺘﻔﺘﺖ ﻭﺍﻻﺧﺘﻔﺎﺀ ﻭﺍﻻﻧﺪﺛﺎﺭ ﺇﱃ ﺁﺧﺮ ﻧﻔﺲ ﻳﻨﺒﺾ ﰲ ﻫﺬﻩ ﺍﳊﻴﺎﺓ‪ ،‬ﻓﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﲪﻰ ﺍﻟﻠﻐﺔ ﻣﻦ ﺍﻻﻧﺪﺛﺎﺭ‪،‬‬
‫ﻭﺣ‪‬ﻤﻲ ‪‬ﺎ ﻣﻦ ﺍﻟﺘﺤﺮﻳﻒ‪ ،‬ﳑﺎ ﺟﻌﻠﻬﺎ ﻻ ﺗﻌﺎﱐ ﳑﺎ ﻳﻌﺮﻑ ﰲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﺑﺎﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﺭﳜﻴﺔ‪،‬‬
‫ﻛﺎﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻘﺪﳝﺔ ﻭﺍﻟﻮﺳﻴﻄﺔ ﻭﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﺍﻟﻨﺎﻇﺮ ﰲ ﻗﺎﺋﻤﺔ‪ :‬ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﱵ ﺃﻋﺪﻫﺎ‬
‫ﺩ‪ .‬ﺩﺍﻭﺩ ﻋﺒﺪﻩ‪ ،‬ﻋﺎﻡ ‪١٩٧٩‬ﻡ‪ ،‬ﻭ‪ :‬ﻗﺎﺋﻤﺔ ﻣﻜﺔ ﻟﻠﻤﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ‪ ،‬ﺍﻟﱵ ﺃﻋﺪ‪‬ﺎ ﳉﻨﺔ ﻣﻦ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﲟﻜﺔ ﺍﳌﻜﺮﻣﺔ‪ ،‬ﻋﺎﻡ ‪١٩٨٢‬ﻡ‪ ،‬ﻳﺮﻯ‪ ،‬ﲟﺎ ﻻ ﻳﺪﻉ ﳎﺎﻟﹰﺎ ﻟﻠﺸﻚ‪ ،‬ﺃﻥ ﺍﺭﺗﺒﺎﻁ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ‬
‫ﺃﻟﺴﻨﺔ ﺃﺻﺤﺎ‪‬ﺎ ﻭﺛﻴﻖ‪ ،‬ﺑﲔ ﺍﳌﺎﺿﻲ ﻭﺍﳊﺎﺿﺮ ﻭﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻓﻬﻲ ﺟﺰﺀ ﻣﻦ ﺑﺮﻧﺎﻣﺞ ﺍﳌﺴﻠﻢ ﺍﻟﻴﻮﻣﻲ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ‬
‫ﺗﺒﻄﻞ ﺍﳌﻤﺎﺛﻠﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺑﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﻣﻦ ﺣﻴﺚ ﺗﻄﻮﺭ ﺗﻠﻚ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻭﻣﻐﺎﺩﺭ‪‬ﺎ ﻷﺻﻮﳍﺎ‬
‫ﺍﻷﻭﱃ‪ ،‬ﻭﺍﻟﺘﻘﻄﻴﻊ ﻭﺍﻻﻧﻘﻄﺎﻉ ﻭﺍﻻﻏﺘﺮﺍﺏ ﺑﲔ ﺃﺟﻴﺎﳍﺎ‪.‬‬

‫ﻭﻫﺬﺍ ﻟﻴﺲ ﻣﻌﻨﺎﻩ ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﱂ ﺗﺘﻌﺮﺽ ﰲ ﺑﻌﺾ ﺃﺷﻜﺎﳍﺎ ﺍﻟﺘﻌﺒﲑﻳﺔ ﺇﱃ ﺑﻌﺾ ﻣﺎ ﺗﺘﻌﺮﺽ ﻟﻪ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻻ ﻳﻌﲏ ﺍﳊﺠﺮ ﻭﺇﻳﻘﺎﻑ ﺍﻟﻠﻐﺔ ﲝﺎﻝ ﻣﻦ ﺍﻷﺣﻮﺍﻝ‪ ،‬ﻭﺇﳕﺎ ﻳﻌﲏ ﺃﻥ ﺗﻌﻠﻖ ﺍﻟﻠﻐﺔ ﺑﺎﻟﻨﺺ ﺍﻹﳍﻲ‬
‫ﺍﳋﺎﰎ)ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ( ﺟﻌﻞ ﺃﻱ ﺗﻐﲑ ﻓﻴﻬﺎ ﳜﻀﻊ ﳌﻨﻄﻠﻘﺎﺕ ﺳﻠﻴﻤﺔ‪ ،‬ﻭﺟﺬﻭﺭ ﳑﺘﺪﺓ‪ ،‬ﲢﻮﻝ ﺩﻭﻥ ﺍﻟﻨﻤﻮ‬
‫ﺍﻟﺴﺮﻃﺎﱐ‪ ،‬ﺇﻥ ﺻﺢ ﺍﻟﺘﻌﺒﲑ‪ ،‬ﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺇﱃ ﻣﻐﺎﺩﺭﺓ ﺍﻷﺻﻞ‪ ،‬ﻭﻻ ﻳﺴﺘﺼﺤﺒﻪ‪ ،‬ﺑﻞ ﺃﻱ ﺗﻐﻴﲑ ﻓﻴﻬﺎ‪ ،‬ﻣﻦ‬
‫ﺗﻮﻟﻴﺪ‪ ،‬ﺃﻭ ﺇﺿﺎﻓﺔ ﻣﻌﺎﱐ ﺟﺪﻳﺪﺓ ﱂ ﻳﻐﺎﺩﺭ ﺍﻷﺻﻞ‪ ،‬ﻭﺇﳕﺎ ﻳﻨﻄﻠﻖ ﻣﻨﻪ ﺍﻧﻄﻠﻖ ﻣﻨﻪ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻘﺮﺭ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﰲ ﺟﺰﻡ‪ ،‬ﻳﺆﻳﺪﻩ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺃﻥ ﺍﺭﺗﺒﺎﻁ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﺟﻌﻠﻬﺎ ﺛﺎﺑﺘﺔ ﰲ ﳓﻮﻫﺎ ﻭﺻﺮﻓﻬﺎ ﻭﻧﻄﻘﻬﺎ‪،‬‬
‫ﻭﻣﺘﻄﻮﺭﺓ ﻭﻧﺎﻣﻴﺔ ﰲ ﻣﻔﺮﺩﺍ‪‬ﺎ ﻭﺩﻻﻻ‪‬ﺎ ﻭﻣﺼﻄﻠﺤﺎ‪‬ﺎ ﻭﺃﺳﺎﻟﻴﺒﻬﺎ‪ ،‬ﻓﺒﻠﻐﺖ ﺑﺬﻟﻚ ﻓﻀﺎﺀﺍﺕ ﻭﺍﻣﺘﺪﺍﺩﺍﺕ ﱂ‬
‫ﺗﻨﻠﻬﺎ ﺃﻳﺔ ﻟﻐﺔ ﺃﺧﺮﻯ ﺍﻟﻴﻮﻡ‪ ،‬ﺻﻮﺗ‪‬ﺎ ﻭﺇﻳﻘﺎﻋ‪‬ﺎ ﻭﺩﻻﻟﺔ ﻭﺍﺳﺘﻨﺒﺎﻃﹰﺎ ﻭﻣﻌﻴﺎﺭ‪‬ﺍ ﻭﺃﺩﺍﺓ ﺗﻮﺻﻴﻞ!!‬

‫ﺛﺎﻟﺜﹰﺎ‪ :‬ﺍﻻﻋﺘﻘﺎﺩ ﺍﻟﺴﺎﺋﺪ ﻟﺪﻯ ﻛﺜﲑ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ﺑـ"ﺣﻴﺎﺩﻳﺔ ﺍﻟﻠﻐﺔ" ﻭﻫﺬﺍ ﻳﻘﺘﻀﻲ‪،‬‬
‫ﺿﺮﻭﺭﺓ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻳﻘﺪﻡ ﰲ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﺧﺎﻟﻴ‪‬ﺎ ﻣﻦ‬
‫ﺃﻱ ﻣﻀﻤﻮﻥ ﺛﻘﺎﰲ‪ ،‬ﺃﻭ ﺣﻀﺎﺭﻱ‪ ،‬ﺑﻌﻴﺪ‪‬ﺍ ﻋﻦ ﺃﻱ ﻣﺪﺧﻞ ﻗﺮﺁﱐ‪ ،‬ﻓﻼ ﺗﻌﲑ ‪ -‬ﰲ ﺳﻄﺤﻴﺔ ﻭﺿﻴﻖ ﺃﻓﻖ‪-‬‬
‫ﺍﻫﺘﻤﺎﻣ‪‬ﺎ ﳌﺜﻞ ﻫﺬﺍ ﺍﻟﺒﻌﺪ ﺍﳊﻀﺎﺭﻱ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺃﺑﻨﺎﺋﻬﺎ‪.‬‬

‫ﻭﺍﳊﻖ ﺃﻧﻪ ﻗﺪ ﻳﻜﻮﻥ ﺍﳌﻄﻠﻮﺏ ﺍﻟﻴﻮﻡ‪ ،‬ﺃﻛﺜﺮ ﻣﻦ ﺃﻱ ﻭﻗﺖ ﻣﻀﻰ‪ ،‬ﺇﺩﺭﺍﻙ ﺃﻥ "ﺍﳊﻴﺎﺩ" ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺃﻣﺮ‬
‫ﻏﲑ ﻭﺍﺭﺩ‪ ،‬ﺑﻞ ﻫﻮ ﻧﻮﻉ ﻣﻦ ﺧﺪﺍﻉ ﺍﻟﻨﻔﺲ؛ ﻓﻘﺪ ﺃﲨﻌﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳉﺎﺩﺓ ﻋﻠﻰ "ﳏﻮﺭﻳﺔ‬
‫ﺍﻟﻠﻐﺔ" ﰲ "ﻣﻨﻈﻮﻣﺔ ﺍﻟﺜﻘﺎﻓﺔ")(‪-‬ﺧﺎﺻﺔ ﺃﻥ ﺻﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﺜﻘﺎﻓﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﺻﻠﺔ ﺗﻔﺮﺩ ﻭﲤﻴﺰ‪ -‬ﻭ ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ‬
‫ﺍﳌﺆﻛﺪ ﺃﻥ "ﺍﻟﺘﺒﻌﻴﺔ" ﻭ"ﺍﻟﺬﻭﺑﺎﻥ" ﰲ ﺩﺍﺋﺮﺓ "ﺍﻵﺧﺮ" ﻋﻠﻰ ﻗﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﳋﻄﻮﺭﺓ‪ ،‬ﻓﺈﻧﻪ ﻻ ﻳﻘﻞ ﻋﻦ ﺗﻠﻚ‬
‫ﺍﳋﻄﻮﺭﺓ‪ ،‬ﺧﻄﻮﺭﺓ ﺍﻧﻄﻮﺍﺀ "ﺍﻷﻧﺎ" ﻭﺗﻘﻮﻗﻊ ﺍﻟﺬﺍﺕ‪ ،‬ﻭﻫﺬﺍ ﻳﺸﻤﻞ ﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﻠﻐﺔ ﻛﻠﻴﻬﻤﺎ‪ ،‬ﻭﺧﺎﺻﺔ ﰲ ﻋﺼﺮ‬
‫ﻗﺪﻣﺖ ﻓﻴﻪ – ﻋﻦ ﻃﺮﻳﻖ ﻟﻐﺔ ﺍﻵﺧﺮ‪ -‬ﺻﻮﺭﺓ ﺟﻠﻬﺎ ﺍﻟﺘﺸﻮﻳﻪ ﻋﻦ ﺍﻟﻌﺮﺏ ﻭﺍﻹﺳﻼﻡ ﻭﺍﻟﻘﺮﺁﻥ ﻭﻟﻐﺘﻪ!!‬

‫ﻭﺍﻟﻄﺎﻟﺐ ﺍﻷﺟﻨﱯ ﺍﻟﺬﻱ ﻳﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺧﻼﻝ ﻣﻀﺎﻣﲔ ﻏﲑ ﻣﻀﺎﻣﻴﻨﻬﺎ‪ ،‬ﺑﺪﻋﻮﻯ ﻋﻠﻤﺎﻧﻴﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺃﻥ‬
‫ﺍﳊﺪﺍﺛﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻨﺴﻠﺦ ﻋﻦ ﺟﺬﻭﺭﻫﺎ‪ ،‬ﻳﻜﻮﻥ ﻗﺪ ﻭﻗﻊ ﺿﺤﻴﺔ ﺍﳌﻨﻬﺞ ﺍﻟﺬﻱ ﻳﻘﺪﻡ ﺍﻟﻠﻐﺔ ﺑﻌﻴﺪﺓ ﻋﻦ ﺭﺋﺘﻬﺎ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻭﻣﺬﺍﻗﻬﺎ ﺍﳋﺎﺹ ‪‬ﺎ‪ ،‬ﺍﳌﺘﻤﺜﻞ ﰲ ﻧﺴﻴﺠﻬﺎ ﺍﻟﺜﻘﺎﰲ ﺍﻟﺬﻱ ﻻ ﻳﻀﺎﺭﻋﻪ ﻧﺴﻴﺞ؛ ﺇﺫ ﻗﺪ ﺃﺛﺒﺘﺖ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺎﺭﻑ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻫﺪﻑ ﺃﺳﺎﺱ ﻣﻦ ﺃﻫﺪﺍﻑ ﺃﻱ ﻣﺎﺩﺓ ﺗﻌﻠﻴﻤﻴﺔ ﻟﺘﻌﻠﻢ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪،‬‬
‫ﻭﺃﻥ ﺍﻟﻄﻼﺏ ﻋﺎﺩﺓ ﻣﺎ ﻳﺘﻮﻗﻌﻮﻥ ﺩﺭﺍﺳﺔ ﺛﻘﺎﻓﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﺑﺎﻟﻘﺪﺭ ﻧﻔﺴﻪ ﺍﻟﺬﻱ ﻳﺪﺭﺳﻮﻥ ﺑﻪ ﻣﻬﺎﺭﺍ‪‬ﺎ)(‪ ،‬ﻛﻤﺎ ﺃﻥ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻛﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺣﻮﻝ ﺩﻭﺭ "ﺍﳊﺎﻓﺰ" ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺗﺆﻛﺪ ﺃﻥ ﺗﻘﺪﱘ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳊﻀﺎﺭﻳﺔ‪ ،‬ﺇﺫﺍ ﰎ ﺑﺸﻜﻞ‬
‫ﻋﻠﻤﻲ ﻣﺪﺭﻭﺱ‪ ،‬ﻳﻌﺪ ﺃﻣﺮ‪‬ﺍ ﺑﺎﻟﻎ ﺍﻟﻘﻮﺓ‪ ،‬ﺑﺪﻭﻧﻪ ﺳﺮﻋﺎﻥ ﻣﺎ ﺗﺼﺎﺏ ﺍﻟﻠﻐﺔ ﺑﺎﻟﺮﺗﺎﺑﺔ)(‪.‬‬

‫ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﻣﻦ ﺍﳌﺆﻟﻔﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ﺃﻭ ﺍﳌﺆﻟﻔﺔ‪ ،‬ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﺃﻥ ﺗﺴﺪ ﺗﻠﻚ‬
‫ﺍﻟﺜﻐﺮﺍﺕ‪ ،‬ﻓﺘ‪‬ﺼﺎﻍ ﻭ‪‬ﻓﻖ ﺑﺮﻧﺎﻣﺞ ﻟﻐﻮﻱ‪ ،‬ﻣﺆﺳﺲ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﻣﻦ ﺍﳊﻀﺎﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﻣﺼﺪﺭﻫﺎ‬
‫ﺍﻷﺳﺎﺳﻲ )ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ( ﻭﺃﻥ ﺗﻜﻮﻥ ﻣﺘﻌﺪﺩﺓ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺍﻟﺪﻳﻨﻴﺔ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﺍﻻﺗﺼﺎﻟﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﺮﻯ‬
‫ﻓﻜﻤﺎ ﻧﺒﺤﺚ ﻋﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻟﺘﺮﺍﻛﻴﺐ‬ ‫ﻳﺴﻤﻮﻧﻪ‪Boston Paper:‬‬ ‫ﻋﻠﻤﺎﺀ ﻫﺬﺍ ﺍﻟﻔﻦ‪ ،‬ﻓﻴﻤﺎ‬
‫ﺍﻟﺸﺎﺋﻌﺔ‪ ،‬ﻻﺑﺪ ﺃﻥ ﻧﺒﺤﺚ ﻋﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ؛ ﻟﻜﻲ ﻧﻘﺪﻣﻬﺎ ﻟﻠﻄﺎﻟﺐ؛ ﻓﺎﻟﻠﻐﺔ‬
‫ﺗﺼﺤﺐ ﺛﻘﺎﻓﺘﻬﺎ ﺑﺎﻟﻀﺮﻭﺭﺓ‪ ،‬ﻭﻻ ﳝﻜﻦ ﺃﻥ ﻳﺘﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻣﻦ ﺧﻼﻝ ﳏﺘﻮﻯ ﻣﻔﺮﻍ ﻣﻦ ﺛﻘﺎﻓﺘﻬﺎ‪ ،‬ﻭﻟﺘﻜﻮﻥ‬
‫ﲦﺮﺓ ﺍﻟﺘﻌﻠﻢ ﺃﻥ ﻳﻘﺒﻞ ﻃﺎﻟﺐ ﺍﻟﻌﺮﺑﻴﺔ ‪،‬ﻣﻦ ﻏﲑ ﺃﻫﻠﻬﺎ‪ ،‬ﻋﻠﻰ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻗﻠﺒ‪‬ﺎ ﻭﻗﺎﻟﺒ‪‬ﺎ‪ ،‬ﻭﻟﺘﻜﻮﻥ‬
‫ﺍﻟﻠﻐﺔ ﻣﻨﺴﺠﻤﺔ ﻣﻊ ﳎﺘﻤﻌﻬﺎ ﺍﻟﺬﻱ ﺗﺴﺮﻱ ﰲ ﻳﻘﻈﺘﻪ ﻭﺃﺣﻼﻣﻪ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍﳊﻀﺎﺭﻱ‬
‫ﻟﻸﻟﻔﺎﻅ‪ ،‬ﻭﺍﳉﻤﻞ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‪ ،‬ﺑﺄﻥ ﺗﻘﺪﻡ ﰲ ﺃﻃﺮ ﲢﻤﻞ ﺍﻟﻄﺎﺑﻊ ﺍﻟﻌﺮﰊ ﺍﻹﺳﻼﻣﻲ‪ ،‬ﺍﻟﺬﻱ ﳝﻴﺰﻫﺎ‪ ،‬ﻭﻟﻮ ﻗﻠﻴﻠﹰﺎ‪،‬‬
‫ﻋﻦ ﻣﺜﻴﻼ‪‬ﺎ ﰲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻓﻖ ﺍﻟﻀﺎﺑﻄﲔ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬

‫ﻋﺪﻡ ﻋﺮﺽ ﺍﳊﻀﺎﺭﺓ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻗﻴﻤ‪‬ﺎ ﺷﺎﺫﺓ ﻏﺮﻳﺒﺔ‪ ،‬ﺃﻭ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﳕﻄﹰﺎ‬ ‫‪-‬‬
‫ﺣﻀﺎﺭﻳ‪‬ﺎ ﻣﻨﺎﻗﻀ‪‬ﺎ‪ ،‬ﻭﻣﻌﺎﺭﺿ‪‬ﺎ ﻟﻠﻨﻤﻂ ﺍﳊﻀﺎﺭﻱ ﻟﻠﺪﺍﺭﺳﲔ‪ ،‬ﺑﻞ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﳕﻄﹰﺎ‬
‫ﺣﻀﺎﺭﻳ‪‬ﺎ ﺫﺍ ﻃﺎﺑﻊ ﺧﺎﺹ‪ ،‬ﻗﺪ ﻳﺘﺸﺎﺑﻪ ﻣﻊ ﺍﻷﳕﺎﻁ ﺍﻷﺧﺮﻯ‪ ،‬ﻓﻴﺘﻌﺎﺿﺪ ﻣﻌﻬﺎ‪ ،‬ﺃﻭ‬
‫ﳜﺘﻠﻒ ﻭﻳﺘﻤﺎﻳﺰ‪ ،‬ﻓﻴﻜﻤﻠﻬﺎ‪ ،‬ﻭﻫﺬﺍ ﻳﻘﺘﻀﻲ ﲡﻨﺐ ﺍﺧﺘﻴﺎﺭ ﻣﺎ ﻳﺘﻌﺎﺭﺽ ﻭﺛﻘﺎﻓﺎﺕ‬
‫ﺍﻵﺧﺮﻳﻦ ﳑﺎ ﻳﺴﺒﺐ ﳍﻢ ﺣﺮﺟ‪‬ﺎ‪ ،‬ﺃﻭ ﻧﻔﻮﺭ‪‬ﺍ‪ ،‬ﺃﻭ ﺇﺛﺎﺭﺓ ﻟﻠﺪﻓﺎﻉ ﻋﻦ ﺛﻘﺎﻓﺎ‪‬ﻢ‪.‬‬

‫ﺃﻥ ﻳﻜﻮﻥ ﻋﺮﺽ ﺍﳊﻀﺎﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻣﺘﻮﺍﻓﻘﹰﺎ ﻭﺍﻟﺒﻨﺎﺀ ﺍﳌﻨﻬﺠﻲ ﻟﻠﻜﺘﺎﺏ‪،‬‬ ‫‪-‬‬
‫ﻭﻏﺮﺽ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﺘﺪﺭﺟ‪‬ﺎ ﰲ ﺍﻷﳘﻴﺔ ﻭﺍﻷﻭﻟﻮﻳﺎﺕ‪ ،‬ﲝﻴﺚ ﻻ ﻳﻈﻬﺮ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﻛﺄﻧﻪ ﳏﺸﻮﺭ ﺣﺸﺮ‪‬ﺍ ﰲ ﺛﻨﺎﻳﺎ ﺍﳌﻨﻬﺞ‪ ،‬ﺧﺎﺭﺝ ﻋﻦ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺪﺍﺭﺱ‪،‬‬
‫ﺑﻌﻴﺪ ﻋﻦ ﻣﺴﺎﺭ ﺩﺭﺱ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﺛﺎﻧﻴ‪‬ﺎ‪ :‬ﺍﻟﻠﻐﺔ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﻄﺎﺏ‪:‬‬

‫ﻓﺎﳋﻄﺎﺏ‪ ،‬ﺃﻱ ﺧﻄﺎﺏ‪ ،‬ﻫﻮ ﻧﺘﻴﺠﺔ ﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻟﺘﻮﻟﻴﺪﻩ ﺛﻼﺙ ﻣﺮﺍﺣﻞ)ﻳﺪﺭﻛﻬﺎ ﺃﺑﻨﺎﺀ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻋﺮﻓﹰﺎ()(‪:‬‬

‫ﺇﺩﺭﺍﻙ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺬﻱ ﳚﺮﻱ ﻓﻴﻪ ﺍﻟﺘﻮﺍﺻﻞ ﺑﻜﻞ ﺃﺑﻌﺎﺩﻩ ﺍﳌﺆﺛﺮﺓ‪.‬‬ ‫‪-‬‬

‫ﲢﺪﻳﺪ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺴﻴﺎﻕ ﻭﺍﻟﻌﻼﻣﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺘﻠﻔﻆ ﺑﺎﳋﻄﺎﺏ‪.‬‬ ‫‪-‬‬

‫ﻭﻣﻦ ﻫﻨﺎ ﻳﺘﺤﺘﻢ ﺗﺪﺭﻳﺐ ﺍﳌﺘﻜﻠﻢ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺃﺑﻨﺎﺋﻬﺎ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ)ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ( ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﺍﻟﱵ‬
‫ﺗﻌﱪ ﻋﻦ ﻗﺼﺪﻩ‪ ،‬ﻭﲢﻘﻖ ﻫﺪﻓﻪ ﺑﺄﻓﻀﻞ ﺣﺎﻝ‪ ،‬ﻭﺗﻨﺒﻴﻬﻪ ﺇﱃ ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻮﻓﺮ ﻟﻠﻤﺘﻜﻠﻢ ‪‬ﺎ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺘﲔ‪:‬‬
‫)ﺍﳌﺒﺎﺷﺮﺓ‪ ،‬ﻭﺍﻟﺘﻠﻤﻴﺤﻴﺔ( ﻓﺎﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻫﻲ ﺍﻟﱵ ﻳﺘﻮﺧﺎﻫﺎ ﻟﻴﺪﻝ ﻋﻠﻰ ﻗﺼﺪﻩ‪ ،‬ﺃﻭ ﻳﻨﺠﺰ ‪‬ﺎ ﻓﻌﻠﻪ‬
‫ﺍﻟﻠﻐﻮﻱ ﻣﻦ ﺧﻼﻝ ﺩﻻﻟﺘﻬﺎ ﺍﳊﺮﻓﻴﺔ‪ ،‬ﰲ ﺣﲔ ﻳﺘﺠﺎﻭﺯ ﺩﻻﻟﺔ ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ﰲ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻠﻤﻴﺤﻴﺔ‪،‬‬
‫ﻭﺗﺘﺠﺴﺪ ﻛﻞ ﻣﻦ ﻫﺎﺗﲔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺘﲔ ﻣﻦ ﺧﻼﻝ "ﺃﺩﻭﺍﺕ ﻟﻐﻮﻳﺔ‪ ،‬ﻭﻫﻲ ﺍﳌﺎﺩﺓ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳌﻌﺠﻢ‬
‫ﺍﻟﻠﻐﻮﻱ" ﻭ"ﺁﻟﻴﺎﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻫﻲ ﺫﻟﻚ ﺍﻟﺸﻜﻞ ﺍﳋﻄﺎﰊ ﺍﻟﺬﻱ ﳜﺘﺎﺭﻩ ﺍﳌﺘﻜﻠﻢ ﻟﻴﻨﺘﺞ ﺧﻄﺎﺑﻪ ﻣﻦ ﺧﻼﻟﻪ" ﻓﻴﻌﻤﺪ‬
‫ﺍﳌﺘﻜﻠﻢ ﺇﱃ ﺍﻧﺘﻘﺎﺋﻬﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ‪.‬‬

‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ "ﺍﳌﺒﺎﺷﺮﺓ" ﻫﻲ ﺍﻟﱵ ﻳﺘﻄﺎﺑﻖ ﻓﻴﻬﺎ ﺍﻟﻘﺼﺪ ﻣﻊ ﺩﻻﻟﺔ ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ‬
‫ﻻ ﻳﻌﲏ ﺃ‪‬ﺎ ﲢﻈﻰ ﺑﺎﻷﻭﻟﻮﻳﺔ ﺩﺍﺋﻤ‪‬ﺎ ﰲ ﺍﻻﺳﺘﻌﻤﺎﻝ؛ ﻓﻘﺪ ﻳﻔﻀﻞ ﺍﳌﺘﻜﻠﻢ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ"ﺍﻟﺘﻠﻤﻴﺤﻴﺔ"‬
‫ﰲ ﺳﻴﺎﻕ ﻣﺎ‪.‬ﻭ ﻫﺬﺍ ﻳﻘﺘﻀﻲ‪:‬ﺃﻥ ﻳﺪﺭﺏ ﻣﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪،‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺍﻵﻟﻴﺎﺕ ﺍﳋﻄﺎﺑﻴﺔ‪ ،‬ﻭﻓﻖ ﺳﻴﺎﻗﺎ‪‬ﺎ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﰲ ﻓﻬﻢ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﺄﻭﻳﻠﻬﺎ‪ ،‬ﻭﺍﻟﺘﻔﺮﻳﻖ ﺑﲔ "ﺍﻟﺪﻻﻟﺔ‬
‫ﺍﻷﺻﻠﻴﺔ" ﻭ"ﺍﻟﺪﻻﻟﺔ ﺍﻟﺘﺎﺑﻌﺔ"‪.‬ﻭ ﻛﻴﻔﻴﺔ ﺗﻮﻇﻴﻒ ﺍﳌﺘﻜﻠﻢ ﻟﻸﺩﻭﺍﺕ ﻭﺍﻵﻟﻴﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭ ﺍﻷﻭﺟﻪ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻋﻠﻰ‬
‫ﺍﳌﺴﺘﻮﻯ‪ :‬ﺍﻟﺼﺮﰲ‪ ،‬ﻭﺍﻟﺪﻻﱄ‪ ،‬ﻭﺍﻟﺘﺮﻛﻴﱯ‪ ،‬ﻭﺍﻟﺼﻮﰐ؛ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﲎ ﺍﳌﻘﺼﻮﺩ‪ ،‬ﺃﻭ ﺍﻟﻐﺮﺽ ﺍﳌﺮﺍﺩ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻳﻔﻴﺪﻧﺎ ﰲ‪:‬‬

‫ﺗﻌﻠﻴﻤﻬﻢ ﺍﻟﺪﻻﻻﺕ ﺍﳌﺘﻌﺪﺩﺓ ﻟﻠﻜﻠﻤﺔ ﺍﻟﻮﺍﺣﺪﺓ ﰲ ﺳﻴﺎﻗﺎﺕ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﻦ ﳓﻮ‪ :‬ﻳﺪ‬ ‫‪-‬‬
‫ﺍﻟﺪﻫﺮ≠ ﻣﺪ ﺯﻣﺎﻧﻪ‪ .‬ﻳﺪ ﺍﻟﻄﺎﺋﺮ≠ ﺟﻨﺎﺣﻪ‪ .‬ﻓﻼﻥ ﻃﻮﻳﻞ ﺍﻟﻴﺪ≠ﺍﻟﺴﻤﺎﺣﺔ‪ .‬ﺳﻘﻂ ﰲ‬
‫ﻳﺪﻩ≠ﻧﺪﻡ‪.‬‬

‫ﻭﻛﺬﻟﻚ ﰲ ﺗﻌﻠﻴﻤﻬﻢ"ﺍﻟﺘﻌﺎﺑﲑ ﺍﻻﺻﻄﻼﺣﻴﺔ" )ﻭﻫﻲ ﻛﻠﻤﺎﺕ ﻻ ﻳﻔﻬﻢ ﻣﻌﻨﺎﻫﺎ ﲟﺠﺮﺩ‬ ‫‪-‬‬

‫ﻓﻬﻢ ﻣﻌﺎﱐ ﻣﻔﺮﺩﺍ‪‬ﺎ‪ ،‬ﻭﺇﳕﺎ ﲟﺎ ﺍﺻﻄﻠﺤﺖ ﻋﻠﻴﻪ ﺍﳉﻤﺎﻋﺔ ﺍﻟﻠﻐﻮﻳﺔ( ﻣﻦ ﳓﻮ‪ :‬ﻓﻼﻥ‬
‫ﺿﺮﺏ ﻛﻔﹰﺎ ﺑﻜﻒ)ﲢﲑ( ﺃﺭﺍﻙ ﺗﻘﺪﻡ ﺭﺟﻼ ﻭﺗﺆﺧﺮ ﺃﺧﺮﻯ)ﺍﻟﺘﺮﺩﺩ( ﺃﻧﺖ ﺫﻭ‬
‫ﺍﻟﻮﺟﻬﲔ)ﺍﻟﻨﻔﺎﻕ( ﻛﺄﻥ ﻋﻠﻰ ﺭﺅﻭﺳﻬﻢ ﺍﻟﻄﲑ)ﺍﻹﻃﺮﺍﻕ ﻭﺍﻹﻧﺼﺎﺕ(‪.‬‬

‫ﺗﻌﻮﻳﺪﻫﻢ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺪﻻﻻﺕ ﺍﻟﺼﺮﻓﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ)ﻣﺜﻞ ﺻﻴﻎ ﺍﳌﺒﺎﻟﻐﺔ‪ ،‬ﻭﺍﻟﺘﻨﺎﻭﺏ ﺑﲔ‬ ‫‪-‬‬
‫ﺃﺯﻣﻨﺔ ﺍﻷﻓﻌﺎﻝ ﰲ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺻﻴﻐﺔ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ﺑﺪﻻ ﻣﻦ ﺍﳌﻌﻠﻮﻡ‪،‬‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﻢ ﺍﳌﻔﻌﻮﻝ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺃﺷﻴﺎﺀ ﺑﻌﻴﻨﻬﺎ)ﻭﻫﻲ ﺁﻟﻴﺔ ﺻﺮﻓﻴﺔ ﻣﻨﺘﺸﺮﺓ ﳑﻨﻮﻉ‬
‫ﺍﻟﻮﻗﻮﻑ‪/‬ﻣﻐﻠﻖ‪/‬ﻣﻔﺘﻮﺡ‪/‬ﻣﻮﺟﻮﺩ(‪.‬‬

‫ﺍﻟﻌﻨﺎﻳﺔ ﺑﺘﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﺩﺍﺧﻞ ﺍﻟﺘﺮﻛﻴﺐ؛ ﺇﺫ ﻛﻞ ﺗﺮﺗﻴﺐ ﻳﻨﻄﻮﻱ ﻋﻠﻰ ﻗﺼﺪ ﻣﻌﲔ‪،‬‬ ‫‪-‬‬
‫ﻭﻓﻖ ﻣﺎ ﻳﺴﺘﺪﻋﻴﻪ ﺳﻴﺎﻕ ﺍﳋﻄﺎﺏ)ﻭﻫﻮ ﰲ ﺍﻟﻐﺎﻟﺐ ﺭﺍﺟﻊ ﺇﱃ ﺑﻴﺎﻥ ﺍﻷﳘﻴﺔ‪ ،‬ﳓﻮ ﺗﻘﺪﱘ‬
‫ﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ ﰲ ﻟﻐﺘﻨﺎ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺗﻨﻔﻴﺬﹰﺍ ﻷﻣﺮ‪ ،‬ﲡﺎﻭﺑ‪‬ﺎ ﻣﻊ‪ ،‬ﻧﻈﺮ‪‬ﺍ‪(...‬ﻓﺎﻟﻠﻐﺔ ﻫﻨﺎ ﻻ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﺆﺩﻱ‪ ،‬ﻓﻘﻂ‪ ،‬ﻭﻇﻴﻔﺔ ﻣﺮﺟﻌﻴﺔ ﲢﻴﻞ ﺇﱃ ﻣﺪﻟﻮﻝ‪ ،‬ﺑﻞ ﺗﺆﺩﻱ ﻭﻇﻴﻔﺔ ﺗﺪﺍﻭﻟﻴﺔ ﺗﺘﻔﺎﻭﺕ‬
‫ﲝﺴﺐ ﺍﻟﻘﺼﺪ ﺃﻭ ﺍﳍﺪﻑ ﺍﻟﺬﻱ ﻣﻦ ﺃﺟﻠﻪ ﻳﺴﻮﻕ ﺍﳌﺘﻜﻠﻢ ﺧﻄﺎﺑﻪ‪.‬‬

‫ﺗﻨﻤﻴﺔ ﺍﳊﺲ ﺍﳉﻤﺎﱄ ﰲ ﺗﺬﻭﻕ ﻣﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻏﲑ ﺃﺑﻨﺎﺋﻬﺎ ﻣﻦ ﺧﻼﻝ ﺇﺩﺍﺭﺓ ﺣﻮﺍﺭ‬ ‫‪-‬‬
‫ﲣﺎﻃﱯ ﻣﻌﻪ ﺣﻮﻝ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ"ﺍﻟﺘﻠﻤﻴﺤﻴﺔ" ﻭﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺑﻌﺪ ﰲ ﺇﺩﺭﺍﻙ ﺍﻟﻌﻼﻗﺔ‬
‫ﺑﲔ ﺍﳌﻨﻄﻮﻕ ﻭﺍﳌﻔﻬﻮﻡ‪)،‬ﻭﻣﻦ ﺃﻭﺿﺢ ﺍﻟﺪﻻﺋﻞ ﻋﻠﻰ ﺫﻟﻚ ﺧﻄﺎﺏ ﺍﻻﺳﺘﻔﻬﺎﻡ‪ ،‬ﻭﺍ‪‬ﺎﺯ‬
‫ﺑﺄﻧﻮﺍﻋﻪ( ﻓﺎﳋﻄﺎﺏ ﻗﺪ ﻻ ﻳﻜﻮﻥ ﻛﺎﻓﻴ‪‬ﺎ ﰲ ﺍﻟﺪﻻﻟﺔ ﻋﻠﻰ ﻗﺼﺪ ﺍﳌﺘﻜﻠﻢ‪ ،‬ﻓﻴﺪﺭﻙ "ﺃﻥ‬
‫ﻫﻨﺎﻙ‪ ،‬ﰲ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻃﺮﻗﹰﺎ‪ ،‬ﻭﺁﻟﻴﺎﺕ ﺑﻼﻏﻴﺔ‪ ،‬ﻟﺘﻘﻮﻝ ﺷﻴﺌﹰﺎ ﻣﺎ‪ ،‬ﻭﺃﻧﺖ ﺗﻌﲏ ﺑﻪ ﺷﻴﺌﹰﺎ ﺁﺧﺮ)‬
‫ﻭﺃﻥ ﻣﻌﲎ ﺍﳋﻄﺎﺏ ﺍﳊﺮﰲ ﻓﻴﻬﺎ ﻟﻦ ﻳﻨﺎﺳﺐ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻭﻟﻦ ﻳﻌﱪ ﻋﻦ ﺍﻟﻘﺼﺪ ﺍﳌﺮﺍﺩ‪،‬‬
‫ﻭﺧﺎﺻﺔ ﰲ ﳎﺎﻝ ﺍﻟﺪﻋﺎﻳﺔ ﻭﺍﻹﻋﻼﻡ‪ ،‬ﻭﳎﺎﻝ ﺍﻷﺩﺏ‪ ،‬ﻭﳎﺎﻝ ﻋﻠﻢ ﺍﻟﻨﻔﺲ)ﻭﺍﻟﺒﻼﻏﺔ ﻫﻨﺎ‬
‫‪،‬ﻭﻫﻲ ﻋﻠﻢ ﻣﻐﻴﺐ ﲤﺎﻣﺎ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ‪ ،‬ﻣﻴﺪﺍﻥ ﻭﺍﺳﻊ ﻭﲞﺎﺻﺔ ﻋﻠﻢ ﺍﻟﺒﻴﺎﻥ ﺍﻟﺬﻱ‬
‫ﻣﺮﺟﻌﻪ ﺍﻋﺘﺒﺎﺭ ﺍﳌﻼﺯﻣﺎﺕ ﺑﲔ ﺍﳌﻌﺎﱐ‪ ،‬ﺃﻟﻔﺎﻅ ﺍﻟﻜﻨﺎﻳﺎﺕ ﻭﺍﻟﺮﻭﺍﺑﻂ ﻭﺍﻟﻈﺮﻭﻑ‬
‫ﺍﻹﳒﺎﺯﻳﺔ‪ ،‬ﻭﺍﳊﺬﻑ‪ ،‬ﻭﺍﻟﺘﻮﻛﻴﺪ‪ ،‬ﺍﻟﺘﻬﻜﻢ‪ ،‬ﺍﻟﺴﺨﺮﻳﺔ‪ ،‬ﺧﺮﻭﺝ ﺍﻻﺳﺘﻔﻬﺎﻡ ﻋﻦ ﺣﻘﻴﻘﺘﻪ‪،‬‬
‫ﻭﺍﳌﺒﺎﻟﻐﺔ‪ ...‬ﻭﻛﻠﻬﺎ ﻭﺳﺎﺋﻞ ﺑﻼﻏﻴﺔ ﻣﻦ ﺣﻴﺚ ﺇ‪‬ﺎ ﺗﺴﻬﻢ ﰲ ﺍﻹﻗﻨﺎﻉ ﻭﺍﻟﺘﺄﺛﲑ‪،‬‬
‫ﻭﻟﻜﻨﻬﺎ ﺃﻳﻀ‪‬ﺎ ﺣﺠﺎﺟﻴﺔ ﻣﻦ ﺣﻴﺚ ﺇ‪‬ﺎ ﺗﻌﱪ ﻋﻦ ﺣﺠﺞ ﺑﻄﺮﻳﻘﺔ ﻣﺮﻛﺰﺓ‪ ،‬ﻣﻊ ﺟﻌﻠﻬﺎ‬
‫ﺃﻛﺜﺮ ﺗﺄﺛﲑ‪‬ﺍ ﻭﺇﺻﺎﺑﺔ "ﺃﺷﻜﻮ ﺇﻟﻴﻚ ﻗﻠﺔ ﺍﳉﺮﺫﺍﻥ ﰲ ﺑﻴﱵ!! ﻭﺃﻋﻄﲏ ﻳﺪﻙ(‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﺍﻟﻠﻐﺔ ﻭ ﺍﻻﻟﺘﺰﺍﻡ ﺑـ"ﺷﺮﻭﻁ ﺍﳋﻄﺎﺏ" ﻭ"ﻗﻮﺍﻧﲔ ﺍﻟﺘﻮﺍﺻﻞ" ﺃﻭ ﻣﺎ ﻳﻌﺮﻑ ﰲ ﺍﳌﻤﺎﺭﺳﺔ‬

‫ﺍﻟﺘﺮﺍﺛﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑـ"ﺁﺩﺍﺏ ﺍﳌﺨﺎﻃﺒﺔ"‬

‫ﻭﻫﺬﺍ ﺑﺎﺏ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ‪‬ﺎ ﻭﺑﻐﲑﻫﺎ‪ ،‬ﻣﻬﻤﻞ ﲤﺎﻣ‪‬ﺎ‪ ،‬ﻣﻊ ﺃﻥ ﻟﻪ ﺗﺄﺛﲑ‪‬ﺍ ﻗﻮﻳﺎ ﰲ ﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﻭﻫﻮ‬
‫ﻳﻘﻮﻡ ﻋﻠﻰ ﺗﻔﻌﻴﻞ ﻣﺒﺎﺩﺉ ﻛﺜﲑﺓ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻘﺼﺪ‪ ،‬ﻭﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳍﺪﻑ‪ ،‬ﻭﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪،‬‬
‫ﻭﺁﻟﻴﺎﺕ ﺍﳋﻄﺎﺏ‪ ،‬ﻭﺍﳊﻘﻮﻝ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﰲ ﲢﻘﻴﻖ ﺫﻟﻚ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻧﻮﻋﲔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ‪،‬‬
‫ﻳﻘﺘﺮﺣﻬﻤﺎ ﺷﻴﺨﻨﺎ ﻃﻪ ﻋﺒﺪ ﺍﻟﺮﲪﻦ)(‪ ،‬ﻣﻦ ﺍﻟﺘﺮﺍﺙ ﺍﻹﺳﻼﻣﻲ‪ ،‬ﻛﻼﳘﺎ ﻳﺄﺧﺬ ﺑـ"ﺃﺳﺒﺎﺏ ﺍﻟﺘﺒﻠﻴﻎ"‪ ،‬ﻛﻤﺎ‬
‫ﻳﺄﺧﺬ ﺑـ"ﺃﺳﺒﺎﺏ ﺍﻟﺘﻬﺬﻳﺐ" ﻭﳘﺎ‪":‬ﻗﻮﺍﻋﺪ ﺍﻟﺘﻮﺍﺻﻞ" ﻭ"ﻗﻮﺍﻋﺪ ﺍﻟﺘﻌﺎﻣﻞ" ‪ ،‬ﻭﻛﻞ ﻣﻦ ﺍﻟﺴﺒﺒﲔ ﻳﺘﻄﻠﺐ ﻣﻦ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﻄﺎﺏ‪ ،‬ﻣﺎ ﻳﺘﻔﻖ ﻭﻛﻔﺎﻳﺔ ﺍﳌﺘﻜﻠﻢ ﺍﻟﺘﺨﺎﻃﺒﻴﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ"ﺍﻟﻐﲑ"‪ ،‬ﻭﺍﻋﺘﺒﺎﺭ" ﺍﻟﻘﻮﻝ"‪.‬‬

‫ﻓـ"ﻗﻮﺍﻋﺪ ﺍﻟﺘﻮﺍﺻﻞ" ﻗﻮﺍﻋﺪ ﻣﻀﺒﻮﻃﺔ‪ ،‬ﻭﺟﺪﻫﺎ ﳎﺘﻤﻌﺔ ﻭﻣﻔﺼﻠﺔ ﻋﻨﺪ ﺍﳌﺎﻭﺭﺩﻱ ﰲ ﻛﺘﺎﺑﻪ ﺃﺩﺏ ﺍﻟﺪﻧﻴﺎ‬
‫ﻭﺍﻟﺪﻳﻦ)(‪ ،‬ﻭﻫﻲ ﻣﺎ ﻳﺴﻤﻴﻬﺎ"ﺷﺮﻭﻁ ﺍﻟﻜﻼﻡ‪ ،‬ﻭﻫﻲ ﺃﺭﺑﻌﺔ‪:‬‬

‫ﻓﺎﻟﺸﺮﻁ ﺍﻷﻭﻝ‪ :‬ﺍﻥ ﻳﻜﻮﻥ ﺍﻟﻜﻼﻡ ﻟﺪﺍﻉ ﻳﺪﻋﻮ ﺇﻟﻴﻪ‪ ،‬ﺇﻣﺎ ﰲ ﺍﺟﺘﻼﺏ ﻧﻔﻊ‪ ،‬ﺃﻭ ﺩﻓﻊ‬ ‫‪-١‬‬
‫ﺿﺮ؛ ﻷﻥ ﻣﺎ ﻻ ﺩﺍﻋﻲ ﻟﻪ ﻫﺬﻳﺎﻥ‪.‬‬

‫ﻭﺍﻟﺸﺮﻁ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻥ ﻳﺄﰐ ﰲ ﻣﻮﺿﻌﻪ‪ ،‬ﻭﻳﺘﻮﺧﻰ ﺑﻪ ﺇﺻﺎﺑﺔ ﻓﺮﺻﺘﻪ؛ ﻷﻥ ﺍﻟﻜﻼﻡ ﰲ ﻏﲑ‬ ‫‪-٢‬‬
‫ﺣﻴﻨﻪ ﻻ ﻳﻨﺘﻔﻊ ﺑﻪ‪.‬‬

‫ﻭﺍﻟﺸﺮﻁ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻥ ﻳﻘﺘﺼﺮ ﻣﻨﻪ ﻋﻠﻰ ﻗﺪﺭ ﺍﳊﺎﺟﺔ؛ ﻷﻥ ﺍﻟﻜﻼﻡ ﺇﻥ ﱂ ﻳﻨﺤﺼﺮ‬ ‫‪-٣‬‬
‫ﺑﺎﳊﺎﺟﺔ‪ ،‬ﻭﱂ ﻳﻘﺪﺭ ﺑﺎﻟﻜﺎﻓﻴﺔ ﱂ ﻳﻜﻦ ﳊﺪﻩ ﻏﺎﻳﺔ‪.‬‬

‫ﻭﺍﻟﺸﺮﻁ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﻥ ﻳﺘﺨﲑ ﺍﻟﻠﻔﻆ ﺍﻟﺬﻱ ﻳﺘﻜﻠﻢ ﺑﻪ؛ ﻷﻥ ﺍﻟﻜﻼﻡ ﻋﻨﻮﺍﻥ ﺍﻹﻧﺴﺎﻥ‪،‬‬ ‫‪-٤‬‬
‫ﻳﺘﺮﺟﻢ ﻋﻦ ﳎﻬﻮﻟﻪ‪ ،‬ﻭﻳﱪﻫﻦ ﻋﻦ ﳏﺼﻮﻟﻪ"‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﻣﺎ "ﻗﻮﺍﻋﺪ ﺍﻟﺘﻌﺎﻣﻞ" ﻓﻬﻲ‪:‬‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﻘﺼﺪ‪ :‬ﻟﺘﺘﻔﻘﺪ ﻗﺼﺪﻙ ﰲ ﻛﻞ ﻗﻮﻝ ﺗﻠﻘﻲ ﺑﻪ ﺇﱃ ﺍﻟﻐﲑ‪.‬‬ ‫‪-‬‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﺼﺪﻕ‪ :‬ﻟﺘﻜﻦ ﺻﺎﺩﻗﹰﺎ ﻓﻴﻤﺎ ﺗﻨﻘﻠﻪ ﻟﻐﲑﻙ‪.‬‬ ‫‪-‬‬

‫ﻗﺎﻋﺪﺓ ﺍﻹﺧﻼﺹ‪ :‬ﻟﺘﻜﻦ ﰲ ﺗﻮﺩﺩﻙ ﻟﻠﻐﲑ ﻣﺘﺠﺮﺩ‪‬ﺍ ﻣﻦ ﺃﻏﺮﺍﺿﻚ‪.‬‬ ‫‪-‬‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﺘﻌﺎﻭﻥ‪ :‬ﻓﻠﻴﻜﻦ ﺇﺳﻬﺎﻣﻚ ﰲ ﺍﳊﻮﺍﺭ ﺑﺎﻟﻘﺪﺭ ﺍﻟﺬﻱ ﻳﺘﻄﻠﺒﻪ ﺳﻴﺎﻕ ﺍﳊﻮﺍﺭ‪ ،‬ﻭﲟﺎ‬ ‫‪-‬‬
‫ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﻐﺮﺽ ﺍﳌﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ‪ ،‬ﻭﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﳚﺮﻱ ﻓﻴﻪ ﻫﺬﺍ ﺍﳊﻮﺍﺭ‪.‬‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﺘﺄﺩﺏ"‪‬ﺬﻳﺐ ﺍﳋﻄﺎﺏ"‪:‬‬ ‫‪-‬‬

‫ﺃ‪ .‬ﻻ ﺗﻔﺮﺽ ﻧﻔﺴﻚ ﻋﻠﻰ ﺍﳌﺨﺎﻃﺐ‪ ،‬ﻭﻻ ﺗﺘﻄﻔﻞ ﻋﻠﻰ ﺷﺆﻭﻥ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﺏ‪ .‬ﻟﺘﺠﻌﻞ ﺍﳌﺨﺎﻃﺐ ﻳﺄﺧﺬ ﻗﺮﺍﺭﺍﺗﻪ ﺑﻨﻔﺴﻪ‪ ،‬ﻭﺩﻉ ﺧﲑﺍﺗﻪ ﻣﻔﺘﻮﺣﺔ‪.‬‬
‫ﺝ‪ .‬ﻟﺘﻈﻬﺮ ﺍﻟﻮﺩ ﻟﻠﻤﺨﺎﻃﺐ‪ ،‬ﺃﻳﻚ ﻛﻦ ﻟﻪ ﺻﺪﻳﻘﹰﺎ‪.‬‬
‫ﺩ‪ .‬ﺍﺣﻔﻆ ﻣﺎﺀ ﻭﺟﻪ ﺍﳌﺨﺎﻃﺐ‪ ،‬ﻓﻔﻲ ﺍﻟﺘﻌﺒﲑﺍﺕ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﻣﺎ ﻳﻐﻨﻴﻚ ﻋﻦ ﺇﺣﺮﺍﺝ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﻭﺗﺄﺳﻴﺴ‪‬ﺎ ﻋﻠﻰ ﺫﻟﻚ‪:‬‬

‫ﻓﺈﻧﻪ ﻳﻨﺒﻐﻲ ﺇﳚﺎﺩ ﻛﺘﺐ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﲣﺘﻠﻒ‪ ،‬ﰲ ﻣﺪﺍﺧﻠﻬﺎ‪،‬‬ ‫‪-‬‬
‫ﻭﻣﻨﻬﺠﻴﺘﻬﺎ‪ ،‬ﻭﻃﺒﻴﻌﺔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻌﲎ ‪‬ﺎ‪ ،‬ﻭﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﱵ ﺗﻘﺪﻡ‬
‫‪‬ﺎ‪ ،‬ﻋﻦ ﻛﺘﺐ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻠﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻟﻨﺤﻮ ﺍﳌﺪ‪‬ﺭﺱ ﻟﻜﻞ ﻣﻨﻬﻤﺎ‪ ،‬ﺃﻫﻢ‬
‫ﺍﺧﺘﻼﻑ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻨﻄﻮﻱ ﻋﻠﻴﻪ ﻫﺬﻩ ﺍﻟﻜﺘﺐ‪ ،‬ﺇﺫ ﻻﺑﺪ ﺃﻥ ﻧﺆﺳﺲ ﻧﻈﺮ‪‬ﺍ ﺟﺪﻳﺪ‪‬ﺍ ﰲ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﳓﻮ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺨﺼﺺ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﺑﻌﻴﺪ‪‬ﺍ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻋﻦ"ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻭﻏﻴﺎﺏ ﺍﻟﺘﺨﻄﻴﻂ"؛ ﻓﻄﻼﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﳛﺘﺎﺟﻮﻥ‬
‫ﺣﺎﺟﺔ ﻣﺎﺳﺔ‪ ،‬ﺇﱃ "ﳓﻮ" ﻻ ﻳ‪‬ﻜﺘﻔﻰ ﻓﻴﻪ ﺑﻌﻼﻣﺎﺕ ﺍﻹﻋﺮﺍﺏ‪ ،‬ﻫﻢ ﰲ ﻣﺴﻴﺲ ﺍﳊﺎﺟﺔ‬
‫ﺇﱃ ﳓﻮ‪ ،‬ﻫﻮ ﺑﺎﻟﻔﻌﻞ "ﻋﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ" ﺷﺮﻳﻄﺔ ﺃﻥ ﻳﺘﻨﺎﻭﻝ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﺔ ﲨﻴﻌﻬﺎ‪ ،‬ﺩﻭﻥ‬
‫ﺇﳘﺎﻝ‪ ،‬ﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ‪ ،‬ﻟﻌﻼﻣﺎﺕ ﺍﻹﻋﺮﺍﺏ‪ ،‬ﳓﻮ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﻳﺸﺘﺮﻙ ﻣﻊ ﳓﻮ ﺍﻟﻨﺎﻃﻘﲔ‬
‫ﺑﺎﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺃﺑﻨﺎﺋﻬﺎ‪ ،‬ﺇﻻ ﺃﻧﻪ ﳜﺘﻠﻒ ﻣﻌﻪ ﰲ ﺟﺎﻧﺐ‪ ،‬ﻟﻴﺲ ﺑﺎﻟﻘﻠﻴﻞ‪ ،‬ﳓﻮ ﻛﺎﻥ ﻏﺎﺋﺒ‪‬ﺎ‪ ،‬ﱂ‬
‫ﻧﻜﻦ ﳓﻔﻞ ﺑﺎﻟﺴﺆﺍﻝ ﻋﻨﻪ‪ ،‬ﻭﺇﳕﺎ ﺍﺳﺘﺪﻋﺎﻩ ﺳﺆﺍﻝ )ﺍﻵﺧﺮ( ﻋﻨﻪ‪ ،‬ﻭﻃﺒﻴﻌﺔ ﻣﺸﻜﻼﺗﻪ ﰲ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻟﻐﺘﻨﺎ‪ ،‬ﻓﻬﻮ ﳓﻮ ﻣﻮﺟﻮﺩ ﰲ "ﻧﻮﺍﻣﻴﺲ" ﺍﻟﻠﻐﺔ ﻭ"ﻗﻮﺍﻧﻴﻨﻬﺎ" ﺇﻻ ﺃﻧﻪ "ﻏﺎﺋﺐ"‬
‫ﻋﻨﻪ ﺩﺭﺳﻬﺎ‪ ،‬ﻏﲑ "ﻣﻘﻨﻦ" ﻟﻪ ﻭﻣﻦ ﰒ"ﻳﻌﺠﺐ ﺍﳌﺮﺀ ﻛﺜﲑ‪‬ﺍ ﻋﻨﺪﻣﺎ ﻳﺪﺭﻙ ﺃﻥ ﺍﻟﻮﺍﻗﻊ‪،‬‬
‫ﺍﻵﻥ‪ ،‬ﻫﻮ ﺃﻥ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﲣﻄﺊ ﰲ ﺍﻟﻌﺎﺩﺓ ﻣﺮﺗﲔ‪ :‬ﻣﺮﺓ‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﺘﻔﻲ ﺑﺘﻘﺪﱘ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﻨﺤﻮ ﻧﻔﺴﻬﺎ‪ ،‬ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻠﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺩﻭﻥ ﺯﻳﺎﺩﺓ ﺃﻭ ﻧﻘﺼﺎﻥ‪ ،‬ﰲ ﻣﻌﻈﻢ ﺍﻷﻭﻗﺎﺕ‪ ،‬ﻭﻣﺮﺓ ﻋﻨﺪﻣﺎ ﺗﻘﺪﻡ ﺗﻠﻚ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺑﺎﻟﻄﺮﻕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ‪‬ﺎ ﻛﺘﺐ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ")(‪.‬‬
‫ﳓﺘﺎﺝ ﺇﱃ ﳓﻮ ﻳﺪﻭﺭ ﺑﲔ "ﺍﻷﺩﻭﺍﺕ" ﻭ"ﺍﻵﻟﻴﺎﺕ"‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻛﻤﺎ ﳓﺘﺎﺝ ﺇﱃ ﲣﻄﻴﻂ" ﺗﻔﺼﻴﻠﻲ ﺩﻗﻴﻖ ﻟﻠﻘﻀﺎﻳﺎ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳊﻀﺎﺭﻳﺔ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ‬ ‫‪-‬‬
‫ﺍﳌﻨﻬﺎﺝ ﻟﻠﻄﺎﻟﺐ‪ ،‬ﻭﺍﻟﱵ ﻳ‪‬ﻨﺘﻈﺮ ﺃﻥ ﺗﺆﺛﺮ ﰲ ﺗﻜﻮﻳﻦ ﻓﻜﺮﻩ ﻋﻦ ﺛﻘﺎﻓﺔ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪،‬‬
‫ﻭﺣﻀﺎﺭ‪‬ﺎ‪ ،‬ﻭﺍﺗﺴﺎﻉ ﺭﻗﻌﺘﻬﺎ‪ ،‬ﻭ"ﺍﺗﻔﺎﻕ" ﻋﻠﻰ ﻣﻮﺍﺻﻔﺎﺕ"ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ"‬
‫ﻭ"ﺍﻟﺘﺨﺎﻃﺒﻴﺔ" ﻭﻛﻞ ﻣﺴﺘﻮﻯ ﻣﻦ ﻣﺴﺘﻮﻳﺎ‪‬ﺎ‪ ،‬ﻭﻋﺪﺩ ﺳﺎﻋﺎﺗﻪ‪ ،‬ﺣﱴ ﻳﺼﻞ ﺍﻟﻄﺎﻟﺐ ﺇﱃ‬
‫ﺗﻌﺒﲑ ﺃﻣﺜﻞ ﺑﺎﻟﻠﻐﺔ ﻓﻬﻤ‪‬ﺎ ﻭﺇﻓﻬﺎﻣ‪‬ﺎ‪ .‬ﻭﻟﻌﻞ ﻏﻴﺎﺏ ﺫﻟﻚ ﻛﻠﻪ ﰲ ﺩﺭﺳﻨﺎ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻨﺎﻃﻘﲔ‬
‫ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺭﺍﺟﻊ ﺇﱃ "ﻧﻘﺺ ﺍﻟﻮﺛﺎﺋﻖ"‪ ،‬ﻭ"ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ" ﻭ"ﻏﻴﺎﺏ ﻫﻴﺌﺔ"‬
‫ﺗﻨﺴﻖ ﺑﲔ ﺍﳌﺮﺍﻛﺰ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺍﻟﱵ ﺗﻌﻤﻞ‪ ،‬ﻏﺎﻟﺒ‪‬ﺎ‪ ،‬ﰲ ﺟﺰﺭ ﻣﻨﻌﺰﻟﺔ ﻋﻦ ﺑﻌﻀﻬﺎ‪.‬‬

‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ"ﺗﻌﺮﻳﺐ" ﺩﺍﺭﺱ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﺇﺣﺎﻃﺘﻪ ﺑﻜﻞ ﻣﺎ ﻳﻘﺮﺑﻪ ﻣﻦ‬ ‫‪-‬‬
‫ﺑﻴﺌﺔ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ‪ ،‬ﻭﺇﻏﺮﺍﻗﻪ ﰲ ﺟﻮﻫﺎ‪ ،‬ﻭﻣﻦ ﰒ ﺗﺮﲨﺔ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﺗﺮﲨﺔ‬
‫ﻋﻤﻴﻠﺔ ﰲ ﺍﻟﻮﺍﻗﻊ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﺍﰐ ﻟﻠﻤﺘﻌﻠﻢ‪ ،‬ﺑﺪﻟﹰﺎ ﻣﻦ ﺃﻥ ﻧﺪﺭﺱ ﻟﻐﺘﻨﺎ ﰲ ﺿﻮﺀ ﻣﻨﺠﺰ‬
‫"ﺍﻵﺧﺮ"ﻭﺛﻘﺎﻓﺘﻪ‪ .‬ﻭﻫﺬﺍ ﻳﺪﻓﻌﻨﺎ ﺇﱃ ﺗﺒﲏ ﻓﻜﺮﺓ ﻣﺸﺮﻭﻉ‪":‬ﺍﳊﻲ ﺍﻟﻌﺮﰊ" ﺑﺄﻥ ﻳﻘﺎﻡ ﰲ‬
‫ﻛﻞ ﻣﺮﻛﺰ ﻣﻦ ﻣﺮﺍﻛﺰ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﳕﻮﺫﺝ ﻣﺼﻐﺮ ﻟـ "ﺣﻲ‪ ‬ﻋﺮﰊ‪"‬‬
‫ﳏﺎﻁ ﺑﻜﻞ ﺧﺼﺎﺋﺺ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻌﺮﺑﻴﺔ)ﺍﻟﺪﻳﻜﻮﺭ‪ ،،‬ﻭﺍﻟﺘﺮﺍﺙ‪ ،‬ﻭﺍﻟﺼﻮﺭ‪ ،‬ﻭﺍﻷﻓﻼﻡ‪،‬‬
‫ﻭﺍﳌﻄﺒﻮﻋﺎﺕ ﻣﻦ ﻛﺘﺐ ﻭﺻﺤﻒ ﻭﳎﻼﺕ‪ ،‬ﻭﺃﻣﺎﻛﻦ ﺍﻟﻄﻌﺎﻡ ﻭﺍﻟﺸﺮﺍﺏ‪ ،‬ﻭﺍﻟﺘﺮﻓﻴﻪ‪،‬‬
‫ﻭﺍﻟﻌﺒﺎﺩﺓ‪ ،‬ﻭﺍﻟﻨﺪﻭﺍﺕ‪....‬ﺇﱁ( ﻭﻻ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻪ ﺇﻻ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ‪ ،‬ﻭﻳﻜﻮﻥ ﳕﻮﺫﺟ‪‬ﺎ‬
‫ﻛﺎﻣﻠﹰﺎ ﻟﻮﺟﻮﻩ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﰲ ﻭﻇﺎﺋﻔﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺘﻨﻮﻋﺔ‪ ،‬ﳑﺎ ﻳﻬﻴﺊ ﻟﻠﺪﺍﺭﺳﲔ‬
‫ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﺮﺽ ﻟﻠﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻟﺘﻤﺮﺱ ‪‬ﺎ‪ ،‬ﻣﺎ "ﳝﻜﻨﻬﻢ" ﻣﻦ ﺍﻛﺘﺴﺎ‪‬ﺎ ﰲ ﺳﻴﺎﻕ‬
‫ﻭﻇﻴﻔﻲ ﺣﻲ‪ ،‬ﻭﻣﻨﺎﺥ ﻟﻐﻮﻱ ﻣﺘﻜﺎﻣﻞ‪ ،‬ﻭ"ﻳﺘﻴﺢ" ﳍﻢ ﻓﺮﺹ ﺍﻟﺘﻮﺍﺻﻞ ﺍﳊﻘﻴﻘﻲ ﺑﺎﻟﻠﻐﺔ‬
‫ﻭﻫﻲ ﺗﺴﺘﻌﻤﻞ ﰲ ﻭﺳﻄﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭ"ﻳﻌﻴﻨﻬﻢ" ﻋﻠﻰ ﻓﻬﻤﻨﺎ ﻭﻭﻋﻲ ﻃﺮﻳﻘﺘﻨﺎ ﰲ‬
‫ﺍﳊﻴﺎﺓ‪ ،‬ﰲ ﺑﺮﻧﺎﻣﺞ ﳐﻄﻂ ﻭﻣﺪﺭﻭﺱ ﻭﻣﻮﺟ‪‬ﻪ ﻣﻦ ﺣﻴﺚ‪ :‬ﺍﻷﺩﻭﺍﺭ‪ ،‬ﻭﺍﳊﻮﺍﺭ‪،‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺍﳌﺘﻄﻠﺒﺎﺕ‪ ،‬ﺣﱴ ﳚﺪ ﻃﺎﻟﺐ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻧﻔﺴﻪ ﻣﻀﻄﺮ‪‬ﺍ ﺇﱃ ﺍﻟﺘﻔﻜﲑ‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺑﻨﻴﺘﻬﺎ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻫﻮ ﺃﻣﺮ ﻣﺮﻏﻮﺏ ﻓﻴﻪ‪ ،‬ﺇﻥ ﺃﺭﺩﻧﺎ ﺳﺮﻋﺔ ﰲ ﲢﺼﻴﻠﻪ‬
‫ﻟﻐﺘﻨﺎ‪ .‬ﻭ‪‬ﺬﺍ ﻧﻘﺮﺏ"ﺍﻵﺧﺮ" ﻣﻨﺎ ﻛﺄﻧﻪ "ﻣﻨﺎ" ﻭﻫﻮ ﻣﺎ ﺃﺷﺎﺭ ﺇﻟﻴﻪ ﺳﻠﻔﻨﺎ ﺍﻟﺼﺎﱀ ﺑﻘﻮﳍﻢ‪":‬‬
‫ﺇﻥ ﺍﻋﺘﻴﺎﺩ ﺍﻟﻠﻐﺔ ﻳﺆﺛﺮ ﰲ ﺍﻟﻌﻘﻞ ﻭﺍﳋﻠﻖ ﻭﺍﻟﺪﻳﻦ ﺗﺄﺛﲑﺍ ﻗﻮﻳﺎ ﺑﻴﻨ‪‬ﺎ‪ ،‬ﻭﻳﺆﺛﺮ ﺃﻳﻀﺎ ﰲ‬
‫ﻣﺸﺎ‪‬ﺔ ﺻﺪﺭ ﻫﺬﻩ ﺍﻷﻣﺔ ﻣﻦ ﺍﻟﺼﺤﺎﺑﺔ ﻭﺍﻟﺘﺎﺑﻌﲔ"‪.‬‬

‫ﻭ‪‬ﺬﺍ‪ ،‬ﻭﺣﺪﻩ‪ ،‬ﺗﻜﻮﻥ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻋﻤﻠﻴﺔ ﺣﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﳎﺮﺩ ﺍﺳﺘﻈﻬﺎﺭ ﻗﻮﺍﻋﺪ‪،‬‬
‫ﺃﻭ ﺣﻔﻆ ﻛﻠﻤﺎﺕ ﻣﻊ ﺍﻧﺼﺮﺍﻑ ﻋﻦ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﳌﻌﺎﱐ‪ ،‬ﻭﺍﺭﺗﻴﺎﺩ ﺍﻵﻓﺎﻕ ﺍﻹﻧﺴﺎﻧﻴﺔ؛ ﻓﺪﺭﺱ ﺍﻟﻌﺮﺑﻴﺔ ﳌﺘﻌﻠﻤﻴﻬﺎ‬
‫ﻣﻦ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ "ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﺨﺎﻃﺒﻴﺔ" ﳑﺎ ﻳﻘﺮﺏ"ﺍﻵﺧﺮ" ﻣﻨﺎ ﻛﺄﻧﻪ "ﻣﻨﺎ"‪ ،‬ﻭﻫﺬﺍ ﳑﺎ ﻳﺆﻣﻦ‬
‫ﻟﻠﻌﺮﺑﻴﺔ ﺩﳝﻮﻣﺔ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﺒﻌﻴﺪ‪ ،‬ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺷﺎﺋﻌﺔ ﺍﻻﺳﺘﻌﻤﺎﻝ ﰲ ﻏﲑ ﳏﻴﻄﻬﺎ ﺍﻟﻌﺮﰊ ﻣﻦ ﺟﻬﺔ‪،‬‬
‫ﻭﺑﻮﺻﻔﻬﺎ ﻧﺎﻗﻠﺔ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﱵ ﻳﺘﻄﻠﻊ ﺇﻟﻴﻬﺎ ﺍﻟﻌﺎﱂ ﰲ ﺃﺣﺪﺍﺛﻪ ﺍﻷﺧﲑﺓ ﻣﻦ ﺟﻬﺔ ﺛﺎﻧﻴﺔ‪،‬‬
‫ﻭﺍﺳﺘﺜﻤﺎﺭ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﰲ ﺧﺪﻣﺔ ﳎﺘﻤﻌﺎﺗﻨﺎ ﻭﻗﻀﺎﻳﺎﻧﺎ ﺍﻟﺮﺋﻴﺴﺔ ﻣﻦ ﺟﻬﺔ ﺛﺎﻟﺜﺔ‪ ،‬ﻻ ﺳﻴﻤﺎ ﰲ ﺯﻣﻦ ﻳﻜﺜﺮ ﻓﻴﻪ‬
‫ﺍﻟﻠﻐﻂ ﺣﻮﻝ ﺻﺮﺍﻉ ﺍﳊﻀﺎﺭﺍﺕ ﺃﻭ ﺣﻮﺍﺭﻫﺎ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﻣﻦ ﻭﻗﺖ ﻵﺧﺮ‪ ،‬ﻣﺮﺍﺟﻌﺎﺕ ﻟﺘﺤﺪﻳﺚ ﻃﺮﻳﻘﺘﻨﺎ‬
‫ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺧﺎﺻﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﲢﺪﻳﺪ ﳎﺎﻻ‪‬ﺎ‪ ،‬ﻭﺃﻭﻟﻮﻳﺎ‪‬ﺎ‪ ،‬ﻭﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺪﻗﻴﻘﺔ ﺑﲔ ﺃﻣﺮﻳﻦ‬
‫ﺃﺣﺪﳘﺎ "ﻛﺎﺋﻦ" ﻭ ﺍﻵﺧﺮ "ﳑﻜﻦ"‪ ،‬ﻻ ﺃﻥ ﻧﺘﺮﻙ ﻟﻐﺘﻨﺎ ﺗﻌﺎﱐ ﻏﺮﺑﺔ ﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ‪ ،‬ﰒ ﳒﻌﻞ ﺍﻹﺷﻜﺎﻝ ﻓﻴﻬﺎ‪.‬‬
‫ﻭﺍﳊﻘﻴﻘﺔ ﺃﻥ ﻫﺬﺍ ﺇﺷﻜﺎﻝ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻻ ﺇﺷﻜﺎﻝ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﻭﷲ ﺍﻷﻣﺮ ﻣﻦ ﻗﺒﻞ ﻭﻣﻦ ﺑﻌﺪ!‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﻫﻢ ﺍﳌﺮﺍﺟﻊ‪:‬‬
‫ﺃﺳﺎﺳﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﺩ‪ .‬ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻌﺼﻴﻠﻲ‪،‬‬ ‫‪-‬‬
‫ﻣﻄﺒﻮﻋﺎﺕ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﻁ‪١٤٢٢ ،١‬ﻫـ‪.‬‬

‫ﺍﻷﺳﺲ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺩ‪ .‬ﺭﺷﺪﻱ ﺃﲪﺪ‬ ‫‪-‬‬
‫ﻃﻌﻴﻤﺔ‪ ،‬ﻣﻄﺒﻮﻋﺎﺕ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﻁ‪١٤٠٢ ،١‬ﻫـ‪.١٩٨٢/‬‬

‫ﲝﺚ ﻣﻴﺪﺍﱐ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﰲ ﳎﺎﻝ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺩ‪ .‬ﻋﻠﻲ ﺃﲪﺪ‬ ‫‪-‬‬
‫ﺍﳋﻄﻴﺐ‪ ،‬ﻭﻗﺎﺋﻊ ﻧﺪﻭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻣﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺮﰊ‬
‫ﺍﻟﺪﻭﱄ ﺍﳋﻠﻴﺠﻲ‪١٤٠١ ،‬ﻫـ‪.‬‬

‫ﲝﻮﺙ ﰲ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺩ‪ .‬ﳏﻤﺪ ﺃﲪﺪ ﺍﻟﻌﻤﺎﻳﺮﺓ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪،١‬‬ ‫‪-‬‬
‫‪٢٠٠١‬ﻡ‪.‬‬

‫ﺍﲡﺎﻫﺎﺕ ﺣﺪﻳﺜﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﺩ‪ .‬ﻋﻠﻰ ﳏﻤﺪ‬ ‫‪-‬‬
‫ﺍﻟﻘﺎﲰﻲ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪١٣٩٩ ،‬ﻫـ‪.‬‬

‫ﺍﻻﲡﺎﻫﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺎﺕ ﺍﳊﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺩ‪.‬‬ ‫‪-‬‬
‫ﲪﺎﺩﻩ ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪١٩٨٧ ،‬ﻡ‪.‬‬

‫ﺗﺼﻤﻴﻢ ﻣﻨﻬﺞ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻸﺟﺎﻧﺐ‪ ،‬ﺩ‪ .‬ﻓﺘﺤﻲ ﻋﻠﻲ ﻳﻮﻧﺲ‪ ،‬ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‬ ‫‪-‬‬
‫ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪١٩٧٨ ،‬ﻡ‪.‬‬

‫ﺗﻄﻮﻳﺮ ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺣﻠﻘﺔ ﺍﻟﻨﻘﺎﺵ ﺍﻷﻭﱃ‪ ،‬ﺍﻟﱵ‬ ‫‪-‬‬
‫ﻋﻘﺪﺕ ﲜﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ‪ ،‬ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ‪ ،‬ﺑﺎﻷﺭﺩﻥ ‪١٩٩٧‬ﻡ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺃ‪.‬ﺩ‪ .‬ﳏﻤﺪ ﺯﻛﻲ ﺧﻀﺮ‪ ،‬ﻣﺆﲤﺮ ﻛﻠﻴﺔ‬ ‫‪-‬‬
‫ﺍﻵﺩﺍﺏ ﺍﳋﺎﻣﺲ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﺭﻗﺎﺀ ﺍﻷﻫﻠﻴﺔ )ﺣﻀﺎﺭﺓ ﺍﻷﻣﺔ ﻭﲢﺪﻱ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ(‪٣٠-‬‬
‫ﺭﺑﻴﻊ ﺍﻷﻭﻝ ‪١٤٢٥‬ﻫـ ﺍﳌﻮﺍﻓﻖ ‪٢٠٠٤/٥/٢٠-١٨‬ﻡ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﺗﺼﺎﻟﻴ‪‬ﺎ ﺑﲔ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ ،‬ﺩ‪ .‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪،‬‬ ‫‪-‬‬
‫ﻭﺩ‪.‬ﳏﻤﻮﺩ ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ‪ ،‬ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‪-‬‬
‫ﺇﻳﺴﻴﺴﻜﻮ‪١٤٢٧-‬ﻫـ‪٢٠٠٦/‬ﻡ‪.‬‬

‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﳊﻴﺔ‪ ،‬ﻭﺗﻌﻠﻴﻤﻬﺎ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﺻﻼﺡ ﺍﻟﻌﺮﰊ‪ ،‬ﻣﻜﺘﺒﺔ ﻟﺒﻨﺎﻥ‪،‬‬ ‫‪-‬‬
‫ﺑﲑﻭﺕ‪١٩٨١ ،‬ﻡ ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﺃﺳﺴﻪ ﻭﻣﺪﺍﺧﻠﻪ ﻭﻃﺮﻕ ﺗﺪﺭﻳﺴﻪ‪،‬‬ ‫‪-‬‬
‫ﺩ‪.‬ﳏﻤﻮﺩ ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪١٤٠٥ ،‬ﻫـ‪.‬‬

‫ﺗﻘﻮﱘ ﺑﺮﺍﻣﺞ ﺇﻋﺪﺍﺩ ﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻋﻠﻲ ﺃﲪﺪ ﻣﺪﻛﻮﺭ‪،‬‬ ‫‪-‬‬
‫ﻣﻨﺸﻮﺭﺍﺕ ﺍﻹﻳﺴﻴﺴﻜﻮ‪ ،‬ﺍﻟﺮﺑﺎﻁ‪١٩٨٥ ،‬ﻡ‪.‬‬

‫ﺍﻟﺘﻤﻬﻴﺪ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺩ‪ .‬ﲤﺎﻡ ﺣﺴﺎﻥ‪ ،‬ﻣﻄﺒﻮﻋﺎﺕ‬ ‫‪-‬‬
‫ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﻁ‪١٤٠٤ ،١‬ﻫـ‪١٩٨٤/‬ﻡ‪.‬‬

‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ " ﺩ‪ .‬ﳏﻤﺪ ﺃﲪﺪ ﻋﻤﺎﻳﺮﺓ‬ ‫‪-‬‬
‫‪ ،‬ﲝﻮﺙ ﺍﳌﺆﲤﺮ ﺍﻟﺘﺮﺑﻮﻱ ‪ ،‬ﺍﳉﺰﺀ ﺍﻷﻭﻝ ‪ ،‬ﺫﻭ ﺍﳊﺠﺔ ‪ ١٤١١‬ﻫـ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻣﺪﺧﻞ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ" ﺩ‪ .‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪،‬‬ ‫‪-‬‬
‫ﺩﺭﺍﺳﺔ ﻣﻘﺪﻣﺔ ﺇﱃ ﻧﺪﻭﺓ ﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ‪،‬‬
‫ﺍﳌﺪﻳﻨﺔ ﺍﳌﻨﻮﺭﺓ‪ ،‬ﻣﺎﺭﺱ‪١٩٨١ ،‬ﻡ‪.‬‬

‫ﺧﻄﺔ ﻣﻘﺘﺮﺣﺔ ﻟﺘﺄﻟﻴﻒ ﻛﺘﺎﺏ ﺃﺳﺎﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﺩ‪ .‬ﳏﻤﻮﺩ‬ ‫‪-‬‬
‫ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ‪ ،‬ﻭﻗﺎﺋﻊ ﻧﺪﻭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻣﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺮﰊ‬
‫ﺍﻟﺪﻭﱄ ﺍﳋﻠﻴﺠﻲ‪١٤٠١ ،‬ﻫـ‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻋﻨﺪ ﻋﻠﻤﺎﺀ ﺍﻟﺘﺠﻮﻳﺪ‪ ،‬ﺩ‪ .‬ﻏﺎﱎ ﻗﺪﻭﺭﻱ ﺍﳊﻤﺪ‪ ،‬ﺩﺍﺭ ﻋﻤﺎﺭ‪،‬‬ ‫‪-‬‬
‫ﻋﻤﺎﻥ‪ -‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪١٤٢٤ ،١‬ﻫـ‪٢٠٠٣/‬ﻡ‪.‬‬

‫ﺩﻭﺭ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻘﻨﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺩ‪.‬ﺭﺿﻮﺍﻥ ﺍﻟﺪﺑﺴﻲ‪ ،‬ﻭﻗﺎﺋﻊ‬ ‫‪-‬‬
‫ﻣﺆﲤﺮ‪":‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻣﺎﻡ ﲢﺪﻳﺎﺕ ﺍﻟﻌﻮﳌﺔ" ﺑﲑﻭﺕ‪٢٠٠٢ ،‬ﻡ‪.‬‬

‫ﺍﻟﺮﻭﺡ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﳎﺎﻫﺪ ﻣﺼﻔﻰ ‪‬ﺠﺖ‪ ،‬ﲝﺚ‬ ‫‪-‬‬
‫ﻧﺸﺮ ﰲ ﺍﻟﺴﺠﻞ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻨﺪﻭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻷﻭﱃ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﺍﻟﱵ‬
‫ﻋﻘﺪﺕ ﰲ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪١٤٠٠ ،‬ﻫـ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻘﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ‪ ،‬ﺩ‪ .‬ﻓﻴﻜﺘﻮﺭﻳﻦ ﻋﺒﻮﺩ‪ ،‬ﲝﺚ‬ ‫‪-‬‬
‫ﻧﺸﺮ ﰲ ﺍﻟﺴﺠﻞ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻨﺪﻭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻷﻭﱃ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﺍﻟﱵ‬
‫ﻋﻘﺪﺕ ﰲ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪١٤٠٠ ،‬ﻫـ‪.‬‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﻄﺎﺏ‪ ،‬ﻣﻘﺎﺭﺑﺔ ﻟﻐﻮﻳﺔ ﺗﺪﺍﻭﻟﻴﺔ‪ ،‬ﺩ‪ .‬ﻋﺒﺪ ﺍﳍﺎﺩﻱ ﺑﻦ ﻇﺎﻓﺮ ﺍﻟﺸﻬﺮﻱ‪،‬‬ ‫‪-‬‬
‫ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﳉﺪﻳﺪ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﻁ‪٢٠٠٤ ،١‬ﻡ‪،‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺷﺮﺡ ﺍﻟﻮﺍﺿﺤﺔ ﰲ ﲡﻮﻳﺪ ﺍﻟﻔﺎﲢﺔ‪ ،‬ﺍﳌﺮﺍﺩﻱ)ﺑﺪﺭ ﺍﻟﺪﻳﻦ ﺍﳊﺴﻦ ﺑﻦ ﻗﺎﺳﻢ‪ ،‬ﺍﳌﺸﻬﻮﺭ‬ ‫‪-‬‬
‫ﺑـ ﺍﺑﻦ ﺃﻡ ﻗﺎﺳﻢ( ﺕ‪ :‬ﺩ‪ .‬ﻋﺒﺪ ﺍﳍﺎﺩﻱ ﺍﻟﻔﻀﻠﻲ‪ ،‬ﺩﺍﺭ ﺍﻟﻘﻠﻢ‪ ،‬ﺑﲑﻭﺕ‪.‬‬

‫ﺍﻟﻠﺴﺎﻥ ﻭﺍﳌﻴﺰﺍﻥ ﺃﻭ ﺍﻟﺘﻜﻮﺛﺮ ﺍﻟﻌﻘﻠﻲ‪ ،‬ﺩ‪ .‬ﻃﻪ ﻋﺒﺪ ﺍﻟﺮﲪﻦ‪ ،‬ﺍﳌﺮﻛﺰ ﺍﻟﺜﻘﺎﰲ ﺍﻟﻌﺮﰊ‪،‬‬ ‫‪-‬‬
‫ﺑﲑﻭﺕ‪ ،‬ﻁ‪١٩٩٨ ،١‬ﻡ‪.‬‬

‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﺗﻌﻠﻴﻤﻬﺎ ﻭﺗﻌﻠﻤﻬﺎ‪ ،‬ﻧﺎﻳﻒ ﺧﺮﻣﺎ‪ ،‬ﻭﻋﻠﻲ ﺣﺠﺎﺝ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍ‪‬ﻠﺲ‬ ‫‪-‬‬
‫ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ‪،‬ﻉ‪١٩٨٨ ،١٢٦‬ﻡ‪.‬‬

‫‪-‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺃﻟﻔﻪ ﻭﺭﺍﺟﻌﻪ‪ ،‬ﺩ‪ .‬ﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ ﺍﻟﺸﻮﻳﺮﻑ‪،‬‬ ‫‪-‬‬
‫ﻭﺁﺧﺮﻭﻥ‪ ،‬ﲨﻌﻴﺔ ﺍﻟﺪﻋﻮﺓ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻃﺮﺍﺑﻠﺲ‪ ،‬ﻁ‪١٤٢٨ ،٢‬ﻫـ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺃﺳﺌﻠﺔ ﺍﻟﻌﺼﺮ‪ ،‬ﺩ‪ .‬ﻭﻟﻴﺪ ﺍﻟﻌﻨﺎﰐ‪ ،‬ﻭﺩ‪ .‬ﻋﻴﺴﻰ ﺑﺮﻫﻮﻣﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺸﺮﻭﻕ‪،‬‬ ‫‪-‬‬
‫ﻋﻤﺎﻥ ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪١،٢٠٠٧‬ﻡ‪.‬‬

‫ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﺇﻋﺪﺍﺩﻩ‪ -‬ﲢﻠﻴﻠﻪ‪-‬‬ ‫‪-‬‬
‫ﺗﻘﻮﳝﻪ‪ ،‬ﺩ‪.‬ﳏﻤﺪ ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ‪ ،‬ﻭﺩ‪ .‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﻣﻄﺒﻮﻋﺎﺕ ﺟﺎﻣﻌﺔ ﺃﻡ‬
‫ﺍﻟﻘﺮﻯ‪ ،‬ﻁ‪١٤٠٣ ،١‬ﻫـ‪١٩٨٣/‬ﻡ‪.‬‬

‫ﺍﳌﺪﺧﻞ ﺍﻻﺗﺼﺎﱄ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪،‬ﺩ‪ .‬ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﻧﺪﻭﺓ ﺍﳋﱪﺍﺀ ﰲ‬ ‫‪-‬‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺍﳌﻨﻌﻘﺪﺓ ﰲ ﺍﻟﺸﺎﺭﻗﺔ‪١٤١٨ ،‬ﻫـ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻤﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬
‫ﺃ‪.‬ﺩ ﻋﺰﺍﻟﺪﻳﻦ‪-‬ﺍﻟﺒﻮﺷﻴﺨﻲ‬

‫ﻛﻠﯿﺔ اﻵداب واﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬ﻣﻜﻨﺎس‪ /‬اﻟﻤﻐﺮب‬

‫ﻣﻠﺨﺺ‪:‬‬
‫ﻳﻨﺪﺭﺝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﺇﻃﺎﺭ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻋﻤﻮﻣﺎ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﺘﻤﻴﺰ‬
‫ﲞﺼﻴﺼﺘﲔ‪ :‬ﺍﻷﻭﱃ ﺃﻧﻪ ﺗﻌﻠﻴﻢ ﻣﻮﺟﻪ ﻟﻠﻜﺒﺎﺭ ﻋﺎﺩﺓ‪ ،‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﺃﻧﻪ ﺗﻌﻠﻴﻢ ﻣ‪‬ﻮﺟﻪ ﻟﻐﺎﻳﺎﺕ ﳏﺪﺩﺓ‪ .‬ﻭﻣﻌﲎ ﺫﻟﻚ ﺃﻥ‬
‫ﻭﺿﻊ ﺍﳌﺘﻌﻠﻢ ﻭﺣﺎﺟﺎﺗﻪ ﰲ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﳜﺘﻠﻒ ﻋﻦ ﻭﺿﻊ ﺍﳌﺘﻌﻠﻢ ﻭﺣﺎﺟﺎﺗﻪ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‬
‫ﺍﻟﻌﺎﻡ‪.‬‬

‫ﻧﻔﺘﺮﺽ ﺃﻥ ﻣﺎ ﳚﻌﻞ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﳐﺘﻠﻔﺎ ﻋﻦ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻫﻮ‪:‬‬

‫ﺃ‪ .‬ﺍﺷﺘﻐﺎﻝ ﺍﶈﻞ‪.‬‬

‫ﺏ‪ .‬ﻭﺍﺻﻄﻨﺎﻉ ﺍﶈﻴﻂ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﻭﳏﺘﻮﻯ ﻫﺬﺍ ﺍﻻﻓﺘﺮﺍﺽ ﺃﻥ ﺍﳌﺒﺎﺩﺉ ﺍﻟﻔﻄﺮﻳﺔ ﻟﻠﻘﺪﺭﺓ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺗﻨﺸﻐﻞ ﺑﺎﻟﻠﻐﺔ ﺍﻟﱵ ﺍﺣﺘﻜﺖ ‪‬ﺎ ﺃﻭﻝ ﻣﺮﺓ‪،‬‬
‫ﻭﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﺍﻧﺸﻐﺎﻻ ﻻ ﲢﻈﻰ ﺑﻪ ﺃﻳﺔ ﻟﻐﺔ ﺃﺧﺮﻯ ﺑﻌﺪ ﺫﻟﻚ‪.‬‬

‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻣﺮ ﻛﻤﺎ ﺗﻘﺪﻡ‪ ،‬ﻓﺈﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻌﺘﻤﺪ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻭﻣﻨﻬﺞ‬
‫ﺍﻹﻏﻤﺎﺱ‪ .‬ﻭﺃﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻓﺈﻳﻼﺀ ﺍﻷﺳﺒﻘﻴﺔ ﺃﺛﻨﺎﺀ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻟﻠﻮﻇﻴﻔﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻋﻠﻰ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‪ .‬ﻭﺃﻣﺎ ﺍﳌﻘﺼﻮﺩ ﲟﻨﻬﺞ ﺍﻹﻏﻤﺎﺱ‪ ،‬ﻓﻮﺿﻊ ﺍﳌﺘﻌﻠﻢ ﰲ ﳏﻴﻂ ﻟﻐﻮﻱ ﺗﻌﻠﻴﻤﻲ ﳝﺎﺛﻞ ـ ﻗﺪﺭ‬
‫ﺍﻹﻣﻜﺎﻥ ـ ﺍﶈﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﹶّﻤﺔ‪.‬‬

‫ﻭﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻳﺘﻢ ﺗﺜﺒﻴﺖ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻤﺔ ﻭﺑﺎﺳﺘﻌﻤﺎﳍﺎ‪ .‬ﻭﻳﺘﻢ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻌﻄﻴﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺃﺻﺒﺢ ﺍﳌﺘﻌﻠﻢ ﻣﺘﻌﻮﺩﺍ ﻋﻠﻰ ﺇﻧﺘﺎﺟﻬﺎ ﻭﻓﻬﻤﻬﺎ ﰲ ﺗﻌﻠﻴﻢ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﻭ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﺗﺼﺒﺢ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ ﺍﳌﺘﻌﻠﻢ ﺗﻔﺴﲑﺍ ﻳﻔﺴﺮ ﻟﻪ ﺳﻠﻮﻙ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﳚﻴﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺗﺘﻮﻟﺪ ﰲ‬
‫ﺫﻫﻦ ﺍﳌﺘﻌﻠﻢ ﻭﻫﻮ ﻳﻘﺎﺭﻥ ﺑﲔ ﻟﻐﺘﻪ ﺍﻷﻡ ﻭﺑﲔ ﺍﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻤﺔ‪ .‬ﻓﺒﺪﻻ ﻣﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻘﻮﺍﻋﺪ ﻋﺒﺌﺎ ﺛﻘﻴﻼ ﻋﻠﻰ‬
‫ﺍﳌﺘﻌﻠﻢ‪ ،‬ﺗﺼﺒﺢ ﺇﺟﺎﺑﺎﺕ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻳﺜﲑﻫﺎ‪ ،‬ﻓﻴ‪‬ﻘﺒﻞ ﻋﻠﻰ ﺗﻌﻠﻤﻬﺎ ﺧﺎﺻﺔ ﺇﺫﺍ ﺭﻭﻋﻲ ﰲ ﺻﻴﺎﻏﺘﻬﺎ‬
‫ﺍﻟﻮﺿﻮﺡ ﻭﺍﻟﺒﺴﺎﻃﺔ ﻣﻊ ﲡﻨﺐ ﺇﻳﺮﺍﺩ ﺍﻟﺸﻮﺍﻫﺪ ﺍﻟﺸﻮﺍﺭﺩ‪.‬‬

‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﳚﺮﻱ ﺗﺜﺒﻴﺘﻬﺎ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻻ ﺗﺘﻮﻗﻒ ﻋﻨﺪ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‪ ،‬ﺑﻞ ﺗﺸﻤﻞ ﺃﻳﻀﺎ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﲔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺑﲔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪ ،‬ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‬
‫ﺍﳋﺎﺻﺔ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﺇﺩﺭﺍﻙ ﺣﺮﻛﺎﺕ ﺍﳉﺴﻢ ﻭﺗﻘﺎﺳﻢ ﺍﻟﻔﻀﺎﺀ ﺃﺛﻨﺎﺀ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﻭﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺗﺮﺍﻋﻰ ﺍﻟﻐﺎﻳﺔ ﻣﻦ ﺍﻟﺘﻌﻠﻢ؛ ﻓﻴ‪‬ﺨﺼﺺ ﻟﻜﻞ ﻏﺎﻳﺔ ﺑﺮﻧﺎﻣﺞ ﻳﺴﺘﺠﻴﺐ ﳌﺘﻄﻠﺒﺎ‪‬ﺎ‪ ،‬ﻣﻬﻨﻴﺔ‬
‫ﻛﺎﻧﺖ ﺃﻡ ﻋﻠﻤﻴﺔ ﺃﻡ ﺛﻘﺎﻓﻴﺔ ﺳﻴﺎﺣﻴﺔ‪.‬‬

‫ﻓﻬﻞ ﻳﻮﺟﺪ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﳌﻌﺪﺓ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﺻﺪﻯ ﳌﺎ ﺃﻗﺮﺗﻪ ﻧﺘﺎﺋﺞ ﺍﻷﲝﺎﺙ‬
‫ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ؟‪.‬‬

‫ﻭﻫﻞ ﺗﺄﺧﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺧﺼﻮﺻﻴﺎﺕ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ؟‬

‫ﻭﻫﻞ ﲦﺔ ﺑﺮﺍﻣﺞ ﺗﺴﺘﺠﻴﺐ ﳊﺎﺟﺎﺕ ﺍﳌﻘﺒﻠﲔ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ؟‬

‫ﺫﻟﻚ ﻣﺎ ﺳﻨﺤﺎﻭﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻪ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺪﺧﻞ‪:‬‬
‫ﺗﺘﻔﺮﺩ ﺍﻟﻠﻐﺔ ﺑﻮﺿﻊ ﺧﺎﺹ‪ :‬ﻓﻬﻲ ﻣﻌﺮﻓﺔ ﻛﻐﲑﻫﺎ ﻣﻦ ﺍﳌﻌﺎﺭﻑ‪ ،‬ﻭﺃﺩﺍﺓ ﻟﺘﺤﺼﻴﻞ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ‪.‬‬
‫ﻭﻫﻲ ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻣﻌﺮﻓﺔ ﺗ‪‬ﻜﺘ‪‬ﺴﺐ ﺑﺎﻟﻔﻄﺮﺓ ﺣﲔ ﺗﻜﻮﻥ ﰲ ﻭﺿﻊ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺗ‪‬ﺘ‪‬ﻌﻠﱠﻢ ﺑﻮﺳﺎﺋﻞ‬
‫ﺍﻟﺘﻌﻠﻢ ﺍﳌﺨﺘﻠﻔﺔ ﺣﲔ ﺗﻜﻮﻥ ﰲ ﻭﺿﻊ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ .‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻐﲑﻫﺎ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻐﺔ ﺃﻡ‪‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺃﻫﻠﻬﺎ‪ ،‬ﻭﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ .‬ﻭﺍﻟﺒﺤﺚ ﰲ ﻛﻴﻔﻴﺔ ﺍﻛﺘﺴﺎ‪‬ﺎ ﻭﺗﻌﻠﻤﻬﺎ ﻣﺴﺎﳘﺔ‬
‫ﰲ ﺍﻟﻌﻤﻖ ﰲ ﺣﻞ ﺍﻹﺷﻜﺎﻝ ﺍﳌﺘﻌﻠﻖ ﺏ‪ :‬ﻛﻴﻒ ﲤﻜﻨﺖ ﺍﳌﺨﻠﻮﻗﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻣﻌﺮﻓﺔ ﻣﺎ ﺗﻌﺮﻑ‪.‬‬

‫ﻓﻜﻴﻒ ﻧﻜﺘﺴﺐ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪‬؟ ﻭﻣﺎﺫﺍ ﻧﻜﺘﺴﺐ ﺑﺎﻟﻀﺒﻂ ﺣﲔ ﻧﻜﺘﺴﺒﻬﺎ؟ ﻭﻣﺎ ﺍﻟﺬﻱ ﳝﻜﻨﻨﺎ ﻣﻦ ﺍﻛﺘﺴﺎﺏ‬
‫ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪‬؟ ﻭﻛﻴﻒ ﻧﺘﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ؟ ﻭﻣﺎﺫﺍ ﻧﺘﻌﻠﻢ ﺑﺎﻟﻀﺒﻂ ﺣﲔ ﻧﺘﻌﻠﻤﻬﺎ؟ ﻭﻫﻞ ﻧﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‬
‫ﺑﺎﻟﻄﺮﻳﻘﺔ ﺫﺍ‪‬ﺎ ﺍﻟﱵ ﻧﻜﺘﺴﺐ ‪‬ﺎ ﻟﻐﺘﻨﺎ ﺍﻷﻡ‪‬؟ ﻭﻫﻞ ﻧﺴﺘﻌﻤﻞ ﺍﳉﻬﺎﺯ ﺍﻟﺬﻫﲏ ﺫﺍﺗﻪ؟‬

‫ﺳﻨﺤﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﺃﻥ ﻧﻘﺪﻡ ﺇﺟﺎﺑﺎﺕ ﳏﺪﺩﺓ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻣﻠﺘﺰﻣﲔ ﺣﺪﻭﺩ ﻣﺎ ﻳﻔﺮﺿﻪ ﺍﳌﻘﺎﻡ‬
‫ﻭﺍﳌﻘﺎﻝ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ I‬ـ ﺍﳌﻼﻣﺢ ﺍﻟﻌﺎﻣﺔ ﻻﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪:‬‬

‫ﻧﺴﺘﻄﻴﻊ ﺑﻘﺪﺭ ﻣﺎ ﻣﻦ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﺄﻣﻞ ﺃﻥ ﻧﺘﺒﲔ ﺃﻥ ﺍﻟﻄﻔﻞ ﺍﻟﺬﻱ ﻳﻜﺘﺴﺐ ﻟﻐﺘﻪ ﺍﻷﻡ‪ ‬ﻳﻜﺘﺴﺐ ﻣﻌﺠﻤﻬﺎ‬
‫ﻭﻗﻮﺍﻋﺪ ﳓﻮﻫﺎ ﻭﻗﻮﺍﻋﺪ ﺍﺳﺘﻌﻤﺎﳍﺎ ﻋﻼﻭﺓ ﻋﻠﻰ ﺍﳌﻮﺍﺿﻌﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﺗﺼﺎﺣﺐ ﺍﺳﺘﻌﻤﺎﳍﺎ‬
‫ﻭﺗﺆﺛﺮ ﻓﻴﻪ‪.‬‬

‫ﻭﺗﺒﻌﺎ ﻟﻔﹶﺮ‪‬ﺿ‪‬ﻴﺔ ﺍﻻﻛﺘﺴﺎﺏ ﺍﻟﱵ ﺗﻌﺰﻭ ﺣﺼﻮﻟﻪ ﺇﱃ ﻭﺟﻮﺩ ﻣﻠﻜﺔ ﻟﻐﻮﻳﺔ ﻓﻄﺮﻳﺔ ﻭﳏﻴﻂ ﻟﻐﻮﻱ ﻣﻨﺎﺳﺐ‪،‬‬
‫ﻧﺴﺘﻄﻴﻊ ﺍﻟﻘﻮﻝ ﺇﻥ ﻣﻠﻜﺔ ﺍﻟﻄﻔﻞ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺒﺪﺃ ﻋﻤﻠﻬﺎ ﺑﺎﺣﺘﻜﺎﻛﻬﺎ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﻭﺗﻨﻀﺞ ‪‬ﺬﻩ ﺍﳌﻠﻜﺔ‪ .‬ﻭﺑﻌﺒﺎﺭﺓ‬
‫ﺃﺧﺮﻯ‪ ،‬ﺇﺫﺍ ﺗﺼﻮﺭﻧﺎ ﺍﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺟﻬﺎﺯﺍ ﺫﻫﻨﻴﺎ ﻣﺆﻟﻔﺎ ﻣﻦ ﻋﺪﺓ ﻣﻜﻮﻧﺎﺕ‪ ،‬ﻛﺎﳌﻌﺠﻢ ﻭﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﻭﻗﻮﺍﻋﺪ‬
‫ﺍﻻﺳﺘﻌﻤﺎﻝ‪ ،‬ﻓﺈﻥ ﻛﻞ ﻣﻜﻮﻥ ﻣﻦ ﻫﺬﻩ ﺍﳌﻜﻮﻧﺎﺕ ﺳﻴﻨﺸﻐﻞ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻡ‪ ‬ﻣﻦ ﺍﳉﻬﺔ ﺍﻟﱵ ﺗﻌﻨﻴﻪ‪ :‬ﻳﻨﺸﻐﻞ ﻣﻜﻮﻥ‬
‫ﺍﳌﻌﺠﻢ ﲟﻌﺠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﻭﻳﻨﺸﻐﻞ ﻣﻜﻮﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﺑﻘﻮﺍﻋﺪ ﳓﻮ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﻭﻳﻨﺸﻐﻞ ﻣﻜﻮﻥ ﻗﻮﺍﻋﺪ‬
‫ﺍﻻﺳﺘﻌﻤﺎﻝ‪ ،‬ﺑﻘﻮﺍﻋﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﻭﻫﻜﺬﺍ ﺩﻭﺍﻟﻴﻚ‪ .‬ﻓﺈﺫﺍ ﻧﻀﺠﺖ ﺍﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺪﻯ ﺍﻟﻄﻔﻞ‪ ،‬ﻧﻀﺞ‬
‫ﺍﳌﻌﺠﻢ ﰲ ﺍﳌﻜﻮﻥ ﺍﳌﻌﺠﻤﻲ‪ ،‬ﻭﻧﻀﺠﺖ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﰲ ﻣﻜﻮﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‪ ،‬ﻭﻧﻀﺠﺖ ﻗﻮﺍﻋﺪ‬
‫ﻭﺣﲔ ﻳﻜﺘﺴﺐ ﺍﻟﻄﻔﻞ ﻟﻐﺘﻪ ﺍﻷﻡ‪ ،‬ﻓﺈﻥ‬ ‫ﺍﻻﺳﺘﻌﻤﺎﻝ ﰲ ﻣﻜﻮﻥ ﻗﻮﺍﻋﺪ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺃﻭ ﺍﳌﻜﻮﻥ ﺍﻟﺘ‪‬ﺪﺍﻭ‪‬ﱄ‪...‬‬
‫ﺟﻬﺎﺯﻩ ﺍﻟﺼﻮﰐ ﻳﺘﺸﻜﻞ ﲝﺴﺐ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻨﻄﻘﻴﺔ ﺍﳋﺎﺻﺔ ﺑﻠﻐﺘﻪ‪ ،‬ﻭﻳﺘﻌﻮﺩ ﺟﻬﺎﺯﻩ ﺍﻟﺴﻤﻌﻲ ﻋﻠﻰ ﲰﺎﻉ‬
‫ﺃﺻﻮﺍﺕ ﻟﻐﺘﻪ‪ ،‬ﻭﻳﺘﻌﻮﺩ ﺟﻬﺎﺯﻩ ﺍﻟﺒﺼﺮﻱ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺇﺷﺎﺭﺍﺕ ﺍﳉﺴﻢ ﺍﳌﺼﺎﺣﺒﺔ ﻟﻠﻜﻼﻡ‪ ،‬ﻭﺇﺩﺭﺍﻙ ﺣﺮﻭﻑ‬
‫ﻟﻐﺘﻪ ﺃﺛﻨﺎﺀ ﺗﻌﻠﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪.‬‬

‫ﻭ‪‬ﺬﺍ ﺍﳌﻌﲎ‪ ،‬ﺗﻜﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻗﺪ ﻫﻴﻤﻨﺖ ﻋﻠﻰ ﺍﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﳉﻬﺎﺯ ﺍﻟﺼﻮﰐ‪ ،‬ﻭﻋﻠﻰ ﺍﳉﻬﺎﺯ‬
‫ﺍﻟﺴﻤﻌﻲ‪ ،‬ﻭﻋﻠﻰ ﺍﳉﻬﺎﺯ ﺍﻟﺒﺼﺮﻱ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻟﻄﻔﻞ ﻭﺍﻗﻌﺎ ﲢﺖ ﺗﺄﺛﲑﻫﺎ ﰲ ﳑﺎﺭﺳﺔ ﻧﺸﺎﻃﻪ ﺍﻟﻔﻜﺮﻱ‬
‫ﻭﺍﻟﺘﻌﺒﲑﻱ‪ .‬ﻭﺑﻘﺪﺭ ﻣﺎ ﻳﺮﺳﺦ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻭﻳ‪‬ﺘ‪‬ﻌ‪‬ﺰ‪‬ﺯ ﺑﺎﻟﺘﻌﻠﻢ‪ ،‬ﺗﺰﺩﺍﺩ ﻫﻴﻤﻨﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﺘﻌﺒﲑ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ II‬ـ ﲢﻮﻳﻞ ﺍﻟﻘﺪﺭﺓ ﻣﻦ ﺍﻻﻛﺘﺴﺎﺏ ﺇﱃ ﺍﻟﺘﻌﻠﻢ‪:‬‬

‫ﻳﻘﺘﻀﻲ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﲡﺪﻳﺪ ﻋﻤﻞ ﺍﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺃﻱ ﲢﻮﻳﻞ‬
‫ﺍﻟﻘﺪﺭﺓ ﻣﻦ ﺍﻻﻛﺘﺴﺎﺏ ﺇﱃ ﺍﻟﺘﻌﻠﻢ‪ .‬ﻓﻴﻜﻮﻥ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻢ ﺃﻥ ﻳﻘﻮﻡ ﺑﺘﺸﻐﻴﻞ ﻣﻜﻮﻧﻪ ﺍﳌﻌﺠﻤﻲ ﻟﺒﻨﺎﺀ ﻣﻌﺠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﺍﳌﺘﻌﻠﻤﺔ‪ ،‬ﻭﺑﺘﺸﻐﻴﻞ ﻣﻜﻮﻧﻪ ﺍﻟﻨﺤﻮﻱ ﻟﺘﻌﻠﻢ ﻗﻮﺍﻋﺪ ﳓﻮ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺑﺘﺸﻐﻴﻞ ﻣﻜﻮﻧﻪ ﺍﻟﺘﺪﺍﻭﱄ ﻟﺘﻌﻠﻢ‬
‫ﻗﻮﺍﻋﺪ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ ،‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﳌﻮﺍﺿﻌﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻻﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻟﻠﻐﻮﻱ‪.‬‬

‫ﻭﺳﻴ‪‬ﻜﹸﻮﻥ ﻋﻠﻴﻪ ﺃﻥ ﻳ‪‬ﻜﻴ‪‬ﻒ ﺟﻬﺎﺯﻩ ﺍﻟﺼﻮﰐ ﻣﻊ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻨﻄﻘﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺄﺻﻮﺍﺕ ﺍﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻤﺔ‪ ،‬ﻭﻛﺬﺍ‬
‫ﺟﻬﺎﺯﻩ ﺍﻟﺴﻤﻌﻲ ﻟﺴﻤﺎﻉ ﺃﺻﻮﺍﺕ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻭﻓﻬﻤﻬﺎ‪ ،‬ﻭﺟﻬﺎﺯﻩ ﺍﻟﺒﺼﺮﻱ ﻹﺩﺭﺍﻙ ﺍﻹﺷﺎﺭﺍﺕ ﺍﳉﺴﻤﻴﺔ‬
‫ﺍﳌﺼﺎﺣﺒﺔ ﻻﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻭﺇﺩﺭﺍﻙ ﺣﺮﻭﻓﻬﺎ‪.‬‬

‫ﻭﻃﺒﻌﺎ‪ ،‬ﻟﻦ ﻳﻜﻮﻥ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺗﻠﻘﺎﺋﻴﺎ ﺃﻭ ﺳﻬﻼ ﻛﻤﺎ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻟﺴﺒﺒﲔ ﺭﺋﻴﺴﲔ‪:‬‬

‫ﺃﻭﳍﻤﺎ‪ :‬ﺍﻧﺸﻐﺎﻝ ﺍﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ ﲟﻜﻮﻧﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻡ‪،‬‬

‫ﻭﺛﺎﻧﻴﻬﻤﺎ‪ :‬ﻋﺪﻡ ﻭﺟﻮﺩ ﳏﻴﻂ ﻟﻐﻮﻱ ﻃﺒﻴﻌﻲ‪.‬‬

‫ﻭﻳ‪‬ﺤ‪‬ﺘ‪‬ﻢ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺍﺳﺘﺤﺪﺍﺙ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻤﻴﺔ ﻭﺃﺳﺎﻟﻴﺐ ﻭﺗﻘﻨﻴﺎﺕ ﻣﻨﺎﺳﺒﺔ ﺗﺪﻋﻢ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﲡﻌﻠﻪ ﺗﻌﻠﻤﺎ ﻧﺎﺟﻌﺎ‪.‬‬

‫ﻓﻜﻴﻒ ﻧﺘﻤﻜﻦ ﻣﻦ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﳍﺪﻑ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ؟‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ III‬ـ ﺍﻻﻛﺘﺴﺎﺏ ﺃﺳﺎﺳﺎ ﻟﻠﺘﻌﻠﻢ‪:‬‬

‫ﻳﺘﻤﺜﻞ ﺍﻻﻓﺘﺮﺍﺽ ﺍﻟﺬﻱ ﻧﺪﺍﻓﻊ ﻋﻨﻪ ﰲ ﺍﻵﰐ‪" :‬ﺑﻘﺪﺭ ﻣﺎ ﻣﺎﺛﻠﺖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺘﻢ ‪‬ﺎ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺘﻢ ‪‬ﺎ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﻳﺘﺤﻘﻖ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻨﺎﺟﻊ"‪.‬‬

‫ﻳﻘﺘﻀﻲ ﺫﻟﻚ ﺃﻥ ﻧﺘﺒﲔ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺘﻢ ‪‬ﺎ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﻭﳒﻌﻠﻬﺎ ﺇﻃﺎﺭﺍ ﻣﺮﺟﻌﻴﺎ ﳌﻨﻬﺎﺝ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ .‬ﻳﺒﺪﺃ ﺍﻟﻄﻔﻞ ﰲ ﺍﻛﺘﺴﺎﺏ ﻟﻐﺘﻪ ﺍﻷﻡ ﺑﺎﻻﺳﺘﻤﺎﻉ‪ .‬ﻭﻳﺴﺘﻤﺮ ﰲ ﲰﺎﻉ ﺃﺻﻮﺍﺕ‬
‫ﻟﻐﺘﻪ ﻣﺪﺓ ﻣﻦ ﺍﻟﺰﻣﻦ ﻗﺒﻞ ﺃﻥ ﻳﻨﻄﻖ ﺑﺄﻭﻝ ﺻﻮﺕ ﻣﻦ ﺃﺻﻮﺍﺕ ﻟﻐﺘﻪ‪ .‬ﻭﺗﺸﻜﻞ ﻣﺮﺣﻠﺔ ﺍﻻﺳﺘﻤﺎﻉ ﻫﺬﻩ ﻣﺮﺣﻠﺔ‬
‫ﻣﻬﻤﺔ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ؛ ﺇﺫ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﳜﺘﺰﻥ ﺍﻟﻄﻔﻞ ﰲ ﺫﺍﻛﺮﺗﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻏﻨﻴﺔ ﻋﻦ ﻟﻐﺘﻪ‪ :‬ﻋﻦ‬
‫ﺃﺻﻮﺍ‪‬ﺎ ﻭﻣﻔﺮﺩﺍ‪‬ﺎ ﻭﳓﻮﻫﺎ ﻭﺍﺳﺘﻌﻤﺎﳍﺎ‪....‬‬

‫ﻭﺣﲔ ﻳﺸﺮﻉ ﰲ ﺍﻟﻜﻼﻡ‪ ،‬ﻓﺈﻧﻪ ﻳﺘﻜﻠﻢ ﻣﺘﻮﺍﺻﻼ ﻣﻊ ﻧﻔﺴﻪ ﻭﺃﻓﺮﺍﺩ ﺃﺳﺮﺗﻪ ﻭﳏﻴﻄﻪ‪ ،‬ﺃﻣﻪ ﻭﺃﺑﻴﻪ ﻭﺇﺧﻮﺗﻪ‪....‬‬

‫ﻭﺳﻮﺍﺀ ﺗﻌﻠﻖ ﺍﻷﻣﺮ ﺑﺎﻻﺳﺘﻤﺎﻉ ﺃﻡ ﺑﺎﻟﻜﻼﻡ‪ ،‬ﻓﺈﻥ ﲡﺮﺑﺘﻪ ﺍﻟﻠﻐﻮﻳﺔ ﳏﻜﻮﻣﺔ ﺑﺎﻻﺳﺘﻌﻤﺎﻝ ﻻ ﺗﻨﻔﻚ ﻋﻨﻪ؛ ﻓﻬﻮ‬
‫ﻳﺴﻤﻪ ﺍﻟﻠﻐﺔ ﻣﺴﺘﻌﻤﻠﺔ ﰲ ﳏﻴﻄﻪ‪ ،‬ﻭﻳﺘﻜﻠﻢ ‪‬ﺎ ﻣﺴﺘﻌﻤﻼ ﺇﻳﺎﻫﺎ ﻟﺘﻠﺒﻴﺔ ﺣﺎﺟﺎﺗﻪ‪ .‬ﻭﺑﻘﺪﺭ ﻣﺎ ﻳﻜﻮﻥ ﺍﺣﺘﻜﺎﻛﻪ‬
‫ﺑﺎﻟﻠﻐﺔ ﻛﺜﻴﻔﺎ ﻳﺴﻬﻞ ﻋﻠﻴﻪ ﺍﻛﺘﺴﺎ‪‬ﺎ‪ ،‬ﻭﺗﻐﺘﲏ ﲡﺮﺑﺘﻪ ﻭﺗﺘﻘﻮﻯ‪.‬‬

‫ﻭﺗﻌﻤﻞ ﺍﳌﺪﺭﺳﺔ ﻋﻠﻰ ﻧﻘﻠﻪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﳌﻌﺮﻓﺔ ﻏﲑ ﺍﻟﻮﺍﻋﻴﺔ ﺇﱃ ﻣﺴﺘﻮﻯ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻮﺍﻋﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ‬
‫ﺗﺜﺒﻴﺖ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺒﻼﻏﻴﺔ ﺇﱃ ﺃﻥ ﺗﻨﻀﺞ ﻣﻠﻜﺘﻪ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ IV‬ـ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻭﻣﻨﻬﺞ ﺍﻹﻏﻤﺎﺱ‪:‬‬

‫ﺇﺫﺍ ﺍﲣﺬﻧﺎ ﺍﻻﻛﺘﺴﺎﺏ ﺇﻃﺎﺭﺍ ﻣﺮﺟﻌﻴﺎ ﻟﻮﺿﻊ ﻣﻨﻬﺎﺝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ‬
‫ﻳﻘﺘﻀﻲ ﺍﻟﺘﺮﻛﻴﺰ ﺃﻭﻻ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻗﺒﻞ ﻣﻬﺎﺭﰐ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﺗﺄﺧﲑ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﻏﲑﻫﺎ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺧﺼﺎﺋﺺ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﺍﻟﱵ ﺍﻛﺘﺴﺒﻬﺎ ﺍﳌﺘﻌﻠﻢ‪.‬‬

‫ﻭﻳﻌﲏ ﺫﻟﻚ ﺍﻋﺘﻤﺎﺩ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﺗﺒﲏ ﻣﻨﻬﺞ ﺍﻹﻏﻤﺎﺱ‪،‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺲ ﺑﻨﺤﻮ ﺗﻌﻠﻴﻤﻲ ﺑﻴﺪﺍﻏﻮﺟﻲ ﻳﺮﺍﻋﻲ ﺣﺎﺟﺎﺕ ﺍﻟﺘﻌﻠﱡﻢ ﻭﻣﺘﻄﻠﺒﺎﺗﻪ‪.‬‬

‫ﺗﻘﻮﻡ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻋﻠﻰ ﺇﻳﻼﺀ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﰲ ﻣﻘﺎﻣﺎﺕ ﺗﻮﺍﺻﻠﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﲢﻔﺰ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ ﺑﺎﻟﻠﻐﺔ ﺍﳌﺮﺍﺩ ﺗﻌﻠﻤﻬﺎ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻋ‪‬ﺪﺓ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺩﻭﳕﺎ‬
‫ﺗﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻷﺧﻄﺎﺀ ﺃﻭ ﺫﻛﺮ ﻟﻠﻘﻮﺍﻋﺪ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﻭﻳﺘﻤﺜﻞ ﺩﻭﺭ ﺍﳌﻌﻠﻢ ﰲ ﻫﺬﻩ ﺍﳌﻘﺎﺭﺑﺔ ﰲ ﺗﻮﻓﲑ ﳏﻴﻂ ﻟﻐﻮﻱ ﻣﻨﺎﺳﺐ ﺷﺒﻴﻪ ﺇﱃ ﺣﺪ ﻣﺎ ﺑﺎﶈﻴﻂ ﺍﻟﻠﻐﻮﻱ‬
‫ﺍﻟﻄﺒﻴﻌﻲ ﺣﻴﺚ ﻳﺘﻢ ﺍﻻﻛﺘﺴﺎﺏ‪ .‬ﻭﻳﻘﻮﻡ ﺑﺘﺤﻔﻴﺰ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﺍﻟﻜﻼﻡ ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ ،‬ﻭﻳﺘﺪﺧﻞ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‬
‫ﻟﻠﺘﻮﺟﻴﻪ ﻭﺍﳌﺴﺎﻋﺪﺓ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ V‬ـ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‪:‬‬

‫ﻳﻌﺮﻑ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ﺗﻄﻮﺭﺍﺕ ﻣﻬﻤﺔ ﰲ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ‪.‬‬
‫ﻭﻳﺴﺘﺠﻴﺐ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﳊﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﶈﺪﺩﺓ‪ .‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﻜﻮﻥ ﺍﳌﻘﺒﻠﻮﻥ ﻣﻦ ﺍﻷﺟﺎﻧﺐ ﻋﻠﻰ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺭﺍﻏﺒﲔ ﰲ ﺗﻌﻠﻤﻬﺎ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ﺗﻘﺘﻀﻴﻬﺎ ﺃﻭﺿﺎﻋﻬﻢ ﺍﳌﻬﻨﻴﺔ ﺧﺎﺻﺔ‪ ،‬ﻛﻤﺎ ﻫﻮ ﺷﺄﻥ‬
‫ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺗﻌﻠﻤﻬﺎ ﻟﻐﺮﺽ ﺩﺑﻠﻮﻣﺎﺳﻲ ﺃﻭ ﲡﺎﺭﻱ ﺃﻭ ﺻﻨﺎﻋﻲ‪ ،‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺗﻌﻠﻤﻬﺎ ﻟﻐﺮﺽ ﺩﻳﲏ‬
‫ﺃﻭ ﻋﻠﻤﻲ‪ .‬ﻭﺃﻳﺎ ﻣﺎ ﻳﻜﻦ ﺍﻟﻐﺮﺽ ﺍﳋﺎﺹ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﳌﺘﻌﻠﻢ ﻻ ﻳﻌﻨﻴﻪ ﺇﻻ ﺗﻌﻠﻢ ﻣﺎ ﻳﻜﻔﻴﻪ ﻣﻦ‬
‫ﺍﻟﻠﻐﺔ ﻟﺘﺄﺩﻳﺔ ﺃﻏﺮﺍﺿﻪ ﺍﳋﺎﺻﺔ ﰲ ﳎﺎﻟﻪ ﺍﶈﺪﺩ‪ ،‬ﻭﰲ ﻣﺪﺓ ﻭﺟﻴﺰﺓ‪.‬‬

‫ﻭﺗ‪‬ﻌﺪ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻷﻧﺴﺐ ﰲ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻷ‪‬ﺎ ﺗﻀﻊ ﺍﳌﺘﻌﻠﻢ‬
‫ﰲ ﳏﻴﻂ ﻟﻐﻮﻱ ﺷﺒﻴﻪ ﺑﺎﶈﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻳﻨﺎﺳﺐ ﳎﺎﻝ ﻋﻤﻠﻪ‪ ،‬ﻭﺗﻘﺪﻡ ﻟﻪ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻻﺻﻄﻼﺣﺎﺕ‬
‫ﻭﺍﻻﺳﺘﻌﻤﺎﻻﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺳﻴﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ ﰲ ﳑﺎﺭﺳﺔ ﻋﻤﻠﻪ ﺃﻭ ﺗﺄﺩﻳﺔ ﺃﻏﺮﺍﺿﻪ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﻻ ﺗﻐﻔﻞ ﻋﻦ ﺗﻌﻠﻴﻢ‬
‫ﺑﻌﺾ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﺍﺻﻞ ﻏﲑ ﺍﻟﻠﻔﻈﻲ ﻭﻛﺬﺍ ﺍﳌﻮﺍﺿﻌﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﺇﻥ ﺍﻟﻔﺮﻕ ﺷﺎﺳﻊ ﻭﺍﺿﺢ‬
‫ﺑﲔ ﻣﻦ ﻳﺮﻳﺪ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﻣﻌﺠﻤ‪‬ﻬﺎ ﻭﳓﻮﻫﺎ ﻭﺻﺮﻓﻬﺎ ﻭﺑﻼﻏﺘﻬﺎ ﻭﺍﺳﺘﻌﻤﺎﻻ‪‬ﺎ‪ ،‬ﻭﺑﲔ ﻣﻦ ﻳﺮﻳﺪ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻﺳﺘﻌﻤﺎﳍﺎ ﰲ ﳎﺎﻝ ﳏﺪﺩ ﻭﻟﻐﺮﺽ ﺃﻭ ﺃﻏﺮﺍﺽ ﳏﺪﺩﺓ‪ .‬ﻭﻟﻴﺲ ﻣﻦ ﺍﳌﻌﻘﻮﻝ ﺃﻭ ﺍﳌﻘﺒﻮﻝ ﺍﻟﺘﻌﺎﻣﻞ‬
‫ﻣﻊ ﺍﻟﻔﺌﺘﲔ ﺑﻄﺮﻳﻘﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺑﻞ ﻻ ﺑﺪ ﻣﻦ ﻭﺿﻊ ﻣﻨﻬﺎﺝ ﺗﻌﻠﻴﻤﻲ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺣﺎﺟﺎﺕ ﻛﻞ ﻓﺌﺔ ﻋﻠﻰ ﺣﺪﺓ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫‪ VI‬ـ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺘﻌﻠﻴﻤﻲ ﰲ ﺍﳌﻨﻬﺎﺝ ﺍﻟﺘﻌﻠﻴﻤﻲ‪:‬‬

‫ﺇﻥ ﻛﻞ ﻛﺘﺎﺏ ﺗﻌﻠﻴﻤﻲ ﻳ‪‬ﺼﺪ‪‬ﺭ ﻋﻦ ﺗﺼﻮﺭ ﻣﻌﲔ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺇﻥ ﱂ ﻳ‪‬ﺼﺮ‪‬ﺡ ﺑﺬﻟﻚ‪ .‬ﻭﻳﻨﻌﻜﺲ‬
‫ﻫﺬﺍ ﺍﻟﺘﺼﻮﺭ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﺩ ﻭﻃﺮﻳﻘﺔ ﻋﺮﺿﻬﺎ ﻭﺍﳌﻨﻬﺠﻴﺔ ﺍﳌﺘﺒﻌﺔ ﰲ ﺗﺪﺭﻳﺴﻬﺎ‪.‬‬

‫ﺇﻥ ﺍﻟﻨﺎﻇﺮ ﰲ ﻣﺎ ﺃﹸﻟﱢﻒ ﻣﻦ ﻛﺘﺐ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻻ ﻳﺪﺭﻙ ﻣﺪﻯ ﺍﳊﺎﺟﺔ ﺍﳌﻠﺤﺔ ﺇﱃ‬
‫ﺑﺬﻝ ﻣﺰﻳﺪ ﻣﻦ ﺍﳉﻬﻮﺩ ﻟﻮﺿﻊ ﻣﻨﻬﺎﺝ ﺗﻌﻠﻴﻤﻲ ﻳﺄﺧﺬ ﺑﺎﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻳﻠﱯ‬
‫ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻣﺘﻄﻠﺒﺎ‪‬ﻢ ﻋﻠﻰ ﻏﺮﺍﺭ ﻣﻨﻬﺎﺝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻣﺜﻼ‪.‬‬

‫ﺇﻥ ﻣﻌﻈﻢ ﻣﺎ ﺍﻃﻠﻌﻨﺎ ﻋﻠﻴﻪ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻜﺎﺩ ﻻ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺃﺛﺮ ﳌﺒﺎﺩﺉ ﺍﳌﻘﺎﺭﺑﺔ‬
‫ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪ ،‬ﻭﻻ ﺗﺴﺘﻔﻴﺪ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻷﲝﺎﺙ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻻ ﺗﺴﺘﺜﻤﺮ ﻣﺎ ﺍﺳﺘﺠﺪ ﰲ ﳎﺎﻝ‬
‫ﻭﺻﻒ ﻇﻮﺍﻫﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻻ ﺗﺄﺧﺬ ﺑﻔﻜﺮﺓ ﺍﻟﻨﺤﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﻻ ﺗﺮﺍﻋﻲ ﻣﺎ ﻗﺪ ﻳﻌﺎﻧﻴﻪ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺻﻌﻮﺑﺔ‬
‫ﰲ ﻧﻄﻖ ﺑﻌﺾ ﺃﺻﻮﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻔﺮﺩﺍ‪‬ﺎ ﰲ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻤﻪ ﺍﻷﻭﱃ ‪...‬‬

‫ﺇﻥ ﻣﻌﻈﻢ ﻫﺬﻩ ﺍﻟﻜﺘﺐ ـ ﻋﻠﻰ ﺗﻔﺎﻭﺕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ـ ﻻ ﺗﺮﻗﻰ ﺇﱃ ﺗﻄﻠﻊ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﺑﻞ ﻗﺪ ﺗﻌﻤﻞ ﻋﻠﻰ‬
‫ﺇﺣﺒﺎﻃﻪ‪ ،‬ﻭﺗ‪‬ﺮﺳ‪‬ﺦ ﰲ ﺫﻫﻨﻪ ﺍﻟﺰﻋﻢ ﺍﳌﻐﺮﺽ ﺍﻟﻘﺎﺋﻞ ﺑﺼﻌﻮﺑﺔ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻭﺻﻌﻮﺑﺔ ﺗﻌﻠﻤﻬﺎ‪.‬‬

‫ﺇﻥ ﺍﳊﺎﺟﺔ ﻣﺎﺳﺔ ﺇﱃ ﻣﻨﻬﺎﺝ ﺗﻌﻠﻴﻤﻲ ﻳﺼﺪﺭ ﻋﻦ ﻧﻈﺮﻳﺔ ﰲ ﺍﻟﺘﻌﻠﻢ ﺗﺮﺑﻂ ﺑﲔ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻭﺑﲔ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ؛ ﻣﻨﻬﺎﺝ ﻳﺘﺒﲎ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﻣﺒﺎﺩﺋﻬﺎ‪ ،‬ﻭﻳﻮﱄ‬
‫ﳌﻬﺎﺭﰐ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻣﺎ ﺗﺴﺘﺤﻘﺎﻧﻪ ﻣﻦ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺇﱃ ﺟﺎﻧﺐ ﻣﻬﺎﺭﰐ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ؛ ﻣﻨﻬﺎﺝ‬
‫ﻳﺴﺘﺤﻀﺮ ﺍﳌﺘﻌﻠﻢ ﻭﻋﺎﺩﺍﺗﻪ ﺍﻟﻨﻄﻘﻴﺔ ﻭﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻓﻴﺘﺪﺭﺝ ﰲ ﺇﻏﻨﺎﺀ ﻋﺎﺩﺍﺗﻪ ﺗﻠﻚ ﺑﻌﺎﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﻨﻄﻘﻴﺔ ﻭﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ؛ ﻣﻨﻬﺎﺝ ﻻ ﻳﻘﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﺄ‪‬ﺎ ﺭﻛﺎﻡ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺸﻮﺍﻫﺪ ﻭﺍﻟﺸﻮﺍﺭﺩ‪،‬‬
‫ﺑﻞ ﻳﻘﺪﻣﻬﺎ ﻟﻐﺔ ﻃﺒﻴﻌﻴﺔ ﺗﺴﺨﺮ ﻭﺳﺎﺋﻠﻬﺎ ﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﻭﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﺘﻨﻐﻴﻤﻴﺔ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﳌﻀﺎﻣﲔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺪﻻﻟﻴﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ؛ ﻣﻨﻬﺎﺝ ﻳﻘﺪﻡ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺻﻮﺭﺓ ﳓﻮ ﺗﻌﻠﻴﻤﻲ ﻻ ﳓﻮ ﻭﺻﻔﻲ‪ ،‬ﳓﻮ‬
‫ﻫﺪﻓﻪ ﺗﺰﻭﻳﺪ ﺍﳌﺘﻌﻠﻢ ﺑﺎﻵﻟﻴﺎﺕ ﺍﻟﱵ ﲤﻜﻨﻪ ﻣﻦ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﲤﻠﻜﻬﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻳﺴﺨﺮﻫﺎ‬
‫ﺍﳌﺘﻜﻠﻢ ‪‬ﺎ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻣﺮﺍﺩﻩ ﻭﻣﻘﺎﺻﺪﻩ‪ .‬ﻣﻨﻬﺎﺝ ﳝﻴﺰ ﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻋﻠﻰ ﺍﻹﲨﺎﻝ‬
‫ﻭﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﺒﻮﺷﻴﺨﻲ‪ ،‬ﻋﺰﺍﻟﺪﻳﻦ)‪:(٢٠٠٢‬‬ ‫‪-‬‬

‫ﳓﻮ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺿﻤﻦ ﺃﻋﻤﺎﻝ ﻧﺪﻭﺓ "ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ"‪ .‬ﺳﻠﺴﻠﺔ ﺍﻟﻨﺪﻭﺍﺕ ‪ ،١٤‬ﻣﻨﺸﻮﺭﺍﺕ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ـ ﻣﻜﻨﺎﺱ‪.٢٠٠٢ ،‬‬

‫ﺍﻟﺒﻮﺷﻴﺨﻲ‪ ،‬ﻋﺰﺍﻟﺪﻳﻦ)‪ ٢٠٠٥‬ﺃ(‪:‬‬ ‫‪-‬‬

‫ﻧﻈﺮﻳﺔ ﺍﻟﻨﺤﻮ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ‪.‬‬

‫ﺿﻤﻦ ﺃﻋﻤﺎﻝ ﻧﺪﻭﺓ "ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻧﻈﺮﻳﺎﺕ ﻭﻣﻨﺎﻫﺞ ﻭﺗﻄﺒﻴﻘﺎﺕ"‪ .‬ﺳﻠﺴﻠﺔ ﺍﻟﻨﺪﻭﺍﺕ ‪ ،١٥‬ﻣﻨﺸﻮﺭﺍﺕ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ـ ﻣﻜﻨﺎﺱ‪.٢٠٠٥ ،‬‬

‫ﺍﻟﺒﻮﺷﻴﺨﻲ‪ ،‬ﻋﺰﺍﻟﺪﻳﻦ)‪ ٢٠٠٥‬ﺏ(‪:‬‬ ‫‪-‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻣﻦ ﻣﻨﻈﻮﺭ ﺍﻟﻨﺤﻮ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬

‫ﺿﻤﻦ ﺃﻋﻤﺎﻝ ﻧﺪﻭﺓ "ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺇﱃ ﺃﻳﻦ؟" ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‪،‬‬
‫ﺍﻟﺮﺑﺎﻁ ـ ‪.٢٠٠٥‬‬

‫ﺍﻟﺪﻛﲑ‪ ،‬ﻋﺒﺪ ﺍﻟﻨﱯ)‪:(٢٠٠٥‬‬ ‫‪-‬‬

‫ﳓﻮ ﺍﻟﻌﻼﻣﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﺿﻤﻦ ﺃﻋﻤﺎﻝ ﻧﺪﻭﺓ "ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻧﻈﺮﻳﺎﺕ ﻭﻣﻨﺎﻫﺞ ﻭﺗﻄﺒﻴﻘﺎﺕ"‪ .‬ﺳﻠﺴﻠﺔ ﺍﻟﻨﺪﻭﺍﺕ ‪ ،١٥‬ﻣﻨﺸﻮﺭﺍﺕ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ـ ﻣﻜﻨﺎﺱ‪.٢٠٠٥ ،‬‬
‫‪436‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺴﻐﺮﻭﺷﲏ‪ ،‬ﺇﺩﺭﻳﺲ)‪:(١٩٩٣‬‬ ‫‪-‬‬

‫ﺍﻵﺛﺎﺭ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺍﺯﺩﻭﺍﺟﻴﺔ ﺍﻟﻠﻐﺔ ﰲ ﺗﻜﻮﻳﻦ ﺍﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬

‫ﺿﻤﻦ ﺃﻋﻤﺎﻝ ﻧﺪﻭﺓ ﻗﻀﺎﻳﺎ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻐﺮﺏ‪ ،‬ﻣﻄﺒﻮﻋﺎﺕ ﺃﻛﺎﺩﳝﻴﺔ ﺍﳌﻤﻠﻜﺔ ﺍﳌﻐﺮﺑﻴﺔ‪،‬‬
‫ﺳﻠﺴﻠﺔ ﺍﻟﻨﺪﻭﺍﺕ ـ ﺍﻟﺮﺑﺎﻁ‪.١٩٩٣ ،‬‬

‫ﻃﻌﻴﻤﺔ‪ ،‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻭﳏﻤﻮﺩ ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ )‪:(٢٠٠٦‬‬ ‫‪-‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﺗﺼﺎﻟﻴﺎ ﺑﲔ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪.‬‬

‫ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﺍﻟﺮﺑﺎﻁ ـ ‪.٢٠٠٦‬‬

‫ﻓﻨﺎﻥ‪ ،‬ﺃﻣﻴﻨﺔ)‪:(٢٠٠٥‬‬ ‫‪-‬‬

‫ﺍﻟﻜﺘﺎﰊ ﻭﺍﻟﺸﻔﻮﻱ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬

‫ﺿﻤﻦ ﺃﻋﻤﺎﻝ ﻧﺪﻭﺓ "ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻧﻈﺮﻳﺎﺕ ﻭﻣﻨﺎﻫﺞ ﻭﺗﻄﺒﻴﻘﺎﺕ"‪ .‬ﺳﻠﺴﻠﺔ ﺍﻟﻨﺪﻭﺍﺕ ‪ ،١٥‬ﻣﻨﺸﻮﺭﺍﺕ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ـ ﻣﻜﻨﺎﺱ‪.٢٠٠٥ ،‬‬

‫ﺍﻟﻘﺎﲰﻲ‪ ،‬ﻋﻠﻲ)‪:(٢٠٠٥‬‬ ‫‪-‬‬

‫ﺍﻟﺘﺪﺍﺧﻞ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺘﺤﻮﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻫﻞ ﻣﻦ ﺗﺪﺍﺧﻞ؟‬

‫ﺿﻤﻦ ﺃﻋﻤﺎﻝ ﻧﺪﻭﺓ "ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻧﻈﺮﻳﺎﺕ ﻭﻣﻨﺎﻫﺞ ﻭﺗﻄﺒﻴﻘﺎﺕ"‪ .‬ﺳﻠﺴﻠﺔ ﺍﻟﻨﺪﻭﺍﺕ ‪ ،١٥‬ﻣﻨﺸﻮﺭﺍﺕ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ـ ﻣﻜﻨﺎﺱ‪.٢٠٠٥ ،‬‬

‫‪437‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
:(٢٠٠٥)‫ ﺃﲪﺪ‬،‫ﺍﳌﺘﻮﻛﻞ‬ -

.‫ﻣﻔﻬﻮﻡ ﺍﻟﻜﻔﺎﻳﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‬

‫ ﻣﻨﺸﻮﺭﺍﺕ‬،١٥ ‫ ﺳﻠﺴﻠﺔ ﺍﻟﻨﺪﻭﺍﺕ‬."‫ ﻧﻈﺮﻳﺎﺕ ﻭﻣﻨﺎﻫﺞ ﻭﺗﻄﺒﻴﻘﺎﺕ‬،‫ﺿﻤﻦ ﺃﻋﻤﺎﻝ "ﻧﺪﻭﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‬
.٢٠٠٥ ،‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ـ ﻣﻜﻨﺎﺱ‬

:‫ﺍﳌﺮﺍﺟﻊ ﺍﻷﺟﻨﺒﻴﺔ‬
Chomsky, N (1975):

Reflections on Language.

Pantheon Books , New-York.

Chomsky, N (1979) :

A propos des structures cognitives et de leur développement. Une réponse a Piaget .

in Piattelli –Palmarini : théories du langage, théories d’apprentissage. Editions du

seuil. Paris.

Cummins, J (1984) :

Bilingualism and Special Education.

Issues in Assessment Pedagogy, Clevedon, England.

Galisson, R (1986) :

Eloge de la didactologie des langues et des cultures.

Hachette, Paris.

Dudley-Evans, T and Maggie Jo, S.J (2007) :

438
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Developments in ESP : a multi-disciplinary approach.

9th Prin ng, University Press, Cambridge.

Hymes, D (1984) :

Vers la compétence de la communication.

Hartier, Paris.

Moirand, S (1982) :

Enseigner à communiquer en langue étrangère.

Hachette, Paris.

Larsen – Freeman, D (2000):

Techniques and Principles in Language Teaching.

Deuxième Edition, Oxford University Press.

Robinson ,J and Selman, M (1986):

Partnership in Learning : Teaching ESL to Adults.

Oxford University Press.

439
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Teaching Arabic as a foreign Language (TAFL) 2009

Which Direction Now?

‫ ﻟﻴﺰﱄ ﻣﻜﻠﻮﺧﻠﲔ‬.‫ﺩ‬.‫ﺃ‬

Introduction

It is a pleasure and a privilege to have the opportunity to discuss with

experts in the field of TAFL the present state of affairs in this field The question I
wish to address is

What ,if anything,should be done differently in TAFL,at university level,given the

enormous importance to the international community of producing graduates
with excellent knowledge of Arabic and the Arab and Islamic worlds?

For me it is a particular pleasure to be here as a British labourer in this field

since it is 50 years since the founda on in the Arabian Peninsula of the school
where I first taught Arabic as a foreign language.This was CALSAP,the school run by
the British Army in Aden (Command Arabic Language School,Arabian Peninsula).

More importantly for this Conference is that this year is the 40th
anniversary of a remarkable experiment in teaching Arabic in the United States .In
1969 at the Summer School of the University of Pennsylvania I first made use of

440
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
then new and original materials Abboud & McCarus,Elementary Modern Standard
Arabic,Ann Arbor,Michigan.(Cambridge U.P. 1983) [aka EMSA]

The students were selected from all parts of the country and for 8 weeks’ work
directed by my colleagues and myself they were able to gain credits for one year’s
study. Numbers of the graduates of that course are still active and productive today
in the field of relations with the Arab world,such as Professor John Esposito and
Mr.James Zoghbi.Ever since that time I have tried out new ideas for TAFL as have
my distinguished colleagues presenting papers here.

That experience of 1969 taught me a number of lessons whose relevance and

importance have only increased over four decades.

441
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Lesson 1

Excellent results can be achieved in a remarkably short time in teaching a language

traditionally supposed to be particularly difficult and demanding extended periods
of study.

Lesson 2

The first pre-condition of such success is the existence of strong motivation in the
students.Such motivation can be based on many factors which I hope we shall be
able to discuss during the Conference.

Lesson 3

The second pre-condition is that the ideal teaching body is a combination of

native-speaker and foreign specialists in TAFL.

Lesson 4

The third pre-condition is that the teaching materials should be such as to maintain
the students’ interest ,in particular by their variety .

Lesson 5

The fourth pre-condition is that full use must be made of the most up-to-date
teaching methods,which in 2009 means the fullest exploita on of state-of-the-art
Information Technology,IT.

442
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
The present situation in TAFL

For up to 40 years,then,we have toiled away ,trying to answer the basic ques ons:

1. The Arabic language: What’s The Problem?

2. How can we best teach this Semitic language when most of the learners
speak a language from another language family?
We have been helped by the insights gained through knowledge of fields which
hardly existed when I first learned Arabic in 1960. Researchers in the language
sciences have investigated Sociolinguistics, Quantitative Linguistics,
Psycholinguistics, Phonetics, Semantics ,Grammar and Morphology, the Diglossia
situation, etc. in the context of the Arabic language.

Further, many useful text books have been produced for the teaching of spoken
and written Arabic which are infinitely better and more interesting than those
available in 1960 .Speakers at this Conference have been among the leading
writers of such materials.In addi on,the technological achievements of the last 40
years have meant that in 2009 we are able to make available to our students in
class live transmissions from Arab satellite stations,not to mention such wonders as
instantaneous translations at word level using personal computers.We can also
make use of computer-generated graphics for teaching Arabic script,and we have
the ability to call on whole libraries of DVD’s showing language and culture in
action.

443
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
The future is bright for our students of Arabic if ,as seems perfectly possible,we can
mobilize all these resources in the cause of livelier and more effective teaching in
classroom,in language laboratory and even at home ,for distance learning.

And yet………

The delivery of outstandingly effective courses in TAFL for spoken and written
language is hampered by the simple fact that the specialists are deeply divided by
DIGLOSSIA.

They are divided on the implications for TAFL of the existence of a huge variety of
Arabic spoken dialects alongside alongside MODERN STANDARD WRITTEN ARABIC
(sometimes called FUS-HA). That is to state the problem in its crudest form.Account
must also be taken of the existence of a form of written language of even higher
status,CLASSICAL ARABIC and the existence of a yet more treasured form of written
Arabic,QURANIC ARABIC.

What is distinctive about Arabic is that arguments still rage over the impact of
DIGLOSSIA on TAFL doctrines.Other major world languages which have DIGLOSSIA
are taught much more effectively to foreigners.

The native speakers of Arabic offer two quite different approaches to the question:
Should we teach our students only to speak FUS-HA ,i.e. Classical Arabic in a
modern form (Modern Standard Arabic,MSA)?

444
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
There are equally opposed opinions among native speakers of English (and other
major languages) on this fundamental question.I should therefore like to
summarize my position on the matter.

A word on my background may be helpful in evaluating what I have to say.

In 1960 I was selected to study Arabic in order to take up a post teaching the
language.I taught the military for 2 years and then was Director of Studies at the
Middle East Centre for Arab Studies (MECAS),the British Foreign Office school in
Shemlan ,Lebanon. I worked there 1965-1968 and 1970-1975.Between those two
periods I taught Arabic at the University of Edinburgh 1969-70 and at the Summer
Schools of the University of Pennsylvania (1969) and Columbia University
(1970).Later I set up a commercial school for Arabic in London and the University of
Jordan (1982-86) and ,later s ll,I taught Arabic at university level at the University
of Exeter 2000-2007.Throughout the period from 1966 to 2009 I have published
materials for the teaching of both spoken and written Arabic.

In my own case – a very special one,admittedly,since I was living in the Arab world
for many years,and was a practitioner of TAFL – the result was that I became the
interpreter for HM The Queen and Prime Ministers and translated into English a
number of modern Arabic novels.

445
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠

‫ﻣﺎﺩﺡ ﻧﻔﺴﻪ ﻻ ﻳﺼﺪﻕ‬

Everything I experienced,as student and as teacher and as observer of a great
variety of TAFL doctrines throughout the last nearly-50 years has taught me the
superior value of the student’s being trained to operate in both spoken and
written Arabic simultaneously,i.e. the value of an integrated approach to the
teaching of Arabic.

The Way Forward

I would argue strongly that the great virtue of this approach is that it gives priority
to taking into account the psychology of the foreign learner.

Psychologically what the student needs to understand from Day 1 is that Arabic is
not uniquely difficult and that the intelligent foreigner can learn a great deal very
quickly if the language is taught in a way which exploits the intrinsic qualities of the
language.

I would suggest that we need to give much greater emphasis in our teaching
programmes to the following broad characteristics of Arabic.

1. WRITTEN ARABIC IS EXTREMELY LOGICAL and the language is the most

programmable language imaginable.

2. WRITTEN ARABIC IS ALSO EXTREMELY ECONOMICAL and the finest proof of that
is that the main points of the grammatical system can be stated on one sheet of A4
paper: all the rest follows logically from that page.English grammar ,by
contrast,consists largely of exceptions to the rule.
446
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
3. SPOKEN ARABIC (Colloquial/Dialectal) CAN BE TAUGHT ALONGSIDE WRITTEN
ARABIC since there is huge overlap between the 2 sytems,in terms of :

- Vocabulary: studies have shown that 80% of the lexis of Lebanese Arabic,
for example, is taken from Classical Arabic;
- Grammar: much of sentence structure is common between Spoken and
Written Arabic;
- Morphology: much of Conjugation and Declension is in
common.Morphologically , Spoken Arabic is very often a simplified form of
that used in Written Arabic.
I would suggest that an excellent choice for the dialect to be taught to foreigners
is what some call Levantine Arabic,the group of dialects spoken in
Lebanon,Jordan,Palestine,Syria and Israel.

To jus fy this choice I would adduce 8 reasons which I would propose to put
forward during the discussion. What the foreign student gains from the integrated
approach is impossible to overstate: he or she feels in contact with the whole of
the language,spoken and written from the first day,indeed from the first
hour,which is absolutely crucial to determining the success of any course of
TAFL.Such a student arriving in,say,Damascus or Cairo or Riyadh will be much
better able to “ hit the ground running ” than someone who has learned only to
speak MSA,or FUS-HA. There are many points of detail to be discussed as to how
such a programme would be implemented,how it would work in practice in the
special circumstances of university courses but I look forward to debating these
matters with those attending this important conference.

‫ﺗﻢ ﺑﺤﻤﺪ اﷲ‬

447
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻃﺮﺍﺋﻖ ﻭﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﻴﻦ‬

‫)ﺗﺠﺎﺭﺏ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ(‬
‫ﺩ‪ .‬ﻏﺴﺎﻥ ﱄ ﺗﺸﻮﺍﻥ ﺗﻴﺎﻥ‬
‫أﺳﺘﺎذ ﻣﺸﺎرك ﻟﻘﺴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ وآداﺑﮭﺎ ﺟﺎﻣﻌﺔ ﺟﯿﻦ ﺟﻲ اﻟﻮﻃﻨﯿﺔ ﺗﺎﯾﺒﯿﮫ ‪ /‬ﺗﺎﯾﻮان‬

‫ﺍﳌﻘﺪﻣﺔ‬

‫ﺇﻥ ﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻴﺲ ﺃﻣﺮﺍ ﺳﻬﻼ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻷﺑﻨﺎﺀ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ‪ ،‬ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﺃﺫﻟﻚ ﻟﻴﺲ ﺃﻣﺮﺍ ﻳﺴﲑﺍ ‪ .‬ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﻣﻴﺰﺍﺕ ﺧﺎﺻﺔ ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﻌﺎﱂ‪ .‬ﺃﻧﺎ ﺷﺨﺼﻴﺎ ﻗﺪ ﺗﻌﻠﹼﻤﺖ‪ ‬ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻣﻦ ﺍﻷﻟﻒ ﺇﱃ ﺍﻟﻴﺎﺀ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺟﲔ‬
‫ﺟﻲ ﺍﻟﻮﻃﻨﻴﺔ ﰲ ﺗﺎﻳﻮﺍﻥ ﻭﺁﻧﺖ ﺃﻧﺎ ﰲ ﺍﻟﺘﺎﺳﻌﺔ ﻋﺸﺮﺓ ﻣﻦ ﺍﻟﻌﻤﺮ ‪ ،‬ﻭﺫﻟﻚ ﰲ ﺑﻴﺌﺔ ﻻ ﻳﺘﻜﻠﻢ ﻓﻴﻬﺎ ﺃﺣﺪ ‪‬ﺬﻩ‬
‫ﺍﻟﻠﻐﺔ ‪ ،‬ﰒ ﺗﻌﻠﹼﻤﺘﻬﺎ ﰲ ﻣﻌﻬﺪ ﺍﳌﻌﻠﻤﲔ ‪ /‬ﻋﻤﺎﻥ ‪ ،‬ﻭﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳉﺎﻣﻌﺔ‬
‫ﺍﻷﺭﺩﻧﻴﺔ ‪ ،‬ﺃﻱ ﰲ ﺑﻴﺌﺔ ﻳﻌﻴﺶ ﻓﻴﻬﺎ ﺃﺑﻨﺎﺀ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﰲ ﻋﺎﻡ ‪ 1979‬ﻡ ‪ ،‬ﻋ‪‬ﺪﺕ ﺇﱃ ﺗﺎﻳﻮﺍﻥ ﻣﻦ ﺍﻷﺭﺩﻥ ﻭﺑﺪﺃﺕ ﺑﻌﻤﻠﻲ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬
‫ﺑﺎﻟﺼﻴﻨﻴﺔ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺘﺎﻳﻮﺍﻥ ﻭﺣﱴ ﺍﻟﻴﻮﻡ‪.‬‬

‫ﻫﺬﺍ ﻳﻌﲏ ﺇﻧﲏ ﻗﺪ ﺗﻌﻠﻤﺖ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﰲ ﺑﻴﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻏﲑ ﻋﺮﺑﻴﺔ ‪ ،‬ﰒ ﰲ ﺑﻴﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻋﺮﺑﻴﺔ‪ ،‬ﻭﻣﻦ‬
‫ﺧﻼﳍﺎ ﻋﺮﻓﺖ ﺟﻴﺪﺍ ﺃﳘﻴﺔ ﺍﻟﺒﻴﺌﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻤﻬﺎ ﰲ ﺑﻴﺌﺔ ﻏﲑ ﻧﺎﻃﻘﺔ ﺑﺘﻠﻚ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻋﻠﻰ‬
‫ﻫﺬﺍ ﺩﻓﻌﺘﲏ ﲡﺎﺭﰊ ﺍﻟﻄﻮﻳﻠﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻟﻜﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﳌﺘﻌﻠﻖ ﺑﺘﺠﺎﺭﺏ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﻫﺬﺍ ﻳﺮﻛﺰ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﺍﻟﻮﻃﻨﻴﺔ ﰲ ﺗﺎﻳﻮﺍﻥ ﺣﻴﺚ‬
‫ﺗﻌﻠﻤﺖ ﻓﻴﻬﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺃﻋﻠﹼﻢ ﺍﻵﻥ ﻓﻴﻬﺎ ﺃﺑﻨﺎﺀ ﺗﺎﻳﻮﺍﻥ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﻭﺍﻟﺒﺤﺚ ﻫﺬﺍ ﻛﺬﻟﻚ ﻳﺘﻨﺎﻭﻝ ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ‪ ،‬ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺃﺑﻨﺎﺀ‬
‫ﺗﺎﻳﻮﺍﻥ ﻛﺎﻷﺑﻨﺎﺀ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﳎﺎﻻﺕ ﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ ﻭﺍﻟﺘﺤﺪﺙ‬
‫ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﱵ ﺗﻌﺘﱪ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻷﺭﺑﻌﺔ ﻟﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻛﺬﻟﻚ ﻳﺘﻄﺮﻕ ﺍﻟﺒﺤﺚ ﺇﱃ‬
‫ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻭﺿﻌﻬﺎ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﻭﺇﻗﺒﺎﻝ ﺃﺑﻨﺎﺀ ﺗﺎﻳﻮﺍﻥ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺃﻗﻮﻡ ﺑﻄﺮﺡ ﺣﻠﻮﻝ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬
‫ﺑﺸﻜﻞ ﻋﺎﻡ ‪ .‬ﺭﺍﺟﻴﺎ ﺃﻥ ﻳﻜﻮﻥ ﻓﻴﻪ ﻓﺎﺋﺪﺓ ﳌﻦ ﻳﻬﺘﻢ ‪‬ﺬﺍ ﺍﳌﻮﺿﻮﻉ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺣﻮﺍﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﺎﻳﻮﺍﻥ‬

‫ﺗﺎﻳﻮﺍﻥ ﺍﻟﱵ ﺗﺒﻠﻎ ﻣﺴﺎﺣﺘﻬﺎ ﺣﻮﺍﱄ ‪ 36‬ﺃﻟﻒ ﻛﻴﻠﻮﻣﺘﺮ ﻣﺮﺑﻊ ﻭﻳﺒﻠﻎ ﻋﺪﺩ ﺳﻜﺎ‪‬ﺎ ﺣﻮﺍﱄ ‪ 23‬ﻣﻠﻴﻮﻥ‬
‫ﻧﺴﻤﺔ ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺗﺎﻳﻮﺍﻥ ﻫﻲ ﺑﻠﺪ ﺻﻐﲑ ‪ ،‬ﻭﺗﻌﺎﱐ ﻣﻦ ﺻﻌﻮﺑﺎﺕ ﻛﺒﲑﺓ ﰲ ﳎﺎﻝ ﺍﻟﺪﺑﻠﻮﻣﺎﺳﻴﺔ‬
‫ﺍﳋﺎﺭﺟﻴﺔ ﰲ ﺍﶈﺎﻓﻞ ﺍﻟﺪﻭﻟﻴﺔ ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻌﻠﻴﻤﻬﺎ ﻣﻨﺘﺸﺮ ﰲ ﺍﻟﻘﺮﻯ ﻭﺍﻷﺭﻳﺎﻑ ﻣﻨﺬ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ‪ ،‬ﻭﻓﻴﻬﺎ ﺍﻟﻴﻮﻡ‬
‫ﺃﻛﺜﺮ ﻣﻦ ‪ 170‬ﺟﺎﻣﻌﺔ ﳌﺨﺘﻠﻒ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺗﺎﻳﻮﺍﻥ ﻓﻘﲑﺓ ﰲ ﻣﻮﺍﺭﺩﻫﺎ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ ،‬ﺇﻻ ﺃ‪‬ﺎ ﻏﻨﻴﺔ ﰲ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ ‪ ،‬ﻋﻠﻴﻪ ﻓﺘﺎﻳﻮﺍﻥ ﻛﺎﻧﺖ ﻭﻣﺎ ﺯﺍﻟﺖ ﻣﺸﻬﻮﺭﺓ ﰲ ﺗﻄﻮﻳﺮ‬
‫ﲡﺎﺭ‪‬ﺎ ﺍﻟﺪﻭﻟﻴﺔ ‪ ،‬ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﺪﻭﻟﻴﺔ ﻻ ﺗﺴﺘﻐﲏ ﻋﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬

‫ﻭﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻷﻛﺜﺮ ﺍﻧﺘﺸﺎﺭﺍ ﰲ ﺗﺎﻳﻮﺍﻥ ﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪ ،‬ﺃﻣﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﺘﻌﺘﱪ ﻟﻐﺔ ﻻ ﳝﻜﻦ‬
‫ﺍﻟﺴﻤﺎﻉ ‪‬ﺎ ﰲ ﺗﺎﻳﻮﺍﻥ ﺇﻻ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻱ ﺍﳉﺎﻟﻴﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻭ ﰲ ﺍﳌﺴﺎﺟﺪ ﻓﻘﻂ ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﺘﱪ ﻟﻐﺔ ﻻ ﻳﻔﻬﻤﻬﺎ ﺃﺑﻨﺎﺀ ﺗﺎﻳﻮﺍﻥ ‪ ،‬ﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺗﺎﻳﻮﺍﻥ ﻻ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻌﻠﻤﻬﺎ‬
‫‪‬ﺎﺋﻴﺎ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻄﺎﻋﲔ ﺍﻟﻌﺎﻡ ﻭﺍﳋﺎﺹ ﰲ ﺗﺎﻳﻮﺍﻥ ﻗﺪ ﺃﺩﺭﻛﺖ ﻣﻨﺬ ﻭﻗﺖ ﻃﻮﻳﻞ ﺃﳘﻴﺔ‬
‫ﻫﺬﻩ ﺍﻟﻠﻐﺔ ‪ .‬ﺑﺴﺒﺐ ﺃﳘﻴﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﶈﺎﻓﻞ ﺍﻟﺪﻭﻟﻴﺔ ‪ ،‬ﻭﺍﻟﺪﻭﺭ ﺍﻹﳚﺎﰊ ﺍﻟﺬﻱ ﻳﻠﻌﺐ ﺑﻪ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﰲ‬
‫ﺍ‪‬ﺘﻤﻊ ﺍﻟﺪﻭﱄ ﺳﻴﺎﺳﻴﺎ ﻭﺍﻗﺘﺼﺎﺩﻳﺎ ﻭﺣﻀﺎﺭﻳﺎ ﻭﺛﻘﺎﻓﻴﺎ ‪ ،‬ﻓﺒﺪﺃﺕ ﺣﻜﻮﻣﺔ ﺗﺎﻳﻮﺍﻥ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺟﺎﻣﻌﺔ‬
‫ﺟﲔ ﺟﻲ ﺍﻟﻮﻃﻨﻴﺔ ﻋﺎﻡ ‪ 1956‬ﻡ ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺇﻋﺪﺍﺩ ﺍﳌﺘﺨﺼﺼﲔ ﺍﻷﻛﻔﺎﺀ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻤﻞ ﰲ ﺍﻟﻌﺎﱂ‬
‫ﺍﻟﻌﺮﰊ ‪ ،‬ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ‪ ،‬ﺇﻥ ﺍﳉﻬﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ ﰲ ﺗﺎﻳﻮﺍﻥ ‪ ،‬ﻟﺬﻟﻚ ‪‬ﺘﻢ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ‬
‫ﻟﺪﻳﻬﺎ ﺑﺴﺒﺐ ﺗﻌﺎﻭ‪‬ﺎ ﻣﻊ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﺳﻴﺎﺳﻴﺎ ﻭﺍﻗﺘﺼﺎﺩﻳﺎ ﻭﲡﺎﺭﻳﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﺍﻟﻮﻃﻨﻴﺔ‬

‫ﺟﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﻫﻲ ﺟﺎﻣﻌﺔ ﻣﺸﻬﻮﺭﺓ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﻭﻟﻴﺔ ‪ ،‬ﻭﻗﺪ‬
‫ﰎ ﺗﺄﺳﻴﺴﻬﺎ ﻋﺎﻡ ‪ 1927‬ﻡ ﰲ ﻣﺪﻳﻨﺔ ﻧﺎﻧﻜﻴﻨﻎ ﻋﺎﺻﻤﺔ ﲨﻬﻮﺭﻳﺔ ﺍﻟﺼﲔ ﺑﺎﻟﱪ ﺍﻟﺼﻴﲏ ‪ ،‬ﻭﰲ ﻋﺎﻡ ‪ 1949‬ﻡ‬
‫ﺑﻌﺪ ﺳﻴﻄﺮﺓ ﺍﳊﺰﺏ ﺍﻟﺸﻴﻮﻋﻲ ﺍﻟﺼﻴﲏ ﻋﻠﻰ ﺍﻟﱪ ﺍﻟﺼﻴﲏ ‪ ،‬ﻗﺮﺭﺕ ﺍﳊﻜﻮﻣﺔ ﺑﻨﻘﻞ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ ﺇﱃ ﺗﺎﻳﻮﺍﻥ ‪.‬‬
‫ﻭﺍﻟﻴﻮﻡ ﻳﺒﻠﻎ ﻋﺪﺩ ﻃﻠﺒﺔ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ ﺣﻮﺍﱄ ‪ 15‬ﺃﻟﻒ ﻃﺎﻟﺐ ﻭﻃﺎﻟﺒﺔ ﰲ ‪ 33‬ﻗﺴﻤﺎ ﺗﺎﺑﻌﺎ ﻟﺘﺴﻊ ﻛﻠﻴﺎﺕ‬
‫ﳌﺨﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ ﻭﺍﳌﺎﺟﺴﺘﲑ ﻭﺍﻟﺪﻛﺘﻮﺭﺍﺓ‪ .‬ﻭﻳﻬﺪﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻫﺬﻩ‬
‫ﺍﳉﺎﻣﻌﺔ ﺇﱃ ﺇﻋﺪﺍﺩ ﺧﱪﺍﺀ ﺃﻛﻔﺎﺀ ﳎﻴﺪﻳﻦ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻤﻞ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ‪ ،‬ﻭﺃﻳﻀﺎ ﻹﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺜﲔ‬
‫ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻋﻦ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﺳﻼﻣﻴﺔ ﻭﻣﺎ ﻳﺘﻌﻠﻖ ﺑﺸﺆﻭﻥ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪.‬‬

‫ﻳﺒﻠﻎ ﻋﺪﺩ ﺍﻟﻄﻠﺒﺔ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ‪ 177‬ﻃﺎﻟﺒﺎ ﻭﻃﺎﻟﺒﺔ ﻟﻠﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪ 2009‬ﻡ ﻣﻦ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﺇﱃ‬
‫ﺍﻟﺮﺍﺑﻊ‪:‬‬

‫ﺗﺎﻳﻮﺍﻥ – ﺃﺭﻭﻉ ﳑﺎ ﺗﺘﺼﻮﺭ ‪ ،‬ﺹ ‪ ، 5‬ﺩﺍﺋﺮﺓ ﺍﻟﺴﻴﺎﺣﺔ ﻟﻮﺯﺍﺭﺓ ﺍﳌﻮﺍﺻﻼﺕ ‪ ،‬ﺗﺎﻳﻮﺍﻥ ‪ 2008‬ﻡ‬

‫ﺟﲔ ﺟﺎﻣﻌﺔ ﺩﻟﻴﻞ ‪http://www.nccu.edu.tw/about /‬‬ ‫ﺟﻴﺎﻟﻮ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ‪ : 17‬ﻃﺎﻟﺒﺎ ﻭ ‪ 33‬ﻃﺎﻟﺒﺔ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ ‪ : 11‬ﻃﺎﻟﺒﺎ ﻭ ‪ 35‬ﻃﺎﻟﺒﺔ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺚ ‪ : 14‬ﻃﺎﻟﺒﺎ ﻭ ‪ 29‬ﻃﺎﻟﺒﺔ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﺍﺑﻊ ‪ : 13‬ﻃﺎﻟﺒﺎ ﻭ ‪ 25‬ﻃﺎﻟﺒﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻦ ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡ ﳒﺪ ﺃﻥ ﻋﺪﺩ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺃﻛﺜﺮ ﻣﻦ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﻌﲏ ﺃﻥ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻟﺪﻳﻬﻦ‬
‫ﺇﻗﺒﺎﻝ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﺎﻳﻮﺍﻥ ‪ ،‬ﻭﺍﻟﺴﺒﺐ ﺍﳊﻘﻴﻘﻲ ﻳﻌﻮﺩ ﺇﱃ ﺃﻥ ﺍﻟﺒﻨﺎﺕ ﰲ ﺗﺎﻳﻮﺍﻥ‬
‫ﳛﺒﱭ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻵﺩﺍﺏ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﻠﻮﻡ‪.‬‬

‫ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﰲ ﺗﺎﻳﻮﺍﻥ‬

‫ﻳﺘﻄﻠﺐ ﻛﻞ ﻃﺎﻟﺐ ﰲ ﺃﻥ ﻳﺪﺭﺱ ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ﻣﺎﺋﺔ ﻭﲦﺎﻥ ﻭﺛﻼﺛﲔ ﺳﺎﻋﺔ ﻣﻌﺘﻤﺪﺓ ﰲ ﲦﺎﻧﻴﺔ ﻓﺼﻮﻝ‬
‫ﺩﺭﺍﺳﻴﺔ ﺧﻼﻝ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ‪ ،‬ﻭﺫﻟﻚ ﻛﺸﺮﻁ ﺃﺳﺎﺳﻲ ﻟﻠﺘﺨﺮﺝ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ ﰲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺴﺎﻋﺎﺕ ﺍﳌﻌﺘﻤﺪﺓ ﲢﺘﻮﻱ ﻋﻠﻰ ﺗﺴﻊ ﻭﺳﺘﲔ ﺳﺎﻋﺔ ﻟﻠﻤﻮﺍﺩ ﺍﻹﺟﺒﺎﺭﻳﺔ ﻭﺗﺴﻊ ﻭﺳﺘﲔ ﺳﺎﻋﺔ‬
‫ﻟﻠﻤﻮﺍﺩ ﺍﻻﺧﺘﻴﺎﺭﻳﺔ ﺍﳌﻮﺿﻮﻋﺔ ﻣﻦ ﺍﻟﻘﺴﻢ ﺍﻟﻌﺮﰊ ﺃﻭﻣﻦ ﺃﻗﺴﺎﻡ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻷﺧﺮﻯ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪ .‬ﺃﻣﺎ ﺍﳌﻨﺎﻫﺞ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﺍﻟﻘﺴﻢ ﻓﺘﺤﺘﻮﻱ ﻋﻠﻰ ﻣﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻨﺎﻫﺞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻋﻦ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻭﺍﻟﺸﺮﻕ‬
‫ﺍﻷﻭﺳﻂ ﻭﺍﳊﻀﺎﺭﺓ ﺍﻹﺳﻼﻣﻴﺔ ‪ ،‬ﻭﺫﻟﻚ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻠﺒﺔ ﺑﻌﺪ ﲣﺮﺟﻬﻢ ﰲ ﺍﻟﻘﺴﻢ ﺃﻥ ﺗﻜﻮﻥ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺓ‬
‫ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻌﺮﻓﺔ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺸﺎﻣﻠﺔ ﻋﻦ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻭﺍﻹﺳﻼﻣﻲ‪ .‬ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ( ﻟﻜﻞ ﻓﺼﻞ ﻣﻦ ﺍﻟﻔﺼﻠﲔ ﺍﻟﺪﺭﺍﺳﻴﲔ‬

‫ﺍﺳﻢ ﺍﳌﺎﺩﺓ ﺳﺎﻋﺔ ﻣﻌﺘﻤﺪﺓ‬

‫ﺃ‪2‬‬ ‫)ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﻌﺮﺑﻴﺔ(‬

‫)ﺍﶈﺎﺩﺛﺔ ﺍﻟﻌﺮﺑﻴﺔ ( ﺃ‪1‬‬

‫)ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ( ﺃ‪1‬‬

‫)ﳐﺘﱪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ( ﺃ‪1‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ‪2‬‬

‫ﺍﳌﺎﺩﺗﺎﻥ ﺍﻻﺧﺘﻴﺎﺭﻳﺘﺎﻥ‬

‫ﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﺮﰊ ‪2‬‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﺸﺮﻕ ﺍﻷﻭﺳﻂ ‪2‬‬

‫)ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﻌﺮﺑﻴﺔ ( ﺏ‪2‬‬

‫)ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ( ﺃ‪2‬‬

‫ﺏ‪1‬‬ ‫)ﺍﶈﺎﺩﺛﺔ ﺍﻟﻌﺮﺑﻴﺔ (‬

‫)ﳐﺘﱪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ( ﺏ‪1‬‬

‫)ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ( ﺏ‪1‬‬

‫)ﺍﳊﻀﺎﺭﺓ ﺍﻹﺳﻼﻣﻴﺔ( ‪2‬‬

‫ﺍﳌﺎﺩﺗﺎﻥ ﺍﻻﺧﺘﻴﺎﺭﻳﺘﺎﻥ‬

‫ﻟﻠﻔﺼﻞ ﺍﻷﻭﻝ‬ ‫)ﺍﳋﻂ ﺍﻟﻌﺮﰊ (‬

‫ﻟﻠﻔﺼﻞ ﺍﻷﻭﻝ‬ ‫)ﺟﻐﺮﺍﻓﻴﺎ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ (‬

‫ﺍﳌﻮﺍﺩ ﺍﻹﺟﺒﺎﺭﻳﺔ‬

‫ﺝ‪2‬‬ ‫)ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﻌﺮﺑﻴﺔ (‬

‫)ﺍﶈﺎﺩﺛﺔ( ﺝ‪1‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫)ﳐﺘﱪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ( ﺝ‪1‬‬

‫)ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ( ﺝ‪1‬‬

‫)ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ( ﺏ‪2‬‬

‫)ﺗﺎﺭﻳﺦ ﺍﻷﺩﺏ ﺍﻟﻌﺮﰊ( ‪2‬‬

‫)ﺍﻹﻧﺸﺎﺀ ﺍﻟﻌﺮﰊ(‪2‬‬

‫ﺍﳌﻮﺍﺩ ﺍﻻﺧﺘﻴﺎﺭﻳﺔ‬

‫ﻟﻠﻔﺼﻞ ﺍﻷﻭﻝ ﻓﻘﻂ‬ ‫)ﺭﺻﺪ ﺃﻋﻤﺎﻝ ﺍﳌﻔﻜﺮﻳﻦ ﺍﳌﺴﻠﻤﲔ ‪3‬‬

‫)ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺮﺍﺳﻼﺕ ﻭﺍﻟﺘﺠﺎﺭﺓ(‪2‬‬

‫ﺍﳌﻮﺍﺩ ﺍﻹﺟﺒﺎﺭﻳﺔ‬

‫ﺍﳌﺨﺘﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‪2‬‬

‫)ﺍﻟﺒﺼﺮﻳﺔ ﻭﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ(‪1‬‬

‫)ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ( ﺩ‪1‬‬

‫)ﺍﳌﻮﺍﺩ ﺍﻻﺧﺘﻴﺎﺭﻳﺔ(‬

‫)ﻓﻦ ﺍﻟﺘﺮﲨﺔ ﺍﻟﻌﺮﺑﻴﺔ(‪2‬‬

‫ﻟﻠﻔﺼﻞ ﺍﻟﻮﺍﺣﺪ ﻓﻘﻂ‬ ‫)ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﳊﺪﻳﺚ ﺍﻟﺸﺮﻳﻒ ( ‪2‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻜﺘﺐ ﺍﳌﻨﻬﺠﻴﺔ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺍﻟﻜﺘﺐ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﻟﻘﺴﻢ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ‬
‫ﲢﺘﻮﻱ ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﳐﺘﻠﻒ ﺍﻟﺪﻭﻝ ﰲ ﺍﻟﻌﺎﱂ ‪ ،‬ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻜﺘﺐ ﺍﳌﻨﻬﺠﻴﺔ ﻫﻲ‪:‬‬

‫ﺍﻟﻌﺮﺑﻴﺔ ﺑﲔ ﻳﺪﻳﻚ ﺗﺄﻟﻴﻒ ﻣﺸﺮﻭﻉ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺠﻤﻴﻊ – ﻣﺆﺳﺴﺔ ﺍﻟﻮﻗﻒ ﺍﻹﺳﻼﻣﻲ ‪،‬‬ ‫‪-‬‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ ﺳﻠﺴﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻴﺴ‪‬ﺮﺓ ‪ -‬ﲜﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻠﻚ‬ ‫‪-‬‬
‫ﺍﳌﻨﺎﻫﺞ ﻛﻞ ﻣﺪﺭﺱ ﰲ ﺍﻟﻘﺴﻢ ﺃﻥ ﳜﺘﺎﺭ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻳﺮﺍﻫﺎ ﻣﻨﺎﺳﺒﺔ ﻟﻄﻼﺏ‬
‫ﺍﻟﻘﺴﻢ ﰲ ﳐﺘﻠﻒ ﺍﶈﺎﺿﺮﺍﺕ‪.‬‬

‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻄﻠﺒﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﺎﻳﻮﺍﻥ‬
‫ﰲ ﺑﺪﺍﻳﺔ ﺗﻌﻠﻢ ﺃﻳﺔ ﻟﻐﺔ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺍﳌﺘﻌﻠﻢ ﻃﻔﻼ ﻳﺘﻌﻠﻢ ﻟﻐﺔ ﻣﻦ ﺍﻷﻡ ﺃﻭ ﺍﳌﺘﻌﻠﻢ ﻛﺒﺎﺭﺍ ﻧﺎﺷﺌﺎ‬
‫ﻳﺘﻌﻠﻢ ﻟﻐﺔ ﻣﻦ ﺍﳌﺪﺭ‪‬ﺱ ‪ ،‬ﻻ ﺑﺪ ﺃﻥ ﻳﻮﺍﺟﻪ ﻛﺜﲑﺍ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ‪ ،‬ﺣﺴﺐ ﲡﺎﺭﺑﻨﺎ ﻋﻨﺪﻣﺎ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻔﻞ‬
‫ﺍﻟﺼﻐﲑ ﻛﻼﻣﺎ ‪ ،‬ﳒﺪ ﺃﻧﻪ ﻳﻘﻊ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻨﻄﻘﻴﺔ ‪ ،‬ﰲ ﻫﺬﺍ ﺍﻟﻮﻗﺖ ﻳﻘﻮﻡ ﺍﻷﺏ ﺃﻭ ﺍﻷﻡ ﺃﻭ ﺃﻫﺎﱄ‬
‫ﺍﻷﺳﺮﺓ ﺑﺘﺼﺤﻴﺤﻪ ﻓﻮﺭﺍ ﻭﳌﺮﺓ ﺃﻭ ﻣﺮﺗﲔ ﺃﻭ ﺃﻛﺜﺮ ‪ ،‬ﺣﱴ ﻳﺘﻜﻠﻢ ﺍﻟﻄﻔﻞ ﺍﻟﺼﻐﲑ ﻛﻼﻣﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ‪ ،‬ﻣﻊ‬
‫ﺫﻟﻚ ﺃﻥ ﺍﻟﻄﻔﻞ ﻻ ﻳﻨﺴﻰ ﺑﺴﺮﻋﺔ ﺑﻌﺪ ﺍﻟﺘﻌﻠﻢ ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﻳﺘﻌﻠﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﻼ ﳚﺪ ﺍﻷﺏ ﺃﻭ‬
‫ﺍﻷﻡ ﺃﺧﻄﺎﺀ ﺍﻟﻄﻔﻞ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ‪ ،‬ﻭﻟﻜﻦ ﺑﻌﺪ ﺃﻥ ﻳﺪﺧﻞ ﺍﻟﻄﻔﻞ ﺇﱃ ﺍﳌﺪﺭﺳﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ‪ ،‬ﻳﺘﻌﻠﻢ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﻭﺍﻟﻜﺘﺎﺑﺔ ‪ ،‬ﻳﻘﻮﻡ ﺍﳌﻌﻠﻢ ﺑﺘﺼﺤﻴﺢ ﺃﺧﻄﺎﺋﻪ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ‪ ،‬ﻭﰲ ﻫﺬﺍ ﺍﻟﻮﻗﺖ ﻓﺈﻥ ﺍﳌﻌﻠﻢ ﻳﻠﻌﺐ ﺩﻭﺭﺍ ﻣﻬﻤﺎ‬
‫ﺟﺪﺍ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻠﻄﻔﻞ ﺃﻱ ﺍﻟﻄﺎﻟﺐ ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺘﻌﻠﻴﻢ ﻃﺒﻌﺎ ﻳﻨﺤﻴﻪ ﻓﻄﺮﻳﺎ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﻭﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ‬
‫ﺗﺴﺎﻋﺪﻩ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺑﺼﺮﻳﺎ ﻭﲰﻌﻴﺎ‪ .‬ﺃﻣﺎ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻛﺒﺎﺭ ﺍﻟﻨﺎﺷﺌﲔ ﻭﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻷﻋﺠﻤﻴﺔ ﻓﻬﻮ ﺃﻣﺮ ﻏﲑ ﻣﺎ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺫﻛﺮﻧﺎ ﺁﻧﻔﺎ ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﻜﺒﺎﺭ ﻳﻜﻮﻥ ﻋﻘﻠﻬﻢ ﺃﻛﺜﺮ ﺗﻄﻮﺭﺍ ﻓﻴﺴﺄﻟﻮﻥ ﻋﻤﺎ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻟﻨﻄﻖ ﻣﻦ‬
‫ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ‪ ،‬ﻭﻋﻤﺎ ﻻ ﻳﻔﻬﻤﻮﻥ ﻣﻦ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ‪ ،‬ﺇﻻ ﺃ‪‬ﻢ ﻳﻨﺴﻮﻥ ﺃﺳﺮﻉ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﻃﺒﻴﻌﻴﺎ‬
‫‪.‬ﺃﻣﺎ ﺑﻴﺌﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻓﺘﻠﻌﺐ ﺩﻭﺭﺍ ﻋﻈﻴﻤﺎ ﺟﺪﺍ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ‪ ،‬ﻷﻥ ﺍﻟﻠﻐﺔ ﻻ ﳝﻜﻦ ﺍﻟﺘﻜﻠﻢ ‪‬ﺎ ﺑﻄﻼﻗﺔ ﺇﻻ‬
‫ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻛﺜﺮﺓ ﺍﳌﻤﺎﺭﺳﺔ ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺌﺔ ﻻ ﺗﺴﺎﻋﺪ ﺍﳌﺘﻌﻠﻢ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺑﺼﺮﻳﺎ ﻭﲰﻌﻴﺎ ‪ ،‬ﻓﻼ ﳝﻜﻦ‬
‫ﺃﻥ ﻳﺘﻜﻠﻢ ‪‬ﺎ ﺑﻄﻼﻗﺔ ﺧﺎﺻﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻛﺜﲑﺍ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﻉ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻤﻬﺎ ‪ .‬ﻭﰲ‬
‫ﺍﳊﻘﻴﻘﺔ ﱂ ﺃﺭ ﰲ ﺣﻴﺎﰐ ﺷﺨﺼﺎ ﻳﺘﻜﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻄﻼﻗﺔ ﻭﻫﻮ ﱂ ﻳﻌﺶ ﻓﺘﺮﺓ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ‪.‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﺘﱪ‬
‫ﻣﻦ ﺃﺻﻌﺐ ﺍﻟﻠﻐﺎﺕ ﰲ ﺍﻟﻌﺎﱂ ‪ ،‬ﻭﻫﻲ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﲣﺘﻠﻒ ﲤﺎﻣﺎ ﻋﻦ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻭﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﰲ‬
‫ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﻮﺍﺣﻲ ‪ ،‬ﺳﻮﺍﺀ ﺃﻥ ﻛﺎﻥ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﻟﻨﻄﻖ ﺃﻭ ﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﻋﻠﻴﻪ ﻓﺈﻥ ﻫﻨﺎﻙ ﻛﺜﲑﺍ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ‬
‫ﺗﻮﺍﺟﻪ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﺼﻴﻨﻴﲔ ﻭﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﺍﻟﺬﻳﻦ ﻳﺴﺘﻌﻤﻠﻮﻥ ﻟﻐﺔ ﻭﺍﺣﺪﺓ ﺣﺴﺐ ﲡﺎﺭﰊ ﰲ ﺗﻌﻠﻴﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ‪،‬‬
‫ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺼﻌﻮﺑﺎﺕ‪:‬‬

‫ﺍﻟﻨﻄﻖ ﺍﻟﺼﺤﻴﺢ ﻟﺒﻌﺾ ﺍﳊﺮﻭﻑ ﺍﳍﺠﺎﺋﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﺗﻜﻮﻥ ﺃﺻﻮﺍ‪‬ﺎ ﻣﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻭﻛﺬﻟﻚ ﰲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ‪،‬‬
‫ﻭﻫﺬﻩ ﺍﳊﺮﻭﻑ ﻫﻲ ﻛﻞ ﻣﻦ ﺍﻟﺜﺎﺀ ‪ ،‬ﺍﳊﺎﺀ ‪ ،‬ﺍﳋﺎﺀ ‪ ،‬ﺍﻟﺬﺍﻝ ‪ ،‬ﺍﻟﺮﺍﺀ ‪ ،‬ﺍﻟﺼﺎﺩ ‪ ،‬ﺍﻟﻀﺎﺩ ‪ ،‬ﺍﻟﻄﺎﺀ ‪ ،‬ﺍﻟﻈﺎﺀ ‪ ،‬ﺍﻟﻌﲔ‬
‫‪ ،‬ﺍﻟﻐﲔ ‪ ،‬ﺍﻟﻘﺎﻑ ‪ .‬ﻭﺑﻌﺾ ﻫﺬﻩ ﺍﳊﺮﻭﻑ ﻃﺒﻌﺎ ﺗﻜﻮﻥ ‪ ،‬ﺻﻌﺒﺔ ﰲ ﻧﻄﻘﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﺪﺍﺭﺳﲔ ﺍﳌﺒﺘﺪﺋﲔ‬
‫ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻛﺬﻟﻚ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﻜﺒﺎﺭ ‪ .‬ﻭﺍﳌﺪﺭ‪‬ﺱ ﰲ ﺑﺪﺍﻳﺔ ﺗﻌﻠﻴﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ‪ ،‬ﻻ ﺑﺪ ﺃﻥ ﻳﺄﺧﺬ ﻭﻗﺘﺎ ﻏﲑ ﻗﺼﲑ‬
‫ﻟﺘﺼﺤﻴﺢ ﺃﺧﻄﺎﺀ ﺍﻟﻨﻄﻖ ﻟﺒﻌﺾ ﺍﻷﺣﺮﻑ ﻟﺪﻯ ﺍﳌﺒﺘﺪﺋﲔ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ‪ ،‬ﻓﺈﻥ ﺍﻟﻄﻼﺏ ﺍﳌﺒﺘﺪﺋﲔ ﰲ‬
‫ﺗﻌﻠﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻟﻨﻄﻖ ‪‬ﺎ ﺑﺼﻮﺭﺓ ﺻﺤﻴﺤﺔ ‪ ،‬ﻭﺃﻏﻠﺒﻴﺔ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻣﺜﻼ ﻻ ﻳﻘﺪﺭﻭﻥ ‪-‬‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ‪ ،‬ﻏﺴﺎﻥ ﺍﻟﺼﻴﲏ ‪ 1997 ،‬ﻡ ) ‪-‬ﺃﺳﺎﺳﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ‪ ،‬ﺩ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﻌﺼﻴﻠﻲ ‪ ،‬ﺹ ‪ ، 192‬ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ‪ ،‬ﻣﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ – ﺍﻟﺮﻳﺎﺽ ‪ 1422 ،‬ﻩ‪( .‬‬

‫ﻋﻠﻰ ﻧﻄﻖ ﺣﺮﻑ ﺍﻟﺮﺍﺀ ﺣﱴ ﻟﻮ ﺗﺪﺭﺑﻮﺍ ﻋﻠﻴﻬﺎ ﻭﻣﺎﺭﺳﻮﻫﺎ ﳌﺪﺓ ﺳﻨﺔ ﺃﻭ ﺳﻨﺘﲔ ﻭﺭﲟﺎ ﺃﻛﺜﺮ‪ .‬ﻳﻘﺮﺃ ﺍﻟﻄﻼﺏ‬
‫ﺍﻟﺘﺎﻳﻮﺍﻧﻴﻮﻥ ﻛﻠﻤﺔ )ﻣﺮ‪ (‬ﺏ)ﻣﻞﱠ( ﺃﻭ )ﻣﺪ‪‬ﺭ‪ ،(‬ﻳﻘﺮﺃﻭﻥ )ﺃﺣﺮﺍﻡ( ﺏ)ﺃﻫﺮﺍﻡ(‪) ،‬ﺿﻔﺪﻉ( ﺏ)ﺩﻓﺪﺃ(‪) ,‬ﻋ‪‬ﻠﹶﻢ(‬
‫ﺏ)ﺃﱂ(‪) ،‬ﻏﺎﺋﺐ( ﺏ)ﻗﺎﺋﺐ(‪) ،‬ﻇﹸﻠﻢ(ﺏ)ﺫﱂ(‪.‬‬

‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﺍﳍﺠﺎﺋﻴﺔ ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﺍﳍﺠﺎﺋﻴﺔ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻜﻮﻥ ﺃﺻﻮﺍ‪‬ﺎ ﻗﺮﻳﺒﺔ ﺃﻭ ﻣﺘﺸﺎ‪‬ﺔ‬
‫ﰲ ﺍﻟﻨﻄﻖ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺘﻌﻠﻤﲔ ﺍﳌﺒﺘﺪﺋﲔ ‪ ،‬ﻓﻤﻨﻬﻢ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺑﻌﺾ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﺑﺴﻬﻮﻟﺔ‬
‫‪.‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،‬ﺇﻥ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺔ ﰲ ﲤﻴﻴﺰ ﺍﻟﻨﻄﻖ ﺑﲔ ﺣﺮﻑ ﺍﳊﺎﺀ ﻭﺍﳍﺎﺀ ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻷﺣﺮﺍﻡ ﻭﺍﻷﻫﺮﺍﻡ ‪ ،‬ﻭﺑﲔ ﺍﻟﻀﺎﺩ ﻭﺍﻟﻄﺎﺀ ‪ ،‬ﻣﺜﻞ ﺿﻠﻮﻉ ﻭﻃﻠﻮﻉ ‪ ،‬ﻭﺑﲔ ﺍﻟﻄﺎﺀ ﻭﺍﻟﺪﺍﺀ ‪ ،‬ﻣﺜﻞ ﺍﻟﺪﻳﻦ ﻭﺍﻟﻄﲔ ‪،‬‬
‫ﻭﺍﻟﻀﺎﺩ ﻭﺍﻟﻄﺎﺀ ‪ ،‬ﻣﺜﻞ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻟﻀﺎﺭﺏ ‪ ،‬ﻭﺑﲔ ﺍﻷﻟﻒ ﻭﺍﻟﻌﲔ ‪ ،‬ﻣﺜﻞ ﺍﻷﻣﻞ ﻭﺍﻟﻌﻤﻞ ‪ ،‬ﻭﺑﲔ ﺍﳊﺎﺀ ﻭﺍﳋﺎﺀ ‪،‬‬
‫ﻣﺜﻞ ﺍﳊﺎﻝ ﻭﺍﳋﺎﻝ ‪ ،‬ﻭﺑﲔ ﺍﻟﺬﺍﺀ ﻭﺍﻟﻈﺎﺀ ‪ ،‬ﻣﺜﻞ ﺍﳌﺬﻟﹼﺔ ﻭﺍﳌﻈﻠﹼﺔ ‪ ،‬ﻭﺑﲔ ﺍﻟﺴﲔ ﻭﺍﻟﺼﺎﺩ ‪ ،‬ﻣﺜﻞ ﺍﻷﺳﻔﺎﺭ‬
‫ﻭﺍﻷﺻﻔﺎﺭ ‪ ،‬ﻭﺑﲔ ﺍﳍﻤﺰﺓ ﻭﺍﻟﻮﺍﻭ ﰲ ﺍﻟﻀﻤﺔ ‪ ،‬ﻣﺜﻞ ﺍﻷﺻﻮﻝ ﻭ ﺍﻟﻮﺻﻮﻝ ‪ ،‬ﻭﺍﳍﻤﺰﺓ ﻭﺍﻟﻴﺎﺀ ﰲ ﺍﻟﻜﺴﺮﺓ ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻟﻼﺟﺌﲔ ﻭﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ‪.‬‬

‫ﻗﺮﺍﺀﺓ ﺍﳊﺮﻭﻑ ﺍﻟﺸﻤﺴﻴﺔ " ﺍﻝ " ﻟﻠﺘﻌﺮﻳﻒ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﲨﻴﻊ ﺍﻟﻄﻠﺒﺔ ﻳﻌﺮﻓﻮﻥ ﺃﻥ ﺍﳊﺮﻭﻑ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳍﺠﺎﺋﻴﺔ ﺗﻨﻘﺴﻢ ﺇﱃ ﺍﳊﺮﻭﻑ ﺍﻟﺸﻤﺴﻴﺔ ﻭﺍﻟﻘﻤﺮﻳﺔ ﻣﻌﺮﻓﺔ ﺗﺎﻣﺔ ‪ ،‬ﺇﻻ ﺃ‪‬ﻢ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺔ ﰲ ﻗﺮﺍﺀﺓ ﺍﳊﺮﻭﻑ‬
‫ﺍﻟﺸﻤﺴﻴﺔ ﺍﻟﱵ ﺗﺄﰐ ﺑﻌﺪ " ﺍﻝ " ﻟﻠﺘﻌﺮﻳﻒ ‪ .‬ﺇﺫ ﺇﻥ ﻣﻌﻈﻤﻬﻢ ﻻ ﻳﻘﺮﺃﻭﻥ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﰲ ﺃﻭﻝ ﺣﺮﻑ‬
‫ﴰﺴﻲ ﻟﻠﻜﻠﻤﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺏ " ﺍﻝ ‪ " .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،‬ﺃﻥ ﻛﻠﻤﺔ " ﺍﻟﺴﻼﻡ " ﳚﺐ ﺃﻥ ﺗﻘﺮﺃ " ﺃﺳ‪‬ﺴ‪‬ﻼﻡ‬
‫"ﻏﲑ ﺃﻥ ﺍﳌﺒﺘﺪﺋﲔ ﻳﻘﺮﺃﻭ‪‬ﺎ ﺩﺍﺋﻤﺎ ﺏ " ﺃﺳ‪‬ﻼﻡ " ‪ ،‬ﻭﻻ ﻳﻘﺮﺅﻭﻥ ﺣﺮﻑ ﺍﻟﺴﲔ ﺑﺎﻟﺸﺪﺓ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃ‪‬ﻢ‬
‫ﻳﻌﺮﻓﻮﻥ ﺃﻥ ﺣﺮﻑ ﺍﻟﺴﲔ ﻣﻦ ﺍﻷﺣﺮﻑ ﺍﻟﺸﻤﺴﻴﺔ ‪ .‬ﻣﻊ ﺫﻟﻚ ‪ ،‬ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺍﻟﻄﻼﺏ ﻋﻨﺪﻣﺎ ﻳﻘﺮﺃﻭﻥ ﺍﳉﻤﻠﺔ ‪،‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻳﻌﺮﻓﻮﻥ ﺃﻭ ﻳﺮﻭﻥ ﺑﺄﻋﻴﻨﻬﻢ " ﺍﻝ " ﻟﻠﺘﻌﺮﻳﻒ ﰲ ﻛﻠﻤﺎﺕ ﺍﳉﻤﻠﺔ ‪ ،‬ﻭﻟﻜﻦ ﻻ ﻳﻘﺮﺅﻭ‪‬ﺎ ﺃﻭ ﻳﻬﻤﻠﻮ‪‬ﺎ ﺑﻐﲑ ﻗﺼﺪ‬
‫‪.‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﺼﺤﺤﻬﻢ ﺗﺼﺤﻴﺤﺎ ﺟﻴﺪﺍ ﻭﺇﻻ ﻓﺈﻥ ﺍﻟﻄﻼﺏ ﺳﻴﺘﻌﻮﺩﻭﻥ ﻋﻠﻰ‬
‫ﻃﺮﻳﻘﺔ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳋﺎﻃﺌﺔ– ‪ . 4‬ﺍﺳﺘﻌﻤﺎﻝ ﺣﺮﰲ ﺍﻟﺘﻌﺮﻳﻒ " ﺍﻝ " ﰲ ﺍﻟﺘﻌﺒﲑﺍﺕ ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺣﺮﰲ ﺍﻟﺘﻌﺮﻳﻒ "‬
‫ﺍﻝ " ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻜﻮﻥ ﺃﻣﺮﺍ ﺻﻌﺒﺎ ﺟﺪﺍ ﻋﻨﺪ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﺼﻴﻨﻴﲔ ﻭﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻭﺍﻟﻴﺎﺑﺎﻧﻴﲔ‬
‫ﻭﺍﻟﻜﻮﺭﻳﲔ ‪ ،‬ﻭﻣﻌﻈﻤﻬﻢ ﻻ ﻳﻌﺮﻓﻮﻥ ﺟﻴﺪﺍ ﻣﱴ ﳚﺐ ﺗﻌﺮﻳﻒ ﺍﻟﻜﻠﻤﺔ ﲝﺮﰲ " ﺍﻝ " ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﻟﻐﺎ‪‬ﻢ ﺍﻷﻡ‬
‫ﺍﻟﺼﻴﻨﻴﺔ ﻭﺍﻟﻴﺎﺑﺎﻧﻴﺔ ﻭﺍﻟﻜﻮﺭﻳﺔ ﻻ ﻳﻮﺟﺪ ﻓﻴﻬﺎ ﺣﺮﻑ ﺍﻟﺘﻌﺮﻳﻒ ‪ ،‬ﻭﻻ ﺗ‪‬ﺴﺘﻌﻤﻞ ﺻﻴﻐﺔ ﺍﻟﺘﻌﺮﻳﻒ ﰲ ﻫﺬﻩ ﺍﻟﻠﻐﺎﺕ‬
‫ﺃﻳﻀﺎ ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،‬ﳚﺐ ﺃﻥ ﻧﻘﻮﻝ ﰲ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ‪ ،‬ﻏﺴﺎﻥ ﺍﻟﺼﻴﲏ ‪ 1997 ،‬ﻡ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪.‬‬ ‫‪-‬‬

‫ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ‪ .‬ﻭﻟﻜﻦ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳉﻤﻠﺔ ﻫﻜﺬﺍ‪ :‬ﺣﻀﺮ ﻫﺬﺍ ﻣﺆﲤﺮ ﺃﻛﺜﺮ‬
‫ﻣﻦ ﻋﻠﻤﺎﺀ‪ .‬ﻭﺫﻟﻚ ﻷﻥ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ " ﺍﳌﺆﲤﺮ " ﻭ " ﺍﻟﻌﻠﻤﺎﺀ " ﻻ ﺩﺍﻋﻲ ﻟﻠﺘﻌﺮﻳﻒ ﰲ ﻫﺎﺗﲔ ﺍﻟﻜﻠﻤﺘﲔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺻﻴﻎ ﺍﻷﻓﻌﺎﻝ ﺍﳌﺎﺿﻴﺔ ﻭﺍﳌﻀﺎﺭﻋﺔ ﰲ ﺍﻟﺘﺤﺪﺙ ﻭﺍﻟﺘﻌﺒﲑ‬

‫ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺜﻞ ﺃﻏﻠﺒﻴﺔ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﻌﺎﱂ ‪ ،‬ﻳﻨﻘﺴﻢ ﻓﻌﻠﻬﺎ ﺇﱃ ﺍﳌﺎﺿﻲ ﻭﺍﳌﻀﺎﺭﻉ ﻭﺍﻷﻣﺮ ﻣﻊ‬
‫ﺗﻐﻴﲑ ﺷﻜﻠﻪ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ‪ .‬ﻏﲑ ﺃﻥ ﺍﻟﻔﻌﻞ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻻ ﻳﺘﻐﲑ ﺷﻜﻠﻪ ﰲ ﺍﻟﻜﻼﻡ ﻭﺍﻟﺘﻌﺒﲑ ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ‬
‫ﺍﻟﺼﻴﻐﺔ ﰲ ﺍﳌﺎﺿﻲ ﺃﻡ ﺍﳌﻀﺎﺭﻉ ﺃﻡ ﺍﻷﻣﺮ ‪ .‬ﻣﻊ ﺫﻟﻚ ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻟﻴﺲ ﳍﺎ ﺗﺼﺮﻳﻒ ﺍﻷﻓﻌﺎﻝ ﻣﻊ ﺍﻟﻀﻤﺎﺋﺮ ‪.‬‬
‫ﺇﻻ ﺃﻥ ﺗﺼﺮﻳﻒ ﺍﻷﻓﻌﺎﻝ ﻣﻊ ﺍﻟﻀﻤﺎﺋﺮ ﻳﻌﺘﱪ ﺃﻣﺮﺍ ﺿﺮﻭﺭﻳﺎ ﻭﻫﺎﻣﺎ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﰲ ﺑﻌﺾ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‬
‫‪ ،‬ﻭﻫﺬﺍ ﳚﻌﻞ ﺍﳌﺒﺘﺪﺋﲔ ﺍﻟﺼﻴﻨﻴﲔ ﻭﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻳﻘﻌﻮﻥ ﰲ ﺍﻷﺧﻄﺎﺀ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻎ ﺃﻓﻌﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬
‫ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،‬ﳚﺐ ﺃﻥ ﻧﻘﻮﻝ ﰲ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬

‫ﻏﺪﺍ ﺃﻧﺎ ﺃﺣﻀﺮ ﺍﳌﺆﲤﺮ‪.‬‬

‫ﻭﻫﺬﺍ ﺍﻟﺘﻌﺒﲑ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻫﻮ‪:‬‬

‫ﻏﺪﺍ ﺃﻧﺎ ﺣﻀﺮ ﻣﺆﲤﺮ‪.‬‬

‫ﺣﻴﺚ ﺃﻥ ﺍﻟﻔﻌﻞ " ﺣﻀﺮ " ﻻ ﻳﺘﻐﲑ ﺷﻜﻠﻪ ﻣﻊ ﺍﻟﺰﻣﺎﻥ ﻭﻻ ﻳﺘﺼﺮﻑ ﻣﻊ ﺍﻟﻀﻤﲑ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ‪.‬‬
‫ﻭﺍﻟﺴﺒﺐ ﺍﳌﻨﻄﻘﻲ ﻫﻮ ﻣﺎ ﺩﻣﻨﺎ ﺫﻛﺮﻧﺎ ﺍﻟﻀﻤﲑ " ﺃﻧﺎ " ﻓﻼ ﺩﺍﻋﻲ ﺗﺼﺮﻳﻒ ﺍﻟﻔﻌﻞ" ﺣﻀﺮ " ﻣﻊ ﺍﻟﻀﻤﲑ ﺃﻧﺎ ‪.‬‬
‫ﻭﻣﺎ ﺩﻣﻨﺎ ﺫﻛﺮﻧﺎ ﰲ ﺑﺪﺍﻳﺔ ﺍﳉﻤﻠﺔ ﻇﺮﻑ ﺍﻟﺰﻣﺎﻥ " ﻏﺪﺍ " ‪ ،‬ﻓﻨﻌﺮﻑ ﺃﻥ ﺍﳊﺮﻛﺔ ﺳﺘﺤﺪﺙ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ‪ ،‬ﻟﺬﺍ‬
‫ﻓﻼ ﺩﺍﻋﻲ ﺗﺼﺮﻳﻒ ﺍﻟﻔﻌﻞ ﻣﻦ ﺍﳌﺎﺿﻲ " ﺣﻀﺮ " ﺇﱃ ﺍﳌﻀﺎﺭﻉ " ﺃﺣﻀﺮ‪" .‬‬

‫ﲢﻮﻳﻞ ﺻﻴﻐﺔ ﺍﳌﻔﺮﺩ ﺇﱃ ﺍﳉﻤﻊ ﺍﻻﺳﻢ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﺪﺩ ﻳﻨﻘﺴﻢ ﺇﱃ ﺍﳌﻔﺮﺩ ﻭﺍﳌﺜﲎ ﻭﺍﳉﻤﻊ‬
‫‪ ،‬ﻭﺻﻴﻎ ﺍﳉﻤﻊ ﺗﻨﻘﺴﻢ ﺇﱃ ﺍﳉﻤﻊ ﺍﳌﺬﻛﺮ ﺍﻟﺴﺎﱂ ﻭﺍﳉﻤﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ﻭﲨﻊ ﺍﻟﺘﻜﺴﲑ ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ‬
‫ﺫﻟﻚ ‪ ،‬ﻓﻠﻴﺴﺖ ﻫﻨﺎﻙ ﻗﺎﻋﺪﺓ ﻗﻄﻌﻴﺔ ﺗﺸﲑ ﺇﱃ ﺃﻱ ﺍﺳﻢ ﻣﻔﺮﺩ ﳚﺐ ﺃﻥ ﻳﺘﺤﻮﻝ ﺇﱃ ﺍﳉﻤﻊ ﺣﺴﺐ ﺻﻴﻐﺔ‬
‫ﺍﳉﻤﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ﺃﻭ ﺍﳌﺬﻛﺮ ﺍﻟﺴﺎﱂ ﺃﻭ ﲨﻊ ﺍﻟﺘﻜﺴﲑ ‪ .‬ﻣﺜﻼ ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﺮﻯ ﺍﻟﻄﺎﻟﺐ ﻛﻠﻤﺔ " ﻣﻄﺎﺭ " ﻓﻼ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﻳﻌﺮﻑ ﻫﻞ ﳚﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻘﻮﻡ ﺑﺘﺤﻮﻳﻠﻬﺎ ﺇﱃ ﺍﳉﻤﻊ ﺣﺴﺐ ﻃﺮﻳﻘﺔ ﺍﳉﻤﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ﺃﻭ ﺍﳌﺬﻛﺮ ﺍﻟﺴﺎﱂ‬
‫ﺃﻭ ﺍﻟﺘﻜﺴﲑ ‪ ،‬ﻋﻨﺪﻣﺎ ﳜﱪﻩ ﺍﳌﺪﺭﺱ ﺑﺄﻥ ﲨﻊ " ﻣﻄﺎﺭ "ﻫﻮ " ﻣﻄﺎﺭﺍﺕ " ﻳﺴﺘﻐﺮﺏ ﻛﺜﲑﺍ ‪ ،‬ﳌﺎﺫﺍ ﺗﺘﺤﻮﻝ‬
‫ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ﺇﱃ ﺍﳉﻤﻊ ﺣﺴﺐ ﻃﺮﻳﻘﺔ ﺍﳉﻤﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ﻭﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ﰲ ﻣﻔﺮﺩﻫﺎ ﻫﻮ ﻣﺬﻛﺮ ﻻ ﻣﺆﻧﺚ ‪.‬‬
‫ﻫﺬﺍ ﻣﻦ ﺟﻬﺔ ‪ ،‬ﻭﻣﻦ ﺟﻬﺔ ﺛﺎﻧﻴﺔ ‪ ،‬ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺍﻷﲰﺎﺀ ﺍﳌﻔﺮﺩﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺘﺤﻮﻝ ﺇﱃ ﺍﳉﻤﻊ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺘﻜﺴﲑ ‪،‬‬
‫ﻭﻫﺬﺍ ﳚﻌﻞ ﺍﳌﺒﺘﺪﺋﲔ ﺍﻟﺼﻴﻨﻴﲔ ﻭﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﺣﱴ ﺃﺑﻨﺎﺀ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﻋﻠﻰ ﻣﺎ ﺃﻋﺘﻘﺪ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺔ‬
‫ﻛﺒﲑﺓ ‪ .‬ﲝﻴﺚ ﺃﻥ ﺍﻷﲰﺎﺀ ﺍﻟﺼﻴﻨﻴﺔ ﻟﻴﺴﺖ ﳍﺎ ﺻﻴﻎ ﺍﳌﺜﲎ ﺃﻭ ﺍﳉﻤﻊ ‪ ،‬ﻭﻛﻞ ﻛﻠﻤﺔ ﺛﺎﺑﺘﺔ ﰲ ﺷﻜﻠﻬﺎ ﻻ ﺗﺘﻐﲑ ﻣﻊ‬
‫ﺗﻐﲑ ﺍﻟﻌﺪﺩ ‪ .‬ﻣﺜﻼ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳚﺐ ﺃﻥ ﻧﻘﻮﻝ‪:‬‬

‫ﺣﻀﺮ ﻫﺬﺍ ﺍﳌﺆﲤﺮ‪.‬‬

‫ﻋﺸﺮﺓ ﻋﻠﻤﺎﺀ ﺣﻀﺮﻭﺍ ﻫﺬﺍ ﺍﳌﺆﲤﺮ‪.‬‬

‫ﻭﻫﺬﺍﻥ ﺍﻟﺘﻌﺒﲑﺍﻥ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻳﻜﻮﻧﺎﻥ‪:‬‬

‫ﻭﺍﺣﺪ ﻋﺎﱂ ﺣﻀﺮ ﻫﺬﺍ ﻣﺆﲤﺮ‪.‬‬

‫ﻋﺸﺮﺓ ﻋﺎﱂ ﺣﻀﺮ ﻫﺬﺍ ﻣﺆﲤﺮ‪.‬‬

‫ﻓﻼ ﺩﺍﻋﻲ ﺃﻥ ﺗﺘﺤﻮﻝ ﻛﻞ " ﻋﺎﱂ " ﺇﱃ " ﻋﻠﻤﺎﺀ " ﰲ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪ ،‬ﻭﺫﻟﻚ ﻷﻧﻨﺎ ﻣﺎ ﺩﻣﻨﺎ ﺫﻛﺮﻧﺎ ﻋﺪﺩ‬
‫"ﻋﺸﺮﺓ " ﺃﺩﺭﻛﻨﺎ ﺃﻥ ﺍﻟﻌﺪﺩ ﻫﻮ " ﻋﺸﺮﺓ " ﻻ ﻏﲑ ‪ ،‬ﺃﻣﺎ ﺍﳌﻌﺪﻭﺩ " ﻋﺎﱂ " ﻓﻼ ﺩﺍﻋﻲ ﻟﺘﻐﻴﲑ ﺷﻜﻠﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﺤﻴﺢ ﰲ ﺍﻟﻌﺪﺩ ﺍﻟﻌﺮﰊ ﺍﻷﺻﻠﻲ‬

‫ﺇﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻌﺮﰊ ﺍﻷﺻﻠﻲ ﺍﳌﺘﻌﻠﻤﲔ ﺍﳌﺒﺘﺪﺋﲔ ﻣﻦ ﺣﻴﺚ ﺗﺬﻛﲑ ﺍﻟﻌﺪﺩ ﻭﺗﺄﻧﻴﺜﻪ ‪ ،‬ﻭﻣﻦ ﺣﻴﺚ ﺇﻓﺮﺍﺩ ﺍﳌﻌﺪﻭﺩ‬
‫ﻭﲨﻌﻪ ﻭﻣﻦ ﺣﻴﺚ ﻧﺼﺐ ﺍﳌﻌﺪﻭﺩ ﻭﺟﺮﻩ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﺗﻌﺘﱪ ﻧﺎﺩﺭﺓ ﺟﺪﺍ ﰲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﻌﺎﱂ‬
‫ﺃﻳﻀﺎ ‪ ،‬ﺇﺫ ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻟﻴﺴﺖ ﳍﺎ ﻣﺜﻞ ﻫﺬﻩ ﺍﻻﻟﺘﺰﺍﻣﺎﺕ ‪ ،‬ﻭﻻ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺃﻳﻀﺎ ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺍﳌﺒﺘﺪﺋﲔ‬
‫ﺍﻟﺼﻴﻨﻴﲔ ﻭﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻌﺮﰊ ﺍﻷﺻﻠﻲ ﻭﺍﺳﺘﻌﻤﺎﻟﻪ ‪ .‬ﺧﺎﺻﺔ ﺃﻥ ﺍﺳﻢ ﺍﻟﻌﺪﺩ‬
‫ﻣﻦ ﺛﻼﺛﺔ ﺇﱃ ﺗﺴﻌﺔ ﻭﺗﺴﻌﲔ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺟﻨﺴﻪ ﻋﻜﺴﺎ ﻟﻼﺳﻢ ﺍﳌﻌﺪﻭﺩ ﰲ ﺻﻴﻐﺔ ﺍﳌﻔﺮﺩ‪.‬‬

‫ﺍﻻﺳﻢ ‪ :‬ﺯﺭﺕ‪ ‬ﺛﻼﺛﺔ ﻣﻄﺎﺭﺍﺕ ﺧﻼﻝ ﺛﻼﺙ ﺳﺎﻋﺎﺕ‪.‬‬

‫)ﺛﻼﺙ ( ﻳﻒ ﺛﻨﺆﻡ ﺓﻏﻴﺼﺐ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ( ﺛﻼﺛﺔ ﻣﻄﺎﺭﺍﺕ‪) .‬ﻭ (ﺛﻼﺙ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺑﺼﻴﻐﺔ‬
‫ﻣﺬﻛﺮ ﰲ ﺛﻼﺙ ﺳﺎﻋﺎﺕ‪ ) .‬ﺍﻟﺴﺒﺐ ﻫﻮ ﺃﻥ ﻣﻔﺮﺩ ( ﻣﻄﺎﺭﺍﺕ ) ﻫﻮ ( ﻣﻄﺎﺭ ) ﻭﻫﻮ ﻣﺬﻛﺮ ‪ ،‬ﻭﺟﻨﺲ ﺍﺳﻢ‬
‫ﺍﻟﻌﺪﺩ ( ﺛﻼﺛﺔ) ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻋﻜﺴﺎ ﻟﻼﺳﻢ ﺍﳌﻌﺪﻭﺩﰲ ﺻﻴﻐﺔ ﺍﳌﻔﺮﺩ ( ﻣﻄﺎﺭ ) ﻭﻻ ﺻﻴﻐﺔ ﺍﳉﻤﻊ (‬
‫ﻣﻄﺎﺭﺍﺕ‪ ) .‬ﺃﻣﺎ ( ﺛﻼﺙ ) ﰲ ( ﺛﻼﺙ ﺳﺎﻋﺎﺕ ) ﻓﻴﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺬﻛﺮ ﻷﻥ ﻣﻔﺮﺩ ( ﺳﺎﻋﺎﺕ ) ﻫﻮ (‬
‫ﺳﺎﻋﺔ ) ﻭﻫﻮ ﻣﺆﻧﺚ ‪ ،‬ﻭﺍﺳﻢ ﺍﻟﻌﺪﺩ ( ﺛﻼﺙ ) ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻋﻜﺴﺎ ﻟﺼﻴﻐﺔ ﺍﻹﻓﺮﺍﺩ ( ﺳﺎﻋﺔ) ﻻ ﺻﻴﻐﺔ‬
‫ﺍﳉﻤﻊ ( ﺳﺎﻋﺎﺕ‪ ) .‬ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﺗﻜﻮﻥ ﺻﻌﺒﺔ ﻟﻠﺪﺍﺭﺳﲔ ﺍﳌﺒﺘﺪﺋﲔ ‪ .‬ﻋﺎﺩﺓ ﻳﻨﻈﺮ ﺍﻟﻄﺎﻟﺐ ﺇﱃ ﺃﻥ (‬
‫ﻣﻄﺎﺭﺍﺕ) ﻭ (ﺳﺎﻋﺎﺕ ) ﺑﺸﻜﻞ ﻭﺍﺣﺪ ‪ ،‬ﻓﻴﻌﺘﻘﺪ ﺃﻥ ﺍﺳﻢ ﺍﻟﻌﺪﺩ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺑﺸﻜﻞ ﻭﺍﺣﺪ ﺃﻳﻀﺎ ﻭﻫﻮ (‬
‫ﺛﻼﺙ ) ﻭﻫﺬﺍ ﻃﺒﻌﺎ ﻻ ﻳﻜﻮﻥ ﺻﺤﻴﺤﺎ‪.‬‬

‫ﺍﻹﻋﺮﺍﺏ ﺍﻟﺼﺤﻴﺢ ﻛﻠﻤﺔ ﻣﻦ ﻛﻠﻤﺎﺕ ﺍﳉﻤﻠﺔ ﺇﻥ ﺍﻹﻋﺮﺍﺏ ﻳﻌﺘﱪ ﻣﻴﺰﺓ ﻣﻦ ﻣﻴﺰﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪،‬‬
‫ﻭﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺼﺤﻴﺢ ﶈﻞ ﻛﻞ ﻛﻠﻤﺔ ﻳﺴﺎﻋﺪ ﰲ ﻓﻬﻢ ﻣﻌﲎ ﺍﳉﻤﻠﺔ ﻓﻬﻤﺎ ﺻﺤﻴﺤﺎ ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻹﻋﺮﺍﺏ ﻳﻜﻮﻥ‬
‫ﺻﻌﺒﺎ ﺟﺪﺍ ﻋﻠﻰ ﺍﳌﺒﺘﺪﺋﲔ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ‪ ،‬ﻭﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ ﻻ ﻳﻘﺪﺭﻭﻥ ﻋﻠﻰ ﲢﺪﻳﺪ ﳏﻞ ﻛﻞ ﻛﻠﻤﺔ ﻣﻦ‬
‫ﻛﻠﻤﺎﺕ ﺍﳉﻤﻠﺔ ﺇﻻ ﺑﻌﺪ ﺃﻥ ﻳﺘﻘﻨﻮﺍ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻬﺎ ‪ ،‬ﻭﺇﺗﻘﺎﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻤﺎ ﻳﻌﺮﻑ ﺍﳉﻤﻴﻊ ﻟﻴﺲ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺃﻣﺮﺍ ﺳﻬﻼ ‪ ،‬ﻭﺇﺗﻘﺎ‪‬ﺎ ﻛﺬﻟﻚ ﲝﺎﺟﺔ ﺇﱃ ﻭﻗﺖ ‪ .‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪ ،‬ﻓﺈﻥ ﺍﻟﻄﻠﺒﺔ ﺩﺍﺋﻤﺎ ﻳﻘﻌﻮﻥ ﰲ ﺃﺧﻄﺎﺀ ﻛﺜﲑﺓ‬
‫ﰲ ﺍﻟﺘﺤﺪﺙ ﻭﻗﺮﺍﺀﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﱂ ﻳﺘﺄﺧﺮﻭﺍ ﰲ ﺣﻀﻮﺭﹺ ﺍﳌﺆﲤﺮ‪.‬‬

‫ﺍﻟﺪﺍﺭﺱ ﺍﳌﺒﺘﺪﺉ ﻛﻴﻒ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻘﺮﺃ ( ﺍﻟﻌﻠﻤﺎﺀُ ) ﺇﺫﺍ ﻛﺎﻥ ﻻ ﻳﻌﺮﻑ ﺃﻧﻪ ﻣﺒﺘﺪﺃ ﻣﺮﻓﻮﻉ ﺑﺎﻟﻀﻤﺔ ﻭﻫﻮ‬
‫ﻣﻀﺎﻑ ؟ ﻭﻛﻒ ﻳﻘﺮﺃ ( ﻳﺘﺄﺧﺮﻭﺍ ) ﺇﺫﺍ ﱂ ﻳﻌﺮﻑ ﺃﻧﻪ ﻣﻦ ﺍﻷﻓﻌﺎﻝ ﺍﳋﻤﺴﺔ ﻭﺳﺒﻘﻪ ﺣﺮﻑ ﺍﳉﺰﻡ " ﱂ " ؟‬
‫ﻭﻛﻴﻒ ﻳﻘﺮﺃ ( ﺣﻀﻮﺭﹺ ) ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻳﻌﺮﻑ ﺃﻧﻪ ﺍﺳﻢ ﳎﺮﻭﺭ ﻭﻣﻀﺎﻑ ؟ﻭﻛﻴﻒ ﻳﻘﺮﺃ ( ﺍﳌﺆﲤﺮﹺ ) ﺇﺫﺍ ﻛﺎﻥ ﻻ‬
‫ﻳﻌﺮﻑ ﺃﻧﻪ ﻣﻀﺎﻑ ﺇﻟﻴﻪ ﳎﺮﻭﺭ ؟ ﺍﺳﺘﻌﻤﺎﻝ ﺣﺮﻭﻑ ﺍﳉﺮ ﺭﻫﻈﻲ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﳊﺮﻑ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻻ ﻳﺪﻝ ﻋﻠﻰ ﻣﻌﲎ ﻣﺴﺘﻘﻞ ‪ ،‬ﻭﻻ ﻣﻌﻨﺎﻩ ﻛﺎﻣﻼ ﺇﻻ ﻣﻊ ﻏﲑﻩ ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﻠﻌﺐ ﺩﻭﺭﺍ ﻣﻬﻤﺎ ﰲ ﺭﺑﻂ ﺃﺟﺰﺍﺀ ﺍﳉﻤﻠﺔ‬
‫‪ ،‬ﻭﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﻌﱪ ﻋﻦ ﻣﻌﻨﺎﻫﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﺃﻭ ﺇﻻ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺣﺮﻑ ﻣﻦ‬
‫ﺍﳊﺮﻭﻑ ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎ ﺃﻥ ﺑﻌﺾ ﺍﻷﻓﻌﺎﻝ ﻭﺍﻷﲰﺎﺀ ﺗﺪﻝ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺍﳌﻌﺎﱐ ﺑﺎﻻﺗﺼﺎﻝ ﺑﺎﺧﺘﻼﻑ ﺍﳊﺮﻭﻑ ‪.‬‬
‫ﻣﺜﻼ ﺃﻥ ﻓﻌﻞ ( ﲝﺚ ) ﺇﺫﺍ ﺍﺗﺼﻞ ﲝﺮﻑ ( ﻋﻦ ) ﻳﺪﻝ ﻣﻌﻨﺎﻩ ﻋﻠﻰ (ﻓﺘ‪‬ﺶ ) ‪ ،‬ﻣﺜﻞ ‪ :‬ﺃﲝﺚ ﻋﻦ ﻫﺬﺍ‬
‫ﺍﳌﻮﺿﻮﻉ ‪ ،‬ﲟﻌﲎ ﺃﻓﺘ‪‬ﺶ ﻋﻦ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺇﻣﺎ ﻣﻦ ﺍﻟﻜﺘﺐ ﺃﻭ ﺍﳌﺮﺍﺟﻊ ‪ .‬ﻭﻟﻜﻦ ﺇﺫﺍ ﺍﺗﺼﻞ ﻓﻌﻞ ( ﲝﺚ )‬
‫ﲝﺮﻑ ( ﰲ ) ﻓﻼ ﻳﺪﻝ ﻣﻌﻨﺎﻩ ﻋﻠﻰ ( ﻓﺘ‪‬ﺶ )‪ ،‬ﺑﻞ ﻋﻠﻰ( ﺩﺭﺱ ﺃﻭ ﺍﺟﺘﻬﺪ ﺃﻭ ﺗﻌﺮ‪‬ﻑ ﺣﻘﻴﻘﺔ )‪ ،‬ﻣﺜﻞ ‪:‬‬
‫ﺳﺄﲝﺚ ﰲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ‪ ،‬ﲟﻌﲎ ﺳﺄﺩﺭﺱ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪ .‬ﻓﺎﻟﺪﺍﺭﺱ ﻻ )‪ (phrase‬ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ‪.‬‬
‫ﻭﻫﺬﺍ ﰲ ﺍﳊﻘﻴﻘﺔ ﻣﺎ ﻳﺴﻤﻰ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﺇﻻ ﺑﻌﺪ ﺃﻥ ﳛﻔﻆ ﻣﺎ ﻫﻮ‬
‫ﺍﳊﺮﻑ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﻳﺘﺼﻞ ﺑﻔﻌﻞ ﻟﻴﺆﺩﻱ ﺇﱃ ﺍﳌﻌﲎ ﺍﳌﻄﻠﻮﺏ ﻭﺍﻟﺼﺤﻴﺢ‪ .‬ﻣﺜﻞ ﻳﻔﻜﹼﺮ ‪ +‬ﰲ ‪ ،‬ﻳﻌﺘﻤﺪ ‪+‬‬
‫ﻋﻠﻰ ‪ ،‬ﳝﻨﻊ ‪ +‬ﻋﻦ ‪ ،‬ﻳﻘﺘﺮﺏ ‪ +‬ﻣﻦ ‪ ،‬ﻳﺆﺩﻱ ‪ +‬ﺇﱃ ‪ ،‬ﻳﺮﻏﺐ‪ +‬ﰲ ‪ .‬ﻫﺬﺍ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻌﺮﺏ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﺳﻬﻼ ﻣﻦ ﻛﺜﺮﺓ ﺍﻟﺴﻤﺎﻉ ‪ ،‬ﻭﻟﻜﻦ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻓﻬﻮ ﺃﻣﺮ ﺻﻌﺐ ‪ ،‬ﻭﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺜﻞ‬
‫ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺇﻻ ﺑﻌﺪ ﺣﻔﻈﻬﺎ ‪ ،‬ﻷﻥ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻟﻴﺴﺖ ﻓﻴﻬﺎ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺻﻌﻮﺑﺔ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺬﻛﺮ ﻭﺍﳌﺆﻧﺚ ﰲ ﺍﻟﺘﻌﺒﲑ ﺍﻟﻜﻠﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻨﻘﺴﻢ ﺇﱃ ﺍﳌﺬﻛﺮ ﻭﺍﳌﺆﻧﺚ ﻣﻦ ﺣﻴﺚ‬
‫ﺟﻨﺴﻬﺎ ‪ ،‬ﻭﻫﺬﺍ ﻫﻮ ﺃﻣﺮ ﻣﻌﺮﻭﻑ ﻟﺪﻱ ﲨﻴﻊ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻟﻜﻦ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻛﺜﲑ ﻣﻦ ﻟﻐﺎﺕ‬
‫ﺍﻟﻌﺎﱂ ‪ ،‬ﻟﻴﺲ ﻫﻨﺎﻙ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ﰲ ﺍﻻﺳﻢ ﻭﺍﻟﻔﻌﻞ ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻷﻛﺜﺮ ﺗﺪﺍﻭﻻ ﰲ ﺍﻟﻌﺎﱂ‬
‫ﻟﻴﺲ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ﺃﻳﻀﺎ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻭﺍﻟﻴﺎﺑﺎﻧﻴﺔ ﻭﺍﻟﻜﻮﺭﻳﺔ ﻭﺍﻟﻠﻐﺎﺕ ﺍﻟﻜﺜﲑﺓ ﺍﻷﺧﺮﻯ ‪ .‬ﻋﻠﻴﻪ‬
‫ﻓﺈﻥ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﺑﻨﺎﺀ ﺍﻟﻠﻐﺎﺕ ﺍﻟﱵ ﺑﺪﻭﻥ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ‪ ،‬ﻓﻴﺼﻌﺐ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻮﺍ ﺍﳌﺬﻛﺮ‬
‫ﻭﺍﳌﺆﻧﺚ ﰲ ﺗﻌﺒﲑﺍ‪‬ﻢ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ‪ ،‬ﻷ‪‬ﻢ ﻗﺪ ﺗﻌﻮﺩﻭﺍ ﻋﻠﻰ ﻟﻐﺎ‪‬ﻢ ﺍﻷﻡ ‪ .‬ﻣﻊ ﺫﻟﻚ ﺃﻥ ﺻﻴﻐﺔ ﺍﳌﺬﻛﺮ‬
‫ﻭﺍﳌﺆﻧﺚ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﺘﻄﺎﺑﻘﺔ ﰲ ﺍﻟﻔﻌﻞ ﻭﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭﺍﺳﻢ ﺍﳌﻮﺻﻮﻝ ﻭﺍﻟﺼﻔﺔ ﻭﻏﲑﻫﺎ‬
‫‪ ،‬ﻭﻫﺬﺍ ﺑﺎﻟﻨﺴﺒﺔ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻜﻮﻥ ﺻﻌﻮﺑﺔ ‪ ،‬ﻭﻳﻘﻌﻮﻥ ﰲ ﺍﻷﺧﻄﺎﺀ ﰲ ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﻣﺆﻟﻔﻮﻥ ﰲ‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺭﺩﻧﻴﺔ ‪ ،‬ﰲ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻋﻤﺎﻥ ‪ 1970 ،‬ﻡ ‪ 11‬ﺍﻷﺣﻴﺎﻥ ‪ ،‬ﻣﻊ ﺫﻟﻚ ﺃﻥ‬
‫ﺍﻟﻄﻼﺏ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻳﺘﻌﻮﺩﻭﻥ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﺍﳌﺬﻛﺮ ﺩﺍﺋﻤﺎ ﺑﺪﻻ ﻣﻦ ﻭﺟﻮﺏ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺆﻧﺚ ﰲ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ‪ .‬ﻣﺜﻼ ‪ :‬ﻳﻘﻊ ﺍﻟﻄﻼﺏ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﻮﻥ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺻﻴﻐﺔ ﺍﳌﺬﻛﺮ ﻭﺍﳌﺆﻧﺚ‪:‬‬

‫ﻫﺬﺍ ﻣﺪﺭ‪‬ﺳﱵ ﻫﻮ ﻳﻌﻠﻤﲏ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺃﺩﺭﺱ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻟﺬﻱ ﻳﻘﻊ ﰲ ﴰﺎﻝ ﺗﺎﻳﻮﺍﻥ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻃﺮﺍﺋﻖ ﻭﺃﺳﺎﻟﻴﺐ ﳊﻠﻮﻝ ﺻﻌﻮﺑﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‬

‫ﰲ ﺍﳊﻘﻴﻘﺔ ﻳﻮﺍﺟﻪ ﻛﻞ ﻣﺘﻌﻠﻢ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ ﺻﻌﻮﺑﺎﺕ ﰲ ﺗﻌﻠﻢ ﻟﻐﺔ ﺟﺪﻳﺪﺓ ﺧﺎﺻﺔ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﻨﺎﺷﺌﲔ ‪ ،‬ﻷﻥ ﻟﻐﺎ‪‬ﻢ ﺍﻷﻡ ﻗﺪ ﺃﺻﺒﺤﺖ ﺛﺎﺑﺘﺔ ﰲ ﺃﺫﻫﺎ‪‬ﻢ ﻭﺗﻔﻜﲑﻫﻢ ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﻼ ﺑﺪ ﺃﻥ ﺗﺆﺛﺮ‬
‫ﻟﻐﺎ‪‬ﻢ ﺍﻷﻡ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﳌﻜﺘﺴﺒﺔ ‪.‬ﻣﻦ ﺃﺟﻞ ﻣﻌﺎﳉﺔ ﻫﺬﻩ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻓﺈﻥ ﻛﺜﲑﺍ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﻭﻋﻠﻤﺎﺀ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻛﺎﻧﻮﺍ ﻭﻣﺎﺯﺍﻟﻮﺍ ﻳﺒﺬﻟﻮﻥ ﺟﻬﻮﺩﺍ ﻛﺒﲑﺓ ﻣﻦ ﺃﺟﻞ ﺇﳚﺎﺩ ﺃﺣﺴﻦ ﺍﻟﻄﺮﺍﺋﻖ ﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ‪ ،‬ﻭﺑﻌﻀﻬﻢ ﻭﺿﻌﻮﺍ ﻓﻌﻼ ﺃﺳﺎﻟﻴﺐ ﻭﻃﺮﺍﺋﻖ ﻛﺜﲑﺓ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ‪ ،‬ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻄﺮﺍﺋﻖ‬
‫ﻫﻲ ‪:‬‬

‫ﺍﻟﻄﺒﻴﻌﻴﺔ )‪( Natural Approach‬‬ ‫ﺍﻟﻄﺮﻳﻘﺔ‬

‫)‪( Didactic Instruction‬‬ ‫ﻃﺮﻳﻘﺔ ﺍﶈﺎﺿﺮﺓ‬

‫ﺍﳌﻤﺎﺭﺱ )‪(Practice Teaching‬‬ ‫ﻃﺮﻳﻘﺔ‬

‫ﺍﻟﻈﺮﻭﻑ )‪( Situation Teaching‬‬ ‫ﻃﺮﻳﻘﺔ‬

‫)‪( Listening Speaking Teaching‬‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﺘﺤﺪﺙ‬

‫ﺍﻻﺗﺼﺎﻝ )‪(Communication Teaching‬‬

‫ﺍﳉﻤﺎﻋﻴﺔ )‪( Team Teaching‬‬ ‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ‬

‫ﺍﻹﺭﺷﺎﺩﻳﺔ )‪(Heuristic Method‬‬ ‫ﺍﻟﻄﺮﻳﻘﺔ‬

‫ﺍﻹﺗﻘﺎﻥ )‪(Mastery Learning‬‬ ‫ﻃﺮﻳﻘﺔ‬

‫ﻭﺍﻟﺘﺮﲨﺔ )‪(Grammar-Translation Method‬‬ ‫ﻃﺮﻳﻘﺔ ﺍﻟﻘﻮﺍﻋﺪ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﳌﺒﺎﺷﺮﺓ )‪(Direct Method‬‬ ‫ﺍﻟﻄﺮﻳﻘﺔ‬

‫ﺍﻟﻘﺮﺍﺀﺓ )‪(Reading Method‬‬ ‫ﻃﺮﻳﻘﺔ‬

‫ﻟﻜﻞ ﻣﻦ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﺍﺋﻖ ﳏﺎﺳﻨﻬﺎ ﻭﻣﺴﺎﻭﺋﻬﺎ ‪ ،‬ﻭﻻ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﳓﺪﺩ ﺃﻱ ﻃﺮﻳﻘﺔ ﺃﺣﺴﻦ ﺃﻭ‬
‫ﺃﻓﻀﻞ ﻣﻦ ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ‪ ،‬ﻭﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺭ‪‬ﺱ ﺃﻥ ﻳﺘﺨﺬ ﻋﺪﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﻄﺮﺍﺋﻖ ﰲ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺁﻥ‬
‫ﻭﺍﺣﺪ ‪ ،‬ﻣﻊ ﺫﻟﻚ ﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺭ‪‬ﺱ ﺍﲣﺎﺫ ﻃﺮﻳﻘﺔ ﻣﻦ ﺍﻟﻄﺮﺍﺋﻖ ﳌﺨﺘﻠﻒ ﺍﳌﻮﺍﺩ ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﳌﺪﺭ‪‬ﺱ ﻳﺪﺭ‪‬ﺱ ﻣﺎﺩﺓ ﺍﶈﺎﺩﺛﺔ ﺃﻭ ﻣﺎﺩﺓ ﺍﳌﺨﺘﱪ ‪ ،‬ﻓﻴﺠﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﺘﺨﺬ ﻃﺮﻳﻘﺔ ﺍﳌﻤﺎﺭﺳﺔ ﻭﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﻭﺍﻟﺘﺤﺪﺙ ﻭﻃﺮﻳﻘﺔ ﺍﻟﻈﺮﻭﻑ ﰲ ﺁﻥ ﻭﺍﺣﺪ ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻳﺪﺭ‪‬ﺱ ﻣﺎﺩﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻓﻴﻤﻜﻨﻪ ﺃﻥ ﻳﺘﺨﺬ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﳉﻤﺎﻋﻴﺔ ﻭﻃﺮﻳﻘﺔ ﺍﻹﺗﻘﺎﻥ ‪ ،‬ﻭﻫﻜﺬﺍ‪ .‬ﱎ ﻧﺎﺣﻴﺔ ﺛﺎﻧﻴﺔ ‪ ،‬ﺃﻥ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﺟﺪﺍ ﺃﻳﻀﺎ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﺃﻱ ﻟﻐﺔ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ‪ ،‬ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻤﻴﺰﺓ ﳚﺐ ﺃﻥ ﻳﺘﻢ ﻭﺿﻌﻬﺎ ﺣﺴﺐ ﻣﺴﺘﻮﻳﺎﺕ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ‪ ،‬ﻭﺣﺴﺐ ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ ﳌﺨﺘﻠﻒ ﻟﻐﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻷﻡ ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﻛﻞ ﺟﻨﺲ ﻣﻦ ﺃﺟﻨﺎﺱ‬
‫ﺍﻟﻌﺎﱂ ﻳﻮﺍﺟﻪ ﺻﻌﻮﺑﺎﺕ ﳐﺘﻠﻔﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻨﻄﻖ ﻭﺍﻟﺘﺤﺪﺙ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ‬
‫ﻭﺍﻟﺘﻌﺒﲑ ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،‬ﺃﻥ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺎﺕ ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﻔﺮﻧﺴﻴﲔ ﺍﻟﺬﻳﻦ‬
‫‪Richards, Jack C./ Rodgers, Theodore S./ Approaches and Methods in Language‬‬
‫‪Teaching: A Description and Analysis, Cambridge Univ Pr,2001.‬‬

‫‪語言教學法,‬‬
‫。‪譯者：吳君平、劉遠城、詹明峰、劉家禎譯，台北五南出版‬‬

‫ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ‪ ،‬ﺩ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﻌﺼﻴﻠﻲ ‪ ،‬ﺓ ﺍﻹﻣﺎﻡ ﳏﻤﺪ‬
‫ﺑﻦ ﺳﻌﻮﺩ ﺍﻹﺳﻼﻣﻴﺔ ‪1423 ،‬ﻩ ‪ ، 60، 76، .‬ﺹ‪33‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻳﺘﻜﻠﻤﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻔﺮﻧﺴﻴﻮﻥ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺎﺕ ﲣﺘﻠﻒ ﻋﻦ‬
‫ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ‪ ،‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﲣﺘﻠﻒ ﻋﻦ ﻣﺎ ﳛﺘﺎﺝ ﺇﻟﻴﻪ‬
‫ﺍﻟﻔﺮﻧﺴﻴﻮﻥ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ .‬ﻭﻟﺬﻟﻚ ﳚﺐ ﻋﻠﻰ ﺧﱪﺍﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﺃﻥ ﻳﻘﻮﻣﻮﺍ ﺑﻮﺿﻊ‬
‫ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺪﺍﺭﺳﲔ ﺍﻟﺘﺎﻳﻮﺍﻧﻨﲔ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻔﺮﻧﺴﻴﻮﻥ ﻭﺍﻷﺟﻨﺎﺱ ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﻌﺎﱂ‪.‬‬

‫ﻃﺒﻌﺎ ‪ ،‬ﻟﻌﻠﻨﺎ ﳒﺪ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﺃﻭ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ‪ ،‬ﻭﻟﻜﻦ ﻣﻌﻈﻤﻬﺎ ﻣﻦ ﺗﺄﻟﻴﻒ‬
‫ﺃﺑﻨﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﻡ ‪ ،‬ﻫﺆﻻﺀ ﺍﳌﺆﻟﻔﻮﻥ ﻃﺒﻌﺎ ﳚﻴﺪﻭﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲤﺎﻣﺎ ‪ ،‬ﻭﻟﻜﻦ ﻣﺎ ﻋﻨﺪﻫﻢ ﺧﱪﺍﺕ ﰲ‬
‫ﺗﻌﻠﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ‪ ،‬ﻷ‪‬ﻢ ﻣﻦ ﺃﺑﻨﺎﺀ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ‪ ،‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪ ،‬ﻟﻌﻠﻬﻢ ﻻ ﳚﺪﻭﻥ ﺍﳌﺸﺎﻛﻞ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ‬
‫ﺳﻴﻮﺍﺟﻬﻬﺎ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻓﻠﻢ ﻳﻀﻌﻮﺍ ﺣﻠﻮﻻ ﳍﺬﻩ ﺍﳌﺸﺎﻛﻞ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﰲ ﻣﻨﺎﻫﺠﻬﻢ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ‬
‫ﻣﻦ ﺫﻟﻚ ﻓﺈﻧﻨﺎ ﱂ ﳒﺪ ﺍﻟﻴﻮﻡ ﺍﺧﺘﻼﻑ ﺍﳌﻨﺎﻫﺞ ﳌﺨﺘﻠﻒ ﺃﺟﻨﺎﺱ ﺍﻟﻌﺎﱂ ‪ ،‬ﻭﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺟﲔ‬
‫ﺍﻟﻮﻃﻨﻴﺔ ﺑﺘﺎﻳﻮﺍﻥ ﻣﺜﻼ ‪ ،‬ﱂ ﺗﻜﻦ ﻟﺪﻳﻪ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻟﻪ ﻭﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻄﻼﺏ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻫﻮ ﻣﺎ ﳚﺐ ﻋﻠﻴﻨﺎ ﻭﻋﻠﻰ ﺧﱪﺍﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﳐﺘﻠﻒ ﺃﺟﻨﺎﺱ ﺍﻟﻌﺎﱂ ﺃﻥ ﻳﺒﺬﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ ﺍﻷﻛﺜﺮ ﻹﺣﺮﺍﺯ‬
‫ﺇﳒﺎﺯﺍﺕ ﺃﻛﺜﺮ ﳋﺪﻣﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ .‬ﺃﻣﺎ ﺃﺳﺎﻟﻴﺐ ﻭﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﺘﺨﺘﻠﻒ ﻣﻦ ﺑﻠﺪ‬
‫ﺇﱃ ﺁﺧﺮ ﺑﺴﺒﺐ ﺍﺧﺘﻼﻑ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ‪ .‬ﻭﺣﺴﺐ ﲡﺎﺭﰊ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻓﺈﻥ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﱵ ﳚﺐ ﺃﺧﺬﻫﺎ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻭﺣﻠﻬﺎ‬
‫ﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﺪﺭﺳﲔ ﻣﻦ ﺫﻭﻱ ﺍﳋﱪﺍﺕ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻣﻊ ﺗﺼﺤﻴﺢ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ‬
‫ﺑﻜﻞ ﺻﱪ ﰲ ﺭﺃﻳﻲ ‪ ،‬ﺇﻥ ﺍﳌﻌﻠﻢ ﻳﻠﻌﺐ ﺩﻭﺭﺍ ﺭﲟﺎ ﺃﻫﻢ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻴﻢ ﺃﻳﺔ ﻟﻐﺔ ﻣﻦ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ‪ ،‬ﺇﺫ ﺇﻥ ﺍﳌﻌﻠﻢ ﺇﺫﺍ ﻛﺎﻥ ﳚﺘﻬﺪ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻊ ﺍﻟﺼﱪ ‪ ،‬ﻓﲑﻛﺰ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻋﻠﻰ ﺗﺼﺤﻴﺢ‬
‫ﻧﻄﻖ ﻛﻞ ﻃﺎﻟﺐ ﰲ ﻛﻞ ﺣﺮﻑ ﻣﻦ ﺍﻷﺣﺮﻑ ‪ ،‬ﻭﻣﻦ ﻛﻞ ﻛﻠﻤﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ‪ ،‬ﻭﺑﻌﺪ ﻓﺘﺮﺓ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺱ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺃﻥ ﻳﻨﻄﻖ ﻛﻞ ﺣﺮﻑ ﻭﻛﻞ ﻛﻠﻤﺔ ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻌﻠﻢ ﻻ ﻳﺮﻛﺰ ﻋﻠﻰ ﺫﻟﻚ ‪ ،‬ﻓﻴﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻄﺎﻟﺐ‬
‫ﺍﻷﺟﻨﱯ ﺃﺻﻼ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻨﻄﻖ ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﻷﻧﻪ ﺃﺟﻨﱯ ‪ ،‬ﻫﻜﺬﺍ ﻓﺎﻟﺪﺍﺭﺱ ﻻ ﳝﻜﻦ‬
‫ﺃﻥ ﳚﻴﺪ ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،‬ﺃﻥ ﺃﺣﺮﻑ ﺍﳊﺎﺀ ﻭﺍﻟﺮﺍﺀ ﻭﺍﻟﻌﲔ ﻭﺍﻟﻀﺎﺩ ﺗﻌﺘﱪ ﻣﻦ ﺍﻷﺣﺮﻑ‬
‫ﺍﻟﱵ ﱂ ﺗﻜﻦ ﻣﻮﺟﻮﺩﺓ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﰲ ﺍﻟﻌﺎﱂ ‪ ،‬ﻭﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﻨﻄﻘﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‬
‫ﰲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﰲ ﻫﺬﺍ ﺍﻟﻮﻗﺖ ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺪﺍﺭﺱ ﻳﺪﺭﺱ ﻣﻊ ﺍﳌﻌﻠﻢ ﺍ‪‬ﺘﻬﺪ ﻭﺍﳌﻬﺘﻢ ﺑﺎﻟﻨﻄﻖ ‪ ،‬ﻓﻴﻌﻠﻤﻪ ﺑﻜﻞ‬
‫ﺻﱪ ﺣﱴ ﳚﻴﺪ ﺍﻟﻨﻄﻖ ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﻴﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺱ ﺇﺟﺎﺩﺓ ﺍﻟﻨﻄﻖ ﺍﻟﺼﺤﻴﺢ ﻟﻜﻞ ﺣﺮﻑ ﻭﻛﻞ ﻛﻠﻤﺔ ‪ ،‬ﻭﻟﻜﻦ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻌﻠﻢ ﻳﻌﺘﻘﺪ ﺑﺄﻥ ﺍﻟﺪﺍﺭﺱ ﺃﺟﻨﱯ ﻭﻻ ﻳﺼﺤﺢ ﺃﺧﻄﺎﺀ ﻧﻄﻖ ﺗﻠﻤﻴﺬﻩ ﺗﺼﺤﻴﺤﺎ ﺟﻴﺪﺍ ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﺍﺭﺱ‬
‫ﻳﺘﻜﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻨﻄﻖ ﺃﺟﻨﱯ ﻻ ﻋﺮﰊ ‪ .‬ﻭﻟﻜﻦ ﺑﻌﺾ ﺍﳊﺮﻭﻑ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﺑﺪ ﺇﺟﺎﺩﺓ ﻧﻄﻘﻬﺎ ﻭﺇﻻ ﻓﺎﳉﻤﻠﺔ ﺳﺘﺄﰐ‬
‫ﲟﻌﲎ ﺛﺎﻥ ‪ ،‬ﻋﻠﻴﻪ ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﺒﺬﻝ ﻛﻞ ﻣﺎ ﰲ ﻭﺳﻌﻪ ﻣﻦ ﺃﺟﻞ ﺗﺼﺤﻴﺢ ﻧﻄﻖ ﻛﻞ ﺣﺮﻑ ﻟﻠﻤﺘﻌﻠﻢ‬

‫ﻣﺜﻞ ‪ :‬ﺃﻳﻦ ﺍﻷﱂ ؟‬

‫ﺃﻳﻦ ﺍﻟﻌ‪‬ﻠﻢ ؟‬

‫ﻫﻞ ﺯﺭﺕ ﺍﻷﻫﺮﺍﻡ ؟‬

‫ﻫﻞ ﺯﺭﺕ ﺍﻷﺣﺮﺍﻡ ؟‬

‫ﻛﻴﻒ ﺣﺎﻟﻚ ؟‬

‫ﻛﻴﻒ ﺧﺎﻟﻚ ؟‬

‫ﺃﻳﻦ ﺍﻟﻄﺎﻟﺐ ؟‬

‫ﺃﻳﻦ ﺍﻟﻀﺎﺭﺏ ؟‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺍﻟﻔﻬﻢ ﻟﻠﻐﺔ ﻣﺎ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻛﺜﺮﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﳌﻤﺎﺭﺳﺔ ‪ ،‬ﻋﻠﻰ ﻫﺬﺍ ﺍﻷﺳﺎﺱ ﻓﻴﺠﺐ ﻋﻠﻰ ﻛﻞ ﻣﺪﺭ‪‬ﺱ ﺃﻥ‬
‫ﻳﺘﻜﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺪﺭ‪‬ﺳﻬﺎ ﰲ ﲨﻴﻊ ﺍﶈﺎﺿﺮﺍﺕ ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﺬﺍ ﺍﻷﻣﺮ ﻣﻔﻬﻮﻡ ﻟﺪﻯ ﺍﳉﻤﻴﻊ ‪ ،‬ﺇﻻ ﺃﻥ‬
‫ﺗﻄﺒﻴﻘﻬﺎ ﻟﻴﺲ ﺃﻣﺮﺍ ﺳﻬﻼ ‪ ،‬ﺧﺎﺻﺔ ﺍﳌﺪﺭ‪‬ﺱ ﺍﻟﻮﻃﲏ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،‬ﺇﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﺪﺭ‪‬ﺳﲔ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ‬
‫ﻳﺴﺘﻌﻤﻠﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻣﻌﺎﳉﺔ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ‪ ،‬ﻃﻠﺐ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ‬
‫ﺗﺎﻳﻮﺍﻥ ﻣﻦ ﲨﻴﻊ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻮﻃﻨﻴﲔ ﺃﻭ ﺍﻟﻌﺮﺏ ﺑﺈﻟﻘﺎﺀ ﻛﻞ ﺍﶈﺎﺿﺮﺍﺕ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻻ ﺑﺎﻟﺼﻴﻨﻴﺔ ﻭﻻ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪،‬‬
‫ﺇﻻ ﰲ ﺣﺎﻟﺔ ﻳﺼﻌﺐ ﺍﻟﻄﻠﺒﺔ )‪ (Abstract meaning‬ﺍﻟﻀﺮﻭﺭﺓ ‪ ،‬ﻣﺜﻼ ﰲ ﻭﻗﺖ ﺗﻔﺴﲑ ﻛﻠﻤﺔ ﲟﻌﲎ ﳎﺎﺯ ﻋﻠﻰ‬
‫ﺇﺩﺭﺍﻛﻪ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﻄﻠﺒﺔ ﰲ ﺑﺪﺍﻳﺔ ﺍﶈﺎﺿﺮﺍﺕ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺎﺕ ﰲ ﻓﻬﻢ ﻭﺇﺩﺭﺍﻙ ﻣﺎ ﻳﻘﺪﻣﻪ ﺍﳌﻌﻠﻢ‬
‫ﰲ ﺍﶈﺎﺿﺮﺍﺕ ‪ ،‬ﻭﻟﻜﻦ ﺑﻌﺪ ﻓﺘﺮﺓ ﺳﻮﻑ ﻳﺘﻌﻮﺩ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻈﺮﻭﻑ ‪ ،‬ﰒ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺃﻥ ﻳﻔﻬﻤﻮﺍ‬
‫ﻭﻳﺪﺭﻛﻮﺍ ﺗﺪﺭﳚﻴﺎ ﻣﺎ ﻗﺎﻟﻪ ﺍﳌﻌﻠﻤﻮﻥ ‪ ،‬ﰒ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﻌﱪﻭﺍ ﻣﺎ ﻳﺮﻳﺪﻭﻥ ﺃﻥ ﻳﻌﱪﻭﺍ ﻋﻨﻪ ﺗﺪﺭﳚﻴﺎ‪ .‬ﺗﻜﻮﻳﻦ‬
‫ﺑﻴﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻋﺮﺑﻴﺔ ﻳﺘﺤﺪﺙ ﻓﻴﻬﺎ ﺍﳌﻌﻠﻤﻮﻥ ﻭﺍﳌﺘﻌﻠﻤﻮﻥ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻛﻤﺎ ﺫﻛﺮﺕ ﺁﻧﻔﺎ ﺃﻥ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺗﻌﻠﺐ ﺩﻭﺭﺍ ﻣﻬﻤﺎ ﺟﺪﺍ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ‪ ،‬ﻋﻠﻴﻪ ﻓﻴﺠﺐ ﻋﻠﻰ ﺟﻬﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺪﻭﻝ‬
‫ﻏﲑ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻥ ﺗﻘﻮﻡ ﺑﺘﻜﻮﻳﻦ ﺑﻴﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻋﺮﺑﻴﺔ ﻳﺘﻜﻠﻢ ﻓﻴﻬﺎ ﲨﻴﻊ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻷﻥ ﺍﻟﺪﻭﻝ ﻏﲑ ﺍﻟﻌﺮﺑﻴﺔ ﺃﺻﻼ ﻟﻴﺲ ﻫﻨﺎﻙ ﺃﺷﺨﺎﺹ ﻳﺘﺤﺪﺛﻮﻥ ﺑﺎﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺟﻬﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻻ ﺗﻘﻮﻡ‬
‫ﺑﺈﺟﺒﺎﺭ ﺍﳌﺘﻌﻠﻤﲔ ﺑﺎﻟﺘﺤﺪﺙ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻓﻠﻴﺲ ﻟﺪﻳﻬﻢ ﻓﺮﺹ ﻟﻠﻤﻤﺎﺭﺳﺔ ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﻟﻠﻐﺔ ﻛﻤﺎ ﺗﻌﺮﻑ ﻋﻨﺪ‬
‫ﺍﳉﻤﻴﻊ ﲝﺎﺟﺔ ﺇﱃ ﳑﺎﺭﺳﺔ ﻛﺜﲑﺓ ﻭﻣﺘﻮﺍﺻﻠﺔ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺘﻌﻠﻢ ﰲ ﺗﻠﻚ ﺍﻟﺒﻴﺌﺔ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻟﱵ ﺩﺭﺳﻬﺎ ﰲ ﺍﻟﻨﺼﻮﺹ ﻭﺍﶈﺎﺿﺮﺍﺕ ‪ ،‬ﻭﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﻣﺜﻼ ‪ ،‬ﻳﻠﺘﺰﻡ‬
‫ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺘﺤﺪﺛﻮﺍ ﺑﺎﻟﻌﺮﺑﻴﺔ ﰲ ﻭﻗﺖ ﺍﺳﺘﺮﺍﺣﺔ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﺃﻧﻔﺴﻢ ﺃﻭ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﻭﺍﳌﻌﻠﻤﲔ ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ‬
‫ﺃﺟﻞ ﺃﻥ ﳝﺎﺭﺱ ﺍﻟﻄﻠﺒﺔ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻭﻳﺘﻌﻮﺩﻭﺍ ﻋﻠﻰ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻛﺄ‪‬ﻢ ﻳﻌﻴﺸﻮﻥ ﰲ ﳎﺘﻤﻊ ﻋﺮﰊ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﺟﻮﺏ ﺩﺭﺍﺳﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ‬

‫ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻳﺪﻋﻮﻥ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺑﺎﻟﻨﻬﺞ ﺍﻟﻄﺒﻴﻌﻲ ﺍﻟﺬﻱ ﻳﺬﻫﺐ‬
‫ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻃﺒﻴﻌﻴﺔ ‪ ،‬ﺃﻱ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻠﺒﺔ ﻟﻐﺔ ﻣﺎ ﺑﺪﻭﻥ ﻓﻬﻢ ﻗﻮﺍﻋﺪ ﺗﻠﻚ ﺍﻟﻠﻐﺔ ‪ .‬ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﰲ‬
‫ﺍﳊﻘﻴﻘﺔ ﺗﺼﻠﺢ ﻟﺘﻌﻠﻴﻢ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺘﻜﻠﻤﻮﻥ ﻟﻐﺔ ﺑﺪﻭﻥ ﻣﻌﺮﻓﺔ ﺍﻟﻘﻮﺍﻋﺪ ‪ ،‬ﻭﻟﻜﻦ ﰲ ﻧﻈﺮﻱ ﺃﻥ ﻫﺬﻩ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﻻ ﺗﺼﻠﺢ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻜﺒﺎﺭ ﺍﻟﻨﺎﺷﺌﲔ ‪ ،‬ﻷﻥ ﺍﻟﻜﺒﺎﺭ ﻋﻨﺪﻣﺎ ﻳﻮﺍﺟﻬﻮﻥ ﺗﻐﲑ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﳐﺘﻠﻒ ﻣﻮﺍﻗﻊ‬
‫ﺍﳉﻤﻠﺔ ﻳﺴﺄﻟﻮﻥ ﻋﻦ ﺃﺳﺒﺎﺏ ﺗﻠﻚ ﺍﻟﺘﻐﲑﺍﺕ ‪ ،‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪ ،‬ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﳌﺪﺭ‪‬ﺱ ﺃﻥ ﻳﺪﺭ‪‬ﺳﻬﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ‬
‫ﺗﺸﻤﻞ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﺳﻌﺔ ﻭﻋﻤﻴﻘﺔ ﻭﺻﻌﺒﺔ ‪ ،‬ﻭﻣﺎ ﺃﺫﻫﺐ ﺇﻟﻴﻪ‬
‫ﺍﻟﱵ )‪ (Functional Grammar‬ﻫﻮ ﺃﻥ ﻳﺪﺭ‪‬ﺱ ﺍﳌﺪﺭﺱ ﻃﻠﺒﺘﻪ ﺍﻟﻨﺎﺷﺌﲔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺗﺮﻛﺰ ﰲ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻟﺘﻌﺒﲑ ﺍﳌﺘﺪﺍﻭﻝ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ‪ ،‬ﺃﻣﺎ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻭ ﺍﳌﻔﺴﺮﺓ ﻓﻬﻲ ﺗﻌﺘﱪ ﻣﺎﺩﺓ ﻣﻦ ﻣﻮﺍﺩ ﺍﳌﺘﺨﺼﺼﲔ‬
‫ﻟﻠﺒﺤﺚ ﻭﻻ ﺗﺘﺪﺍﻭﻝ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ‪ .‬ﻣﺜﻼ ﺇﻥ ﺑﺎﺏ ﺍﻹﻋﺮﺍﺏ ﻣﻬﻢ ﻟﻜﻞ ﻣ‪‬ﻦ ﻳﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺣﱴ ﻻ ﻳﻘﻊ ﰲ‬
‫ﺍﻷﺧﻄﺎﺀ ‪ ،‬ﻭﻟﻜﻦ ﺑﺎﺏ ( ﻧﹺﻌ‪‬ﻢ‪ ، ‬ﺑﹺﺌﹾﺲ‪ )‬ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻓﺈﻧﻪ ﻟﻴﺲ ﻣﺘﺪﺍﻭﻻ ﻭﻻ ﻳﺴﺘﻌﻤﻞ ﰲ‬
‫ﻟﻐﺔ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﺇﻻ ﻧﺎﺩﺭﺍ ﺟﺪﺍ‪ .‬ﺗﺄﻱ ﻣﻦ ﺟﻬﺔ ﺛﺎﻧﻴﺔ ‪ ،‬ﺇﻥ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻨﺎﺷﺌﲔ ﺑﻌﺪ ﺃﻥ ﻳﺪﺭﺳﻮﺍ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻳﺴﺘﻄﻴﻌﻮﻥ ﺃﻥ ﻭﺍ ﲜﻤﻞ ﺻﺤﻴﺤﺔ ﻻ ﺗﻘﻊ ﰲ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ‪ .‬ﻭﰲ ﲡﺎﺭﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ‪،‬‬
‫ﺳﺄﻟﺖ‪ ‬ﻛﺜﲑﺍ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﺗﻌﻠﻤﻮﺍ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺎﻟﻨﻬﺞ ﺍﻟﻄﺒﻴﻌﻲ ‪ ،‬ﻫﻞ ﳝﻜﻨﻜﻢ ﺃﻥ ﺗﺘﻌﻠﻤﻮﺍ ﺍﻟﻌﺮﺑﻴﺔ ﺟﻴﺪﺍ‬
‫ﺑﺪﻭﻥ ﺩﺭﺍﺳﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ؟ ﻓﻘﺎﻟﻮﺍ ‪ :‬ﺇﻥ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﻣﻴﺰﺍﺕ ﻛﺜﲑﺓ ﲣﺘﻠﻒ ﻋﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪ ،‬ﻓﻼ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﺘﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺸﻜﻞ ﺟﻴﺪ ﻭﻻ ﻳﻘﻊ ﰲ ﺍﻷﺧﻄﺎﺀ ﲢﺪﺛﺎ ﻭﻛﺘﺎﺑﺔ ﺇﻻ ﲟﻌﺮﻓﺔ ﻗﻮﺍﻋﺪﻫﺎ‪.‬‬

‫‪-‬ﺗﺸﺠﻴﻊ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺎﺟﻢ ﻭﻗﻮﺍﻣﻴﺲ ﺍﻟﻠﻐﺔ ﻛﻤﺎ ﻳﻌﺮﻑ ﺍﳉﻤﻴﻊ ﻫﻲ ﻭﺳﻴﻠﺔ ﻟﻼﺗﺼﺎﻝ‬
‫ﻭﺍﻟﺘﻔﺎﻫﻢ ‪ ،‬ﻭﺍﳌﻌﺎﺟﻢ ﻭﺍﻟﻘﻮﺍﻣﻴﺲ ﻭﺳﻴﻠﺔ ﳌﻌﺮﻓﺔ ﻣﻌﲎ ﺍﻟﻠﻐﺔ ﺑﺪﻗﺔ ‪ .‬ﻭﻛﻞ ﻛﻠﻤﺔ ﰲ ﺃﻳﺔ ﻟﻐﺔ ﺧﺎﺻﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺩﺍﺋﻤﺎ ﺗﺄﰐ ﲟﻌﺎﻥ ﻋﺪﺓ ‪ ،‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪ ،‬ﻓﺄﻱ ﺩﺍﺭﺱ ﻟﻠﻌﺮﺑﻴﺔ ﻻ ﺑﺪ ﺃﻥ ﻳﺮﺟﻊ ﺇﱃ ﺍﳌﻌﺎﺟﻢ ﺃﻭ ﺍﻟﻘﻮﺍﻣﻴﺲ ﻣﻦ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺃﺟﻞ ﻓﻬﻢ ﻣﻌﲎ ﺍﻟﻜﻠﻤﺔ ﺍﻟﺼﺤﻴﺤﺔ ‪ ،‬ﻭﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺔ ﰲ ﺍﳌﻌﺎﺟﻢ ﺃﻭ ﺍﻟﻘﻮﺍﻣﻴﺲ ﺍﻟﻌﺮﺑﻴﺔ ﲣﺘﻠﻒ ﻋﻦ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﺃﻏﻠﺒﻴﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺄﰐ ﻣﻦ ﺍﻻﺷﺘﻘﺎﻕ ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﺎﻟﺐ ﻻ ﻳﻌﺮﻑ‬
‫ﺍﻻﺷﺘﻘﺎﻕ ﻓﻼ ﳝﻜﻦ ﺃﻥ ﳚﺪ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﻳﺮﻳﺪﻫﺎ ﰲ ﺍﳌﻌﺎﺟﻢ ﺃﻭ ﺍﻟﻘﻮﺍﻣﻴﺲ‪ .‬ﻣﺜﻼ ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﺃﻥ ﻧﺒﺤﺚ ﻋﻦ‬
‫ﻛﻠﻤﺔ ( ﺍﺳﺘﻌﻤﺎﻝ ) ‪ ،‬ﻓﻴﺠﺐ ﺃﻭﻻ ﺃﻥ ﻧﻌﺮﻑ ﺃﻥ ( ﺍﺳﺘﻌﻤﺎﻝ ) ﻣﻦ ﺍﺷﺘﻘﺎﻕ ( ﻋﻤﻞ ) ‪ ،‬ﻓﻨﺒﺤﺚ ﻋﻦ (‬
‫ﺍﺳﺘﻌﻤﺎﻝ ) ﻣﻦ ﺑﺎﺏ ( ﻋﻤﻞ ) ‪ ،‬ﻭﻟﻴﺲ ﻣﺜﻞ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻠﻐﺎﺕ ﺍﻟﻐﺮﺑﻴﺔ ﺍﻷﺧﺮﻯ ﻧﺒﺤﺚ ﻋﻦ ( ﺍﺳﺘﻌﻤﺎﻝ )‬
‫ﻣﻦ ( ﺍﻷﻟﻒ ) ﰒ ( ﺍﻟﺴﲔ ) ﰒ ( ﺍﻟﺘﺎﺀ ) ﺇﱃ (ﺍﻟﻼﻡ ‪ ) .‬ﻣﻊ ﺫﻟﻚ ﻭﺣﺴﺐ ﲡﺎﺭﰊ ﰲ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻥ ﻛﺜﺮﺓ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺎﺟﻢ ﺃﻭ ﺍﻟﻘﻮﺍﻣﻴﺲ ﻻ ﺗﺴﺎﻋﺪ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﻓﻬﻢ ﺍﳌﻌﲎ ﺍﳊﻘﻴﻘﻲ ﻟﻠﻜﻠﻤﺎﺕ ﻓﺤﺴﺐ ﺑﻞ ﺗﺴﺎﻋﺪﻩ‬
‫ﰲ ﺣﻔﻆ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭﰲ ﻣﻌﺮﻓﺔ ﻛﻠﻤﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻭﻣﺼﻄﻠﺤﺎﺕ ﺟﺪﻳﺪﺓ ﺃﻳﻀﺎ‪ .‬ﻭﰲ ﲡﺎﺭﰊ ﺃﻥ ﺃﻏﻠﺒﻴﺔ‬
‫ﺍﳌﺪﺭ‪‬ﺳﲔ ﺍﻟﻌﺮﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻻ ﻳﺸﺠﻌﻮﻥ ﺍﻟﻄﻠﺒﺔ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺎﺟﻢ‬
‫ﻭﺍﻟﻘﻮﺍﻣﻴﺲ ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎ ﺃﻥ ﺍﳌﺪﺭ‪‬ﺳﲔ ﺍﻟﻌﺮﺏ ﻳﺴﺄﻟﻮﻥ ﺍﻟﻄﻠﺒﺔ ‪ ،‬ﳌﺎﺫﺍ ﺗﺒﺤﺜﻮﻥ ﻋﻦ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺷﺮﺣﺖ ﻟﻜﻢ ‪،‬‬
‫ﺃﻻ ﺗﺼﺪ‪‬ﻗﻮﻥ ﻣﺎ ﺷﺮﺣﺖ ﻟﻜﻢ ﻣﻦ ﻣﻌﺎﱐ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ؟ ﻭﻟﻜﻦ ﰲ ﺍﳊﻘﻴﻘﺔ ‪ ،‬ﺃﻥ ﺍﻟﻄﻠﺒﺔ ﻳﺼﺪﻗﻮﻥ ﻣﺎ ﺷﺮﺡ‬
‫ﳍﻢ ﺍﳌﺪﺭ‪‬ﺱ ﻣﻦ ﺍﳌﻌﺎﱐ ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﻳﺮﻳﺪﻭﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ﻣﻦ ﺃﺟﻞ ﻣﻌﺮﻓﺔ ﻣﻌﺎﻥ ﺃﻛﺜﺮ ﳍﺬﻩ ﺍﻟﻜﻠﻤﺔ‬
‫ﺃﻭ ﻷ‪‬ﻢ ﻳﺮﻳﺪﻭﻥ ﺃﻥ ﻳﻌﺮﻓﻮﺍ ﻣﻌﲎ ﺗﻠﻚ ﺍﻟﻜﻠﻤﺔ ﺑﺪﻗﺔ ﰲ ﻟﻐﺘﻬﻢ ﺍﻷﻡ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺍﻟﻘﺮﺍﺀﺓ ﺑﺼﻮﺕ ﻋﺎﻝ ) ‪( Reading aloud‬‬

‫ﻛﻞ ﻟﻐﺔ ﻣﻦ ﻻﺕ ﺍﻟﻌﺎﱂ ﰲ ﺍﻋﺘﻘﺎﺩﻱ ﻋﻠﻰ ﳕﻂ ﻭﺍﺣﺪ ‪ ،‬ﻫﻮ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ ﺃﺣﺪ ﻳﺴﺘﻄﻴﻊ ﻗﺮﺍﺀﺓ ﻟﻐﺔ ﺑﺼﻮﺭﺓ‬
‫ﺟﻴﺪﺓ ﺑﺼﻮﺕ ﻋﺎﻝ ﻓﺈﻧﻪ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﺑﺘﻜﻠﻤﻬﺎ ﺑﺸﻜﻞ ﺟﻴﺪ ﺧﺎﺻﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﺇﺫ ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻴﺴﺖ‬
‫ﺳﻬﻠﺔ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ‪ ،‬ﺻﻌﻮﺑﺔ ﺍﻟﻘﺮﺍﺀﺓ ﻻ ﺗﺄﰐ ﻣﻦ ﻧﻄﻖ ﻛﻞ ﺣﺮﻑ ﻣﻦ ﺍﳊﺮﻭﻑ ﰲ ﺍﻟﻜﻠﻤﺔ ﻓﻘﻂ ‪ ،‬ﺑﻞ ﺗﺄﰐ ﻣﻦ‬
‫ﺍﺗﺼﺎﻝ ﺁﺧﺮ ﺣﺮﻑ ﺍﻟﻜﻠﻤﺔ ﺑﺄﻭﻝ ﺍﻟﻜﻠﻤﺔ ﺍﳌﻌﺮ‪‬ﻓﺔ ﺏ (ﺍﻝ ‪ ) .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻘﺎﺭﺉ ﻳﺮﻳﺪ ﺃﻥ ﻳﻘﺮﺃ ﲨﻠﺔ ﺑﺸﻜﻞ‬
‫ﺻﺤﻴﺢ ‪ ،‬ﻓﺄﻭﻻ ﳚﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻌﺮﻑ ﻣﺎ ﻫﻲ ﺍﳊﺮﻛﺔ ﺍﻹﻋﺮﺍﺑﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﰲ ﺁﺧﺮ ﺣﺮﻑ ﺍﻟﻜﻠﻤﺔ ‪ ،‬ﻭﳚﺐ ﻋﻠﻴﻪ‬
‫ﺃﻥ ﻳﻌﺮﻑ ﻛﻴﻒ ﻳﻘﺮﺃ ﻫﺬﺍ ﺍﳊﺮﻑ ‪ ،‬ﺃﻫﻮ ﺑﺎﻟﻔﺘﺤﺔ ﺃﻭ ﺍﻟﻜﺴﺮﺓ ﺃﻭ ﺍﻟﻀﻤﺔ ﺃﻭ ﺍﻟﺴﻜﻮﻥ ‪ ،‬ﻭﰒ ﳚﺐ ﻋﻠﻴﻪ ﲢﺪﻳﺪ‬
‫ﺣﺮﻛﺘﻪ ﺍﻟﺼﺤﻴﺤﺔ ﺣﺴﺐ ﺍﻟﻘﻮﺍﻋﺪ ‪ ،‬ﰲ ﻫﺬﺍ ﺍﻟﻮﻗﺖ ﳚﺐ ﻋﻠﻰ ﺍﻟﻘﺎﺭﺉ ﺃﻥ ﻳﻨﻈﺮ ﺇﱃ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺗﺄﰐ ﺑﻌﺪ‬
‫ﻫﺬﺍ ﺍﳊﺮﻑ ‪ ،‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ﻣﻌﺮﻓﺔ ﺏ (ﺍﻝ ) ﺃﻡ ﻻ ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻜﻠﻤﺔ ﻣﻌﺮﻓﺔ ﺏ (ﺍﻝ ) ‪،‬‬
‫ﻓﻴﺠﺐ ﻋﻠﻴﻪ ﺃﻥ ﳝﻴﺰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳊﺮﻑ ﺑﻌﺪ ( ﺍﻝ ) ﻣﻦ ﺍﳊﺮﻭﻑ ﺍﻟﺸﻤﺴﻴﺔ ﺃﻭ ﺍﻟﻘﻤﺮﻳﺔ ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﺍﳊﺮﻑ‬
‫ﴰﺴﻴﺎ ﻓﻴﺠﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻘﺮﺃ ﺍﳊﺮﻑ ﺑﻌﺪ ( ﺍﻝ ) ﺑﺸﺪﺓ ﺩﻭﻥ ﻗﺮﺍﺀﺓ (ﺍﻝ ‪ ) .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳊﺮﻑ ﺑﻌﺪ ( ﺍﻝ )‬
‫ﻗﻤﺮﻳﺎ ‪ ،‬ﻓﻴﺠﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻘﺮﺃ ﺍﻟﻼﻡ ﰲ ( ﺍﻝ ) ﺑﺎﻟﺴﻜﻮﻥ‪.‬‬

‫ﻭﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﳚﺐ ﻋﻠﻰ ﺍﻟﻘﺎﺭﺉ ﻓﻬﻤﻬﺎ ﺧﻼﻝ ﺃﻗﻞ ﻣﻦ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﰲ ﺫﻟﻚ ﻻ ﺗﺘﻮﺍﻓﺮ ﻟﺪﻯ‬
‫ﺍﻟﻘﺎﺭﺉ ﺇﻻ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﳑﺎﺭﺳﺔ ﻗﺮﺍﺀﺓ ﺑﺼﻮﺕ ﻋﺎﻝ ﺩﺍﺋﻤﺎ ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺄﻗﻮﻝ ﺇﻥ ﺍﻟﻘﺎﺭﺉ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳚﺐ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻋﻨﺪﻩ ﻗﺪﺭﺓ ﰲ ﻗﺮﺍﺀﺓ ﻛﻠﻤﺔ ﻭﺍﺣﺪﺓ ﺑﻔﻤﻪ ﻭﻟﺴﺎﻧﻪ ﻣﻊ ﲢﺪﻳﺪ ﻣﻮﻗﻌﻬﺎ ﺍﻹﻋﺮﺍﰊ ﰲ ﺁﺧﺮ ﺣﺮﻑ ﺍﻟﻜﻠﻤﺔ‬
‫ﺍﳌﻘﺮﻭﺀﺓ ﻭﺗﻨﻈﺮ ﻋﻴﻨﺎﻩ ﺇﱃ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺑﻌﺪﻫﺎ ‪ ،‬ﻭﺇﻻ ﻓﻼ ﳝﻜﻦ ﺃﻥ ﻳﻘﺮﺃ ﺍﳉﻤﻠﺔ ﺑﻄﻼﻗﺔ‪.‬‬

‫ﻣﺜﻼ ﻋﻨﺪﻣﺎ ﻧﺮﻳﺪ ﺃﻥ ﻧﻘﺮﺃ ﺍﳉﻤﻠﺔ‪:‬‬

‫ﺃﺭﻳﺪ‪ ‬ﺍﻟﻄﱡﻼﺏ‪ ‬ﺍﻟﺘ‪‬ﻌﺎﻭﻥﹶ ﻭﺍﻟﺘ‪‬ﻀﺎﻣﻦ‪ ‬ﻹﳒﺎﺯ ﺍﻟﹾﻤﻬﻤﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫)ﳚﺐ ﺍﺗﺼﺎﻝ ( ﺩ ) ﰲ ﻛﻠﻤﺔ ( ﺃﺭﻳﺪ ) ﺏ (ﻁ ) ﰲ ﻛﻠﻤﺔ( ﺍﻟﻄﻼﺏ )ﺑﺘﺸﺪﻳﺪ ﻣﻊ ﲢﺪﻳﺪ ﺍﳌﻮﻗﻊ‬
‫ﺍﻹﻋﺮﺍﰊ‪.‬‬

‫ﻭﻗﺒﻞ ﺃﻥ ﻧﻘﺮﺃ ( ﺏ ) ﰲ ﻛﻠﻤﺔ ( ﺍﻟﻄﻼﺏ ) ﳚﺐ ﲢﺪﻳﺪ ﻣﻮﻗﻌﻬﺎ ﺍﻹﻋﺮﺍﰊ ‪ ،‬ﻭﻗﺒﻞ ﺍﺗﺼﺎﻝ (ﺏ ) ﰲ (‬

‫ﺍﻟﻄﻼﺏ ) ﺏ (ﺕ ) ﰲ( ﺍﻟﺘﻌﺎﻭﻥ )‪ ،‬ﳚﺐ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﻌﺮﻑ ﺃﻥ ( ﺕ ) ﰲ (ﺍﻟﺘﻌﺎﻭﻥ ) ﳚﺐ ﺗﺸﺪﻳﺪﻫﺎ‬
‫ﺑﺴﺒﺐ ﺃﻥ ( ﺕ ) ﻫﻲ ﻣﻦ ﺍﳊﺮﻭﻑ ﺍﻟﺸﻤﺴﻴﺔ ﻭﻋﺪﻡ ﺍﻟﻘﺮﺍﺀﺓ ( ﺍﻝ ) ‪ ،‬ﻭﻫﻜﺬﺍ ﰲ ﻗﺮﺍﺀﺓ ﻛﻞ ﻛﻠﻤﺔ ﻣﻦ ( ﻭ‬
‫)ﻣﻊ ( ﺕ ) ﰲ ( ﺍﻟﺘﻀﺎﻣﻦ ) ﻭﺇﱃ ‪‬ﺎﻳﺔ ﺍﳉﻤﻠﺔ‪ .‬ﺓﺣﺼﺐ ﺑﻠﻄﺘﺖ ﻻ ﺍﻫﻨﻸ ﻣﻦ ﻫﻨﺎ ﻭﺟﺪﻧﺎ ﺃﻥ ﻗﺮﺍﺀﺓ ﺍﳉﻤﻠﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻴﺴﺖ ﺃﻣﺮﺍ ﺳﻬﻼ ‪ ،‬ﺍﻟﻨﻄﻖ ﻟﻜﻞ ﺣﺮﻑ ﻣﻦ ﺍﻷﺣﺮﻑ ﰲ ﻛﻞ ﻛﻠﻤﺔ ﻓﺤﺴﺐ ‪ ،‬ﺑﻞ ﺗﺘﻄﻠﺐ ﲟﻌﺮﻓﺔ‬
‫ﺍﳌﻮﺍﻗﻊ ﺍﻹﻋﺮﺍﺑﻴﺔ ﻟﻜﻞ ﻛﻠﻤﺔ ‪ ،‬ﺇﺫﻥ ﻓﻜﻴﻒ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺱ ﺃﻥ ﻳﻘﺮﺃ ﲨﻠﺔ ﺇﺫﺍ ﻛﺎﻥ ﻻ ﻳﻌﺮﻑ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﻊ ﳑﺎﺭﺳﺔ ﺍﻟﻘﺮﺍﺀﺓ ﺑﺼﻮﺕ ﻋﺎﻝ ﻳﺎ ﺗﺮﻯ‪.‬‬

‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﺪﺍﺭﺱ ﺑﻜﺘﺎﺑﺔ ﻣﺎ ﳚﺐ ﺃﻥ ﳛﻔﻈﻪ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﻭﺍﳉﻤﻞ ﰲ ﺍﻟﺪﻓﺘﺮ ﰲ ﺍﳊﻘﻴﻘﺔ ‪،‬‬
‫ﺃﻥ ﺍﻟﻄﻼﺏ ﻳﺪﺭﺳﻮﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﶈﺘﻮﻳﺎﺕ ﰲ ﻛﻞ‬
‫ﺩﺭﺱ ﺃﻭ ﻧﺺ ﻛﺜﲑﺓ ﻭﻭﺍﺳﻌﺔ ‪ ،‬ﻭﻟﻜﻦ ﻟﻴﺴﺖ ﻛﻞ ﻛﻠﻤﺔ ﺃﻭ ﺗﻌﺒﲑ ﺃﻭ ﲨﻠﺔ ﰲ ﺍﻟﻨﺺ ﻣﺘﺪﺍﻭﻟﺔ ﰲ ﺍﳊﻴﺎﺓ‬
‫ﺍﻟﻴﻮﻣﻴﺔ ‪ ،‬ﻭﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﺘﻌﺎﺑﲑ ﺃﻭ ﺍﳉﻤﻞ ﳝﻜﻦ ﺃﻥ ﻻ ﺗﺴﺘﻌﻤﻞ ﻛﺜﲑﺍ ‪ ،‬ﻟﺬﻟﻚ ﳚﺐ ﻋﻠﻰ ﺍﳌﻌﻠﹼﻢ ﺃﻥ‬
‫ﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﰲ ﺩﻓﺘﺮﻫﻢ ﺍﳋﺎﺹ ﻣﺎ ﳚﺐ ﺃﻥ ﳛﻔﻈﻮﺍ ﺑﻪ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﺘﻌﺎﺑﲑ ﻭﺍﳉﻤﻞ‬
‫ﺍﳌﺘﺪﺍﻭﻟﺔ ﺧﺎﺻﺔ ﺑﻌﺾ ﺍﻷﻣﺜﺎﻝ ﻭﺍﳊﻜﻢ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﰒ ﻳﻘﻮﻡ ﺍﻟﻄﻼﺏ ﲝﻔﻈﻬﺎ ‪ ،‬ﻭﻫﻜﺬﺍ ﻓﻴﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﺃﻥ‬
‫ﻳﺴﺘﻌﻤﻠﻮﺍ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﺘﻌﺎﺑﲑ ﻭﺍﳉﻤﻞ ﰲ ﻣﺎ ﺑﻌﺪ ﰲ ﲢﺪﺛﻬﻢ ﺃﻭ ﻛﺘﺎﺑﺘﻬﻢ ﻣﺜﻼ ‪ ،‬ﺃﻥ ﺍﳉﻤﻞ ﺍﻟﺘﺎﻟﻴﺔ ﺇﺫﺍ ﻭﺭﺩﺕ‬
‫ﰲ ﺍﻟﻨﺺ ﺍﳌﺪﺭﻭﺱ ‪ ،‬ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻜﺘﺒﻮﻫﺎ ﰲ ﺩﻓﺘﺮﻫﻢ ﻭﳛﻔﻈﻮﺍ ‪‬ﺎ‪:‬‬

‫ﻫﺬﺍ ﻫﻮ ﻣﺎ ﺃﺭﻳﺪﻩ‪ .‬ﻫﺬﺍ ﻫﻮ ﻣﺎ ﺃﺭﻳﺪﻩ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳌﻔﻴﺪﺓ‪ .‬ﺍﻟﻌﲔ ﺑﺎﻟﻌﲔ ﻭﺍﻟﺴﻦ ﺑﺎﻟﺴﻦ‪ .‬ﺭﺏ ﺃﺥ ﱂ‬
‫ﺗﻠﺪﻩ ﺃﻣﻪ‪ .‬ﺍﻃﻠﺐ ﺍﻟﻌﻠﻢ ﻣﻦ ﺍﳌﻬﺪ ﺇﱃ ﺍﻟﻠﺤﺪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﳘﻴﺔ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺗﺄﺩﻳﺔ ﺍﻟﻮﺍﺟﺒﺎﺕ‬

‫ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲝﺎﺟﺔ ﺇﱃ ﳑﺎﺭﺳﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﻣﻦ ﺃﺟﻞ ﺇﺗﻘﺎﻥ ﺍﻟﺘﺤﺪﺙ ‪‬ﺎ ‪ ،‬ﻭﺫﻟﻚ ﻟﻴﺲ‬
‫ﻷﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺫﺍﺕ ﺗﻐﲑﺍﺕ ﰲ ﺃﺷﻜﺎﳍﺎ ﺍﻟﺴﻤﺎﻋﻴﺔ ﻓﺤﺴﺐ ﺑﻞ ﺃﻥ ﻗﻮﺍﻋﺪﻫﺎ ﺩﻗﻴﻘﺔ ﻭﻛﺜﲑﺓ ﺇﱃ ﺣﺪ ﻳﺼﻌﺐ‬
‫ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ ﺃﻥ ﳛﻔﻆ ‪‬ﺎ ﺑﺴﻬﻮﻟﺔ ‪ ،‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪ ،‬ﻭﻣﻦ ﲡﺎﺭﰊ ﺃﻧﲏ ﻗﺪ ﺗﻌﻠﹼﻤﺖ ﻭﻋﻠﹼﻤﺖ ﻭﺍﺳﺘﻌﻤﻠﺖ‬
‫ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻣﻨﺬ ﺛﻼﺛﲔ ﺳﻨﺔ ‪ ،‬ﻭﺃﻧﺎ ﻻ ﺑﺪ ﺃﻥ ﺃﺭﺍﺟﻊ ﺍﻟﻜﺘﺐ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺑﺴﺒﺐ ﻧﺴﻴﺎﱐ ﻟﺒﻌﺾ ﻗﻮﺍﻋﺪﻫﺎ ﰲ ﺗﻌﻠﻴﻤﻬﺎ ﻭﺍﺳﺘﻌﻤﺎﳍﺎ ‪ ،‬ﻫﺬﺍ ﻣﻦ ﺟﻬﺔ ‪ ،‬ﻭﻣﻦ ﺟﻬﺔ ﺛﺎﻧﻴﺔ ‪ ،‬ﺇﻥ ﺯﻣﻼﺋﻲ‬
‫ﺍﻟﺘﺎﻳﻮﺍﻧﻴﲔ ﻳﻘﻮﻟﻮﻥ ﺩﺍﺋﻤﺎ ﻻ ﺃﺗﻜﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻵﻥ ﺑﻄﻼﻗﺔ ﻣﺜﻠﻤﺎ ﻛﻨﺖ ﰲ ﺑﻼﺩ ﺍﻟﻌﺮﺏ ‪ ،‬ﻳﻌﲏ ﺃ‪‬ﻢ ﱂ ﻳﺘﺤﺪﺛﻮﺍ‬
‫‪‬ﺬﻩ ﺍﻟﻠﻐﺔ ﻛﺜﲑﺍ ﻣﻊ ﺍﻟﻌﺮﺏ ‪ .‬ﻭﻟﺬﻟﻚ ﳚﺐ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ ﺃﻥ ﳜﺘﻠﻂ ﻣﻊ ﺍﻷﺻﺪﻗﺎﺀ ﺍﻟﻌﺮﺏ ﰲ ﻛﻞ ﻓﺮﺻﺔ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻏﺘﻨﺎﻣﻬﺎ ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻭ ﻏﲑ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ‪ ،‬ﺃﻥ ﺗﺄﺩﻳﺔ‬
‫ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﳌﱰﻟﻴﺔ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻣﻬﻤﺎ ﺟﺪﺍ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﺣﺴﺐ ﲡﺎﺭﰊ ﺃﻥ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﳌﱰﻟﻴﺔ‬
‫ﻟﻠﺪﺍﺭﺳﲔ ﺍﳌﺒﺘﺪﺋﲔ ﳚﺐ ﺃﻥ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫)ﻣﻦ ﲢﻮﻳﻞ ﺍﻷﻓﻌﺎﻝ ﻣﻦ ﺻﻴﻐﺔ ﺍﳌﺎﺿﻲ ﺇﱃ ﺍﳌﻀﺎﺭﻋﺔ ﻭﺍﳌﺼﺪﺭ ﻷﻥ ﺍﻟﻔﻌﻞ ﺍﻟﺜﻼﺛﻲ‬ ‫‪-‬‬
‫ﺍ‪‬ﺮﺩ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻤﺎ ﻳﻌﺮﻑ ﺍﳉﻤﻴﻊ ﻟﻴﺴﺖ ﻟﺪﻳﻪ ﻗﺎﻋﺪﺓ ﻗﻄﻌﻴﺔ ﰲ ﺍﻟﺘﺼﺮﻳﻒ ﻭﰲ‬
‫ﻗﺮﺍﺀﺓ ﺣﺮﻑ ﺍﻟﻌﲔ ( ﻓﻌﻞ ) ﲝﺮﻛﺔ ﺻﺤﻴﺤﺔ‪( .‬‬

‫ﻣﺜﻞ ‪ :‬ﻛﺘ‪‬ﺐ – ﻳﻜﺘ‪‬ﺐ – ﻛﺘﺎﺑﺔ‬

‫ﺟﻠﹶﺲ – ﳚﻠ‪‬ﺲ‪ – ‬ﺟﻠﻮﺱ‬

‫ﺿﺮ‪‬ﺏ – ﻳﻀﺮﹺﺏ‪ – ‬ﺿﺮﺏ‬

‫ﻗﹶﺎﻝﹶ – ﻳﻘﹸﻮﻝ – ﻗﹶﻮ‪‬ﻝ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻧ‪‬ﺎﻡ‪ – ‬ﻳﻨ‪‬ﺎﻡ‪ – ‬ﻧ‪‬ﻮ‪‬ﻡ‬

‫ﺳﺎﺭ‪ – ‬ﻳﺴِﲑ‪ – ‬ﺳ‪‬ﻴ‪‬ﺮ‪‬‬

‫ﺍﻟﺘﻐﲑﺍﺕ ﻛﺎﻓﻴﺔ ﻛﻠﻬﺎ ﲰﺎﻋﻴﺔ ﻻ ﳝﻜﻦ ﺃﻥ ﳛﻔﻆ ‪‬ﺎ ﺍﻟﺪﺍﺭﺱ ﺇﻻ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻛﺜﺮﺓ ﺍﳌﻤﺎﺭﺳﺔ‪.‬‬

‫ﲢﻮﻳﻞ ﺍﻻﺳﻢ ﻣﻦ ﺻﻴﻐﺔ ﺍﳌﻔﺮﺩ ﺇﱃ ﺍﳉﻤﻊ ﻟﻴﺴﺖ ﻫﻨﺎﻙ ﻗﻮﺍﻋﺪ ﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ‬ ‫‪-‬‬
‫ﰲ ﲢﻮﻳﻞ ﺍﻷﲰﺎﺀ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺻﻴﻐﺔ ﺍﳌﻔﺮﺩ ﺇﱃ ﺍﳉﻤﻊ ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﻨﺎﻙ ﻣﺎ‬
‫ﻳﺴﻤﻰ ﺑﺎﳉﻤﻊ ﺍﳌﺬﻛﺮ ﺍﻟﺴﺎﱂ ﻭﺍﳉﻤﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ‪ ،‬ﻏﲑ ﺃﻧﻪ ﻟﻴﺴﺖ ﻫﻨﺎﻙ ﻗﺎﻋﺪﺓ‬
‫ﻟﺘﺤﺪﻳﺪ ﺃﻱ ﺍﺳﻢ ﻣﻦ ﺍﻷﲰﺎﺀ ﺍﻟﻌﺮﺑﻴﺔ ﳝﻜﻦ ﺃﻥ ﳚﻤﻊ ﺑﺎﳌﺬﻛﺮ ﺍﻟﺴﺎﱂ ﺃﻭ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ‬
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‫ﻣﺜﻼ ﺳﺎﻋﺔ ﲨﻌﻬﺎ ﺳﺎﻋﺎﺕ ﺑﺼﻴﻐﺔ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ‬

‫ﻣﻄﺎﺭ ﲨﻌﻬﺎ ﻣﻄﺎﺭﺍﺕ ﺑﺼﻴﻐﺔ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ‬

‫ﻣﺪﺭ‪‬ﺱ ﲨﻌﻬﺎ ﻣﺪﺭ‪‬ﺳﻮﻥ ﺑﺼﻴﻐﺔ ﺍﳌﺬﻛﺮ ﺍﻟﺴﺎﱂ‬

‫ﺃﺳﺘﺎﺫ ﲨﻌﻬﺎ ﺃﺳﺎﺗﺬﺓ ﺑﺼﻴﻐﺔ ﺍﻟﺘﻜﺴﲑ‬

‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺼﺮﻓﻴﺔ ﻛﻠﻬﺎ ﲰﺎﻋﻴﺔ ﻻ ﻗﺎﻋﺪﺓ ﳍﺎ ‪ ،‬ﻭﺍﻟﺪﺍﺭﺱ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﻌﺮﻑ ﺻﻴﻐﺔ ﲨﻊ‬
‫ﺍﻷﲰﺎﺀ ﺍﻟﻌﺮﺑﻴﺔ ﺇﻻ ﺃﻥ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻛﺜﺮﺓ ﺍﳌﻤﺎﺭﺳﺔ ﺃﻭ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻘﻮﺍﻣﻴﺲ‪ .‬ﻟﺬﻟﻚ ﳚﺐ ﻋﻠﻰ ﻛﻞ ﻣﺪﺭ‪‬ﺱ ﺃﻥ‬
‫ﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﺗﺬﺍﻛﺮ ﲨﻊ ﻛﻞ ﺍﺳﻢ ﻣﻦ ﺍﻷﲰﺎﺀ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
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‫ﺗﺼﺮﻳﻒ ﺍﻷﻓﻌﺎﻝ ﻣﻊ ﺍﻟﻀﻤﺎﺋﺮ‪.‬‬

‫ﺇﻥ ﺗﺼﺮﻳﻒ ﺍﻷﻓﻌﺎﻝ ﻣﻊ ﺍﻟﻀﻤﺎﺋﺮ ﻫﻮ ﺃﺳﺎﺱ ﻟﻠﺘﺤﺪﺙ ﻭﺍﻟﺘﻌﺒﲑ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ‬
‫ﺗﺼﺮﻳﻒ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺜﻼﺛﻴﺔ ﻭﺍﻟﺮﺑﺎﻋﻴﺔ ﺍ‪‬ﺮﺩﺓ ﻭﺍﳌﺰﻳﺪﺓ ﻟﻪ ﻗﺎﻋﺪﺓ ‪ ،‬ﻭﻟﻜﻦ ﺗﺼﺮﻳﻒ ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠﺔ ﰲ ﺍﻷﻓﻌﺎﻝ‬
‫ﺍ‪‬ﺮﺩﺓ ﻭﺍﳌﺰﻳﺪﺓ ﲝﺎﺟﺔ ﺇﱃ ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ‪ ،‬ﻣﺜﻞ ﺩﻋﺎ ‪ ،‬ﺭﻣﻰ ‪ ،‬ﻗﺎﻝ ‪ ،‬ﻧﺎﻡ ‪ ،‬ﺳﺎﺭ‪ ،‬ﺍﺧﺘﺎﺭ ‪ ،‬ﻣﺜﻞ ﻫﺬﻩ‬
‫ﺍﻷﻓﻌﺎﻝ ﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺱ ﺃﻥ ﻳﻌﻄﻲ ﺗﻠﻤﻴﺬﻩ ﲤﺎﺭﻳﻦ ﻛﺜﲑﺓ ﻋﻠﻰ ﺗﺼﺮﻳﻔﻬﺎ ﻣﻊ ﺍﻟﻀﻤﺎﺋﺮ‪ ،‬ﻭﺇﻻ ﻓﻼ ﳝﻜﻦ‬
‫ﻟﻠﺪﺍﺭﺱ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪.‬‬

‫ﺇﻋﺮﺍﺏ ﺍﻷﲰﺎﺀ ﻭﺍﻷﻓﻌﺎﻝ ﻭﺍﳉﻤﻞ‪.‬‬

‫ﳚﺐ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ ﺃﻥ ﻳﻌﺮﻑ ﻣﻮﺍﻗﻊ ﺇﻋﺮﺍﺏ ﻛﻞ ﻣﻦ ﺍﻷﲰﺎﺀ ﻭﺍﻷﻓﻌﺎﻝ ﻭﺍﳉﻤﻞ ﰲ ﻛﻞ ﲨﻠﺔ ﻣﻦ ﺍﳉﻤﻞ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﺇﻻ ﻓﺈﻧﻪ ﻻ ﳝﻜﻦ ﻓﻬﻢ ﻣﻌﲎ ﺍﳉﻤﻠﺔ ﺑﺪﻗﺔ ‪ ،‬ﻷﻥ ﺍﺧﺘﻼﻑ ﻣﻮﺍﻗﻊ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﳉﻤﻠﺔ ﻳﺄﰐ ﲟﻌﲎ‬
‫ﳐﺘﻠﻒ‪ .‬ﻣﺜﺎﻝ ﻋﻴﺴﻰ ﻣﻮﺳﻰ ﺿﺮﺏ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﺎﻟﺐ ﻻ ﻳﻌﺮﻑ ﺍﻹﻋﺮﺍﺏ ﺍﻟﻌﺮﰊ ﻓﻜﻴﻒ ﻳﻌﺮﻑ ﻣﻦ ﺿﺮﺏ‬
‫ﻣﻦ ﰲ ﻫﺬﻩ ﺍﳉﻤﻠﺔ‪ :‬ﺭﺃﻳﺖ‪ ‬ﺩﻳﻜﺎ ﻳﺼﻴﺢ ‪ ،‬ﻭﺭﺃﻳﺖ ﺍﻟﺪﻳﻚ ﻛﻴﻒ ﻳﻌﺮﻑ ﺍﻟﻄﺎﻟﺐ ﺇﻋﺮﺍﺏ ﻟﺔ ( ﻳﺼﻴﺢ ) ﰲ‬
‫ﻫﺎﺗﲔ ﺍﳉﻤﻠﺘﲔ ﺇﺫﺍ ﱂ ﻳﺪﺭﺱ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬

‫ﺗﻜﻮﻳﻦ ﺍﳉﻤﻠﺔ ﺑﺎﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬

‫ﳚﺐ ﻋﻠﻰ ﻛﻞ ﺩﺍﺭﺱ ﺍﻹﺗﻴﺎﻥ ﲜﻤﻠﺔ ﻟﻨﻔﺴﻪ ﺑﻜﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭﺑﻌﺒﺎﺭﺍﺕ ﻣﻔﻴﺪﺓ ﺣﱴ ﻳﻔﻬﻢ ﻣﻌﲎ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ‪ .‬ﻟﺬﻟﻚ ﻋﻠﻰ ﻛﻞ ﻣﺪﺭﺱ ﺃﻥ ﻳﻄﻠﺐ ﻣﻦ ﺍﻟﺪﺍﺭﺱ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻜﻮﻳﻦ ﲨﻠﺔ‬
‫ﺑﻨﻔﺴﻪ ﻹﺟﺎﺩﺓ ﺍﺳﺘﻌﻤﺎﻝ ﻛﻞ ﻛﻠﻤﺔ ﺟﺪﻳﺪﺓ ﻭﻋﺒﺎﺭﺓ ﺟﺪﻳﺪﺓ‪.‬‬

‫ﳚﺐ ﻋﻠﻰ ﻛﻞ ﻃﺎﻟﺐ ﺃﻥ ﻳﺘﻤﺮﻥ ﻋﻠﻰ ﻓﻦ ﺍﻟﺘﺮﲨﺔ ﻣﻦ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﻟﻐﺔ ﻣﺎ ﻭﺑﺎﻟﻌﻜﺲ‪ .‬ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﺘﺮﲨﺔ‬
‫ﻫﻲ ﻓﻦ ﻣﻦ ﻓﻨﻮﻥ ﲢﻮﻳﻞ ﻟﻐﺔ ﺇﱃ ﻟﻐﺔ ﺃﺧﺮﻯ ‪ ،‬ﻭﻓﻦ ﺍﻟﺘﺮﲨﺔ ﻳﺄﰐ ﻣﻦ ﻛﺜﺮﺓ ﺍﻟﺘﻤﺮﻥ ‪ ،‬ﻣﻊ ﺫﻟﻚ ﺇﻥ ﺍﻟﺘﺮﲨﺔ ﻻ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﻌﲎ ﺗﻐﻴﲑ ﻛﻠﻤﺎﺕ ﻟﻐﺔ ﻣﺎ ﺇﱃ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ‪ ،‬ﺑﻞ ﺗﻌﲏ ﲢﻮﻳﻞ ﻟﻐﺔ ﻣﺎ ﺇﱃ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﺑﺎﻟﺼﺪﻕ ﻭﺍﻟﺪﻗﺔ ﻭﺍﳉﻤﺎﻝ ‪.‬‬
‫ﻭﻫﺬﺍ ﺑﺪﻭﻥ ﺷﻚ ﲝﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻤﺮﻥ ﻭﺍﻟﺘﺪﺭﺏ ﺍﻟﺪﺍﺋﻤﲔ‪.‬‬

‫ﺍﻹﻧﺸﺎﺀ‬
‫ﺍﻹﻧﺸﺎﺀ ﻳﻌﺘﱪ ﻣﻘﻴﺎﺳﺎ ﻣﻬﻤﺎ ﳌﻌﺮﻓﺔ ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﻓﻬﻢ ﻟﻐﺔ ﻣﺎ ﻭﺇﺟﺎﺩ‪‬ﺎ ‪ ،‬ﻛﻞ ﻣﺪﺭﺱ ﺃﻥ ﻳﻄﻠﺐ ﻣﻦ‬
‫ﺍﻟﻄﺎﻟﺐ ﺗﻠﺨﻴﺺ ﺍﻟﻨﺺ ﺍﻟﺬﻱ ﺩﺭﺳﻪ ﺃﻭ ﳌﻮﺿﻮﻉ ﻣﻌﲔ ﻟﻜﻠﻤﺎﺕ ﻣﻄﻠﻮﺑﺔ ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺗﺪﺭﻳﺐ ﺍﻟﻄﺎﻟﺐ‬
‫ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ ﺑﺄﻓﻜﺎﺭﻫﻢ ﺑﺎﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻤﺔ‪.‬‬

‫ﻛﺜﺮﺓ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺍﻟﺼﺤﻒ ﻭﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻟﺮﺍﺩﻳﻮ ﻭﻣﺸﺎﻫﺪﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺇﻥ ﺃﻱ‬
‫ﻣﻨﻬﺞ ﺩﺭﺍﺳﻲ ﻟﻐﻮﻱ ﳌﺨﺘﻠﻒ ﺍﳌﺆﻟﻔﲔ ﻭﳌﺨﺘﻠﻒ ﺍﻟﺪﻭﻝ ﻻ ﳝﻜﻦ ﺃﻥ ﲢﺘﻮﻱ ﻧﺼﻮﺻﻪ ﺍﳌﺨﺘﺎﺭﺓ ﻋﻠﻰ ﲨﻴﻊ ﻣﺎ‬
‫ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ‪ ،‬ﻣﺜﻼ ﺃﻥ ﻣﻨﻬﺠﺎ ﺩﺭﺍﺳﻴﺎ ﻣﺎ ﻗﺪ ﺍﺧﺘﺎﺭ ﻣﺆﻟﻔﻮﻩ ﻧﺼﻮﺻﺎ ﺗﺸﻤﻞ‬
‫ﺍ‪‬ﺎﻻﺕ ﺍﻷﺩﺑﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﳊﻀﺎﺭﻳﺔ ﻭﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ‪ ،‬ﻭﻟﻜﻦ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃ‪‬ﺎ ﱂ ﺗﺸﻤﻞ‬
‫ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺴﻴﺎﺣﻴﺔ ‪ .‬ﻏﲑ ﺃﻥ ﺍﻟﺼﺤﻒ ﻭﺍﻟﺸﺒﻜﺎﺕ ( ﺍﻹﻧﺘﺮﻧﺖ ) ﳝﻜﻦ ﺃﻥ ﺗﻌﺎﰿ ﻫﺬﻩ‬
‫ﺍﳌﺸﻜﻼﺕ ‪ ،‬ﻷﻥ ﺁﻝ ﺻﺤﻴﻔﺔ ﻟﻜﻞ ﻳﻮﻡ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻮﺿﻮﻋﺎﺕ ﻛﺜﲑﺓ ﻭﻭﺍﺳﻌﺔ ‪ ،‬ﻣﻦ ﺍﻟﻔﻠﻚ ﺇﱃ ﺟﻐﺮﺍﻓﻴﺎ ‪،‬‬
‫ﻣﻦ ﺍﳌﺎﺿﻲ ﺣﱴ ﺍﻟﻴﻮﻡ ‪ ،‬ﻣﻦ ﺍﻟﺒﻠﺪ ﺇﱃ ﺍﻟﻌﺎﱂ ‪ ،‬ﺃﻱ ﺃﻥ ﺃﺧﺒﺎﺭ ﺍﻟﺼﺤﻒ ﺗﺸﻤﻞ ﲨﻴﻊ ﻧﻮﺍﺣﻲ ﺣﻴﺎﺗﻨﺎ ﺍﻟﻴﻮﻣﻴﺔ ‪،‬‬
‫ﻋﻠﻴﻪ ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺱ ﺃﻥ ﻳﻄﻠﺐ ﻣﻦ ﻃﻠﺒﺘﻪ ﺃﻥ ﻳﻘﺮﺅﻭﺍ ﺍﻟﺼﺤﻒ ﻭﻳﺴﺘﻌﻤﻠﻮﺍ ﺍﻟﺸﺒﻜﺎﺕ ﺑﻌﺪ ﻓﺘﺮﺓ ﻣﻦ‬
‫ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﺮﻳﺪﻫﺎ ﺍﳌﺘﻌﻠﻢ ﻭﺍﻟﱵ ﻻ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﻣﻦ‬
‫ﺧﻼﻝ ﻧﺼﻮﺹ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬

‫ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺱ ﺃﻥ ﻳﻄﻠﺐ ﻣﻦ ﺗﻠﻤﻴﺬﻩ ﺃﻥ ﻳﺸﺎﻫﺪ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻭﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ‬
‫ﺍﻟﺮﺍﺩﻳﻮ ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻄﺎﻟﺐ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﳌﻔﻴﺪﺓ ﻣﺜﻞ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼﺤﻒ‬
‫ﻓﺤﺴﺐ ‪ ،‬ﺑﻞ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﳝﺎﺭﺱ ﻗﺪﺭﺗﻪ ﰲ ﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ‪ .‬ﻃﺒﻌﺎ ‪ ،‬ﰲ ﺑﺪﺍﻳﺔ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﺃﻥ ﺍﳌﺘﻌﻠﻢ ﻻ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﳝﻜﻦ ﺃﻥ ﻳﻔﻬﻢ ﻣﺎ ﻳﺸﺎﻫﺪﻩ ﻣﻦ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻭﻳﺴﻤﻌﻪ ﻣﻦ ﺍﻟﺮﺍﺩﻳﻮ ‪ ،‬ﻷﻧﻪ ﱂ ﳛﻔﻆ ﲟﻔﺮﺩﺍﺕ ﻛﺜﲑﺓ ‪ ،‬ﰲ ﻫﺬﻩ‬
‫ﺍﳊﺎﻟﺔ ﻭﺣﺴﺐ ﲡﺎﺭﰊ ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻢ ﺃﻥ ﻳﻘﺮﺃ ﺍﻟﻨﺺ ﺍﳌﺬﺍﻉ ﻗﺒﻞ ﺃﻥ ﻳﺴﻤﻌﻪ ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺘﻌﻠﻢ ﳚﺪ‬
‫ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻓﻴﻤﻜﻨﻪ ﺃﻥ ﻳﺒﺤﺚ ﻋﻨﻬﺎ ﰲ ﺍﻟﻘﺎﻣﻮﺱ ‪ ،‬ﻭﺑﻌﺪ ﺃﻥ ﻳﻔﻬﻢ ﺍﻟﻨﺺ ﻛﺎﻣﻼ ‪ ،‬ﻳﻘﻮﻡ ﺑﺴﻤﺎﻋﻪ ﺻﻮﺗﻴﺎ‬
‫‪ ،‬ﻫﻜﺬﺍ ﻓﺎﳌﺘﻌﻠﻢ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻔﻬﻢ ﻣﺎ ﻳﺴﻤﻌﻪ‪ .‬ﻭﻟﻜﻦ ﻟﺴﻮﺀ ﺍﳊﻆ ‪ ،‬ﺃﻥ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﻟﺼﻌﺐ ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ‬
‫ﺍﻟﻨﺺ ﺍﳌﺬﺍﻉ ‪ ،‬ﻓﻜﻴﻒ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﺍﻟﻨﺺ ﻟﻴﻘﺮﺃﻩ ﻗﺒﻞ ﺃﻥ ﻳﺴﻤﻌﻪ ؟ ﺣﺴﺐ ﲡﺎﺭﰊ ‪ ،‬ﺃﻥ ﺇﺫﺍﻋﺔ ﺃﻥ‬
‫ﺃﺗﺶ ﺁﻱ ﺍﻟﻴﺎﺑﺎﻧﻴﺔ ‪ ،‬ﻳﻘﻮﻡ ﺍﳌﺬﻳﻊ ﺑﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ ﺍﳌﻨﺸﻮﺭ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺎﺕ ‪ ،‬ﻓﺎﳌﺘﻌﻠﻢ ﳝﻜﻦ ﺃﻥ ﻳﻘﺮﺃ ﻫﺬﺍ ﺍﻟﻨﺺ‬
‫ﺃﻭﻻ ﰒ ﻳﻔﻬﻤﻪ ﻓﻬﻤﺎ ﺗﺎﻣﺎ ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﻘﻮﻡ ﺑﺴﻤﺎﻋﻪ ‪ ،‬ﻭﻫﺬﺍ ﻳﺴﺎﻋﺪ ﻣﺘﻌﻠﻤﺎ ﺟﺪﻳﺪﺍ ﻛﺜﲑﺍ ﰲ ﲢﺴﲔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺇﺗﻘﺎ‪‬ﺎ‪.‬‬

‫ﺍﻻﻟﺘﺤﺎﻕ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺇﻥ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻮ ﺃﻣﺮ ﻣﻬﻢ ﺟﺪﺍ ﻹﺟﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺧﺎﺻﺔ ﰲ‬
‫ﳎﺎﻝ ﺍﻟﺘﺤﺪﺙ ‪ .‬ﻭﺣﺴﺐ ﲡﺎﺭﰊ ﻓﻘﺪ ﺩﺭﺳﺖ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﺎﻳﻮﺍﻥ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ‬
‫ﺃﻧﲏ ﻗﺪ ﺩﺭﺳﺖ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﻟﻜﻦ ﻋﻨﺪﻣﺎ ﻭﺻﻠﺖ ﺇﱃ ﺍﻷﺭﺩﻥ‪ ،‬ﻛﺎﻧﺖ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺎ ﺗﺰﺍﻝ‬
‫ﻏﺮﻳﺒﺔ ﻋﻠﻲ‪ ، ‬ﱂ ﺃﻓﻬﻢ ﻣﺎﺫﺍ ﻳﻘﻮﻝ ﺃﺳﺎﺗﺬﰐ ﻭﺯﻣﻼﺋﻲ ﺍﻟﻌﺮﺏ ﰲ ﺍﻟﻔﺼﻞ ﺟﻴﺪﺍ ‪ ،‬ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﻗﻠﺔ ﺍﳌﻤﺎﺭﺳﺔ‬
‫ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﺎﻳﻮﺍﻥ ‪ ،‬ﻭﻛﺬﻟﻚ ﱂ ﺃﻓﻬﻢ ﻣﺎﺫﺍ ﻳﻘﻮﻝ ﺍﻟﻨﺎﺱ ﰲ ﺍﻟﺸﻮﺍﺭﻉ ‪ ،‬ﻷﻥ‬
‫ﲨﻴﻌﻬﻢ ﻳﺘﺤﺪﺛﻮﻥ ﺑﺎﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺎﻣﻴﺔ ‪ ،‬ﻭﻟﻜﻦ ﺑﻌﺪ ﺳﻨﺔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍﺧﺘﻼﻃﻲ ﻣﻊ ﺯﻣﻼﺋﻲ ﺍﻟﻌﺮﺏ ‪ ،‬ﱂ ﺃﻓﻬﻢ‬
‫ﻣﺎﺫﺍ ﻳﻘﻮﻝ ﺍﻷﺳﺎﺗﺬﺓ ﰲ ﺍﻟﻔﺼﻞ ﻓﺤﺴﺐ ﺑﻞ ﻓﻬﻤﺖ ﻣﺎﺫﺍ ﻳﻘﻮﻝ ﺍﻟﻨﺎﺱ ﻋﺎﻣﺔ ‪ .‬ﻫﺬﺍ ﻳﻌﲏ ﻣﺪﻯ ﺃﳘﻴﺔ‬
‫ﺍﻻﺧﺘﻼﻁ ﻣﻊ ﺍﻟﻌﺮﺏ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﻷﺳﺎﺗﺬﺓ ﰲ ﺍﻟﻔﺼﻞ ﻳﻌﻠﻤﻮﻥ ﺍﻟﺪﺍﺭﺳﲔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ﻣﻦ ﺍﻟﻨﻄﻖ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ‪ ،‬ﻭﺍﻻﺧﺘﻼﻁ ﺑﺎﻟﻨﺎﺱ ﻳﺘﻌﻠﻢ ﺍﻟﺪﺍﺭﺳﻮﻥ ﺍﻟﻌﺎﻣﻴﺔ ﺍﻟﱵ ﺗﺘﺪﺍﻭﻝ‬
‫ﻛﺜﲑﺍ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ‪ ،‬ﻳﻌﲏ ﺇﻥ ﺍﻟﺪﺍﺭﺱ ﺇﺫﺍ ﺍﻟﺘﺤﻖ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻓﺈﻧﻪ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻳﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﻴﺤﺔ ﻓﻘﻂ ﺑﻞ ﻳﺘﻌﻠﻢ ﺍﻟﻌﺎﻣﻴﺔ ﺃﻳﻀﺎ ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ ﻋﺮﺑﺎ ﺃﻭ ﻋﺠﻤﺎ‬
‫ﻳﺮﻭﻥ ﺑﺄﻥ ﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﱯ ﻳﻜﻔﻴﻪ ﺃﻥ ﻳﺪﺭﺱ ﻭﻳﻔﻬﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ‪ ،‬ﻭﻟﻜﻦ ﰲ ﻧﻈﺮﻱ ﺃﻥ ﻓﻬﻢ ﺍﻟﻔﺼﺤﻰ‬
‫ﻻ ﻳﻜﻔﻲ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻌﺮﺏ ﻳﺘﻜﻠﻤﻮﻥ ﺍﻟﻔﺼﺤﻰ ﰲ ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﻟﺮﲰﻴﺔ ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻨﺎﺱ ﻋﺎﻣﺔ ﻳﺘﺤﺪﺛﻮﻥ‬
‫ﺑﺎﻟﻌﺎﻣﻴﺔ ﰲ ﺣﻴﺎ‪‬ﻢ ﺍﻟﻴﻮﻣﻴﺔ ‪ ،‬ﻭﺇﺫﺍ; ﺍﻥ ﺍﻟﺪﺍﺭﺱ ﻻ ﻳﻔﻬﻢ ﺍﻟﻌﺎﻣﻴﺔ ﻓﻜﻴﻒ ﻳﺘﺒﺎﺩﻝ ﺍﻷﺭﺍﺀ ﻣﻊ ﺍﻟﻨﺎﺱ ‪ ،‬ﻟﺬﻟﻚ ﺁﻧﺖ‬
‫ﻭﻣﺎﺯﻟﺖ ﺃﺅﻛﺪ ﺃﻣﺎﻡ ﺍﻟﻄﻼﺏ ﻧﻘﻄﺘﲔ ﻫﺎﻣﺘﲔ ‪ :‬ﺍﻷﻭﱃ ﻫﻲ ‪ :‬ﱂ ﺃﺭ ﺃﺟﻨﺒﻴﺎ ﰲ ﺣﻴﺎﰐ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺘﺤﺪﺙ‬
‫ﺑﺎﻟﻌﺮﺑﻴﺔ ﺑﻄﻼﻗﺔ ﻭﻫﻮ ﱂ ﻳﻌﺶ ﻓﺘﺮﺓ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ‪ .‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﻫﻲ ‪ :‬ﺍ‪‬ﻴﺪ ﻟﻠﻌﺮﺑﻴﺔ ﻳﻌﲏ ﺃﻧﻪ ﻗﺎﺩﺭ ﻋﻠﻰ ﺃﻥ‬
‫ﻳﺘﺤﺪﺙ ﺑﺎﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ﺑﻄﻼﻗﺔ ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻳﻔﻬﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺎﻣﻴﺔ ﺟﻴﺪﺍ‪.‬‬

‫ﻭﻳﺴﻔﲏ ﺃﻥ ﺃﻗﻮﻝ ﺑﺼﺮﺍﺣﺔ ‪ ،‬ﺇﻧﻪ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻬﻤﺔ ﺟﺪﺍ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﺍﺭﺳﲔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻟﻜﻦ ﻟﻴﺴﺖ ﻛﻞ ﺩﻭﻟﺔ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻴﻮﻡ ﻣﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﺑﻌﺾ ﺃﺑﻨﺎﺀ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﻳﺘﻜﻠﻤﻮﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺴﺒﺐ ﻛﺜﺮﺓ ﺍﻷﺟﺎﻧﺐ ﰲ ﺍﻟﺸﻮﺍﺭﻉ‬
‫ﻭﺍﻷﺳﻮﺍﻕ ‪ ،‬ﻭﺑﻌﺾ ﺃﺑﻨﺎﺀ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺘﺤﺪﺛﻮﻥ ﺑﺎﻟﻔﺮﻧﺴﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺸﻮﺍﺭﻉ ‪ ،‬ﻭﻣﺜﻞ ﻫﺬﻩ‬
‫ﺍﻟﺒﺌﻴﺔ ﻃﺒﻌﺎ ﰲ ﻧﻈﺮﻱ ﻟﻴﺴﺖ ﻣﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻴﻬﺎ‪.‬‬

‫ﻭﺍﻟﺴﻌﻮﺩﻳﺔ ﰲ ﺍﻋﺘﻘﺎﺩﻱ ﻫﻮ ﺑﻠﺪ ﻋﺮﰊ ﻣﻨﺎﺳﺐ ﻛﺜﲑﺍ ﻟﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ‬
‫ﺃﺳﺎﺗﺬﺗﻪ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺟﻬﻮﺩﻫﻢ ﻭﲪﺎﺳﺘﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ‪ ،‬ﺇﻥ ﺍﻟﺒﻴﺌﺔ ﰲ ﺍﻟﺴﻌﻮﺩﻳﺔ ﰲ ﺍﻟﻮﺍﻗﻊ ﺗﺴﺎﻋﺪ ﺍﻟﺪﺍﺭﺱ‬
‫ﻛﺜﲑﺍ ﰲ ﺗﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﺇﺫ ﺇﻥ ﺍﻟﺸﻌﺐ ﻳﺘﻜﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺳﻮﺍﺀ ﺍﻟﻔﺼﺤﻰ ﺃﻭ ﺍﻟﻌﺎﻣﻴﺔ ﰲ ﺍﻟﺸﻮﺍﺭﻉ ﻻ ﺍﻟﻔﺮﻧﺴﻴﺔ‬
‫ﻭﻻ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪ ،‬ﻭﺃﻥ ﺍﻟﺸﻌﺐ ﻛﺬﻟﻚ ﳝﺘﺎﺯ ﺑﺎﻟﻠﻄﻒ ﻭﺣﺴﻦ ﺍﳌﻌﺎﻣﻠﺔ ﻣﻊ ﺍﻷﺟﺎﻧﺐ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳋﺎﲤﺔ‬
‫ﺇﻥ ﺍﻟﻠﻐﺔ ﻣﻦ ﺃﻫﻢ ﺍﻟﻮﺳﺎﺋﻞ ﻟﺘﺒﺎﺩﻝ ﺍﻵﺭﺍﺀ ﻭﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺑﲔ ﺍﻟﺸﻌﻮﺏ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻟﻌﺎﱂ ‪ ،‬ﻭﻫﻲ ﰲ‬
‫ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻣﻦ ﺃﻫﻢ ﻭﺳﻴﻠﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺣﻀﺎﺭﺓ ﺍﻟﺸﻌﻮﺏ ﻭﺛﻘﺎﻓﺘﻬﺎ ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺍﻟﻮﺳﺎﺋﻞ ﻟﺘﺤﻘﻴﻖ‬
‫ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻀﺎﻣﻦ ﻭﺯﻳﺎﺩﺓ ﺍﻟﺘﻔﺎﻫﻢ ﺑﲔ ﺷﻌﻮﺏ ﺍﻟﻌﺎﱂ ‪ .‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﺘﱪ ﻣﻦ ﺃﻫﻢ ﺍﻟﻠﻐﺎﺕ ﰲ ﺍﻟﻌﺎﱂ ‪ ،‬ﻟﻴﺲ‬
‫ﺍﻟﻌﺮﺏ ﻭﺣﺪﻫﻢ ﻳﺘﻘﻨﻮﻥ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ‪ ،‬ﺑﻞ ﳚﺐ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺴﻠﻤﲔ ﰲ ﺍﻟﻌﺎﱂ ﺇﺟﺎﺩ‪‬ﺎ ‪ ،‬ﻭﺫﻟﻚ ﻷ‪‬ﺎ ﻭﺳﻴﻠﺔ‬
‫ﺃﺳﺎﺳﻴﺔ ﻟﻔﻬﻢ ﺍﳌﻌﲎ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﳊﺪﻳﺚ ﺍﻟﺸﺮﻳﻒ ‪ ،‬ﻭﺃﻳﻀﺎ ﻫﻲ ﻭﺳﻴﻠﺔ ﻫﺎﻣﺔ ﻟﻨﺸﺮ ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪.‬‬

‫ﺗﻄﻠﻌﺎ ﺇﱃ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﺇﻥ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﺑﻔﻀﻞ ﻣﻮﻗﻌﻪ ﺍﳉﻐﺮﺍﰲ ﺍﳌﻬﻢ ﻭﺣﻀﺎﺭﺗﻪ ﺍﻟﻌﺮﻳﻘﺔ ﻭﻣﻜﺎﻧﺘﻪ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪ ،‬ﺳﻴﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﺟﺪﺍ ﺑﺎﺳﺘﻤﺮﺍﺭ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺪﻭﱄ ﰲ ﺷﱴ ﺍ‪‬ﺎﻻﺕ ﻭﺍﳌﻴﺎﺩﻳﻦ‪ .‬ﻭﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﺑﺪﻭﻥ ﺷﻚ ﺳﻮﻑ ﺗﻜﺘﺐ ﺻﻔﺤﺎﺕ ﻫﺎﻣﺔ ﰲ ﺗﺎﺭﻳﺦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬
‫ﺑﻐﲑﻫﺎ ﺑﻔﻀﻞ ﺗﻌﻤﻘﻬﺎ ﰲ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺈﻗﺎﻣﺔ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ‪ ،‬ﰒ ﺃ‪‬ﺎ ﺳﺘﺤﺘﻞ ﻣﻜﺎﻧﺔ‬
‫ﻋﻠﻤﻴﺔ ﻣﺮﻣﻮﻗﺔ ﻟﻴﺲ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻓﺤﺴﺐ ﺑﻞ ﰲ ﺍﻟﻌﺎﱂ ﺑﺄﺳﺮﻩ ﻭﻟﻜﻦ ﰲ ﺍﳊﻘﻴﻘﺔ ‪ ،‬ﺇﻥ ﻋﺪﺩ ﺍﳉﺎﻣﻌﺎﺕ ﰲ‬
‫ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻳﺰﺩﺍﺩ ﻳﻮﻣﺎ ﺑﻌﺪ ﻳﻮﻡ ‪ ،‬ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻛﺬﻟﻚ ﺳﺘﻮﺍﺟﻪ ﺗﻨﺎﻓﺴﺎ ﺷﺪﻳﺪﺍ‬
‫ﻭﲢﺪﻳﺎﺕ ﻛﺒﲑﺓ ﺑﲔ ﳐﺘﻠﻒ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻣﻦ ﺃﺟﻞ ﺍﺳﺘﻘﻄﺎﺏ ﻋﺪﺩ ﺃﻛﺜﺮ ﻣﻦ ﺍﻷﺑﻨﺎﺀ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻐﲑ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﻌﻬﺪ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ ‪ ،‬ﳚﺐ ﻋﻠﻰ ﲨﻴﻊ ﺍﻷﺳﺎﺗﺬﺓ ﺃﻥ ﻳﺒﺬﻟﻮﺍ ﺟﻬﻮﺩﺍ ﰲ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺐ‬
‫ﻭﺍﳌﻨﺎﻫﺞ ﺍﳌﻨﺎﺳﺒﺔ ﳉﻤﻴﻊ ﺍﻟﻄﻠﺒﺔ ﺍﻷﺟﺎﻧﺐ ﻣﻦ ﳐﺘﻠﻒ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ‪ ،‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺴﺘﻤﺮﻭﺍ ﰲ‬
‫ﺟﻬﻮﺩﻫﻢ ﰲ ﺇﳚﺎﺩ ﺃﺣﺪﺙ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﺍﺋﻖ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺣﱴ ﻳﺄﺧﺬ ﺍﳌﻌﻬﺪ ﻣﻜﺎﻧﺔ ﻣﺮﻣﻮﻗﺔ ﺃﻣﺎﻡ‬
‫ﺍﻟﺘﻨﺎﻓﺲ ﻭﺍﻟﺘﺤﺪﻳﺎﺕ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺧﺮﻯ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﲝﺜﻲ ﻫﺬﺍ ﻗﺪ ﺗﻨﺎﻭﻝ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻭﺍﳊﻠﻮﻝ ﻭﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﺍﺋﻖ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻋﺘﻤﺎﺩﺍ‬
‫ﻋﻠﻰ ﲡﺎﺭﰊ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻷﻛﺜﺮ ﻣﻦ ﺛﻼﺛﲔ ﺳﻨﺔ ‪ ،‬ﻓﺄﺭﺟﻮ ﺃﻥ ﻳﻜﻮﻥ ﺟﺪﻳﺮﺍ ﺑﺎﻻﻫﺘﻤﺎﻡ‬
‫ﳉﻤﻴﻊ ﺍﻟﺬﻳﻦ ﻳﺆﺩﻭﻥ ﻣﻬﻤﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﻓﺈﻥ ﺃﺻﺒﺖ ﻓﻤﻦ ﺍﷲ ‪ ،‬ﻭﺇﻥ ﺃﺧﻄﺄﺕ ﻓﺤﺴﱯ‬
‫ﺃﱐ ﺣﺎﻭﻟﺖ ﻭﻟﻜﻞ ﳎﺘﻬﺪ ﻧﺼﻴﺐ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺮﺍﺟﻊ‬
‫ﲨﻬﻮﺭﻳﺔ ﺍﻟﺼﲔ – ﺗﺎﻳﻮﺍﻥ ‪ ،‬ﺩﺍﺋﺮﺓ ﺍﻹﻋﻼﻡ ‪ ،‬ﺷﺮﻛﺔ ﻛﻮﺍﻧﻎ ﻫﻮﺍ ﻟﻠﻨﺸﺮ ‪ 2008‬ﻡ ‪،‬‬ ‫‪-‬‬
‫ﺗﺎﻳﺒﻴﻪ‪.‬‬

‫ﺗﻌﺮﻳﻒ ﻋﻦ ﺟﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﺍﻟﻮﻃﻨﻴﺔ ‪ 2008 ،‬ﻡ ‪ ،‬ﺗﺎﻳﺒﻴﻪ‪.‬‬ ‫‪-‬‬

‫ﻗﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ – ﺍﻟﺼﻴﲏ ‪ ،‬ﺗﺸﻴﺎﻧﻎ ﺷﻮ ﺟﲔ ‪ ،‬ﻟﻴﻮ ﻣﻴﻨﻎ ﻳﺎﻧﻊ ‪ ،‬ﺷﺮﻛﺔ ﺟﻲ ﺷﺎﻧﻎ‬ ‫‪-‬‬
‫ﻟﻠﻨﺸﺮ ‪1987 /‬ﺗﺎﻳﺒﻴﻪ‪.‬‬

‫ﺗﻌﺮﻳﻒ ﻋﻦ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ ﲜﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﺍﻟﻮﻃﻨﻴﺔ ‪ 2008 ،‬ﻡ ‪ ،‬ﺗﺎﻳﺒﻴﻪ‬ ‫‪-‬‬
‫– ‪.‬ﺃﺧﺒﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﰲ ﲨﻬﻮﺭﻳﺔ ﺍﻟﺼﲔ ﺑﺘﺎﻳﻮﺍﻥ ‪ 2009 ،‬ﻡ ‪ ،‬ﺗﺎﻳﺒﻴﻪ‪.‬‬

‫ﺩﻟﻴﻞ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳉﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﺍﻟﻮﻃﻨﻴﺔ ‪ 2008 ،‬ﻡ ‪ ،‬ﺗﺎﻳﺒﻴﻪ‪.‬‬ ‫‪-‬‬

‫ﺩﻟﻴﻞ ﻋﺎﻡ ﻟﻠﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﳉﺎﻣﻌﺔ ﺟﲔ ﺟﻲ ﺍﻟﻮﻃﻦ ‪ 2009‬ﻡ ‪ ،‬ﺗﺎﻳﺒﻴﻪ‪.‬‬ ‫‪-‬‬

‫ﺍﶈﺎﺩﺛﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻷﻭﻝ ﺍﳉﺎﻣﻌﻲ ‪ ،‬ﻏﺴﺎﻥ ﺍﻟﺼﻴﲏ ‪ ،‬ﺷﺮﺁﺓ ﺁﻭﺍﻧﻎ ﺗﺎﻧﻎ ﻟﻠﻨﺸﺮ‬ ‫‪-‬‬
‫‪،‬‬

‫‪ ،1999‬ﺗﺎﻳﺒﻴﻪ‪.‬‬ ‫‪-‬‬

‫ﺭﺷﻨﻠﻞ ﻏﻨﺎﺕ ﺍﶈﺎﺩﺛﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ ‪ ،‬ﻏﺴﺎﻥ ﺍﻟﺼﻴﲏ ‪ ،‬ﺷﺮﻛﺔ ﺁﻭﺍﻧﻎ‬ ‫‪-‬‬
‫‪1997‬ﻡ ‪ ،‬ﺗﺎﻳﺒﻴﻪ‪.‬‬

‫ﻧﻴﺞ ﺓﻋﻤﺎﺟﺐ ﺳﺠﻼﺕ ﺍﻟﻜﺘﺐ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﻲ‬ ‫‪-‬‬
‫ﺍﻟﻮﻃﻨﻴﺔ ‪ 2007 ،‬ﻡ ‪،‬ﺗﺎﻳﺒﻴﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪-‬‬ ‫– ﺍﻹﻧﺘﺮﻧﺖ ‪www.nccu.edu.tw :‬‬

‫‪-‬‬ ‫‪ -‬ﺍﻹﻧﺘﺮﻧﺖ ‪www.moi.gov.tw :‬‬

‫ﺍﳉﺪﻳﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ 2006 ،‬ﻡ‬ ‫‪-‬‬

‫ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ‪ ،‬ﻭﻭ ﺟﻮﻥ ﺑﻴﻨﻎ ‪ ،‬ﺗﺎﻳﺒﻴﻪ ‪ 1997 ،‬ﻡ‬ ‫‪-‬‬

‫ﺍﳌﻌﺠﻢ ﺍﻟﻮﺳﻴﻂ ‪ ،‬ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﱐ ‪ ،‬ﺇﺑﺮﺍﻫﻴﻢ ﻯ ‪ ،‬ﻟﺒﻨﺎﻥ‬ ‫‪-‬‬

‫ﻣﻌﺠﻢ ﺗﺼﺮﻳﻒ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﺣﺴﻦ ﺑﻴﻮﻣﻲ ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪1989 ،‬‬ ‫‪-‬‬

‫ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻨﺤﻮﻱ ‪ ،‬ﺩ ﻋﺒﺪﻩ ﺍﻟﺮﺍﺟﺤﻲ ‪ ،‬ﺑﲑﻭﺕ ‪ 1972 ،‬ﻡ‬ ‫‪-‬‬

‫ﻣﻌﺠﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪ ،‬ﺇﻟﻴﺎﺱ ﻣﻄﺮ ‪ ،‬ﻟﺒﻨﺎﻥ ‪ 1990 ،‬ﻡ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻜﺎﻣﻞ ﰲ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻭﺍﻹﻋﺮﺍﺏ ‪ ،‬ﺃﲪﺪ ﻗﺒﺶ ‪ 1974 ،‬ﻡ‬ ‫‪-‬‬

‫ﻛﺘﺎﺏ ﺷﺬ ﺍﻟﻌﺮﻑ ﰲ ﻓﻦ ﺍﻟﺼﺮﻑ ‪ ،‬ﺍﻟﺸﻴﺦ ﺃﲪﺪ ﺍﳊﻤﻼﻭﻱ ‪ ،‬ﻣﺼﺮ ‪ 1965 ،‬ﻡ‬ ‫‪-‬‬

‫ﺃﺳﺎﺳﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ‪ ،‬ﺩ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ‬ ‫‪-‬‬
‫ﺍﻟﻌﺼﻴﻠﻲ ‪،‬‬

‫ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ ﺍﻹﺳﻼﻣﻴﺔ ‪ ،‬ﻣﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ – ﺍﻟﺮﻳﺎﺽ ‪،‬‬ ‫‪-‬‬
‫‪1422‬ﻩ‪.‬‬

‫ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻔﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ‪ ،‬ﺩ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﻌﺼﻴﻠﻲ‬ ‫‪-‬‬
‫‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ ﺍﻹﺳﻼﻣﻴﺔ ‪ 1423 ،‬ﻩ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﻔﺮﺩﺍﺕ‪ ‬ﺍﻟﻌﺮﺑﻴﺔ‪ ‬ﺩﺭﺍﺳﺔ ﻟﺴﺎﻧﻴﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻓﻲ ﺗﻌﻠﻴﻤﻬﺎ‬

‫ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬
‫ﺩ‪ .‬ﻭﻟﻴﺪ ﺃﲪﺪ ﺍﻟﻌﻨﺎﰐﹼ‬
‫أﺳﺘﺎذ اﻟﻠﺴﺎﻧﯿﺎت اﻟﺘﻄﺒﯿﻘﯿﺔ اﻟﻤﺸﺎرك ﻓﻲ ﻗﺴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻣﻦ ﺟﺎﻣﻌﺔ اﻟﺒﺘﺮا ﻋﻤﺎن‬

‫ﺍﳌﻠﺨ‪‬ﺺ ﺑﺎﻟﻌﺮﺑﻴﺔ‬
‫ﻳﻨﺘﻤﻲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﺇﻃﺎﺭﻩ ﺍﻟﻌﺎﻡ ﺇﱃ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ؛ ﻓﻬﻮ ﻳﻘﺼﺪ ﺇﱃ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺮﺅﻯ ﺍﻟﻠﺴﺎﻧﻴﺔ‬
‫ﰲ ﺗﻌﻠﻴﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ .‬ﻭﻗﺪ ﺟﻌﻠﺘﻪ ﰲ ﻣﺒﺤﺜﲔ؛ ﺃﻣﺎ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺗﻌﻠﻴﻢ‬
‫ﺍﳌﻔﺮﺩﺍﺕ؛ ﻓﻘﺪ ﺍﺳﺘﻌﺮﺽ ﻣﱰﻟﺔ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﰒ ﺍﺳﺘﻨﻔﺪ ﺣﺼﻴﻠﺔ ﺍﻟﻔﻜﺮ‬
‫ﺍﻟﻠﺴﺎﱐ ﺍﳊﺪﻳﺚ ﻭﺇﺳﻬﺎﻣﺎﺗﻪ ﺍﻟﻨﻈﺮﻳﺔ ﰲ ﺩﺭﺍﺳﺔ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺪﻻﻟﺔ؛ ﻣﺴﺘﻐﺮﻗﺎﹰ ﺇﺳﻬﺎﻣﺎﺕ ﻟﺴﺎﻧﻴﺎﺕ ﺍﻟﺪﻻﻟﺔ‬
‫ﻭﺍﳌﻌﺠﻢ‪ ،‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻭﺍﻟﻨ‪‬ﺼ‪‬ﻴ‪‬ﺔ‪ .‬ﻭﺃﻣﺎ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ " ﺗﻌﻠﻴﻢ‬
‫ﺍﳌﻔﺮﺩﺍﺕ‪ ...‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﺎﺕ ﺍﻟﺘﻌﻠﻢ" ﻓﻬﻮ ﺩﺭﺍﺳﺔ ﰲ ﺗﻌﻠﻴﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ‬
‫ﻣﻨﻄﻠﻘﲔ ﺭﺋﻴﺴﻴﲔ ﳘﺎ‪ :‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﱵ ﻳﺘﺒﻌﻬﺎ ﺍﳌﻌﻠﻢ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﻳﺴﺘﻌﲔ ‪‬ﺎ ﺍﳌﺘﻌﻠﻢ‬
‫ﻟﺒﻨﺎﺀ ﻛﻔﺎﻳﺘﻪ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪ .‬ﻭﺍﻧﺘﻬﻰ ﻫﺬﺍ ﺍﳌﺒﺤﺚ ﺑﻨﻤﻮﺫﺝ ﺗﻄﺒﻴﻘﻲ ﻳﺪﻣﺞ ﺟﻬﺪ ﺍﳌﻌﻠﻢ ﲜﻬﺪ‬
‫ﺍﻟﻄﺎﻟﺐ ﲢﻘﻴﻘﺎﹰ ﳌﻨﺘﻬﻰ ﺍﻟﻘﺼﺪ؛ ﺗﻌﻠﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﺳﺘﻘﺒﺎﻻﹰ ﻭﺇﻧﺘﺎﺟﺎﹰ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
ABSTRACT
Teaching Arabic Language Vocabulary for Non Native Speakers. An
Applied linguistic Study

Dr. Waleed AL_Anati (Anati_waleed@hotmail.com)

University of Petra-Jordan

This paper pertains to the field of applied linguistics and aims at utilizing
linguistic views in teaching Arabic vocabulary to non native speakers. It comprises
of two parts.

The first, Linguistics and Teaching Vocabulary, discusses the role of

vocabulary in the teaching methods adopted by instructors when teaching foreign
languages, in addition to presenting various views of modern linguistic thought and
its theoretical implications on the study of vocabulary and semantics, including the
contributions of the fields of semantics and lexicology, sociolinguistics,
psycholinguistics, computational linguistics and textual linguistics.

The second part, Teaching Methods and Learning Strategies, is an applied

study of teaching Arabic vocabulary based on the teaching methods adopted by
instructors and the learning strategies utilized by students to build their lexical and
communicative competence.

The paper concludes with an applied model that incorporates the efforts
of instructors and students, in order to achieve the ultimate goal of making the act
of learning vocabulary one of both reception and production.

484
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‬

‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‬

‫‪٩٧‬‬
‫ﻣﱰﻟﺔ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬

‫ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺎﻃﻤﺌﻨﺎﻥ ﺇﻥ ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻋﻠﻰ ﺍﺧﺘﻼﻓﻬﺎ ﻭﺍﺧﺘﻼﻑ ﺃﺳﺴﻬﺎ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻛﺎﻧﺖ ﺗﺼﺮﻑ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺇﱃ ﲤﻜﲔ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﳓﻮ ﴰﻮﱄ ﻟﻴﺘﻤﻜﻦ ﻣﻦ‬
‫ﺍﻟﺘﻮﺍﺻﻞ ‪‬ﺎ ﻣﻊ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ؛ ﺇﺫ ﻛﺎﻧﺖ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺗﺘﻤﺜﻞ ﰲ ﺍﻟﺴﺆﺍﻝ‪ :‬ﺑﺄﻱ ﻣﻬﺎﺭﺍﺕ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﻧﺒﺪﺃ؟ ﺃﻭ ‪ :‬ﻣﺎ ﻫﻲ ﺃﻗﺼﺮ ﺍﻟﺴﺒﻞ ﻟﻠﺘﻤﻜﻦ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ؟ ﻭﻣﻦ ﻫﻨﺎ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻄﺮﻕ ﱂ ﺗ‪‬ﻌ‪‬ﺘ‪‬ﻦﹺ‬
‫ﺑﺎﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﺪﻗﻴﻘﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﰲ ﻣﺴﺘﻮﻳﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻧﻪ ﻟﻴﺲ ﻏﺮﻳﺒﺎﹰ ﺃﻻ ﺗﻜﻮﻥ ﺍﳌﻔﺮﺩﺍﺕ ﳏﻞ‬
‫ﺍﻫﺘﻤﺎﻡ ﻣﺴﺘﻘﻞ ﰲ ﻫﺬﻩ ﺍﻟﻄﺮﺍﺋﻖ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻴﺎﻥ ﻣﻮﺟﺰ ﺑﻜﻴﻔﻴﺔ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻃﺮﻕ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺎﺕ‪.‬‬

‫‪ -٩٨‬ﳝﻴﺰ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺑﲔ ﻣﺼﻄﻠﺤﻲ "ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ"‪ ،‬ﻭﻟﻜﻨﲏ ﺃﺳﺘﻌﻤﻠﻬﻤﺎ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲟﻌﲎ ﻭﺍﺣﺪ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻃﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ‬

‫ﻭﺗﺘﻤﺜﻞ ﺃﻫﻢ ﻣﻼﻣﺢ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﻧﺼﻮﺹ ﺍﻷﺩﺏ ﺍﻟﺮﺍﻗﻲ ﺍﳌﻜﺘﻮﺏ‪ ،‬ﰒ ﺗﺮﲨﺘﻪ ﻣﻦ‬
‫ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ‪ .‬ﻭﻟﻌﻞ ﻫﺬﻩ ﺍﻵﻟﻴﺔ ﻓﺮﺿﺖ ﻃﺮﻳﻘﺔ ﳏﺪﺩﺓ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪،‬‬
‫ﻭﺃﻫﻢ ﻣﻼﻣﺢ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻲ‪: ٩٨‬‬

‫ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻗﻮﺍﺋﻢ‪ ‬ﺛﻨﺎﺋﻴﺔ‪ ‬ﺍﻟﻠﻐﺔ؛ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻭﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ‪ .‬ﻭﻗﺪ ﺷﺠﻌﺖ ﻫﺬﻩ‬ ‫‪-١‬‬
‫ﺍﻵﻟﻴﺔ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻌﺎﺟﻢ ﺍﻟﺜﻨﺎﺋﻴﺔ ﺑﻮﺻﻔﻬﺎ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺘﻌﻠﻢ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫ﺇﻥ ﺍﲣﺎﺫ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﻼﺳﻴﻜﻴﺔ ﺍﻟﻘﺪﳝﺔ ﺃﺳﺎﺱ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﺩﻯ ﺇﱃ‪:‬‬ ‫‪-٢‬‬

‫ﺣﺼﺮ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺇﻃﺎﺭ ﺿﻴﻖ ﻫﻮ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻷﺩﰊ ﺍﻟﺮﻓﻴﻊ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺳﻴﺎﻕ ﺍﳋﻄﺎﺏ ﺍﳌﻜﺘﻮﺏ ﻭﺇﳘﺎﻝ ﺍﳋﻄﺎﺏ‬ ‫‪-‬‬
‫ﺍﳌﻨﻄﻮﻕ‪.‬‬

‫ﺇﳘﺎﻝ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻟﻠﻜﻠﻤﺎﺕ‪.‬‬ ‫‪-‬‬

‫ﻟﻴﺲ ﲦﺔ ﻣﻨﻬﺞ ﳏﺪﺩ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﺇﳕﺎ ﳛﻜﻤﻬﺎ ﻭﻗﻮﻋﻬﺎ ﺻﺪﻓﺔ ﰲ ﺍﻟﻨﺺ‬ ‫‪-٣‬‬
‫ﺍﳌﻘﺪ‪‬ﻡ‪.‬‬

‫ﺇﻥ ﻣﻘﺪﺍﺭ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﳌﻔﺮﺩﺓ ﺭﻫﲔ ﲟﺪﻯ ﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺇﺛﺒﺎﺕ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻨﺤﻮﻳﺔ‬ ‫‪-٤‬‬
‫ﻭﻣﻨﺎﺳﺒﺘﻬﺎ‪.‬‬

‫‪ Schmi .N,2000. P. 1 -٩٩‬ﻭﺗﻔﺼﻴﻞ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺚ‪.‬‬

‫‪486‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ‬
‫ﻭﻟﻌﻞ ﺃﻫﻢ ﻣﺎ ﳝﻴﺰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻗﺼﺪﻫﺎ ﺇﱃ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺑﺎﻟﻠﻐﺔ ﻧﻔﺴﻬﺎ ﺩﻭﻥ ﺣﺎﺟﺔ ﺇﱃ ﻟﻐﺔ‬
‫ﻭﺳﻴﻄﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﳌﺘﻌﻠﻢ ﻳﺘﻌﻠﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﺑﺎﻟﺘﻌﺮﺽ ﺍﳌﺒﺎﺷﺮ ﻭﺍﳌﻤﺎﺭﺳﺔ ﺍﳌﺒﺎﺷﺮﺓ‪ .‬ﻭﳝﻜﻦ ﺗﻠﺨﻴﺺ‬
‫ﺃﺳﺎﻟﻴﺐ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﲟﺎ ﻳﻠﻲ‪:٩٩‬‬

‫ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻗﻮﺍﺋﻢ‪ ‬ﺛﻨﺎﺋﻴﺔ‪ ‬ﺍﻟﻠﻐﺔ؛ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻭﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ‪ .‬ﻭﻗﺪ ﺷﺠﻌﺖ ﻫﺬﻩ‬ ‫‪-١‬‬
‫ﺍﻵﻟﻴﺔ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻌﺎﺟﻢ ﺍﻟﺜﻨﺎﺋﻴﺔ ﺑﻮﺻﻔﻬﺎ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺘﻌﻠﻢ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫ﺇﻥ ﺍﲣﺎﺫ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﻼﺳﻴﻜﻴﺔ ﺍﻟﻘﺪﳝﺔ ﺃﺳﺎﺱ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﺩﻯ ﺇﱃ‪:‬‬ ‫‪-٢‬‬

‫ﺣﺼﺮ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺇﻃﺎﺭ ﺿﻴﻖ ﻫﻮ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻷﺩﰊ ﺍﻟﺮﻓﻴﻊ‪.‬‬ ‫‪-٣‬‬

‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺳﻴﺎﻕ ﺍﳋﻄﺎﺏ ﺍﳌﻜﺘﻮﺏ ﻭﺇﳘﺎﻝ ﺍﳋﻄﺎﺏ‬ ‫‪-٤‬‬
‫ﺍﳌﻨﻄﻮﻕ‪.‬‬

‫ﺇﳘﺎﻝ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻟﻠﻜﻠﻤﺎﺕ‪.‬‬ ‫‪-٥‬‬

‫ﻟﻴﺲ ﲦﺔ ﻣﻨﻬﺞ ﳏﺪﺩ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﺇﳕﺎ ﳛﻜﻤﻬﺎ ﻭﻗﻮﻋﻬﺎ ﺻﺪﻓﺔ ﰲ ﺍﻟﻨﺺ‬ ‫‪-٦‬‬
‫ﺍﳌﻘﺪ‪‬ﻡ‪.‬‬

‫ﺇﻥ ﻣﻘﺪﺍﺭ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﳌﻔﺮﺩﺓ ﺭﻫﲔ ﲟﺪﻯ ﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺇﺛﺒﺎﺕ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻨﺤﻮﻳﺔ‬ ‫‪-٧‬‬
‫ﻭﻣﻨﺎﺳﺒﺘﻬﺎ‪.‬‬

‫‪٩٩‬‬
‫‪Schmitt.N , Ibid, p‬‬
‫‪487‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻟﻌﻞ ﺃﻫﻢ ﻣﺎ ﳝﻴﺰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻗﺼﺪﻫﺎ ﺇﱃ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺑﺎﻟﻠﻐﺔ ﻧﻔﺴﻬﺎ ﺩﻭﻥ‬ ‫‪-٨‬‬
‫ﺣﺎﺟﺔ ﺇﱃ ﻟﻐﺔ ﻭﺳﻴﻄﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﳌﺘﻌﻠﻢ ﻳﺘﻌﻠﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﺑﺎﻟﺘﻌﺮﺽ ﺍﳌﺒﺎﺷﺮ‬
‫ﻭﺍﳌﻤﺎﺭﺳﺔ ﺍﳌﺒﺎﺷﺮﺓ‪ .‬ﻭﳝﻜﻦ ﺗﻠﺨﻴﺺ ﺃﺳﺎﻟﻴﺐ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﳉﺪﻳﺪﺓ ﲟﺎ ﻳﻠﻲ‪:١٠٠‬‬

‫ﺃﻥ ﺍﳌﻔﺮﺩﺍﺕ ﺗ‪‬ﻜﺘﺴﺐ ﺑﺎﻟﺘﻔﺎﻋﻞ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺩﺍﺧﻞ ﺍﻟﺼﻒ‪.‬‬ ‫‪-٩‬‬

‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻣﻔﺮﺩﺍﺕ‪ ‬ﻭﺍﻗﻊﹺ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻛﻤﺤﺘﻮﻳﺎﺕ ﻏﺮﻓﺔ ﺍﻟﺼﻒ‪ ،‬ﻭﺍﳌﻼﺑﺲ‪...‬ﺇﱁ‪.‬‬ ‫‪-١٠‬‬

‫ّ‪١٠١‬‬
‫ﻣﻨﻬﺞ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﺘ‪‬ﻌﻠﱡﻢ ﺍﳌﻮﻗﻔﻲ‬

‫ﻭﳘﺎ ﺍﲡﺎﻫﺎﻥ ﻛﺎﻧﺎ ﻳﺴﲑﺍﻥ ﻣﻌﺎ ﰲ ﺃﻣﺮﻳﻜﺎ )ﻣﺎﻳﻜﻞ ﻭﻳﺴﺖ ( ﻭﺑﺮﻳﻄﺎﻧﻴﺎ )ﺑﺎﻟﹾﻤ‪‬ﺮ ﻭﻫﻮﺭﻧﺒﺎﻱ(‪ ،‬ﻭﻗﺪ‬
‫ﺗﺮﻛﺰﺕ ﺃﻓﻜﺎﺭ "ﻣﺎﻳﻜﻞ ﻭﻳﺴﺖ" ﻋﻠﻰ ﺗﻜﺜﻴﻒ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺗﻴﺴﲑﻫﺎ ﻟﺘﻄﻮﻳﺮ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻣﺘﻼﻛﻬﺎ؛ ﻓﻘﺪ‬
‫ﺃﻭﺻﻰ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﻮﺍﺋﻢ ﺷﻴﻮﻉ ﺍﳌﻔﺮﺩﺍﺕ ﻻﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺗﺮﺗﻴﺒﻬﺎ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﰲ ﻋﺎﻡ ‪١٩٥٣‬‬
‫ﻭﺿﻊ ﻗﺎﺋﻤﺔ ﻣﻔﺮﺩﺍﺕ ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ )‪ (١٩٣٠-١٩٢٠‬ﻛﺎﻥ‬
‫ﺍﻟﱪﻳﻄﺎﻧﻴﺎﻥ) ﻫﺎﺭﻭﻟﺪ ﺑﺎﻟﹾﻤ‪‬ﺮ ﻭﻫﻮﺭﹺﻧﺒﺎﻱ( ﻳﺒﺪﺁﻥ ﺣﺮﻛﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻣﻮﻗﻔﻴﺎﹰ‪ .‬ﻭﻳﻘﻮﻡ ﻫﺬﺍ ﺍﳌﻨﻬﺞ ﻋﻠﻰ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺑﺎﺻﻄﻨﺎﻉ ﻣﻮﺍﻗﻒ‪ ‬ﻟﻐﻮﻳﺔ‪ ‬ﺗﺸﺒﻪ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻛﺤﻮﺍﺭ ﰲ ﻣﻜﺘﺐ ﺍﻟﱪﻳﺪ‪ ،‬ﺃﻭ ﰲ ﺍﻟﺴﻮﻕ‪ ،‬ﺃﻭ ﰲ‬
‫ﺍﳊﺎﻓﻠﺔ‪ .‬ﻭﻳﻌﺪ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻗﻔﻲ ﺃﻭﻝ ﻃﺮﻳﻘﺔ ﺗ‪‬ﻘﹶﺪ‪‬ﺭ ﺍﳌﻔﺮﺩﺍﺕ‪ ‬ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺗﻘﺪﻣﻬﺎ ﻋﻠﻰ ﺃﺳﺲ‬
‫ﻋﻠﻤﻴﺔ ﰲ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ .‬ﻭﻗﺪ ﻗﺎﺩ ﺍﳌﺰﺝ ﺑﲔ ﻋﻤﻞ )ﺑﺎﻟﹾﻤ‪‬ﺮ( ﻭ)ﻭﹺﺳ‪‬ﺖ( ﺇﱃ ﺗﻄﻮﻳﺮ ﻣﺒﺎﺩﺉ ﰲ ﺿﺒﻂ‬
‫ﺍﳌﻔﺮﺩﺍﺕ؛ ﻓﻘﺪ ﻛﺎﻧﺖ ﳏﺎﻭﻟﺘﻬﻤﺎ ﻟﺘﻘﺪﱘ ﺃﺳﺎﺱ ﻋﻠﻤﻲ ﻻﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻹﺭﻫﺎﺻﺎﺕ‪ ‬ﺍﻷﻭﱃ ﻟﺘﺄﺳﻴﺲ‬
‫ﻣﺒﺎﺩﺉ ﺗﺼﻤﻴﻢ ﻣﻨﻬﺞ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪.‬‬

‫‪Schmitt.N , Ibid, p ١٠٠‬‬

‫‪١٠١‬‬
‫)‪Schmi .N. Ibid, p13. Coady, J. Huckin, T. (1998‬‬
‫‪488‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪١٠٢‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ‬
‫ﺭﻛﺰﺕ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻋﻠﻰ ﻣﻬﺎﺭﰐ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﺘﺤﺪﺙ ﻻﻛﺘﺴﺎﺏ ﺃﳕﺎﻁ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪،‬‬
‫ﻭﳌﺎ ﻛﺎﻥ ﺍﻟﻐﺮﺽ ﲤﻜﲔ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﻻﻗﺘﺪﺍﺭ ﻋﻠﻰ ﲤﺜﻞ ﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﻮﻇﻴﻔﻬﺎ ﰲ ﺍﻟﺘﺤﺪﺙ ﻓﺈﻥ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﺣﺘﻠﺖ ﺟﺎﻧﺒﺎﹰ ﺛﺎﻧﻮﻳﺎﹰ ﰲ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻭﻛﺎﻥ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻣﺮﻫﻮﻧﺎﹰ ﺑﺴﻬﻮﻟﺘﻬﺎ ﻭﺍﻹﻟﻒ ‪‬ﺎ )ﺷﻴﻮﻋﻬﺎ(؛ ﻟﺘﺴﻬﻞ‬
‫ﺍﺧﺘﺰﺍﻥ ﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺗﻮﺍﺻﻠﻴﺎﹰ‬

‫ﻭﺍﶈﺮﻙ ﺍﻟﺮﺋﻴﺲ ﳍﺬﺍ ﺍﻻﲡﺎﻩ ﻫﻮ ﺍﻋﺘﺮﺍﺽ ﺍﻟﻠﺴﺎﱐ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻷﻣﺮﻳﻜﻲ )ﺩﻝ ﻫﺎﳝﺰ( ﻋﻠﻰ ﻣﻔﻬﻮﻡ‬
‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺬﻱ ﻭﺿﻌﻪ ﺗﺸﻮﻣﺴﻜﻲ؛ ﻓﻘﺪ ﺭﺃﻯ ﻫﺎﳝﺰ ﺃﻥ ﻣﻔﻬﻮﻡ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﲝﺴﺐ ﺗﺼﻮﺭ‬
‫ﺗﺸﻮﻣﺴﻜﻲ ﻣﻔﻬﻮﻡ ﻗﺎﺻﺮ؛ ﺫﻟﻚ ﺃﻧﻪ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻹﺩﺭﺍﻛﻴﺔ ﻭﻻ ﻳﻠﺘﻔﺖ ﺇﱃ ﺍﳉﻮﺍﻧﺐ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﺎﻣﺘﻼﻙ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍ‪‬ﺮﺩﺓ ﻟﻴﺲ ﻛﻔﻴﻼﹰ ﺑﺎﻻﻗﺘﺪﺍﺭ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺍﻟﻈﺮﻭﻑ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ )ﺍﳌﻘﺎﻡ‪ ،‬ﻭﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺍﻟﺸﺨﺺ‪ .(...‬ﻭﺃﻣﺎﻡ ﻫﺬﺍ ﺍﻟﻘﺼﻮﺭ ﰲ ﻣﺼﻄﻠﺢ‬
‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﺟﺘﺮﺡ ﻫﺎﳝﺰ ﻣﻔﻬﻮﻡ " ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ"؛ ﻭﻳﻌﲏ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﺳﺘﺨﺪﺍﻣﺎﹰ ﺻﺤﻴﺤﺎﹰ‬
‫ﻳﺮﺍﻋﻲ ﻣﻘﺘﻀﻴﺎﺕ ﺍﳌﻘﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻛﺎﻧﺖ ﺍﻟﻌﺮﺏ ﻗﺪ ﻋﱪﺕ ﻋﻨﻪ ﺑﹻ "ﻟﻜﻞ ﻣﻘﺎﻡ ﻣﻘﺎﻝ"‪.‬‬

‫ﻟﻘﺪ ﺃﺛﺮ ﻣﻔﻬﻮﻡ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﰲ ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ؛ ﻓﻘﺪ ﲢﻮﻝ ﺍﻻﻫﺘﻤﺎﻡ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺔ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺇﱃ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ؛ ﺃﻥﹾ ﻳﻘﺘﺪﺭ ﺍﳌﺘﻌﻠﻢ ﺍﻷﺟﻨﱯ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﺑﺎﻟﻠﻐﺔ ﺍﳍﺪﻑ‪ ،‬ﻭﺍﻧﺘﻬﻰ ﺫﻟﻚ ﺇﱃ‬
‫"ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺗﻮﺍﺻﻠﻴﺎﹰ"‪ .‬ﻭﻛﻐﲑﻫﺎ ﻣﻦ ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﱂ ﺗﺮﻛﺰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺇﳕﺎ ﺗﺮﻛﺰ‬
‫ﻋﻠﻰ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﺎﺳﺐ ﻟﻸﳕﺎﻁ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﻧﻄﻼﻗﺎﹰ ﻣﻦ ﺃﻥ ﺍﻟﻠﻐﺔ ﺧﻄﺎﺏ ﻣﺘﻜﺎﻣﻞ‪.‬‬

‫‪١٠٢‬‬
‫‪Schmi .N, Ibid, p13-14. And; Coady, J. Huckin, T. Ibid‬‬
‫‪489‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ ﻫﻨﺎ ﺃﻥ " ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻣﺜﻞ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﻡ؛ ﻓﻤﺜﻠﻤﺎ ﻳﻜﺘﺴﺐ ﺍﺑﻦ ﺍﻟﻠﻐﺔ‬
‫ﻣﻔﺮﺩﺍ‪‬ﺎ ﰲ ﺳﻴﺎﻗﺎﺕ ﳐﺘﻠﻔﺔ ﻭﺑﺘﺪﺭﺝ ﻃﺒﻴﻌﻲ ﻛﺬﻟﻚ ﺣﺎﻝ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ؛ ﻓﺈ‪‬ﺎ ﺗﻜﺘﺴﺐ ﺑﺎﻟﺘﻌﺮﺽ‬
‫ﺍﻟﺘﻮﺍﺻﻠﻲ ﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ"‪.١٠٣‬‬
‫‪١٠٤‬‬
‫ﺍﳌﻨﻬﺞ ﺍﻟﻄﺒﻴﻌﻲ‬
‫ﺗﺮﻛﺰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﺍﳌﹸﺪ‪‬ﺧ‪‬ﻼﺕ )ﺍﳌﺎﺩﺓ ﺍﻟﻠﻐﻮﻳﺔ( ﺍﳌﻔﻴﺪﺓ ﻭﺍﻟﻘﺎﺑﻠﺔ ﻟﻼﺳﺘﻴﻌﺎﺏ ﺃﻛﺜﺮ ﻣﻦ ﺗﺮﻛﻴﺰﻫﺎ‬
‫ﻋﻠﻰ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻨﺤﻮﻱ ﺍﻟﺴﻠﻴﻢ‪ ،‬ﻭﳌﺎ ﻛﺎﻧﺖ ﺍﳌﻔﺮﺩﺍﺕ ﻫﻲ ﺣﺎﻣﻠﺔﹶ ﺍﳌﻌﲎ ﻓﻘﺪ ﺍﺣﺘﻠﺖ ﻣﻜﺎﻧﺔ ﻣﻬﻤﺔ ﰲ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﻣﻨﻈﻮﺭ ﺍﳌﻨﻬﺞ ﺍﻟﻄﺒﻴﻌﻲ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻄﺮﻳﻘﺔ ﺗﺮﻛﺰ ﻋﻠﻰ ﻓﺤﻮﻯ ﺍﻟﺮﺳﺎﻟﺔ ﻓﻘﺪ‬
‫ﺍﻋﺘﻨﺖ ﺑﺎﳌﻔﺮﺩﺍﺕ ﻛﻐﲑﻫﺎ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻟﻠﻐﺔ ﻭﺿﺮﻭﺭﺓ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﹸﺪﺧﻼﺕ ﺷﺎﺋﻘﺔ ﻭﻣﺘﺼﻠﺔ ﺑﺎﳌﻮﺿﻮﻉ‪.‬‬
‫ﻭﻳﺮﻯ )ﻛﺮﺍﺷﻦ( ﺃﻥ ﺃﻓﻀﻞ ﻃﺮﻳﻘﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻟﻠﻤﺒﺘﺪﺋﲔ ﻫﻲ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬

‫ﻭﻗﺪ ﺍﻧﺘﻬﻰ )ﴰﺖ( ﺇﱃ ﺗﻘﻴﻴﻢ ﻣﻌﺎﳉﺔ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺑﺎﻟﻘﻮﻝ‪ ":‬ﺇﻥ ﺍﻟﺴﻤﺔ ﺍﻟﻐﺎﻟﺒﺔ‬
‫ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﺇﻻ ﻣﻨﻬﺞ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﺃ‪‬ﺎ ﱂ ﺗﻌﺎﰿ ﺍﳌﻔﺮﺩﺍﺕ ﺑﻄﺮﻳﻘﺔ ﻣﻨﻬﺠﻴﺔ"‪.‬‬

‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‬

‫ﱂ ﺗﻠﻖ‪ ‬ﺍﳌﻔﺮﺩﺍﺕ ﻋﻨﺎﻳﺔ ﻛﺒﲑﺓ ﰲ ﺍﻟﺘﻨﻈﲑ ﺍﻟﻠﺴﺎﱐ ﲟﺨﺘﻠﻒ ﻣﺪﺍﺭﺳﻪ‪ ،‬ﻭﻗﺪ ﻇﻬﺮ ﺫﻟﻚ ﻭﺍﺿﺤﺎﹰ ﰲ ﻃﺮﻕ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻟﱵ ﺍﻧﺒﺜﻘﺖ ﻣﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻠﺴﺎﻧﻴﺔ‪ .‬ﻋﻠﻰ ﺃﻥ ﺍﻷﻣﺮ ﱂ ﻳﺒﻖ‪ ‬ﻋﻠﻰ ﺣﺎﻟﻪ ﻭﺑﺪﺃﺕ ﺣﺮﻛﺔ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻔﺮﺩﺍﺕ ﻣﻨﺬ ﺳﺒﻌﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ .‬ﻟﻘﺪ ﺃﺳﻬﻢ ﺍﺯﺩﻫﺎﺭ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ‬

‫‪Ibid, p 15. Coady, J. Huckin, T. ١٠٣‬‬

‫‪Ibid, p 15‬‬ ‫‪Coady, J. Huckin, T. ١٠٤‬‬

‫‪490‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺣﱴ ﳓﻮ ﻻﻓﺖ‪ .١٠٥‬ﻭﺗﺎﻟﻴﺎﹰ ﺑﻴﺎﻥ ﺗﻔﺼﻴﻠﻲ‪ ‬ﰲ ﻭﺟﻮﻩ ﺇﺳﻬﺎﻡ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﺗﻌﻠﻴﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬

‫ﻟﺴﺎﻧﻴﺎﺕ ﺍﻟﺪﻻﻟﺔ ﻭﺍﳌﻌﺠﻢ‬

‫ﻭﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ ﻫﻮ ﺃﻋﻠﻖ‪ ‬ﻓﺮﻭﻉ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺑﺎﳌﻔﺮﺩﺍﺕ؛ ﺫﻟﻚ ﺃﻥ ﳎﺎﻟﻪ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺒﺤﺚ ﰲ ﺩﻻﻻﺕ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻭﻣﻌﺎﻧﻴﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﺍﻟﻨﺎﻇﻤﺔ ﳌﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻧﺘﻈﺎﻡ ﻫﺬﻩ‬
‫ﺍﻟﺪﻻﻻﺕ ﻭﺗﻔﺮﻋﻬﺎ‪ .‬ﻭﻟﻘﺪ ﺍﻧﺘﻬﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﻣﻨﺬ ﺯﻣﻦ ﺑﻌﻴﺪ ﺇﱃ ﺗﺼﻨﻴﻒ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﺗﺼﻨﻴﻔﺎﺕ‪ ‬ﻣﺘﻌﺪﺩﺓ‪ ،‬ﻭﺃﺑﺮﺯ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ‪ :‬ﺍﻻﺷﺘﺮﺍﻙ ﺍﻟﻠﻔﻈﻲ‪ ،‬ﻭﺍﻟﺘﺮﺍﺩﻑ‪ ،‬ﻭﺍﻟﺘﻀﺎﺩ‪ ،‬ﻭﺍﻟﺘﻀﻤﻦ‪ ،‬ﻭﻇﻼﻝ‬
‫ﺍﳌﻌﺎﱏ‪ ،‬ﻭﺍﻟﺘﻼﺯﻡ ﺍﻟﻠﻔﻈﻲ‪ ،‬ﻭﺍﳌﻌﲎ ﺍﻻﺻﻄﻼﺣﻲ‪...‬ﺇﱁ‪ .‬ﻭﻟﻘﺪ ﻛﺎﻥ ﻃﺒﻴﻌﻴﺎﹰ ﺃﻥ ﺗﺘﺠﺴﺪ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺍﻟﺪﻻﻟﻴﺔ ﰲ ﺍﻟﺼﻨﺎﻋﺔ ﺍﳌﻌﺠﻤﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺘﻄﺒﻴﻘﻲ؛ ﺇﺫ ﻛﺜﲑﺍﹰ ﻣﺎ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﻭﺳﻴﻠﺔﹰ ﻣﻬﻤﺔﹰ ﰲ ﺷﺮﺡ ﻣﻌﺎﱐ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺑﻴﺎﻥ ﻣﺎ ﳝﻴﺰﻫﺎ ﻣﻦ ﺳﻮﺍﻫﺎ؛ ﻓﻘﺪ ﻛﺎﻥ ﻣﺄﻟﻮﻓﺎﹰ ﺃﻥ ﺗ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﻜﻠﻤﺔ‬
‫ﲟﺮﺍﺩﻓﻬﺎ ﺃﻭ ﻣﻀﺎﺩ‪‬ﻫﺎ ﺃﻭ ﻇﻼﻝ ﻣﻌﺎﻧﻴﻬﺎ‪.‬‬

‫ﻭﻻﺷﻚ ﺃﻥ ﺇﳒﺎﺯﺍﺕ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻗﺪ ﺍﻧﻌﻜﺴﺖ ﰲ ﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ؛ ﻓﻨﺸﺄﺕ ﻧﻈﺮﻳﺎﺕ ﺩﻻﻟﻴﺔ‬
‫ﺟﺪﻳﺪﺓ ﺃﻭ ﺗﻄﻮﺭﺕ ﻋﻦ ﺻﻮﺭ‪‬ﺎ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﻭﻟﻌﻞ ﺃﺑﺮﺯ ﻧﻈﺮﻳﺎﺕ ﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻌﺎﺻﺮ ﺗﺘﻤﺜﻞ ﰲ‪:١٠٦‬‬

‫‪ ١٠٥‬ﻳﻨﻄﺒﻖ ﻫﺬﺍ ﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﻭﺃﻣﺎ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻤﺎ ﺗﺰﺍﻝ ﻣﻘﺼﺮﺓ ﻋﻦ ﺃﻥ ﺗﺴﻬﻢ ﰲ ﺗﻄﻮﻳﺮ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ؛ ﻭﺩﻟﻴﻞ ﺫﻟﻚ ﺃﻧﻚ ﻻ ﲡﺪ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺣﺴﺐ ﻣﺎ ﺍﻧﺘﻬﻰ ﺇﱃ ﻋﻠﻤﻲ‪ ،‬ﺗﺘﻨﺎﻭﻝ ﺗﻌﻠﻴﻢ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺛﹶﻢ‪ ‬ﻣﻠﺤﻮﻇﺎﺕ ﻋﺎﻣﺔ ﻭﻋﺮﺿﻴﺔ ﻭﻟﻜﻨﻬﺎ ﻟﻴﺴﺖ ﺩﺭﺍﺳﺎﺕ ﻣﺘﻌﻤﻘﺔ ﻭﳐﺼﺼﺔ ﻟﻠﻤﻔﺮﺩﺍﺕ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫ﺗﻮﺟﻴﻬﺎﺕ ﳏﻤﻮﺩ ﺻﻴﲏ ﻭﺯﻣﻴﻼﻩ ﰲ "ﻣﺮﺷﺪ ﺍﳌﻌﻠﻢ "‪ ،‬ﻭ ﺩﺭﺍﺳﺔ ﺍﻟﻨﺸﻮﺍﻥ " ﺍﲡﺎﻫﺎﺕ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬
‫ﳓﻮ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺠﻢ"‪ ،‬ﻭﻣﻼﺣﻈﺎﺕ ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ ﰲ ﻛﺘﺎﺏ " ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻷﺩﺏ‪ ،‬ﻭﻟﻌﻞ ﻫﺬﻩ ﺍﳌﻼﺣﻈﺎﺕ ﺗﻜﻮﻥ ﺃﻭﺛﻘﻬﺎ‬
‫ﺻﻠﺔ ‪‬ﺬﻩ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ ١٠٦‬ﺗﻔﺎﺻﻴﻞ ﻭﺍﻓﻴﺔ ﻋﻦ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﰲ‪ :‬ﻋﻤﺮ‪ ،‬ﺃﲪﺪ ﳐﺘﺎﺭ ‪ ،(١٩٩٢)،‬ﻭ ﺍﳋﻮﱄ‪ ،‬ﳏﻤﺪ ‪.(٢٠٠١) ،‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﱄﺓ‪ .‬ﻭﺗﻘﻮﻡ ﻋﻠﻰ ﲨﻠﺔ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻂ ﻣﻌﲎ ﺍﻟﻜﻠﻤﺔ ﺍﻟﻮﺍﺣﺪﺓ ﺑﻐﲑﻫﺎ ﻣﻦ‬
‫ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻣﻦ ﺗﺸﺎﺑﻪ ﺍﳌﻌﺎﱐ ﺃﻭﺍﺧﺘﻼﻓﻬﺎ‪ ،‬ﻭﻣﺎ ﺗﺴﺘﺪﻋﻴﻪ ﺍﻟﻜﻠﻤﺔ ﻣﻦ ﺇﳛﺎﺀﺍﺕ ﻧﻔﺴﻴﺔ ﺃﻭ ﻋﺎﻃﻔﻴﺔ‪ ،‬ﻭﻣﺎ‬
‫ﺗﻘﺘﻀﻴﻪ ﻣﻦ ﻣﻔﺮﺩﺍﺕ ﺗ‪‬ﻼﺯﻣﻬﺎ) ﺍﳌﺘﻼﺯﻣﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ(‪...‬ﺇﱁ‪.‬‬

‫‪ -‬ﻧﻈﺮﻳﺔ ﺍﳊﻘﻮﻝ ﺍﻟﺪﻻﻟﻴﺔ‪ .‬ﻭﺍﳊﻘﻞ ﺍﻟﺪﻻﱄ ﻋﻼﻗﺔ ﻣﻌﻨﻮﻳﺔ ﲤﺜﻞ ﺭﺍﺑﻄﺎﹰ ﻟﻌﺪﺩ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻭﲣﺘﻠﻒ‬
‫ﻫﺬﻩ ﺍﳊﻘﻮﻝ ﺳﻌﺔﹰ ﻭﻋﻨﺎﺻﺮ‪ ‬ﺣﺴﺐ ﻣﺪﻯ ﺍﻟﺘﺼﻨﻴﻒ؛ ﻓﻘﺪ ﻳﻜﻮﻥ ﺍﻟﺘﺼﻨﻴﻒ ﻋﺎﻣﺎﹰ ﻭﻭﺍﺳﻌﺎﹰ‪ ،‬ﻭﻗﺪ ﻧ‪‬ﻀ‪‬ﻴ‪‬ﻘﹸﻪ‪.‬‬
‫ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ ﺃﻥ ﺍﳊﻴﻮﺍﻧﺎﺕ ﲤﺜﻞ ﺣﻘﻼﹰ ﺩﻻﻟﻴﺎﹰ ﻋﺎﻣﺎﹰ ﻳﺮﺑﻂ ﺑﲔ ﻋﻨﺎﺻﺮﻩ ﺧﺼﺎﺋﺺ ﳕﻮﺫﺟﻴﺔ ﲡﻌﻞ ﻣﻨﻪ‬
‫ﻣﺘﻤﻴﺰﺍﹰ ﻋﻦ ﻏﲑﻩ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧ‪‬ﻀ‪‬ﻴ‪‬ﻖ‪ ‬ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺇﱃ‪ :‬ﺣﻴﻮﺍﻧﺎﺕ ﻣﻔﺘﺮﺳﺔ‪ ،‬ﻭﺣﻴﻮﺍﻧﺎﺕ ﺃﻟﻴﻔﺔ‪ ،‬ﺃﻭ‬
‫ﻃﻴﻮﺭ‪ ،‬ﻭﺣﻴﻮﺍﻧﺎﺕ ﲝﺮﻳﺔ‪...‬ﺇﱁ‪.‬‬

‫‪ -‬ﻧﻈﺮﻳﺔ ﺍﳌﻼﻣﺢ ﺍﻟﺪﻻﻟﻴﺔ ﺍﳌﻤﻴﺰﺓ‪ .‬ﻭﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻋﻠﻰ ﺃﻥ ﻟﻜﻞ ﻛﻠﻤﺔ ﻣﻼﻣﺢ‪ ‬ﺩﻻﻟﻴﺔ ﲤﻴﺰﻫﺎ؛ ﻓﻘﺪ‬
‫ﺗﺸﺘﺮﻙ ﻣﻊ ﻏﲑﻫﺎ ﰲ ﺑﻌﺾ ﺍﳌﻼﻣﺢ ﻭﻟﻜﻨﻬﺎ ﺗﻨﻔﺮﺩ ﻋﻨﻬﺎ ﲟﻼﻣﺢ ﺃﺧﺮﻯ‪ .‬ﻭﺗﻌﺘﻤﺪ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﰲ ﲢﻠﻴﻠﻬﺎ‬
‫ﻟﻠﻤﻼﻣﺢ ﺍﻟﺪﻻﻟﻴﺔ ﻋﻠﻰ ﺗﻘﻨﻴﺔ ﺍﻟﻌﻼﻣﺘﲔ ﺍﻟﺮﻳﺎﺿﻴﺘﲔ ) ‪( _ ، +‬؛ ﻓﺎﻟﻌﻼﻣﺔ )‪ (+‬ﺗﻌﲏ ﺃﻥ ﺍﻟﺴﻤﺔ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻭﺍﻟﻌﻼﻣﺔ )_( ﺗﻌﲏ ﺍﻓﺘﻘﺎﺩ ﺍﻟﻜﻠﻤﺔ ﳍﺬﻩ ﺍﻟﺴﻤﺔ‪ .‬ﻭﻫﺬﺍ ﻣﺜﺎﻝ ﻣﻮﺿ‪‬ﺢ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﻼﻣﺢ‪ /‬ﺍﻟﺴﻤﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ‬ ‫ﺍﻟﻜﻠﻤﺔ‬

‫ﺻﻐﲑ ﺍﻟﺴﻦ‬ ‫ﺫﻛﺮ‬ ‫ﺇﻧﺴﺎﻥ‬ ‫ﺣﻲ‪‬‬

‫‪+‬‬ ‫‪+‬‬ ‫‪+‬‬ ‫‪+‬‬ ‫ﻭﻟﺪ‬

‫‪+‬‬ ‫_‬ ‫‪+‬‬ ‫‪+‬‬ ‫ﺑﻨﺖ‬

‫_‬ ‫‪+‬‬ ‫‪+‬‬ ‫‪+‬‬ ‫ﺭﺟﻞ‬

‫_‬ ‫_‬ ‫‪+‬‬ ‫‪+‬‬ ‫ﺍﻣﺮﺃﺓ‬

‫ﻭﲤﺜﻞ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻋﻠﻢ‪ ‬ﺍﻟﺪﻻﻟﺔ ﻭﺍﳌﻌﲎ ﲤﺜﻴﻼﹰ ﺧﺎﻟﺼﺎﹰ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﺘﺪﺍﺧﻞ ﻣﻊ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺧﺮﻯ‬
‫ﻓﺘﺆﺛﺮ ﰲ ﺍﻟﺘﺮﻛﻴﺐ ﺍﻟﻨﺤﻮﻱ‪ ،‬ﻣﺜﻼﹰ‪ .‬ﺃﻣﺎ ﻧﻈﺮﻳﺔ ﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ‪ ،‬ﻓﻬﻲ ﻟﻴﺴﺖ ﻧﻈﺮﻳﺔ ﺩﻻﻟﻴﺔ ﺧﺎﻟﺼﺔ ﺑﻘﺪﺭ ﻣﺎ‬
‫ﻫﻲ ﻧﻈﺮﻳﺔ ﺗﺪﺍﻭﻟﻴﺔ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺇﻥ ﺍﻟﻜﻠﻤﺎﺕ ﲢﻤﻞ ﻗﻴﻤﺔ ﺇﳒﺎﺯﻳﺔ ﲝﺪ ﺫﺍ‪‬ﺎ‪.‬‬

‫ﺃﻣﺎ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻓﻘﺪ ﺃﹶﺛﹾﺮ‪‬ﺕ‪ ‬ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﺣﻘﻞﹶ ﺍﳌﻌﺠﻤﻴﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪ ،‬ﻭﻫﻮ ﻓﺮﻉ‬
‫ﻣﻦ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪ ،‬ﻭﻻﺳﻴﻤﺎ ﰲ ﳎﺎﻝ ﺗﺼﻨﻴﻒ ﺍﳌﻌﺠﻤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ‬
‫ﻣﻌﺠﻤﺎﺕ‪ ‬ﺃﺣﺎﺩﻳﺔﹰ ﺃﻭ ﺛﻨﺎﺋﻴﺔﹰ؛ ﺇﺫ ﻇﻬﺮ ﺫﻟﻚ ﰲ ﻃﺮﻕ ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺷﺮﺣﻬﺎ‪.‬‬

‫ﻭﺃﻣﺎ ﻣﺎ ﻳﺘﺼﻞ ﺑﺴﻴﺎﻕ ﲝﺜﻨﺎ ﻓﻼ ﺷﻚ ﺃﻥ ﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ ﻗﺪ ﻛﺎﻥ ﻗﺪ ﺻﺎﺣﺐ ﺍﻟﻨﺼﻴﺐ ﺍﻷﻭﻓﺮ ﰲ ﺗﻘﺪﱘ‬
‫ﻭﺳﺎﺋﻞ ﻭﺃﺳﺎﻟﻴﺐ ﻭﻃﺮﻕ ﻣﺘﻌﺪﺩﺓ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺷﺮﺣﻬﺎ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ .‬ﻓﻘﺪ ﺍﺳﺘﻔﺎﺩ ﺍﻟﻠﺴﺎﻧﻴﻮﻥ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﻣﻦ " ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ" ﻟﺘﻜﻮﻥ ﻭﺳﻴﻠﺘﻬﻢ ﺍﻟﺮﺋﻴﺴﺔ ﰲ ﺷﺮﺡ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻷﺟﻨﺒﻴﺔ؛ ﻓﺎﻟﺘﺮﺍﺩﻑ ﻭﺍﻻﺷﺘﺮﺍﻙ ﻭﺍﻟﺘﻀﺎﺩ ﻛﺎﻧﺖ ﺃﻫﻢ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻳﺴﺘﻌﲔ ‪‬ﺎ ﺍﳌﻌﻠﻢ ﻟﺘﻘﺪﱘ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ‬
‫ﺍﳉﺪﻳﺪﺓ ﻋﻠﻰ ﺗﻔﺎﻭﺕ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻛﻤﺎ ﻛﺎﻧﺖ ﺍﳌﺘﻼﺯﻣﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ ﻭﺳﻴﻠﺔ ﻣﻬﻤﺔ ﻟﺘﺤﺪﻳﺪ ﺳﻠﻮﻙ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ؛ ﺇﺫ ﻗﺪ‪‬ﻡ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ‪ ‬ﺟﺮﺩﺍﹰ ﲟﺎ ﺗﻘﺘﻀﻴﻪ ﺍﻟﻜﻠﻤﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻣﻦ‬
‫ﻋﻨﺎﺻﺮ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻓﻘﻲ ﺍﳋﻄﻲ‪ ،‬ﻭﻣﺎ ﻳﺘﺮﺗﺐ ﻋﻠﻰ ﻫﺬﻩ ﺍﻻﻗﺘﻀﺎﺀ ﻣﻦ ﺍﺧﺘﻼﻑ ﺍﳌﻌﺎﱐ ﺍﻟﺴﻴﺎﻗﻴﺔ‬
‫ﻭﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﻭﺍﻻﺻﻄﻼﺣﻴﺔ ﺣﲔ ﺗﻨﺘﻘﻞ ﺩﻻﻟﺔ ﺍﻟﻜﻠﻤﺔ ﻣﻔﺮﺩﺓﹰ ﺇﱃ ﺩﻻﻟﺔ ﺟﺪﻳﺪﺓ ﻳﻨﺸﺌﻬﺎ ﺍﻟﺘﺮﻛﻴﺐ ﺍﳌﹸﺘﻼﺯﹺﻡ‪ .‬ﰒ‬
‫ﺇﻥ ﻣﻔﻬﻮﻡ ﺍﳌﻜﺎﻓﺊ ﺍﻟﺘﺮﲨﻲ )ﺍﻟﺪﻻﱄ( ﻣ‪‬ﺜﱠﻞ ﻧﻘﻄﺔ ﺃﺳﺎﺳﻴﺔ ﻭﺟﻮﻫﺮﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ؛ ﺫﻟﻚ‬
‫ﺃﻥ ﺍﻟﻘﻮﺍﺋﻢ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ ﺇﳕﺎ ﺗﻘﻮﻡ ﻋﻠﻰ ﻣﺒﺪﺃ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻟﺘﻜﺎﻓﺆ ﺍﻟﺪﻻﱄ‪.‬‬

‫ﺃﻣﺎ ﻧﻈﺮﻳﺔ ﺍﳊﻘﻮﻝ ﺍﻟﺪﻻﻟﻴﺔ ﻓﻘﺪ ﻫﺪﺕ ﺍﻟﻠﺴﺎﻧﻴﲔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ ﻭﻣﺆﻟﻔﻲ ﻣﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺇﱃ ﻋﺪﺩ ﻣﻦ‬
‫ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻣﻨﻬﺎ‪ :‬ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳊﻘﻮﻝ ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻭﺍﻟﻌﺎﺋﻠﺔ ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻭﺍﳋﺮﺍﺋﻂ ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻭﺍﻟﻜﻠﻤﺔ‬
‫ﺍﳌﻔﺘﺎﺡ‪.‬‬

‫ﰒ ﻛﺎﻧﺖ ﻧﻈﺮﻳﺔ ﺍﳌﻼﻣﺢ ﺍﻟﺪﻻﻟﻴﺔ ﺃﺳﻠﻮﺑﺎﹰ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻄﻠﺒﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﻣﻌﲎ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻘﺼﻮﺩﺓ؛‬
‫ﻭﺇﳕﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺃﺑﺮﺯ ﺍﳌﻼﻣﺢ ﺍﻟﺪﻻﻟﻴﺔ ﺍﻟﻮﺍﲰﺔ ﻟﻠﻜﻠﻤﺔ‪ .‬ﻭﻇﺎﻫﺮ ﺃﻥ ﻫﺬﻩ ﺍﳌﻼﻣﺢ ﺍﻟﺪﻻﻟﻴﺔ ﲤﺜﻞ‬
‫ﺿﺎﺑﻄﺎﹰ ﻭﻣﻌﻴﺎﺭﺍﹰ ﻣﻬﻤﺎﹰ ﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺳﻴﺎﻗﺎﺕ ﳐﺘﻠﻔﺔ؛ ﺇﺫ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺘﻌﻠﻢ ﺃﻥ ﳛﺪﺩ ﻣﺎ ﻳﺼﻠﺢ ﻣﻦ‬
‫ﺍﻻﺳﺘﻌﻤﺎﻻﺕ ﻟﺴﻴﺎﻕ ﳏﺪﺩ ﻭﻣﺎ ﻻ ﻳﺼﻠﺢ‪ .‬ﻟﻘﺪ ﺻﺎﺭﺕ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺗﻌﺮﻑ ﺑﹻ "‬
‫ﺍﳌﻨﻬﺞ ﺍﳌﻌﺠﻤﻲ" ﻭ "ﺍﳌﻨﻬﺞ ﺍﻟﺪﻻﱄ"‪.١٠٧‬‬

‫‪ - ١٠٧‬ﲦﺔ ﻋﺪﺩ ﻣﻦ ﺍﻟﻜﺘﺐ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺍﻋﺘﻤﺪﺕ ﺍﳌﻨﻬﺞ ﺍﻟﺪﻻﱄ ﰲ ﺗﻌﻠﻴﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫‪- Hatch,E, and Brown,C.(1995).‬‬
‫‪Bejoint , H (Editors). (1993). - Arnaud, Pierre J. l , and‬‬
‫‪- Na nger, J. R, and DeCarrico , J. s. (1992).‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨ‪‬ﻔﺴﻴ‪‬ﺔ‬

‫ﺗﻌﺘﲏ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﱵ ﺗﺼﺎﺣﺐ "ﺍﳌﻌﺎﳉﺔ ﺍﻟﻠﻐﻮﻳﺔ"‪،١٠٨‬‬
‫ﻭﺃﻛﺜﺮ ﻋﻨﺎﻳﺘﻬﺎ ﻣﺼﺮﻭﻓﺔ ﺇﱃ ﻋﻤﻠﻴﱵ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻤﻬﺎ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻓﺈﻥ ﺇﺳﻬﺎﻡ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﰲ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻭﺍﻛﺘﺴﺎ‪‬ﺎ ﺇﺳﻬﺎﻡ ﳏﻮﺭﻱ؛ ﺫﻟﻚ ﺃ‪‬ﺎ ﺗﺴﻌﻰ ﺇﱃ ﺗﻠﻤﺲ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ‬
‫ﺍﳌﺆﺛﺮﺓ ﰲ ﳒﺎﺡ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺃﻭ ﺇﺧﻔﺎﻗﻬﺎ‪ ،‬ﻭﺇﳕﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﺑﺪﺭﺍﺳﺔ ﻋﺪﺩ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻔﺮﺩﻳﺔ‬
‫ﺍﳌﺘﻌﺎﻟﻘﺔ ﲟﻌﺎﳉﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ‪ :‬ﺍﻟﺬﺍﻛﺮﺓ‪ ،‬ﻭﺍﻟﻌﻤﺮ‪ ،‬ﻭﺍﻟﺬﻛﺎﺀ‪....‬ﺇﱁ‪.‬‬

‫ﻭﻻ ﳜﻔﻰ ﻋﻠﻰ ﺃﺣﺪ ﻣﻦ ﺍﳌﺘﺨﺼﺼﲔ ﺃﻥﱠ ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻛﺎﻧﺖ ﻣﺼﺎﺣﺒﺔ ﻟﻠﻨﻈﺮﻳﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ‬
‫ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﺑﻞ ﻛﺎﻧﺖ ﻋﺎﻣﻼﹰ ﺭﺋﻴﺴﻴﺎﹰ ﻣ‪‬ﻮ‪‬ﺟ‪‬ﻬﺎﹰ ﻭﻣ‪‬ﻨ‪‬ﻈﱢﻤﺎﹰ ﳍﺬﻩ ﺍﳌﺪﺍﺭﺱ؛ ﻓﻘﺪ ﺍﻋﺘﻤﺪﺕ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺒﻨﻴﻮﻳﺔ ﺍﻟﻠﺴﺎﻧﻴﺔ‬
‫ﻋﻠﻰ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺴﻠﻮﻛﻲ ﻭﻋﻤﻠﻴﺎﺗﻪ ﺍﻹﺟﺮﺍﺋﻴﺔ ﻭﻻﺳﻴﻤﺎ "ﺍﳌﺜﲑ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ"؛ ﻓﺄﻗﺮ‪‬ﺕ ﺑﺄﻥ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ‬
‫ﺍﻷﻡ ﻻ ﻳﻌﺪﻭ ﺃﻥ ﻳﻜﻮﻥ ﺗﻘﻠﻴﺪﺍﹰ ﺁﻟﻴﺎﹰ ﺧﺎﻟﺼﺎﹰ ﻟﻠﻮﺍﻟﺪﻳﻦ ﻭﺍﻷﻗﺮﺍﻥ‪ ،‬ﻭﺃﻧﻪ ﻟﻴﺲ ﲦﺔ ﺃﻱ ﺩﻭﺭ ﻟﻠﻌﻘﻞ ﰲ ﻫﺬﻩ‬
‫ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﱂ ﺗﻔﺮﻕ ﺑﲔ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ .‬ﻭﺍﻧﻄﻼﻗﺎﹰ ﻣﻦ ﺫﻟﻚ ﺍﺟﺘﺮﺣﺖ ﺍﻟﺒﻨﻴﻮﻳﺔ‬
‫"ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ" ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻫﻲ ﺗﻨﻄﻠﻖ ﻣﻦ ﺿﺮﻭﺭﺓ ﺍﻟﺘﻜﺮﺍﺭ ﻭﺍﻹﳊﺎﺡ ﻋﻠﻰ‬
‫ﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ ﺣﱴ ﻳﺘﻢ ﺍﺧﺘﺰﺍ‪‬ﺎ!‬

‫ﻭﺃﻣﺎ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺘﺤﻮﻳﻠﻴﺔ ﻓﻘﺪ ﺗﺄﺳﺴﺖ ﻋﻠﻰ ﻣﻨﺎﻛﻔﺔ ﺍﻟﺒﻨﻴﻮﻳﺔ ﻭﺭﺅﺍﻫﺎ ﺍﻟﻨﻔﺴﻴﺔ ﻏﲑ ﺍﻹﻧﺴﺎﻧﻴﺔ؛ ﻓﻘﺪ ﻫﺎﺟﻢ‬
‫‪١٠٩‬‬
‫؛‬ ‫ﺭﺍﺋﺪﻫﺎ ﺗﺸﻮﻣﺴﻜﻲ ﻋﺎﱂﹶ ﺍﻟﻨﻔﺲﹺ ﺍﻟﺴﻠﻮﻛﻲ "ﺳﻜﻨﺮ" ﻫﺠﻮﻣﺎﹰ ﻋﻨﻴﻔﺎﹰ ﻗﻮ‪‬ﺽ ﺃﺭﻛﺎﻧﻪ ﻭﺃﺭﻛﺎﻥ ﺍﻟﺒﻨﻴﻮﻳﺔ‬

‫‪Coady and Huckin (1998). Pp255-270. - Michel Lewis. (1998). in‬‬

‫‪ ١٠٨‬ﺃﻗﺼﺪ ﺑﺎﳌﻌﺎﳉﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ :‬ﻣﺎ ﻳﻘﻮﻡ ﺑﻪ ﻋﻘﻞ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻣﻦ ﻋﻤﻠﻴﺎﺕ ﻋﻘﻠﻴﺔ ﻭﻧﻔﺴﻴﺔ ﳐﺘﻠﻔﺔ ﺗﺘﻤﺜﻞ ﰲ ﻭﺟﻬﲔ‬
‫ﺭﺋﻴﺴﻴﲔ ﳘﺎ‪ :‬ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﻠﻐﺔ ﻭﺇﻧﺘﺎﺟﻬﺎ‪.‬‬
‫‪ ١٠٩‬ﺗﻔﺎﺻﻴﻞ ﻭﺍﻓﻴﺔ ﻋﻦ ﻣﺴﺎﺟﻠﺔ ﺗﺸﻮﻣﺴﻜﻲ ﻭﺳﻜﻨﺮ ﰲ ﻛﺘﺎﺏ ﳏﺴﺐ‪ ،‬ﳏﻴﻲ ﺍﻟﺪﻳﻦ‪.(٢٠٠٣) ،‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺇﳕﺎ ﻛﺎﻧﺖ ﻧﻘﻄﺔ ﺍﻻﻓﺘﺮﺍﻕ ﺍﳌﺮﻛﺰﻳﺔ ﰲ ﺃﻥ ﺗﺸﻮﻣﺴﻜﻲ ﻛﺎﻥ ﻳﻨﻄﻠﻖ ﻣﻦ ﺭﺅﻯ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﳌﻌﺮﰲ‬
‫ﺍﻹﺩﺭﺍﻛﻲ؛ ﻓﻠﻴﺲ ﻣﻘﺒﻮﻻﹰ ﺃﻥ ﻳﻜﺘﺴﺐ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻠﻐﺔ ﻛﺎﳊﻴﻮﺍﻥ‪ ،‬ﻭﻟﻴﺲ ﻣﻘﺒﻮﻻﹰ ﺗﻐﻴﻴﺐ ﺍﻟﻌﻘﻞ ﰲ ﺍﻛﺘﺴﺎﺏ‬
‫ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻤﻬﺎ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺘﺤﻮﻳﻠﻴﺔ ﱂ ﺗ‪‬ﻘﹶﺪ‪‬ﻡ ﻃﺮﻳﻘﺔ ﳏﺪﺩﺓ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻓﺈﻥ ﺃﻓﻜﺎﺭﻫﺎ‬
‫ﻭﻻﺳﻴﻤﺎ ﺍﻟﻨﺤﻮ ﺍﻟﻜﻮﱐ‪) /‬ﺍﻟﻜﻠﻲ(‪ ،‬ﺗﻌﺪ ﺃﺳﺎﺳﺎﹰ ﻣﻬﻤﺎﹰ ﰲ ﻧﻈﺮﻳﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ‪ .‬ﻭﻫﻜﺬﺍ‬
‫ﻳﺘﻀﺢ ﻟﻨﺎ ﺃﻥﱠ ﺗﻌﺎﻟﻖ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻗﺪ ﺃﲦﺮ ﳎﺎﻻﹰ ﻋﻠﻤﻴﺎﹰ ﻣﻬﻤﺎﹰ ﺃﺳﻬﻢ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﻛﺜﲑ ﻣﻦ‬
‫ﺃﺳﺮﺍﺭ ﻋﻤﻠﻴﺎﺕ "ﻣﻌﺎﳉﺔ ﺍﻟﻠﻐﺔ" ﺍﻷﻡ ﻭﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﺍﻧﺘﻬﺖ ﻛﺜﲑ ﻣﻦ ﻫﺬﻩ ﺍﻟﺮﺅﻯ ﺇﱃ ﺍﻟﺘﻄﺒﻴﻖ ﰲ ﳎﺎﻻﺕ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻛﻠﻬﺎ‪ :‬ﺇﻋﺪﺍﺩ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻴﻴﻢ‪ ،‬ﻭﺇﻋﺪﺍﺩ‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪ ،‬ﻭﺗﺄﻫﻴﻞ ﺍﳌﻌﻠﻤﲔ‪.١١٠‬‬

‫ﻓﺈﺫﺍ ﺍﻧﺘﻘﻠﻨﺎ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻋﻤﻮﻣﺎﹰ ﺇﱃ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺟﺪﻧﺎ ﺇﺳﻬﺎﻡ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺇﺳﻬﺎﻣﺎﹰ ﻣﻬﻤﺎﹰ‬
‫ﻭﺃﺳﺎﺳﻴﺎﹰ؛ ﻓﻘﺪ ﺃﺿﺤﺖ ﺧﻼﺻﺎﺗ‪‬ﻬﺎ ﺃﺳﺎﺳﺎﹰ ﺭﻛﻴﻨﺎﹰ ﰲ " ﻣﻌﺎﳉﺔ ﺍﳌﻔﺮﺩﺍﺕ"‪ .‬ﻭﺭﻏﺒﺔﹰ ﰲ ﺍﻹﳚﺎﺯ ﻧﻘﻮﻝ ﺇﻥ ﳎﺎﻝ‬
‫ﺇﺳﻬﺎﻡ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﰲ ﻣﻌﺎﳉﺔ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻳﺘﻤﺜﻞ ﰲ ﻋﻼﻗﺔ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﰲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻷﻭﱃ ﺑﺎﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﲤﺜﻴﻞ ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﻬﻤﺎ ﰲ ﺍﻟﺪﻣﺎﻍ‪ ،‬ﻭﺍﻟﺬﺍﻛﺮﺓ‪...‬ﺍﻟﺘﺬﻛﺮ‬
‫ﻭﺍﻟﻨﺴﻴﺎﻥ‪ ،‬ﻭﲤﺜﻴﻞ ﺍﳌﻌﲎ‪ ،‬ﻭﺻﻌﻮﺑﺔ ﺍﻟﻜﻠﻤﺔ‪ ،‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﺒﻴﻨﻴﺔ‪.‬‬

‫ﻓﻘﺪ ﻧﺎﻗﺸﺖ "ﺟﻮﺍﻧﺎ ﺷﺎﻧﹺﻞ" ﺍﻷﺳﺲ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻻﻛﺘﺴﺎﺏ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،١١١‬ﻭﺭﻛﺰﺕ‬
‫ﻋﻠﻰ ﻣﺴﺄﻟﺔ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﳌﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ‪ .‬ﻭﻗﺪ ﺑﺪﺃﺕ ﲝﺜﻬﺎ ﺑﺎﻟﻨ‪‬ﺺ‪ ‬ﻋﻠﻰ ﺃﻥ‬
‫ﻣﻨﺎﻗﺸﺔ ﺍﻛﺘﺴﺎﺏ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﳏﺘﺎﺟﺔ ﺇﱃ ﲢﺪﻳﺪ ﺃﻭﻟﻮﻳﺎﺕ ﺛﻼﺙ‪ ،‬ﻫﻲ‪:‬‬

‫‪ ١١٠‬ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﰲ) ﺍﻟﻌﻨﺎﰐ‪.( ٢٠٠٣ ،‬‬

‫‪Joanna Channel, in Carter and McCarthy.(1988). pp 81-96 ١١١‬‬

‫‪496‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻻﻛﺘﺴﺎﺏ‪ ،‬ﻭﺧﻼﺻﺘﻪ ﺃﻥ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻤﻠﻴﺔ ﺃﻣﺎ ﺍﻻﻛﺘﺴﺎﺏ ﻓﻬﻮ‬ ‫‪-١‬‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻭﻳﺘﺮﺗﺐ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺘﻔﺮﻳﻖ ﲤﻴﻴﺰ ﺑﲔ )ﺍﻻﺳﺘﻘﺒﺎﻝ ﻭﺍﻹﻧﺘﺎﺝ(‪.‬‬

‫ﺍﳊﺎﺟﺔ ﺇﱃ ﻓﺮﺿﻴﺔ ﺃﻭ ﳕﻮﺫﺝ ﻟﻜﻴﻔﻴﺔ ﻣﻌﺎﳉﺔ ﺍﻟﻜﻼﻡ‪.‬‬ ‫‪-٢‬‬

‫ﺗﺘﻤﺜﻞ ﺍﻷﻭﻟﻮﻳﺔ ﺍﻟﺜﺎﻟﺜﺔ ﰲ ﺿﺮﻭﺭﺓ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺛﻼﺛﺔ ﺣﻮﻝ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬ ‫‪-٣‬‬
‫ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﻷﺣﺎﺩﻱ ﺍﻟﻠﻐﺔ ﻭﻣﺘﻌﺪﺩ ﺍﻟﻠﻐﺎﺕ‪ .‬ﻭﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻫﻲ‪:١١٢‬‬

‫ﻣﺎ ﻣﺪﻯ ﺍﺧﺘﻼﻑ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﻋﻦ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪-‬‬
‫ﻋﻨﺪ ﺍﳌﺘﻌﻠﻢ ﻧﻔﺴﻪ‪ ،‬ﻭﻣﺎ ﻣﺪﻯ ﺗﺸﺎ‪‬ﻬﻤﺎ؟‬

‫ﻫﻞ ﳜﺘﻠﻒ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺬﻫﲏ ﺍﻟﻌﻘﻠﻲ ﻷﺣﺎﺩﻱ ﺍﻟﻠﻐﺔ ﺃﻡ ﻳﺘﺸﺎﺑﻪ ﻣﻊ ﺗﻨﻈﻴﻢ ﺍﳌﺘﻌﻠﻢ ﺛﻨﺎﺋﻲ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﺔ ؟‬

‫ﻣﺎ ﻭﺟﻪ ﺍﻟﺘﻤﺎﺛﻞ ﺑﲔ ﻣﻌﺠﻢﹺ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻠﻐﻮﻱ‪ ‬ﻭﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﻷﺣﺎﺩﻱ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﻠﻐﺔ ﻧﻔﺴﻬﺎ؟‬

‫ﺗﻨﺎﻗﺶ "ﺷﺎﻧﹺﻞ" ﻋﺪﺩﺍﹰ ﻣﻦ ﺍﻹﺟﺎﺑﺎﺕ ﺍﳌﻄﺮﻭﺣﺔ ﳍﺬﻩ ﺍﻷﺳﺌﻠﺔ ﺩﻭﻥ ﺍﻟﺘﻮﺻﻞ ﻹﺟﺎﺑﺔ ﺩﻗﻴﻘﺔ ﻭﺣﺎﲰﺔ‪ ،‬ﻭﰲ‬
‫ﺿﻮﺀ ﺫﻟﻚ ﺗﺮﻯ ﺿﺮﻭﺭﺓ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﻌﺘﻤﺪﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ‪ .‬ﻭﺗﻨﺘﻬﻲ "ﺷﺎﻧﹺﻞ" ﰲ ﲝﺜﻬﺎ ﺇﱃ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:١١٣‬‬

‫‪١١٢‬‬
‫‪Joanna Channel, Ibid, pp85-86.‬‬
‫‪١١٣‬‬
‫‪Joanna Channel, Ibid. p.93‬‬
‫‪497‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﲦﺔ ﻣﻌﺠﻢ ﺫﻫﲏ ﻭﺍﺣﺪ ﳌﺘﺤﺪﺙ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﻣﺮﺗﺐ ﺻﻮﺗﻴﺎﹰ‪ :‬ﻧﱪ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﰒ ﺑﻨﻴﺔ‬ ‫‪-‬‬
‫ﺍﳌﻘﻄﻊ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﻟﻨﺤﻮ ﻓﻴﻪ ﻣﻨﻈﻤﺎﹰ ﺗﻨﻈﻴﻤﺎﹰ ﻋﺎﻟﻴﺎﹰ‪ .‬ﻭﻫﺬﺍ ﺍﳌﻌﺠﻢ ﻳ‪‬ﻔﹶﻌ‪‬ﻞ ﺑﺸﺒﻜﺎﺕ‬
‫ﻣﺘﻤﺎﻳﺰﺓ ﻟﻜﻨﻬﺎ ﺗﺮﺑﻂ ﺍﻹﻧﺘﺎﺝ ﺑﺎﻻﺳﺘﻘﺒﺎﻝ‪.‬‬

‫ﺃﻥ ﻣﻌﺠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﻭﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻨﺪ ﺍﻟﺸﺨﺺ ﻧﻔﺴﻪ ﻣﺮﺗﺒﻂ ﻋﻠﻰ ﳓﻮ ﻭﺍﺿﺢ‬ ‫‪-‬‬
‫ﺻﻮﺗﻴﺎﹰ ﻭﺩﻻﻟﻴﺎﹰ ‪ ،‬ﻭ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺘﻜﻠﻤﻮﻥ ﺃﻥ ﻳﺮﺑﻄﻮﺍ ﺑﻴﻨﻬﻤﺎ ﺭﺑﻄﺎﹰ ﻭﺍﻋﻴﺎﹰ‪.‬‬

‫ﺃﻥ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺃﻥ ﻣﺴﺘﺨﺪﻡ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻠﻐﺔ ﻣﺎ ﳝﺎﺛﻞ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ‬ ‫‪-‬‬
‫ﳌﺴﺘﺨﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﺩﻟﻴﻞ ﺇﺿﺎﰲ؛ ﺫﻟﻚ ﺃﻥ ﻫﻨﺎﻙ ﺍﺧﺘﻼﻓﺎﺕ ﻭﺗﺸﺎ‪‬ﺎﺕ ﰲ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﳌﻌﺠﻤﻲ‪.‬‬

‫ﻭ ﻧﺎﻗﺶ "ﻛﺎﺭﺗﺮ ﻭﻣﻜﺎﺭﺛﻲ" ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﻣﻨﺎﻗﺸﺔ ﻣ‪‬ﺴﺘﻮ‪‬ﻋ‪‬ﺒﺔ؛ ﺇﺫ ﺗﻨﺎﻭﻻﻫﺎ ﻣﻦ ﻧﻮﺍﺡﹴ ﺛﻼﺛﺔ ﻫﻲ‪ :‬ﺍﻟﺘﺬﻛﺮ‪،‬‬
‫ﻭﺻﻌﻮﺑﺔ ﺍﻟﻜﻠﻤﺔ ﺃﻭ ﺳﻬﻮﻟﺘﻬﺎ‪ ،‬ﻭﺍﻟﻠﻐﺔ ﺍﳌﺮﺣﻠﻴﺔ‪ .‬ﻭﺍﻟﺴﺆﺍﻝ ﺍﶈﻮﺭﻱ ﰲ ﻗﻀﻴﺔ ﺍﻛﺘﺴﺎﺏ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻫﻮ‪ :‬ﻛﻴﻒ ﻳﺒﺪﻭ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﳌﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﱯ؟ ﻭﻛﻴﻒ ﳜﺘﻠﻒ ﻋﻦ ﻣﻌﺠﻢ ﺃﺣﺎﺩﻱ ﺍﻟﻠﻐﺔ‪١١٤‬؟‬

‫ﺍﻟﺘﺬﻛﺮ‪ .‬ﺗﻨﺎﻭﻝ " ﻛﺎﺭﺗﺮ ﻭﻣﻜﺎﺭﺛﻲ" ﺩﺭﺍﺳﺎﺕ‪ ‬ﺗﻨﺎﻭﻟﺖ ﻛﻴﻔﻴﺔ ﺣﻔﻆ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫‪-٤‬‬
‫ﻭﺍﺧﺘﺰﺍ‪‬ﺎ ﺑﺎﻟﺮﺑﻂ ﺑﲔ ﺍﳌﻔﺮﺩﺓ ﻭﻣﻌﻨﺎﻫﺎ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ )ﺑﺎﻟﺼﻮﺭﺓ‪ ،‬ﺃﻭ ﺍﻟﺼﻮﺕ‪ ،‬ﺃﻭ‬
‫ﺍﻟﺘﺮﲨﺔ‪ ،(...‬ﻭﺧﻼﺻﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻥ ﲦﺔ ﺗﻨﺎﺳﺒﺎﹰ ﻃﺮﺩﻳﺎﹰ ﺑﲔ ﻣﺪﻯ ﺍﻻﺭﺗﺒﺎﻁ‬
‫ﻭﺍﳊﻔﻆ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺬﻛﺮ )ﺍﺳﺘﺪﻋﺎﺀ ﺍﳌﻔﺮﺩﺓ ﻣﻦ ﺍﻟﺬﺍﻛﺮﺓ( ؛ ﻓﻜﻠﻤﺎ ﺯﺍﺩ‬

‫‪Carter, R . and McCarthy, M . (1988). P. 12 -١١٤‬‬

‫‪498‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻻﺭﺗﺒﺎﻁ ﻭﻗﻮﻱ ﺑﲔ ﺍﳌﻔﺮﺩﺓ ﻭﺻﻮﺭ‪‬ﺎ ﺍﻟﺬﻫﻨﻴﺔ )ﺍﳌﻌﲎ( ﺯﺍﺩﺕ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺬﻛﺮ‬
‫‪١١٥‬‬
‫‪.‬‬ ‫ﻭﺍﻻﺳﺘﺬﻛﺎﺭ‬

‫ﺻﻌﻮﺑﺔ ﺍﻟﻜﻠﻤﺔ‪ .‬ﻭﻟﻌﻞ ﺃﻫﻢ ﻣﻌﺎﻳﲑ ﺻﻌﻮﺑﺔ ﺍﻟﻜﻠﻤﺔ ﺗﺘﻤﺜﻞ ﰲ‪ :‬ﺻﻌﻮﺑﺔ ﺍﻟﻜﻠﻤﺔ ﰲ‬ ‫‪-٥‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﺃﻭ ﺍﻹﻣﻼﺀ‪ ،‬ﺃﻭ ﺍﻟﻨﻄﻖ‪ ،‬ﺃﻭ ﺗﻌﺪﺩ ﺍﳌﻌﺎﱐ‪ ،‬ﺃﻭ ﻃﻮﻝ ﺍﻟﻜﻠﻤﺔ‪ ،‬ﺃﻭ ﻣﺪﻯ‬
‫ﺷﻴﻮﻋﻬﺎ‪ .‬ﻭﳝﺜﻞ ﺷﻜﻞ ﺍﳌﻔﺮﺩﺓ ﺃﺣﺪ ﻋﻨﺎﺻﺮ ﺻﻌﻮﺑﺘﻬﺎ؛ ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﳌﻌﲎ ﻭﺍﻟﺸﻜﻞ ﳝﺜﻞ ﻣﻨﻬﺠﺎﹰ ﺳﺪﻳﺪﺍﹰ ﰲ ﺍﺳﺘﺪﺧﺎﻝ ﻣﻌﲎ ﺍﳌﻔﺮﺩﺓ‬
‫ﻭﻣﻌﺎﳉﺘﻪ‪.١١٦‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﺒﻴﻨﻴﺔ‪ /‬ﺍﳌﺮﺣﻠﻴﺔ‬ ‫‪-٦‬‬

‫ﻭﳘﺎ ﻳﻄﺮﺣﺎﻥ ﺃﺳﺌﻠﺔ ﻣﻬﻤﺔ ﻫﻲ ‪ :١١٧‬ﻛﻴﻒ ﳝﻜﻦ ﻟﻨﺎ ﺃﻥ ﳓﻘﻖ ﻓﻬﻤﺎﹰ ﺃﻓﻀﻞ ﻟﻌﻤﻠﻴﺔ ﺍﻧﺪﻣﺎﺝ ﻣﻔﺮﺩﺍﺕ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﻣﻌﺠﻢ ﺍﳌﺘﻌﻠﻢ ﺍﻟﺬﻫﲏ؟ ﻭﻫﻞ ﲦﺔ ﻓﺮﻕ ﰲ ﻛﻴﻔﻴﺔ ﺍﺧﺘﺰﺍﻥ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﻋﻨﺪ ﺃﺣﺎﺩﻱ ﺍﻟﻠﻐﺔ‬
‫ﻭﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ؟ ﻭﻫﻞ ﺗ‪‬ﺨ‪‬ﺘ‪‬ﺰ‪‬ﻥﹸ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﻭﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﺸﻜﻞ ﻣﻨﻔﺼﻞ ﺃﻡ‬
‫ﻳ‪‬ﺤ‪‬ﺴ‪‬ﻦ‪ ‬ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﻤﺎ ﺑﻮﺻﻔﻬﻤﺎ ﺷﻴﺌﺎﹰ ﻭﺍﺣﺪﺍﹰ؟ ﻭﳌﺎﺫﺍ ﺗ‪‬ﻨ‪‬ﻘﹶﻞﹸ ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ﻟﻐﺔ ﺇﱃ ﺃﺧﺮﻯ ﺩﻭﻥ ﺻﻌﻮﺑﺔ‬
‫ﺭﻏﻢ ﺍﻧﺘﻔﺎﺀ ﺍﻟﺘﺸﺎﺑﻪ ﺑﻴﻨﻬﻤﺎ؟ ﻭﻣﺎ ﺍﻟﺬﻱ ﳝﻜﻦ ﺗﻌﻠﻤﻪ ﻣﻦ ﺃﺧﻄﺎﺀ ﺍﻟﻠﻐﺔ ﺍﳌﺮﺣﻠﻴﺔ؟ ﻭﳘﺎ ﻳﻨﺘﻬﻴﺎﻥ ﺇﱃ ﺃﻥﱠ ﻣﻌﻈﻢ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺗﺸﲑ ﺇﱃ ﺍﻟﺘﻤﺎﺛﻞ ﺑﲔ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﳌﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺃﺣﺎﺩﻱ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﻭﻧﺎﻗﺶ )ﺷ‪‬ﻤ‪‬ﺖ( ﺍﻛﺘﺴﺎﺏ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻛﺎﻥ ﳑﺎ ﺟﺎﺀ ﰲ ﺗﻠﻚ ﺍﳌﻨﺎﻗﺸﺔ‪ :‬ﺃﻥ ﺍﻛﺘﺴﺎﺏ‬
‫ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻻ ﳜﺘﻠﻒ ﻋﻦ ﺍﻛﺘﺴﺎﺏ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻣﻦ ﺣﻴﺚ ﺇ‪‬ﻤﺎ ﻳﺘﺒﻌﺎﻥ ﻃﺮﻳﻘﺘﲔ‬

‫‪١١٥‬‬
‫‪- Carter, R . and McCarthy, M . Ibid, p .12‬‬
‫‪Carter, R . and McCarthy, M . Ibid, p .13 -١١٦‬‬
‫‪١١٧‬‬
‫‪Carter, R . and McCarthy, M ., p p15-16 -‬‬
‫‪499‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﺘﺸﺎ‪‬ﺘﲔ ﳘﺎ‪ :‬ﺍﻟﺘﻌﻠﻢ ﺍﻟﻈﺎﻫﺮﻱ )ﺍﳋﺎﺭﺟﻲ ﺍﳌﻘﺼﻮﺩ(‪ ،‬ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﻌ‪‬ﺮ‪‬ﺿﻲ )ﺑﺎﳌﺼﺎﺩﻓﺔ(‪ .‬ﻭﻳﺮﻯ ﺃﻥﱠ ﲦﺔ‬
‫‪١١٨‬‬
‫‪ :‬ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﺍﻟﻌﻤﺮ‪ ،‬ﻭﺍﻟﺪﻭﺍﻓﻊ‪،‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﻬﻤﺔ ﺗﺆﺛﺮ ﰲ ﺍﻛﺘﺴﺎﺏ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻣﻨﻬﺎ‬
‫ﻭﻣﺪﻯ ﺍﻟﺘﻌﺮﺽ ﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﺔ‪ .‬ﻭﻳﻨﺘﻬﻲ ﺇﱃ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺗ‪‬ﺼ‪‬ﻌ‪‬ﺐ ﺇﻣﻜﺎﻧﻴﺔ ﺇﳚﺎﺩ ﻧﻈﺮﻳﺔ ﺗﺄﺧﺬ ﻫﺬﻩ‬
‫ﺍﳌﺘﻐﲑﺍﺕ ﲨﻴﻌﻬﺎ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‪.‬‬

‫ﰒ ﻳﺘﻨﺎﻭﻝ " ﺩﻭﺭ ﺍﻟﺬﺍﻛﺮﺓ ﰲ ﺍﻛﺘﺴﺎﺏ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ"‪١١٩‬؛ ﻓﻴﻌﺘﻤﺪ ﺗﻔﺮﻳﻖ‪ ‬ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ‬
‫ﺑﲔ ﺍﻟﺬﺍﻛﺮﺓ ﻗﺼﲑﺓ ﺍﳌﺪﻯ ﻭﺍﻟﺬﺍﻛﺮﺓ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ‪ ،‬ﻣﺘﻨﺎﻭﻻﹰ ﺩﻭﺭ ﻛﻞ ﻭﺍﺣﺪﺓ ﻣﻨﻬﻤﺎ ﰲ ﺍﺧﺘﺰﺍﻥ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﻭﺩﻭﺭﳘﺎ ﰲ "ﻣﻌﺎﳉﺔ ﺍﳌﻔﺮﺩﺍﺕ"‪ .‬ﻓﻬﻮ ﻳﺮﻯ ﺃﻥ ﺍﻟﺬﺍﻛﺮﺓ ﻗﺼﲑﺓ ﺍﳌﺪﻯ ﲤﺜﻞ ﺃﺩﺍﺓ ﻣﻬﻤﺔ ﻟﻠﺘﻨﺒﺆ‬
‫ﲟﻘﺪﺍﺭ ﲢﺼﻴﻞ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻭﻗﺖ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺃﻣﺎ ﺍﻟﺬﺍﻛﺮﺓ ﻃﻮﻳﻠﺔ ﺍﳌﺪﻯ ﻓﺘﻤﺜﻞ ﺃﺩﺍﺓ ﻟﻘﻴﺎﺱ‬
‫ﻣﺎ ﺍﺳﺘﻘﺮ‪ ‬ﻣﻦ ﺍﻟﻠﻐﺔ ﰲ ﻻ ﻭﻋﻲ ﺍﳌﺘﻌﻠﻢ‪.‬‬

‫ﰒ ﺇﻧﻪ ﻳﻨﺎﻗﺶ ﻣﺎ ﻳﻌﺮﺽ ﻟﻠﺬﺍﻛﺮﺓ ﻣﻦ ﺍﻟﻨﺴﻴﺎﻥ ﻭﻓﻘﺪﺍﻥ ﺍﻟﻠﻐﺔ؛ ﻓﻘﺪ ﺍﻧﺘﻬﻰ ﺇﱃ ﺃﻥﱠ ﺍﳌﻔﺮﺩﺍﺕ‪ ‬ﺍﻻﺳﺘﻘﺒﺎﻟﻴﺔﹶ‬
‫ﺃﻛﺜﺮ ﻋﺮﺿﺔ ﻟﻠﻨﺴﻴﺎﻥ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﻫﻮ ﻳ‪‬ﺮ‪‬ﺟﹺﻊ‪" ‬ﺍﺿﻤﺤﻼﻝ ﺍﳌﻔﺮﺩﺍﺕ" ﻭﺿﻴﺎﻋﻬﺎ ﺇﱃ ﻗﻠﺔ‬
‫ﳑﺎﺭﺳﺔ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻻ ﻳﻔﻮﺗﻪ ﺃﻥ ﻳﺮﺑﻂ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺑﻀﻴﺎﻉ ﺍﻟﻠﻐﺔ ﻭﻓﻘﺪﺍ‪‬ﺎ؛ ﺫﻟﻚ ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﺭﺗﻘﺖ‬
‫ﻛﻔﺎﻳﺔ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﺍﳌﻤﺎﺭﺳﺔ ﺃﻫﻢ ﻭﺳﺎﺋﻞ ﺍﺭﺗﻘﺎﺋﻬﺎ‪ ،‬ﻗﹶﻠﱠﺖ‪ ‬ﻓﺮﺻﺔ ﺿﻴﺎﻉ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬

‫ﻭﻣﻨﺘﻬﻰ ﺭﺃﻱ )ﺷ‪‬ﻤ‪‬ﺖ( ﰲ ﻋﻼﻗﺔ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﻟﺬﺍﻛﺮﺓ ﺃﻥﱠ " ﻣﻮﺿﻮﻉ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺇﳕﺎ ﻫﻮ ﻧﻘﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺠﻤﻴﺔ ﻣﻦ ﺍﻟﺬﺍﻛﺮﺓ ﻗﺼﲑﺓ ﺍﳌﺪﻯ‪ ،‬ﻭﻫﻲ ﻣ‪‬ﺴ‪‬ﺘ‪‬ﻘﺮ‪‬ﻫﺎ ﰲ ﺃﺛﻨﺎﺀ ﻣﻌﺎﳉﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﺇﱃ ﺍﻟﺬﺍﻛﺮﺓ ﻃﻮﻳﻠﺔ‬
‫ﺍﳌﺪﻯ"‪ .١٢٠‬ﻭﻟﻌﻞ ﻫﺬﺍ ﻳﻘﻮﺩﱐ ﺇﱃ ﺍﻟﻘﻮﻝ‪ :‬ﺇﻥﱠ ﺍﻟﺬﺍﻛﺮﺓ ﻗﺼﲑﺓ ﺍﳌﺪﻯ ﲣﺘﺺ ﺑﺎﻟﺘﻌﻠﻢ‪ ،‬ﻭﺃﻣﺎ ﻃﻮﻳﻠﺔ ﺍﳌﺪﻯ‬

‫‪١١٨‬‬
‫‪Schmi ,N. (2000) . p.116-‬‬
‫‪Ibid. p129-١١٩‬‬
‫‪١٢٠‬‬
‫‪Ibid. p123.-‬‬
‫‪500‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻓﺘﺨﺘﺺ ﺑﺎﻻﻛﺘﺴﺎﺏ ﻭﺍﻻﺳﺘﺪﺧﺎﻝ؛ ﺃﻱ ﺃﻥ ﺗﺼﲑ ﺍﳌﻔﺮﺩﺓ ﺟﺰﺀﺍﹰ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺍﳌﺴﺘﻘﺮﺓ ﰲ‬
‫ﺍﻟﻼﻭﻋﻲ‪.‬‬
‫‪١٢١‬‬
‫ﻧﻈﺮﻳﺔ ﻣﻘﺘﺮﺣﺔ ﻟﺘﻔﺴﲑ ﺍﻛﺘﺴﺎﺏ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﻣﻔﺮﺩﺍﺕ‪ ‬ﺗﻠﻚ‬ ‫ﻭﻗﺪﻡ "ﻛﻮﺩﻱ ﻭﺯﻣﻴﻼﻩ"‬
‫ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻫﻲ ﺗﺮﻯ ﺃﻥ ﻫﻨﺎﻙ ﳕﻮﺫﺟﺎﹰ ﻋﺎﳌﻴﺎﹰ ﻳﺸﺘﺮﻙ ﻓﻴﻪ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺑﺎﻟﻠﻐﺔ ﻣﻊ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﻭ‪‬ﺘﻢ ﻫﺬﻩ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﺑﺎﻛﺘﺴﺎﺏ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﻟﻘﺮﺍﺀﺓ )ﺍﻟﻮﺳﻴﻂ( ﻭﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻓﻜﺮﺓ )ﺍﳌﺪﺍﺧﻞ ﺍﳌﻌﺠﻤﻴﺔ( ﺑﻮﺻﻔﻬﺎ )ﺑﲎ‬
‫ﻣﻌﺮﻓﻴﺔ(‪ .‬ﻭﺟﻮﻫﺮ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺃﺳﺎﺳﻬﺎ ﺍﻻﺩ‪‬ﻋﺎﺀُ ﺑﺄﻥ ﺍﻟﻔﺌﺎﺕ ﺍﳌﻌﺠﻤﻴﺔ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﺃ ﻭ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺃﻱ ﻣﺮﺣﻠﺔ ﻣﻦ ﺗﻄﻮﺭ ﺍﻟﻠﻐﺔ ﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﺇﱃ ﺛﻼﺙ ﻣﺮﺍﺣﻞ ﻣﺘﺘﺎﺑﻌﺔ ﻣﺘﺪﺭﺟﺔ‪ ،‬ﻫﻲ‪ :‬ﺍﻷﺷﻜﺎﻝ‬
‫ﻭﺍﳌﻌﺎﱐ ﺍﻟﺸﺎﺋﻌﺔ ﺍﳌﻌﺮﻭﻓﺔ‪ ،‬ﻭﻫﻲ ﺗ‪‬ﺘ‪‬ﻌ‪‬ﺮ‪‬ﻑ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴﺎﹰ‪ ،‬ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺗ‪‬ﺘ‪‬ﻌ‪‬ﺮ‪‬ﻑ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ‬
‫ﻳﻐﻠﺐ ﺃﻻ ﺗﻜﻮﻥ ﻣﻌﺮﻭﻓﺔ ﻟﻠﻤﺘﻌﻠﻢ‪ ،‬ﻭﺗﻨﺒﻐﻲ ﻣﻌﺮﻓﺘﻬﺎ ﻭﻓﻖ ﻣﺮﺟﻌﻴﺎﺕ ﺍﻟﻨﺺ‪ ،‬ﻭﻫﻲ ﺗ‪ً‬ﻌ‪‬ﺮ‪‬ﻑ‪ ‬ﺑﺎﻟﻌﻮﺩﺓ ﺇﱃ‬
‫ﺍﳌﻌﺠﻢ‪ ،‬ﻭﻟﺬﻟﻚ ﻳﻨﺒﻐﻲ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻬﺎ‪.‬‬

‫‪١٢١‬‬
‫‪J. Coady, Resaerch on ESL/EFL Vocabulary Acquisition Putting in Context, in: -‬‬
‫‪Second Language Reading and Vocabulary Learning, pp14-16‬‬
‫‪501‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻭﻟﻜﻦ ﻛﻴﻒ ﺗﻜﺘﺴﺐ ﺍﳌﻌﺮﻓﺔ ﺑﺎﳌﻔﺮﺩﺍﺕ؟ ﻭ ﻣﺎ ﻣﻌﲎ ﻣﻌﺮﻓﺔ ﺍﳌﻔﺮﺩﺓ؟‬

‫ﻟﻌﻞ ﺍﳌﻌﲎ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ ﺍﻧﻔﺘﺎﺣﺎﹰ ﻋﻠﻰ ﺍﻟﻌﻠﻮﻡ؛ ﺇﺫ ﺇﻧﻪ ﳜﺮﺝ ﻣﻦ ﺍﻹﻃﺎﺭ ﺍﻟﻠﻐﻮﻱ ﺍﳋﺎﻟﺺ ﺇﱃ‬
‫ﺃﻃﺮ ﻣﻌﺮﻓﻴﺔ ﻣﺘﻌﺪﺩﺓ؛ ﻓﻘﺪ ﺍﻋﺘﲎ ﺑﻪ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﻭﺍﻟﻔﻼﺳﻔﺔ ﻭﻋﻠﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻉ ﻭ ﺍﳌﻨﺎﻃﻘﺔ ﻭﻋﻠﻤﺎﺀ ﺍﻟﺘﺸﺮﻳﺢ‬
‫ﻣﻨﺬ ﺍﻟﻘﺪﱘ‪ .‬ﻭﻟﻌﻞ ﺫﻟﻚ ﻳﻜﺸﻒ ﻛﺸﻔﺎﹰ ﺻﺮﳛﺎﹰ ﻋﻦ ﻣﺪﻯ ﺗﻌﻘﺪ ﺍﳌﻮﺿﻮﻉ ﻭﺗﺸﻌﺒﺎﺗﻪ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺗ‪‬ﺸ‪‬ﻜﱡﻞ‬
‫ﺍﳌﻌﲎ ﻭﺍﻛﺘﺴﺎﺑﻪ ﳝﺜﻞ ﻣﺴﺄﻟﺔ ﻣﻌﺮﻓﻴﺔ ﻭﺍﺧﺘﺒﺎﺭﻳﺔ ﺻﻌﺒﺔ ﻟﺪﻯ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﻓﺈﻧﻪ ﺣﺮﻱ ﺑﻪ ﺃﻥ ﻳﻜﻮﻥ ﺃﻋﻘﺪ‪‬‬
‫ﻭﺃﺻﻌﺐ‪ ‬ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑ ﺍﻟﻠﻐﺔ‪.١٢٢‬‬

‫ﻋﻠﻰ ﺃﻥ ﺃﻫﻢ ﻣﺎ ﻳﺜﺎﺭ ﰲ ﺳﻴﺎﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﺳﺆﺍﻝ ﻣﻬﻢ ﻳﺘﺰﻳﺎ ﺑﺄﺯﻳﺎﺀ ﻣﺘﻌﺪﺩﺓ ﻳﺸﺨﺼﻬﺎ‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﻌﺮﻳﺾ ﺍﻟﺘﺎﱄ‪ :‬ﻣﺎ ﻣﻌﲎ "ﻣﻌﺮﻓﺔ" ﺍﻟﻜﻠﻤﺔ؟ ﻭﻫﻮ ﺳﺆﺍﻝ ﻳﻨﺸﻌﺐ ﺇﱃ ﺃﺳﺌﻠﺔ ﻓﺮﻋﻴﺔ ﻣﻨﻬﺎ‪ :‬ﻣﱴ ﻧﻘﻮﻝ‬
‫ﺇﻥ ﺍﻟﻄﺎﻟﺐ ﻓﻬﻢ ﻣﻌﲎ ﺍﻟﻜﻠﻤﺔ؟ ﻭﻫﻞ ﲦﺔ ﻓﺮﻕ ﺑﲔ ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺔ ﻭﺍﻛﺘﺴﺎ‪‬ﺎ؟‬

‫ﺇﻥ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻟﻴﺴﺖ ﺑﺎﻷﻣﺮ ﺍﻟﻴﺴﲑ؛ ﺇﺫ ﺇ‪‬ﺎ ﺗﻘﻊ ﰲ ﺻﻤﻴﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﻧﻈﺮﻳﺔ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﻓﻠﺴﻔﺔ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻟﻌﻞ ﺧﲑ ﻭﺳﻴﻠﺔ ﻟﺘﺠﻠﻴﺔ ﻫﺬﺍ ﺍﻷﻣﺮ ﺃﻥ ﻧﺴﻮﻕ ﲨﻠﺔ ﺁﺭﺍﺀ‬
‫ﻟﻌﺪﺩ ﻣﻦ ﺍﳌﺸﺘﻐﻠﲔ ﺑﺎﳌﻴﺪﺍﻥ‪.‬‬

‫ﻳﺮﻯ "ﻣﺎﻳﻜﻞ ﻭﻻﺱ" ﺃﻥ ﻣﻌﺮﻓﺔ ﻛﻠﻤﺔ ﺑﺎﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻛﻤﻌﺮﻓﺔ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ ‪‬ﺎ ﻗﺪ ﺗﻌﲏ ﺍﻻﻗﺘﺪﺍﺭ‬
‫ﻋﻠﻰ‪:١٢٣‬‬

‫‪ ١٢٢‬ﻟﺘﻔﺎﺻﻴﻞ ﻭﺍﻓﻴﺔ ﻋﻦ ﻛﻴﻔﻴﺔ ﻣﻌﺎﳉﺔ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻫﲏ ﺍﻧﻈﺮ‪:‬‬
‫)‪Lengyel , Z . and : Navracsics, J , (editores) , (2007‬‬
‫‪١٢٣‬‬
‫)‪- Micheal Wallace, (1982‬‬
‫‪502‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﻌﺮﻑ ﺍﳌﻔﺮﺩﺓ ﰲ ﺻﻮﺭ‪‬ﺎ ﺍﳌﻨﻄﻮﻗﺔ ﺃﻭ ﺍﳌﻜﺘﻮﺑﺔ‪.‬‬ ‫‪-١‬‬

‫ﺍﻻﺳﺘﺪﻋﺎﺀ ﻭﻗﺖ ﺍﳊﺎﺟﺔ‪.‬‬ ‫‪-٢‬‬

‫ﺭﺑﻄﻬﺎ ﲟﻮﺿﻮﻉ ﺃﻭ ﻣﻔﻬﻮﻡ ﻣﻨﺎﺳﺐ‪.‬‬ ‫‪-٣‬‬

‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺻﻮﺭ‪‬ﺎ ﺍﻟﻨﺤﻮﻳﺔ ﺍﳌﻼﺋﻤﺔ‪.‬‬ ‫‪-٤‬‬

‫ﻧﻄﻘﻬﺎ ﻧﻄﻘﺎﹰ ﺩﺍﻻﹰ ﻣ‪‬ﻔﹾﻬﹺﻤﺎﹰ ﻏﲑ ﻣﻠﺘﺒﺲ‪.‬‬ ‫‪-٥‬‬

‫ﺭﲰﻬﺎ ﺭﲰﺎﹰ ﻛﺘﺎﺑﻴﺎﹰ ﺻﺤﻴﺤﺎﹰ )ﺍﻟﺘﻬﺠﺌﺔ ﻋﻠﻰ ﻭﻓﻖ ﻣﻘﺘﻀﻰ ﺭﺳﻢ ﺍﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﱠﻤﺔ(‪.‬‬ ‫‪-٦‬‬

‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﺍﺳﺘﻌﻤﺎﻻﹰ ﺻﺤﻴﺤﺎﹰ ﻣﻊ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺘﻀﺎﻡ‪ ‬ﻣﻌﻬﺎ )ﺍﳌﺘﻼﺯﻣﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ(‪.‬‬ ‫‪-٧‬‬

‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﺍﺳﺘﻌﻤﺎﻻﹰ ﺳﻴﺎﻗﻴﺎﹰ ﺻﺤﻴﺤﺎﹰ ﻭﻓﻖ ﻣﻘﺘﻀﻴﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ )ﺳﻴﺎﻕ ﺭﲰﻲ‪،‬‬ ‫‪-٨‬‬
‫ﺳﻴﺎﻕ ﻭﺩﻱ‪....‬ﺣﺴﺐ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﺨﺎﻃﺒﲔ(‪.‬‬

‫ﺇﺩﺭﺍﻙ ﻇﻼﻝ ﺍﳌﻌﲎ ﻭﺍﺭﺗﺒﺎﻃﺎﺕ ﺍﳌﻔﺮﺩﺓ ﺑﻐﲑﻫﺎ ‪.‬‬ ‫‪-٩‬‬

‫ﺃﻣﺎ "ﻧﺎﻳﺸﻦ" ﻓﻘﺪ ﺗﻨﺎﻭﻝ "ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺔ" ﻣﻦ ﺯﺍﻭﻳﺘﲔ‪ :‬ﺍﳌﻌﺮﻓﺔ ﺍﻻﺳﺘﻘﺒﺎﻟﻴﺔ‪ ،‬ﻭﺍﳌﻌﺮﻓﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ .‬ﻭﺑﻴﺎﻥ‬
‫ﺫﻟﻚ ﻓﻴﻤﺎ ﻳﻠﻲ‪:١٢٤‬‬

‫‪١٢٤‬‬
‫‪I.S.P. Na on. (1990). p31-‬‬
‫‪503‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻛﻴﻒ ﺗﺒﺪﻭ ﺃﺻﻮﺍﺕ ﺍﻟﻜﻠﻤﺔ؟‬ ‫ﺍﺳﺘﻘﺒﺎﻝ‬

‫ﺍﳌﻨﻄﻮﻕ‬
‫ﺇﻧﺘﺎﺝ‬
‫ﻛﻴﻒ ﺗﻨﻄﻖ ﺃﺻﻮﺍﺕ ﺍﻟﻜﻠﻤﺔ؟‬

‫ﻛﻴﻒ ﺗﺒﺪﻭ ﺻﻮﺭﺓ ﺍﻟﻜﻠﻤﺔ‬ ‫ﺍﻟﺸﻜﻞ‬

‫ﺍﺳﺘﻘﺒﺎﻝ‬
‫ﻣﻜﺘﻮﺑﺔ؟‬ ‫ﺍﳌﻜﺘﻮﺏ‬

‫ﻛﻴﻒ ﺗﻜﺘﺐ ﺍﻟﻜﻠﻤﺔ ﻭ‪‬ﺠ‪‬ﻰ؟‬ ‫ﺇﻧﺘﺎﺝ‬

‫ﰲ ﺃﻱ ﺃﳕﺎﻁ ﳓﻮﻳﺔ )ﺃﺷﻜﺎﻝ(‬

‫ﺍﺳﺘﻘﺒﺎﻝ‬
‫ﺗﻘﻊ ﺍﻟﻜﻠﻤﺔ؟‬

‫ﰲ ﺃﻱ ﺍﻷﳕﺎﻁ ﺍﻟﻨﺤﻮﻳﺔ ﳚﺐ ﺃﻥ‬ ‫ﺍﻷﳕﺎﻁ ﺍﻟﻨﺤﻮﻳﺔ‬

‫ﺇﻧﺘﺎﺝ‬
‫ﻧﺴﺘﻌﻤﻞ ﺍﻟﻜﻠﻤﺔ؟‬

‫ﻣﺎ ﻫﻲ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺃﻧﻮﺍﻉ‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺴﺒﻖ‬ ‫ﺍﺳﺘﻘﺒﺎﻝ‬ ‫ﺍﳌﻮﻗﻊ‬
‫ﺍﳌﻔﺮﺩﺓ ﺃﻭ ﺗﺘﺒﻌﻬﺎ؟‬ ‫ﺍﻟﺘﻀﺎﻡ )ﺍﳌﺘﻼﺯﻣﺎﺕ‬

‫ﻣﺎ ﻫﻲ ﺍﳌﻔﺮﺩﺍﺕ ﺃﻭ ﺃﻧﻮﺍﻉ‬ ‫ﺍﻟﻠﻔﻈﻴﺔ(‬

‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﳚﺐ ﺃﻥ‬ ‫ﺇﻧﺘﺎﺝ‬

‫ﻧﺴﺘﻌﻤﻠﻬﺎ ﻣﻊ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺓ ؟‬

‫‪504‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺎ ﻣﺪﻯ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺔ؟‬ ‫ﺍﺳﺘﻘﺒﺎﻝ‬

‫ﺍﻟﺸﻴﻮﻉ‪/‬ﺍﻟﺘﺮﺩﺩ‬
‫ﻣﺎ ﺍﻷﺣﻮﺍﻝ )ﺍﳌﺪﻯ( ﺍﻟﺬﻱ‬
‫ﺇﻧﺘﺎﺝ‬
‫ﳚﺐ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﻠﻤﺔ ﻓﻴﻬﺎ؟‬
‫ﺍﻟﻮﻇﻴﻔﺔ‬
‫ﺃﻳﻦ ﻧﺘﻮﻗﻊ ﻣﺼﺎﺩﻓﺔ ﻫﺬﻩ‬
‫ﺍﺳﺘﻘﺒﺎﻝ‬
‫ﺍﻟﻜﻠﻤﺔ؟‬
‫ﺍﳌﻼﺀﻣﺔ‬
‫ﺃﻳﻦ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ‬
‫ﺇﻧﺘﺎﺝ‬
‫ﺍﻟﻜﻠﻤﺔ؟‬

‫ﻣﺎﺫﺍ ﺗﻌﲏ ﺍﻟﻜﻠﻤﺔ؟‬ ‫ﺍﺳﺘﻘﺒﺎﻝ‬

‫ﻣﺎ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﳚﺐ‬

‫ﺇﻧﺘﺎﺝ‬ ‫ﺍﳌﻔﻬﻮﻡ‬
‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﳌﻌﲎ؟‬

‫ﻣﺎ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﲡﻌﻠﻨﺎ ﻫﺬﻩ‬

‫ﺍﺳﺘﻘﺒﺎﻝ‬ ‫ﺍﳌﻌﲎ‬
‫ﺍﳌﻔﺮﺩﺓ ﻧﺴﺘﺪﻋﻴﻬﺎ‪ /‬ﻧﻔﻜﺮ ‪‬ﺎ؟‬
‫ﺍﻻﺭﺗﺒﺎﻃﺎﺕ‬
‫ﻣﺎ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ‬
‫ﺇﻧﺘﺎﺝ‬
‫ﻧﺴﺘﻌﻤﻠﻬﺎ ﺑﺪﻻﹰ ‪‬ﺬﻩ ﺍﻟﻜﻠﻤﺔ؟‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﻣﺎ " ﺷ‪‬ﻤ‪‬ﺖ" ﻓﺈﻧﻪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺎ ﻗﺪﻣﻪ "ﻧﺎﻳﺸﻦ" ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﻻﺳﺘﻘﺒﺎﻟﻴﺔ ﻭﺍﳌﻌﺮﻓﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ؛ ﻓﻘﺪ ﺍﲣﺬ‬
‫‪١٢٥‬‬
‫ﻟﺒﻴﺎﻥ ﻣﻌﲎ " ﺍﳌﻌﲎ" ﻭﲡﻠﻴﺎﺗﻪ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺘﻨﺎﻭﻻﹰ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ‬ ‫ﻓﺼﻼﹰ ﻛﺎﻣﻼﹰ‬
‫ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﻌﲎ ﻭﻻﺳﻴﻤﺎ ﻧﻈﺮﻳﺎﺕ‪ :‬ﺍﳌﻼﻣﺢ ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻭﺍﳌﻔﻬﻮﻡ‪ ،‬ﻭﺍﻟﻨﻤﻮﺫﺝ‪ ،‬ﻭﺍﳌﻌﲎ ﺍﳌﺮﻛﺰﻱ ﻭﺍﳌﻌﲎ‬
‫ﺍﳍﺎﻣﺸﻲ‪...‬ﺇﱁ‪ .‬ﻭﺍﻧﺘﻬﻰ ﻣﻦ ﺫﻟﻚ ﺇﱃ ﺃﻥ ﺗﻨﻈﻴﻢ ﺍﳌﻌﲎ ﰲ ﺩﻣﺎﻍ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻳﱰﻉ ﺇﱃ ﺍﻟﺘﺸﺎﺑﻪ‪،‬‬
‫ﻭﺃﻥ ﻫﺬﺍ ﺍﻟﺘﻨﻈﻴﻢ ﳜﺘﻠﻒ ﺑﺎﻟﻨﻀﺞ ﺍﻟﻠﻐﻮﻱ ﻟﺪﻯ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ‪ ،‬ﻭﺑﺮﻗﻲ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﰒ‬
‫ﻳﺘﻨﺎﻭﻝ ﰲ ﻓﺼﻞ ﺁﺧﺮ ﻭﺟﻮﻩ ﺍﳌﻌﲎ ﳓﻮﻳﺎﹰ ﻭﺻﺮﻓﻴﺎﹰ ﳑﺎ ﻳﻨﺒﻐﻲ ﻟﻠﻤﺘﻌﻠﻢ ﲢﺼﻴﻠﻪ ﻟﻴﻘﺘﺪﺭ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺓ‬
‫ﺍﺳﺘﻌﻤﺎﻻﹰ ﺻﺤﻴﺤﺎﹰ‪.١٢٦‬‬

‫ﺃﻣﺎ ﺭﻭﻧﺎﻟﺪ ﻛﺎﺭﺗﺮ‪ ١٢٧‬ﻓﲑﻯ ﺃﻥ ﻣﻌﺮﻓﺔ ﻣﻌﲎ ﺍﻟﻜﻠﻤﺔ ﺗﻌﲏ‪:‬‬

‫ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﻠﻤﺔ ﺇﻧﺘﺎﺟﻴﺎﹰ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺪﻋﺎﺋﻬﺎ ﻟﻼﺳﺘﻌﻤﺎﻝ ﺍﻟﻔﻌﺎﻝ‪.‬‬ ‫‪-‬‬

‫ﻣﻌﺮﻓﺔ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻜﻠﻤﺔ ﰲ ﺍﳋﻄﺎﺏ ﺍﳌﻨﻄﻮﻕ ﺃﻭ ﺍﳌﻜﺘﻮﺏ ﺃﻭ ﻛﻠﻴﻬﻤﺎ‪.‬‬ ‫‪-‬‬

‫ﻣﻌﺮﻓﺔ ﺍﻷﻃﺮ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻮﺿﻊ ﻓﻴﻬﺎ ﺍﻟﻜﻠﻤﺔ‪ ،‬ﻭﺍﻟﺒﲎ ﺍﻟﻌﻤﻴﻘﺔ‬ ‫‪-‬‬
‫ﻭﺍﻻﺷﺘﻘﺎﻗﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﲢﺼﻴﻠﻬﺎ ﻣﻨﻬﺎ‪.‬‬

‫ﻣﻌﺮﻓﺔ ﻋﻼﻗﺎﺕ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ﺑﻐﲑﻫﺎ ﻣﻦ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﱠﻤﺔ‪ ،‬ﻭﻛﻠﻤﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‬ ‫‪-‬‬
‫ﺍﳌﺘﺼﻠﺔ ‪‬ﺎ‪.‬‬

‫‪١٢٥‬‬
‫‪Schmi , N , (2000), pp 22-44-‬‬
‫‪Ibid, pp 45-67-١٢٦‬‬
‫‪١٢٧‬‬
‫‪- R. Carter, (2007) . p239‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻌﺮﻓﺔ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺔﻭ ﻭﻇﻴﻔﻴ‪‬ﺘﻬﺎ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﻇﺎﺋﻔﻬﺎ ﺍﳋﻄﺎﺑﻴﺔ ﻭﺍﻟﺘﺪﺍﻭﻟﻴﺔ‪ ،‬ﻭﺃﺳﻠﻮﺑﻴﺔ‬ ‫‪-‬‬
‫ﺍﺳﺘﻌﻤﺎﳍﺎ‪.‬‬

‫ﻣﻌﺮﻓﺔ ﺍﳌﻌﺎﱐ ﺍﻟﱵ ﺗﺘﺼﻞ ‪‬ﺎ‪ ،‬ﻭﺃﳕﺎﻃﻬﺎ ﺍﻟﺘﻼﺯﻣﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺔ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍﹰ ﻣﻦ ﻋﺒﺎﺭﺍﺕ ﳏﺪﺩﺓ ﻳﺴﺘﺪﻋﻴﻬﺎ ﺍﻻﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺎ‬ ‫‪-‬‬
‫ﺍﻗﺘﻀﺖ ﺍﳊﺎﺟﺔ ﺫﻟﻚ‪.‬‬

‫ﻭﻳﻈﻬﺮ ﺃﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﻟﺴﻬﻮﻟﺔ ﲟﻜﺎﻥ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻢ ﺍﻷﺟﻨﱯ ﺃﻥ ﻳﺘﻤﻜﻦ ﻣﻦ ﻫﺬﻩ ﺍﳌﻌﺎﺭﻑ ﻛﻠﻬﺎ‪ ،‬ﻭﻳﻈﻬﺮ‬
‫ﺃﻥ ﻣﻌﺮﻓﺘﻪ " ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ" ﺳﺘﻈﻞ ﻣﻨﻘﻮﺻﺔ ﻣﻬﻤﺎ ﺗ‪‬ﻤ‪‬ﻜﹶﻦ‪ ‬ﻣﻦ ﻫﺬﻩ ﺍﻟﻠﻐﺔ! ﻭ ﻳﺰﻳﺪ ﺍﻷﻣﺮ ﺻﻌﻮﺑﺔ ﺃﻥ‬
‫ﺑﻌﺾ ﻫﺬﻩ "ﺍﳌﻌﺮﻓﺔ ﺍﻟﻨﻈﺮﻳﺔ" ﺑﺎﳌﻌﲎ ﻻ ﳝﻜﻦ ﺍﺳﺘﻴﻌﺎ‪‬ﺎ ﺗﻌﻠﻤﺎﹰ ﺃﻭ ﺗﻌﻠﻴﻤﺎﹰ؛ ﻭﺑﻴﺎﻥ ﺫﻟﻚ ﺃﻥ ﺍﳌﻌﻠﻢ ﻏﺎﻟﺒﺎﹰ ﻣﺎ ﻳﱰﻉ‬
‫ﰲ ﺍﳌﺮﺗﺒﺔ ﺍﻷﻭﱃ ﺇﱃ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﻌﲎ ﺍﳌﻌﺠﻤﻲ‪ ،‬ﻭﻻ ﻳﻨﺼﺮﻑ ﺇﱃ ﺍﳌﻌﺎﱐ ﺍﻷﺧﺮﻯ ﺇﻻ ﰲ ﺳﻴﺎﻗﺎﺕ‬
‫ﻋ‪‬ﺮ‪‬ﺿ‪‬ﻴ‪‬ﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﻌﺮﺿﻴﺔ ﻻ ﳝﻜﻦ ﺃﻥﹾ ﺗﺴﺘﻮﻋﺐ ﲨﻴﻊ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻄﻠﻮﺑﺔ؛ ﻓﻬﻞ ﲟﻜﻨﺔ ﺍﳌﻌﻠﻢ‬
‫ﻣﺜﻼﹰ ﺃﻥ ﻳﺴﺘﻮﻋﺐ ﲨﻴﻊ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﱵ ﺗﺮﺩ ﻓﻴﻬﺎ ﻣﻔﺮﺩﺓ ﻣﺎ؟ ﻭﻫﻞ ﲟﻜﻨﺘﻪ ﺃﻥ ﳛﺼﺮ ﲨﻴﻊ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ‬
‫ﺗﺘﻀﺎﻡ ﻭﺗﺘﻼﺯﻡ ﻣﻌﻬﺎ؟ ﻳﺒﺪﻭ ﺫﻟﻚ ﺃﻣﺮﺍﹰ ﻣﺘﻌﺬﺭﺍﹰ ﺟﺪﺍﹰ‪ ،‬ﻣ‪‬ﻦ‪ ‬ﰒﱠ ﻓﺈﻥ ﺃﻣﺮ ﺍﻟﻌﻨﺎﻳﺔ ﺑﻪ ﺃﻣﺮ ﻧﺴﱯ‪ ،‬ﻭﻟﻌﻞ ﻫﺬﺍ ﻳﻔﺴﺮ‬
‫ﺗﻔﺴﲑﺍﹰ ﺩﺍﻻ ﻣﺎ ﻳﻘﻊ ﻓﻴﻪ ﻃﻠﺒﺔ ﻏﲑ ﻧﺎﻃﻘﲔ ﺑﻠﻐﺔ ﻣﺎ ﻣﻦ ﺃﺧﻄﺎﺀ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺍﺕ ﺭﻏﻢ ﺃ‪‬ﻢ ﻳ‪‬ﻌ‪‬ﺪ‪‬ﻭﻥ ﰲ‬
‫ﻣﺴﺘﻮﻯ ﻣﺘﻘﺪﻡ ﻣﻦ ﺗﻌﻠﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻳﻈﻬﺮ ﺃﻥ ﺍﻟﻜﻔﺎﻳﺔ ﺍﳌﻌﺠﻤﻴﺔ ﻟﻠﻤﺘﻌﻠﻢ ﺍﻷﺟﻨﱯ ﺳﺘﻈﻞ ﻗﺎﺻﺮﺓ ﻧﺴﺒﻴﺎﹰ‪.‬‬

‫ﺇﻥﱠ ﺗﻌﺬﺭ ﲢﺼﻴﻞ ﻛﻔﺎﻳﺔ ﻣﻌﺠﻤﻴﺔ ﻣﺘﻘﺪﻣﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻳﻘﻮﺩﻧﺎ ﻫﻨﺎ ﺇﱃ ﺗﻔﺮﻳﻖ ﻣﻬﻢ ﺑﲔ ﺗﻌﻠﻢ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻛﺘﺴﺎ‪‬ﺎ؛ ﻭﻋﻨﺪﻱ ﺃﻥ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺓ ﻣﺮﺣﻠﺔ ﺃﺩﱏ ﻣﺮﺗﺒﺔ ﻣﻦ ﺍﻛﺘﺴﺎ‪‬ﺎ‪ ،‬ﻓﺘﻌﻠﻤﻬﺎ ﻳﻌﲏ ﺃﻥ ﻫﺬﺍ‬
‫ﺍﳌﺘﻌﻠﻢ ﻗﺪ ﻗﺪﻣﺖ ﻟﻪ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺓ ﲟﻌﻨﺎﻫﺎ ﻭﺩﻻﻟﺘﻬﺎ ﻭﻋﻼﻗﺘﻬﺎ ﺑﻐﲑﻫﺎ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﺗﻈﻞ‬
‫ﻣﻨﻘﻮﺻﺔ ﺣﲔ ﻳﻌﺠﺰ ﻋﻦ ﺗﻮﻇﻴﻔﻬﺎ ﰲ ﺳﻴﺎﻕ ﻣﻨﺎﺳﺐ ﺃﻭ ﺿﻤﻬﺎ ﺇﱃ ﻛﻠﻤﺔ ﺃﺧﺮﻯ ﺗﺘﻼﺯﻡ ﻣﻌﻬﺎ‪ .‬ﻭﺃﻣﺎ‬
‫ﺍﻻﻛﺘﺴﺎﺏ ﻓﻴﻌﲏ ﺃﻥ ﺍﳌﺘﻌﻠﻢ ﲡﺎﻭﺯ ﻣﺮﺣﻠﺔ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻻﺳﺘﻘﺒﺎﻟﻴﺔ ﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﳌﻔﺮﺩﺓ ﺇﱃ ﺍﺳﺘﻌﻤﺎﳍﺎ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺗﻮﻇﻴﻔﻬﺎ ﺗﻮﻇﻴﻔﺎﹰ ﳓﻮﻳﺎﹰ ﻭﺳﻴﺎﻗﻴﺎﹰ ﻭﺃﺳﻠﻮﺑﻴﺎﹰ ﻣﻜﺎﻓﺌﺎﹰ ﻻﺳﺘﻌﻤﺎﻝ ﺍﺑﻦ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻟﻌﻞ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﺍﻻﻛﺘﺴﺎﺑﻴﺔ‬
‫ﺍﻟﻼﻭﻋﻴﺔ ﻻ ﺗﺘﺤﺼﻞ ﺇﻻ ﺑﺎﳌﻤﺎﺭﺳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺒﺎﺷﺮﺓ؛ ﺃﻱ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻣﻦ ﺃﻫﻠﻬﺎ ﻭﰲ ﺑﻠﺪﻫﻢ‪.‬‬

‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﺼﻴﺔ‪:‬‬
‫ﺍﻋﺘﻨﺖ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﺼﻴﺔ ﻣﻨﺬ ﳕﺎﺫﺟﻬﺎ ﺍﳌﺒﻜﺮﺓ ﻋﻨﺪ ﻫﺎﻟﻴﺪﺍﻱ ﻭﺭﻗﻴﺔ ﺣﺴﻦ ﺑﺎﳌﻔﺮﺩﺍﺕ ﻭﺍﳌﻌﺠﻢ؛ ﻭﲤﺜﻠﺖ‬
‫ﻫﺬﻩ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺘﺠﺎﻭﺯ ﺍﻟﻨﻈﺮﺓ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻠﻤﻔﺮﺩﺍﺕ ﻣﻦ ﺣﻴﺚ ﺇ‪‬ﺎ ﻋﻨﺎﺻﺮ‪) ‬ﺩ‪‬ﻭﺍﻝﹼ( ﻣﻌﺠﻤﻴﺔ ﲢﻤﻞ ﻣﻌﲎ‬
‫ﻣﺴﺘﻘﻼﹰ ﻭﺧﺎﺭﺟﻴﺎﹰ ﻣﻨﻌﺰﻻﹰ ﻋﻦ ﺍﻟﺴﻴﺎﻕ‪ .‬ﻓﻘﺪ ﻛﺎﻧﺖ ﻋﻨﺎﻳﺔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﺼﻴﺔ ﺑﺎﳌﻔﺮﺩﺍﺕ ﻋﻨﺎﻳﺔ ﺗﺘﺠﺎﻭﺯ‬
‫ﺍﳌﻔﺮﺩﺓ ﺇﱃ ﺑﻨﻴﺔ ﺍﻟﻨﺺ ﻭﺍﳋﻄﺎﺏ؛ ﺇﺫ ﻻ ﺗﻘﺘﺼﺮ ﻭﻇﻴﻔﺔ ﺍﳌﻔﺮﺩﺓ ﰲ ﺍﻟﻨﺺ ﻋﻠﻰ ﺗﻜﻤﻠﺔ ﺍﳌﻌﺎﱐ ﺃﻭ ﺳﺪ‪‬‬
‫ﺍﻟﻔﺮﺍﻏﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﻭﺇﳕﺎ ﺗﺘﺠﺎﻭﺯ ﺫﻟﻚ ﺇﱃ ﺑﻨﺎﺀ ﺍﳋﻄﺎﺏ ﻭﺍﻹﺳﻬﺎﻡ ﺇﺳﻬﺎﻣﺎﹰ ﻣﺒﺎﺷﺮﺍﹰ ﰲ ﲤﺎﺳﻚ ﺍﻟﻨﺺ ﺷﻜﻼﹰ‬
‫ﻭﻣﻀﻤﻮﻧ‪‬ﺎ‪.‬‬

‫ﻭﻳﺘﺠﻠﻰ ﺍﻟﺘﻤﺎﺳﻚ ﺍﳌﻌﺠﻤﻲ ﰲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﺍﻟﱵ ﺗﺮﺑﻂ ﺍﳌﻔﺮﺩﺓ ﺍﻟﻮﺍﺣﺪﺓ ﺑﻐﲑﻫﺎ ﻣﻦ ﻣﻔﺮﺩﺍﺕ‬
‫ﺍﻟﻨﺺ ﻟﺘﺄﺩﻳﺔ ﻭﻇﺎﺋﻒ ﺑﻨﻴﻮﻳﺔ ﻭﺃﺳﻠﻮﺑﻴﺔ ﻭﺧﻄﺎﺑﻴﺔ‪ ،‬ﻭﻟﻌﻞ ﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ‪ :‬ﺍﻟﺘﺮﺍﺩﻑ ﻭﺍﻻﺷﺘﺮﺍﻙ ﻭﺍﻟﺘﻀﺎﺩ‬
‫ﻭﺍﻟﺘﻜﺮﺍﺭ ﻭﺍﻟﺘ‪‬ﻀﺎﻡ ﻭﺍﻟﺘ‪‬ﻀﻤﻦ‪.....‬ﺇﱁ‪.‬‬

‫ﻭﺗﺘﻔﺎﻭﺕ ﻗﻴﻤﺔ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﻟﻨﺺ ﺍﻟﻮﺍﺣﺪ؛ ﻓﻘﺪ ﻳﺘﻀﻤﻦ ﻋﻨﻮﺍﻥﹲ ﻣﺎ ﻛﻠﻤﺔﹰ ﺗﻜﻮﻥ ﺍﻟﻀﺎﺑﻂﹶ ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﻟﺪﻻﻟﺔ ﺍﻟﻨﺺ ﻭﺑﻨﻴﺘﻪ ﻭﺧﻄﺎﺑﻪ‪ ،‬ﻭﻗﺪ ﻳ‪‬ﻔﺘﺘﺢ ﺍﻟﻨﺺ ﲜﻤﻠﺔ ﺗﺘﻀﻤﻦ ﻣﻔﺮﺩﺓ ﺗﻨﺒﺊ ﺑﺒﻨﻴﺔ ﺍﻟﻨﺺ ﻭﺃﺳﻠﻮﺑﻪ ﻭﺩﻻﻟﺘﻪ‪.‬‬

‫ﻭﻳﺘﺸﻌﺐ ﺩﻭﺭ ﺍﳌﻔﺮﺩﺓ‪ /‬ﺍﻟﻜﻠﻤﺔ ﻭﻳﺘﻌﻘﺪ ﻋﻨﺪﻣﺎ ﻳ‪‬ﻨﻈﺮ ﺇﱃ ﺷﻜﻞ ﺍﻟﻜﻠﻤﺔ ﺃﻱ ﺑﻨﻴﺘﻬﺎ ﺍﻟﺼﺮﻓﻴﺔ ﻭﻣﻮﻗﻌﻬﺎ‬
‫ﺍﻟﻨﺤﻮﻱ ﻭﺗﻼﺯﻣﻬﺎ ﻣﻊ ﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ؛ ﺫﻟﻚ ﺃﻥ ﺍﻟﺒﲎ ﺍﻟﺼﺮﻓﻴﺔ ﺗﺴﻬﻢ ﺇﺳﻬﺎﻣﺎﹰ ﻛﺒﲑﺍﹰ ﰲ ﺗﺒﲔ ﻣﻘﺎﺻﺪ‬
‫ﺍﻟﻨﺺ ﻭﺃﺑﻨﻴﺘﻪ ﺍﻟﻔﺮﻋﻴﺔ‪ .‬ﻭﻗﺪ ﲢﺘﻞ ﺍﻟﻜﻠﻤﺔ ﻣﻮﻗﻌﺎﹰ ﻣﺎ ﰲ ﺍﳉﻤﻠﺔ ﻳﻜﻮﻥ ﻣ‪‬ﻘﹶﻴ‪‬ﺪﺍﹰ ﳍﺎ ﰲ ﺳﻠﻮﻛﻬﺎ ﺍﻟﻨﺤﻮﻱ ﻣﻦ‬
‫ﺣﻴﺚ ﻋﻼﻗﺎ‪‬ﺎ ﺑﻐﲑﻫﺎ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﻋﻠﻰ ﺍﶈﻮﺭﻳﻦ ﺍﻟﻌﻤﻮﺩﻱ ﻭﺍﻷﻓﻘﻲ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻟﻘﺪ ﺍﻧﻌﻜﺴﺖ ﻫﺬﻩ ﺍﻟﺮﺅﻯ ﺍﻟﻨﻈﺮﻳﺔ ﻭﻃﺮﻕ ﻣﻌﺎﳉﺔ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﲤﺜﻞ ﻫﺬﻩ ﺍﻻﻧﻌﻜﺎﺱ ﰲ ﻋﺪﺩ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﳌﻨﻬﺠﻴﺔ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ .‬ﻭﻣﻦ ﻭﺟﻮﻩ ﻋﻨﺎﻳﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ‪:‬‬

‫ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻧﺼﻮﺹ ﻭﺳﻴﺎﻗﺎﺕ ﳐﺘﻠﻔﺔ ﻟﺘﺒﻴ‪‬ﻦ ﻣﱰﻟﺔ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﲤﺎﺳﻚ‬ ‫‪-‬‬
‫ﺍﳋﻄﺎﺏ ﻭﺑﻨﺎﺋﻪ‪ ،‬ﻋﻠﻰ ﺧﻼﻑ ﻣﺎ ﻳﻜﻮﻥ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻨﻌﺰﻟﺔ ﰲ ﻗﻮﺍﺋﻢ‪.‬‬
‫ﻭﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻻﲡﺎﻩ ﻋﻠﻰ ﺇﻇﻬﺎﺭ ﺃﺧﻄﺎﺀ ﺍﻟﻄﻠﺒﺔ ﺣﲔ ﻳﻜﺘﺒﻮﻥ ﻧﺼﻮﺻﺎﹰ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪،‬‬
‫ﻭﺣﲔ ﻳﺘﺤﺪﺛﻮﻥ ‪‬ﺎ‪ ،‬ﻭﺃﺛﺮ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﰲ ﲢﻄﻴﻢ ﺑﻨﻴﺔ ﺍﻟﻨﺺ ﻭﺑﻌﺾ ﻣﻀﺎﻣﻴﻨﻪ‪.‬‬
‫ﻭﻳﻨﻈﱢﺮ ﻛﺜﲑ ﻣﻦ ﺍﻟﻠﺴﺎﻧﻴﲔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ ﻭﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺎﺕ ﻻﺳﺘﺜﻤﺎﺭ ﺃﺛﺮ ﺍﻟﻨﺺ ﰲ ﺗﻌﺰﻳﺰ‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﻔﺎﳘﺔ ﻣﻦ ﺣﻴﺚ ﺇ‪‬ﺎ ﺗﻘﺪﻡ ﻧﺼﻮﺻﺎﹰ ﺣﻘﻴﻘﻴﺔ ﻭﻭﺍﻗﻌﻴﺔ‬

‫ﻋﻠﻰ ﻣﺎ ﻳﺴﺘﻌﻤﻠﻪ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺑﺎﻟﻠﻐﺔ ﺃﻧﻔﺴﻬﻢ‪ ،‬ﻣﻦ ﺛﹶﻢ‪ ‬ﻓﺈﻥ ﺍﻟﺘﻤﺮ‪‬ﺱ ﰲ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ‬ ‫‪-‬‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺳﻴﻔﻀﻲ ﺇﱃ ﺗ‪‬ﻤ‪‬ﺜﱡﻞ ﺳﻠﻮﻙ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﻟﻨﺼﻮﺹ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻳﻨﺘﻬﻲ‬
‫ﺇﱃ ﺗﻘﻠﻴﻞ ﺃﺧﻄﺎﺀ ﺍﳌﺘﻌﻠﻤﲔ ‪.‬‬

‫ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺬﺧﺎﺋﺮ ﺍﻟﻨﺼﻴﺔ ﻟﻠﺘﻔﺮﻳﻖ ﺑﲔ ﺍﳋﻄﺎﺏ ﺍﳌﻨﻄﻮﻕ ﻭﺍﳋﻄﺎﺏ ﺍﳌﻜﺘﻮﺏ‪ ،‬ﻣﻦ‬ ‫‪-‬‬
‫ﺣﻴﺚ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﻛﻞﹴ‪ ،‬ﻭﺗﺒﺎﻳﻦ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬
‫ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﺍﳌﻨﻄﻮﻕ ﻭﺍﳌﻜﺘﻮﺏ‪.‬‬

‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﺗﻜﺎﺀً ﻋﻠﻰ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫‪-‬‬
‫ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺴﻴﺎﻕ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺘﻼﺯﻡ ﺍﻟﻠﻔﻈﻲ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻟﻘﺪ ﺍﻧﺘﻬﺖ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺇﱃ ﻋﺪﺩ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﺍﻟﱵ ﺗﺴﺘﺜﻤﺮ ﺍﻟﺮﺅﻯ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﳌﻌﺠﻤﻴﺔ‬
‫ﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﻗﺪ ﺳ‪‬ﻤﻴ‪‬ﺖ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻟﺮﺅﻯ " ﺍﳌﻨﻬﺞ ﺍﳌﻌﺠﻤﻲ ﺍﻟﺪﻻﱄ" ‪ .‬ﻭ ﻣﻦ ﺃﻣﺜﻠﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ " ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﳋﻄﺎﺏ"‪:‬‬

‫ﺩﺭﺍﺳﺔ "ﺭﻭﻧﺎﻟﺪ ﻛﺎﺭﺗﺮ"‪١٢٨‬؛ ﻭﻫﻲ ﺩﺭﺍﺳﺔ ﻟﺴﺎﻧﻴﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻻﺳﺘﺜﻤﺎﺭ ﺃﺳﻠﻮﺏ‬ ‫‪-‬‬
‫"ﺍﻟﻐﻠﻖ‪ /‬ﻣﻞﺀ ﺍﻟﻔﺮﺍﻏﺎﺕ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻄﻠﺒﺔ ﻛﻴﻔﻴﺔ ﺇﻛﻤﺎﻝ ﺑﻨﻴﺔ ﻧﺺ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ؛ ﺇﺫ‬
‫ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻤﲔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﳌﻌﺠﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻹﻧﺘﺎﺝ‬
‫ﻧﺺ‪ /‬ﺧﻄﺎﺏ ﻣﺘﻤﺎﺳﻚ ﻭﻣﻔﻬﻮﻡ‪ .‬ﻭﺃﻫﻢ ﻣﺎ ﺟﺎﺀ ﰲ ﺩﺭﺍﺳﺘﻪ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪:‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ "ﺍﻟﻐﻠﻖ" ﰲ ﺍﻧﺘﻘﺎﺀ ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﺍﳌﻼﺋﻤﺔ ﻟﺮﺑﻂ ﺍﳉﻤﻞ ﻣ‪‬ﻦ‪ ‬ﺛﹶﻢ‪ ‬ﻓﻘﺮﺍﺕ ﺍﻟﻨﺺ‬ ‫‪-‬‬
‫ﺍﻟﻮﺍﺣﺪ‪.‬‬

‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﻤﺎﺳﻚ ﺍﳌﻌﺠﻤﻲ ﺍﻟﺪﻻﱄ ﰲ ﺍﻟﻨﺺ‪.‬‬ ‫‪-‬‬

‫ﻣﻌﺎﳉﺔ ﺃﹶﻋﻄﺎﺏ ﺍﳋﻄﺎﺏ ﻭﺑﻨﺎﺀ ﺍﻟﻨﺺ ﰲ ﻛﺘﺎﺑﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺣﻮﺍﺭﺍ‪‬ﻢ‪.‬‬ ‫‪-‬‬

‫ﻣﻨﺎﻗﺸﺔ ﺍﻟﻄﻠﺒﺔ ﰲ ﺍﻟﻨﺼﻮﺹ ﺍﻟﱵ ﻳﻨﺘﺠﻮ‪‬ﺎ ﻹﻇﻬﺎﺭ ﻭﺟﻮﻩ ﺗﻔﻜﻚ ﺑﻨﻴﺔ ﺍﻟﻨﺺ‪.‬‬ ‫‪-‬‬

‫ﺍﺳﺘﻜﻤﺎﻝ ﻧﺼﻮﺹ ﻣﻨﻘﻮﺻﺔ ﺑﺎﻧﺘﻘﺎﺀ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﻠﻮﺑﻴﺔ‬ ‫‪-‬‬

‫ﺍﳌﻼﺋﻤﺔ ﻟﺒﻨﻴﺔ ﺍﳋﻄﺎﺏ ﻭﺟﻨﺴﻪ‪.‬‬

‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻋﻨﻮﺍﻥ ﺍﻟﻨﺺ ﻭﻣﻀﻤﻮﻧﻪ‪.‬‬ ‫‪-‬‬

‫‪١٢٨‬‬
‫‪R. Carter, in: Carter, R. and McCarthy, M . (1988). pp 161-180-‬‬
‫‪510‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺣﺮﻱ ﺑﻨﺎ ﺃﻥ ﻧﺸﲑ ﻫﻨﺎ ﺇﱃ ﺃﻥ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﺍﻻﺧﺘﺒﺎﺭﻳﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺗﺘﻔﺎﻭﺕ ﻭﺗﺘﺪﺭﺝ ﺣﺴﺐ ﻛﻔﺎﻳﺎﺕ‬
‫ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬
‫‪١٢٩‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺑﻴﺎﻥ ﺃﺛﺮﻫﺎ ﰲ‬ ‫ﻭﰲ ﺳﻴﺎﻕ ﺁﺧﺮ ﻳﺘﻨﺎﻭﻝ "ﻛﺎﺭﺗﺮ ﻭﻣﻜﱠﺎﺭﺛﻲ"‬
‫ﺍﳋﻄﺎﺏ‪ ،‬ﺣﻴﺚ ﻳﻘﺪﻣﺎﻥ ﻋﺪﺩﺍ ﻣﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻟﺘﻄﺒﻴﻖ ﳓﻮ ﺍﻟﻨﺺ ﻭﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ﰲ ﺗﻌﻠﻴﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ‪ .‬ﻭﻟﻌﻞ ﺃﻫﻢ ﻣﺎ ﺗﻀﻤﻨﺘﻪ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﺑﻴﺎﻥ ﺃﺛﺮ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ )ﺍﻟﺘﺮﺍﺩﻑ ﻭﺍﻟﺘﻀﺎﺩ ﻭﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻠﻔﻈﻲ( ﰲ ﺍﻟﺘﻤﺎﺳﻚ‬ ‫‪-‬‬
‫ﺍﻟﻨﺼﻲ ﻭﺇﻧﺘﺎﺝ ﺍﳋﻄﺎﺏ‪.‬‬

‫ﺑﻴﺎﻥ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻟﺘﻜﻮﻥ ﻋﻨﺎﺻﺮ‬ ‫‪-‬‬
‫ﲤﺎﺳﻚ ﻧﺼﻲ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ‪ :‬ﻋﻼﻗﺔ ﺍﳌﺘﻜﻠﻢ ﺑﺎﳌﺨﺎﻃﺐ‪ ،‬ﻭﺍﳌﻘﺎﻡ‪ ،‬ﻭﺃﻫﺪﺍﻑ‬
‫ﺍﻟﺘﺨﺎﻃﺐ‪ ،‬ﻭﻗﻨﻮﺍﺕ ﺍﻟﺘﻮﺍﺻﻞ‪ :‬ﺍﳌﻜﺘﻮﺏ ﺃﻭ ﺍﳌﻨﻄﻮﻕ‪.‬‬

‫ﺑﻴﺎﻥ ﲢﻜﻢ ﻃﺒﻴﻌﺔ ﺍﻟﻨﺺ ﻭﻧﻮﻋﻪ ﺑﺎﻟﻮﺣﺪﺍﺕ ﺍﳌﻌﺠﻤﻴﺔ )ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﻣﺘﻌﺪﺩﺓ‬ ‫‪-‬‬
‫ﺍﻟﺪﻻﻟﺔ‪ ،‬ﻭﺍﳌﺼﻄﻠﺤﺎﺕ(‪.‬‬

‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻛﻠﻤﺎﺕ ﺍﶈﺘﻮﻯ )ﺍﻟﱵ ﲢﻤﻞ ﻣﻌﲎ( ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ )ﺍﻷﺩﻭﺍﺕ‬ ‫‪-‬‬
‫ﻭﺍﳊﺮﻭﻑ(‪ ،‬ﻭﺃﺛﺮ ﺫﻟﻚ ﰲ ﺍﻟﺘﻤﺎﺳﻚ ﺍﻟﻨﺼﻲ‪ ،‬ﻭﻻﺳﻴﻤﺎ ﺩﻭﺭ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‪.‬‬

‫ﺑﻴﺎﻥ ﺩﻭﺭ ﻣﻔﻬﻮﻣ‪‬ﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻷﻓﻘﻴﺔ ﰲ ﺑﻨﺎﺀ ﺍﻟﻨﺺ‬ ‫‪-‬‬
‫ﻭﺍﳋﻄﺎﺏ؛ " ﻓﻔﻲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﻤﻮﺩﻱ ﻭﺍﻷﻓﻘﻲ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻳﻜﻮﻥ ﺍﳊﺪﻳﺚ ﻋﻦ ﲨﻴﻊ‬

‫‪١٢٩‬‬
‫‪Carter, R . and McCarthy ,M . (1988) . pp 201-221.-‬‬
‫‪511‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳ‪‬ﺤ‪‬ﺘ‪‬ﻤﻞﹸ ﺃﻥ ﺗﺸﻐﻞ ﺍﳌﻜﺎﻥ ﺍﻟﻔﺎﺭﻍ ﺃﻣﺎ ﰲ ﺍﳋﻄﺎﺏ ﻓﺎﻟﺘﺮﻛﻴﺰ ﻳﻜﻮﻥ‬
‫‪١٣٠‬‬
‫‪.‬‬ ‫ﻋﻠﻰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﺍﻟﱵ ﺗﺼﻠﺢ ﻓﻌﻼﹰ ﻟﺸﻐﻞ ﻣﻜﺎﻥ‪ ‬ﻣﺎ ﰲ ﺍﳋﻄﺎﺏ"‬

‫ﺑﻴﺎﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺜﻤﺎﺭ ﻣﺒﺎﺩﺉ "ﻏﺮﺍﻳﺲ" ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﻼﺋﻤﺔ ﻟﻠﺴﻴﺎﻕ‬ ‫‪-‬‬
‫ﻭﺍﳌﻮﻗﻒ‪.‬‬

‫ﺑﻴﺎﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺜﻤﺎﺭ ﻣﺒﺎﺩﺉ )ﻛﺮﻭﺱ( ﰲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻮﻗﻔﻴﺔ ﻭﺍﳌﻌﺮﻓﺔ ﺍﳌﺸﺘﺮﻛﺔ ﺑﲔ‬ ‫‪-‬‬
‫ﺍﳌﺘﺤﺪﺙ ﻭﺍﻟﺴﺎﻣﻊ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬

‫ﺗﻘﺪﱘ ﺧﻄﻮﺍﺕ ﺇﺟﺮﺍﺋﻴﺔ ﺗﻄﺒﻴﻘﻴﺔ ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﻟﻜﻴﻔﻴﺔ ﺗﻨﻤﻴﺔ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‬ ‫‪-‬‬
‫ﻭﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﻹﻧﺘﺎﺝ ﺧﻄﺎﺏ ﻣﺘﻤﺎﺳﻚ؛ ﻭﺫﻟﻚ ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﲡﺴﺪ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻨﺎﻇﻤﺔ ﻟﻌﻨﺎﺻﺮ ﺍﳋﻄﺎﺏ‪ ،‬ﻭﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺬﺧﺎﺋﺮ ﺍﻟﻨﺼﻴﺔ ﻟﺘﻘﺪﱘ ﺻﻮﺭﺓ ﻭﺍﻗﻌﻴﺔ‬
‫ﻣﺜﻠﻰ ﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﻭﻳﺘﻨﺎﻭﻝ" ﻣﻜﺎﺭﺛﻲ"‪ ١٣١‬ﺃﳕﺎﻁ ﺍﳌﻔﺮﺩﺍﺕ ﻭﻛﻴﻔﻴﺔ ﺇﺳﻬﺎﻣﻬﺎ ﰲ ﺍﳋﻄﺎﺏ ﺍﳊﻮﺍﺭﻱ ﺍﳌﻨﻄﻮﻕ‪ ،‬ﻭﻟﻌﻞ ﺃﻫﻢ ﻣﺎ‬
‫ﺗﻀﻤﻨﺘﻪ ﺩﺭﺍﺳﺘﻪ‪:‬‬

‫ﻗﻴﺎﻡ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺃﺳﺲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺗﻮﺍﺻﻠﻴ‪‬ﺎ‪.‬‬ ‫‪-‬‬

‫ﻏﺮﺽ ﺍﻟﺪﺭﺍﺳﺔ ﻫﻮ ﺟ‪‬ﺴ‪‬ﺮ ﺍﻟﻔﹶﺠﻮﺓ ﰲ ﺩﺭﺍﺳﺔ ﺃﺛﺮ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﲤﺎﺳﻚ ﺍﳋﻄﺎﺏ‬ ‫‪-‬‬
‫ﺍﳊﻮﺍﺭﻱ ﺍﳌﻨﻄﻮﻕ‪.‬‬

‫‪Carter, R . and McCarthy ,M .Ibid , p 212.-١٣٠‬‬

‫‪١٣١‬‬
‫‪McCarthy ,M .in; R. Carter, in: Carter, R. and McCarthy, M . (1988). pp 181--‬‬
‫‪201.‬‬
‫‪512‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ ﺍﻟﺘﻔﺎﻋﻠﻲ‪.‬‬ ‫‪-‬‬

‫ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺍﺕ ﺍﺳﺘﻌﻤﺎﻻﹰ ﻧﻈﺎﻣﻴﺎﹰ ﻷﻏﺮﺍﺽ ﺗﻔﺎﻋﻠﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﺩﻣﺞ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳌﻘﺪﻡ ﻫﻨﺎ ﻣﻊ ﻧﻈﺮﻳﺔ ﺗﻮﺍﺻﻠﻴﺔ ﻟﻠﺘﻨﻐﻴﻢ؛ ﻧﻈﺮﻳﺔ "ﺑﺮﺍﺯﻳﻞ"‪.‬‬ ‫‪-‬‬

‫ﺃﻣﺎ "ﺟﻴﻤﺲ ﻧﺎﺗﻨﻐﺮ" ﻓﻴﺘﻨﺎﻭﻝ‪ ،‬ﰲ ﺳﻴﺎﻕ ﻋﺮﺿﻪ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‪ ،١٣٢‬ﺍﻟﺘﺮﺍﻛﻴﺐ‬
‫ﺍﳌﻌﺠﻤﻴﺔ؛ ﺍﻟﱵ ﺗﺘﺄﻟﻒ ﺷﻜﻠﻴﺎﹰ ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ﻛﻠﻤﺔ ﻭﻟﻜﻨﻬﺎ ﺗﻌﺎﻣﻞ ﻋﻠﻰ ﺃ‪‬ﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﳚﻌﻠﻬﺎ ﺃﺳﺎﺳﻴﺔ‬
‫ﰲ ﺍﻛﺘﺴﺎﺏ ﻛﻔﺎﻳﺔ ﺗﺪﺍﻭﻟﻴﺔ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺍﺕ‪ .‬ﻓﻘﺪ ﺍﻗﺘﺮﺡ ﺛﻼﺙ ﻃﺮﻕ ﻟﺘﺪﺭﻳﺲ ﻫﺬﻩ ﺍﻟﺘﺮﺍﻛﻴﺐ‬
‫ﺍﳌﻌﺠﻤﻴﺔ ﻫﻲ‪ :‬ﺍﻟﺘﻔﺎﻋﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ‪ ،‬ﻭﺃﺩﻭﺍﺕ ﺍﳋﻄﺎﺏ‪.‬‬

‫ﻭﻇﺎﻫﺮ ﺃﻧﻪ ﺃﻓﺮﺩ ﻟﻠﺨﻄﺎﺏ ﻗﺴﻤﺎﹰ ﻣﺴﺘﻘﻼﹰ ؛ ﻗﹶﺼ‪‬ﺪ‪ ‬ﺑﻴﺎﻥ ﻣﱰﻟﺔ ﻫﺬﻩ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﳌﻌﺠﻤﻴﺔ ﰲ ﲤﺎﺳﻚ‬
‫ﺍﳋﻄﺎﺏ ﻭﻻﺳﻴﻤﺎ ﺍﳊﻮﺍﺭﻱ ﻣﻨﻪ‪ .‬ﻭﺭﺃﻯ ﺃﻥ " ﺃﺩﻭﺍﺕ ﺍﳋﻄﺎﺏ" ﺗﺘﻤﺜﻞ ﰲ‪:١٣٣‬‬

‫‪Na nger , J., in: Carter ,R . and McCarthy , M. (1988). pp62-82.-١٣٢‬‬

‫‪ ١٣٣‬ﱂ ﻳﻀﻌﻬﺎ ﺍﻟﺒﺎﺣﺚ ﺍﻷﺻﻠﻲ ﰲ ﺻﻮﺭﺓ ﺟﺪﻭﻝ؛ ﻭﺇﳕﺎ ﺳﻠﻜﺘﻬﺎ ﻓﻴﻪ ﺗﺴﻬﻴﻼﹰ ﻋﻠﻰ ﺍﻟﻘﺎﺭﺉ‪ ،‬ﻭﺃﻣﺎ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺘﺮﲨﺔ ﻓﻠﻌﻠﻬﺎ ﻻ‬
‫ﺗﻌﲏ ﺷﻴﺌﺎﹰ ﻛﺒﲑﺍﹰ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻛﺬﻟﻚ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺃﺩﻭﺍﺕ ﺍﻟﺨﻁﺎﺏ‬

‫ﺍﻟﻤﺜﺎل )ﻤﻥ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ(‬ ‫ﺍﻟﻨﻭﻉ‬

‫ﺃﻨﺕ ﺘﻌﺭﻑ ‪ ،‬ﻟﻡ ﻴﻘل ﺃﺤﺩ ﺫﻟﻙ‬ ‫ﺃﺩﻭﺍﺕ ﺍﻟﻁﻼﻗﺔ‬ ‫‪١‬‬

‫ﻭﻫﺫﺍ ﻴﻌﻨﻲ ‪ ،‬ﻻ ﻨﻅﻴﺭ ﻟﻪ‬ ‫ﺍﻟﺭﻭﺍﺒﻁ‬ ‫‪٢‬‬

‫ﻋﻠﻰ ﻨﺤﻭ ﺁﺨﺭ‪ ،‬ﺒﻁﺭﻴﻘﺔ ﺃﺨﺭﻯ‪ ،‬ﻟﻴﺱ ﻫﺫﺍ ﻓﻘﻁ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺸﺎﺭﺤﺔ‪ /‬ﺍﻟﻤﺘﻤﻤﺔ‬ ‫‪٣‬‬

‫ﻨﺘﻴﺠﺔ ﻟﺫﻟﻙ‪ ،‬ﺭﻏﻡ ﺃﻥ ‪ ،‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ‬ ‫ﺍﻟﺭﻭﺍﺒﻁ ﺍﻟﻤﻨﻁﻘﻴﺔ‬ ‫‪٤‬‬

‫ﺍﻟﻴﻭﻡ ﺍﻟﺫﻱ ﺒﻌﺩ ‪ ،‬ﺃﻤﺱ‬ ‫ﺍﻟﺭﻭﺍﺒﻁ ﺍﻟﺯﻤﻨﻴﺔ‬ ‫‪٥‬‬

‫ﺤﺴﻨﺎﹰ ‪ ،‬ﺜﻡ ﻤﺎﺫﺍ؟ ﺜﻡ ﻤﺎﺫﺍ ﺤﺩﺙ ﺒﻌﺩ ﺫﻟﻙ؟‬ ‫ﺍﻟﻤﺅﻜﱢﺩﺍﺕ‪ /‬ﺍﻟﻤﻌﺯﺯﺍﺕ‬ ‫‪٦‬‬

‫ﺭﺒﻤﺎ ‪ ،‬ﻴﺒﺩﻭ ﻟﻲ ﺃﻥ‪....‬‬ ‫ﺍﻻﺤﺘﻤﺎﻟﻴﺔ‬ ‫‪٧‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺗﻌﺘﲏ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﻔﺮﻭﻋﻬﺎ ﺍﳌﺘﻌﺪﺩﺓ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻣﺘﻨﺎﻭﻟﺔ ﺗﻌﺎﻟﻖ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺑﺎﻟﺒﻨﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﺘﺄﺛﲑ ﺍﳌﺘﺒﺎﺩﻝ ﺑﻴﻨﻬﻤﺎ‪ .‬ﻭﻟﻌﻞ ﺃﻫﻢ ﺃﻓﻜﺎﺭ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﻜﺮﺓ ﺍﻟﺴﻴﺎﻕ ﺑﻨﻮﻋﻴﻪ‬
‫ﺍﳌﻘﺎﻣﻲ ﻭﺍﳌﻘﺎﱄ ﻭﻣﺎ ﻳﺘﻔﺮﻉ ﻋﻨﻬﻤﺎ‪ .‬ﻭﻟﺬﻟﻚ ﻛﺎﻧﺖ ﻋﻨﺎﻳﺔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﲟﻔﻬﻮﻡ ﺍﻟﺘﻮﺍﺻﻞ‪،‬‬
‫ﻭﻋﻨﺎﺻﺮﻩ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﲢﻘﻘﻪ‪ ،‬ﻭﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﱵ ﲢﻜﻢ ﺫﻟﻚ ﺍﻟﺘﻮﺍﺻﻞ‪ .‬ﻭﻟﻌﻞ ﻣﻔﻬﻮﻡ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺍﻟﺬﻱ‬
‫ﺍﺟﺘﺮﺣﻪ "ﺩﻝ ﻫﺎﳝﺰ" ﻭﻣﻔﻬﻮﻡ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺬﻱ ﺍﺳﺘﻌﺎﺭﻩ "ﻓﲑﺙ" ﻣﻦ "ﻣﺎﻟﻴﻨﻮﻓﺴﻜﻲ" ﺗﻜﻮﻥ ﺃﻇﻬﺮ ﻭﺟﻮﻩ ﺫﻟﻚ‬
‫ﺍﻻﻫﺘﻤﺎﻡ‪.‬‬

‫ﻭﺃﻣﺎ ﻣﺎ ﻳﺘﺼﻞ ﺑﺎﳌﻔﺮﺩﺍﺕ ﻓﻼ ﺷﻚ ﺃﻥ ﲦﺔ ﺍﲡﺎﻫﺎﹰ ﻟﺴﺎﻧﻴﺎﹰ ﺍﺟﺘﻤﺎﻋﻴﺎﹰ ﰲ ﺩﺭﺍﺳﺔ ﺍﳌﻔﺮﺩﺍﺕ ﻭﻣﻌﺎﻧﻴﻬﺎ‬

‫ﻭﻛﻴﻔﻴﺔ ﺇﺳﻬﺎﻣﻬﺎ ﰲ ﺍﻟﺘﻮﺍﺻﻞ‪ .‬ﻭﻟﻌﻞ ﻧﻈﺮﻳﺔ ﻓﲑﺙ " ﺍﻟﺴﻴﺎﻕ" ﻭﻣﻦ ﺗﺎﺑﻌﻪ ﻣﻦ ﺍﻟﻠﺴﺎﻧﻴﲔ ) ﻫﺎﻟﻴﺪﻱ ﻭ‬
‫ﻣﻜﻨﺘﻮﺵ ﻭﺳﻨﻜﻠﲑ ﻭﻣﻴﺘﺸﻞ( ﻭﻣﺎ ﻃﻮﺭﻩ "ﻟﻴﻮﻧﺰ" ﰲ " ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻴﺎﻗﻴﺔ ﻟﻠﻤﻌﲎ" ﺗﻜﻮﻥ ﺃﺑﺮﺯ ﻫﺬﻩ‬
‫ﺍﻻﲡﺎﻫﺎﺕ‪ ١٣٤‬؛ ﻭﺗﻨﻄﻠﻖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻣﻦ ﻓﻜﺮﺓ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻐﺔ‪ ،‬ﻭﻣﻔﺎﺩﻫﺎ ﺃﻥ ﻣﻌﲎ‬

‫ﺍﻟﻜﻠﻤﺔ ﻫﻮ" ﺍﻻﺳﺘﻌﻤﺎﻝ"؛ ﺃﻱ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ‪‬ﺎ ﺍﻟﻜﻠﻤﺔ‪ ،‬ﺃﻭ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﱵ ﺗﺆﺩﻳﻬﺎ‪ .‬ﻭﻫﺬﺍ ﻳﻌﲏ‬
‫ﺃ‪‬ﺎ ﺗﻜﺘﺴﺐ ﻣﻌﻨﺎﻫﺎ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﺃﻛﺎﻥ ﺳﻴﺎﻗﺎﹰ ﻟﻐﻮﻳﺎﹰ ﺃﻡ ﻋﺎﻃﻔﻴﺎﹰ ﺃﻡ ﻣﻮﻗﻔﻴﺎﹰ ﺃﻡ ﺛﻘﺎﻓﻴﺎﹰ‪ .‬ﻭﻳﺘﻔﺮﻉ ﻣﻦ ﻫﺬﻩ‬

‫‪ ١٣٤‬ﺃﲪﺪ ﳐﺘﺎﺭ ﻋﻤﺮ‪ ،‬ﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ‪ ،‬ﺹ‪ .٧٠-٦٨‬ﻭﺍﻧﻈﺮ ﺃﻳﻀﺎ ﻛﺘﺎﺏ ﻣﻴﺸﻴﻞ ﻣﻜﺎﺭﺛﻲ‪ ،‬ﻗﻀﺎﻳﺎ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﺗﺮﲨﺔ‬
‫ﻋﺒﺪ ﺍﳉﻮﺍﺩ ﺗﻮﻓﻴﻖ ﳏﻤﻮﺩ‪ ،‬ﻁ‪ ،١‬ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﺜﻘﺎﻓﺔ‪ ،‬ﺍﳌﺸﺮﻭﻉ ﺍﻟﻘﻮﻣﻲ ﻟﻠﺘﺮﲨﺔ‪ ،‬ﺍﻟﻜﺘﺎﺏ‪ ،٨٠٠‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﺹ‪٩٣-٨٨‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪١٣٥‬‬
‫ﺍﻟﱵ ﺗﻌﺘﲏ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳋﻄﻴﺔ ﺍﻷﻓﻘﻴﺔ ﺍﻟﱵ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻟﺴﻴﺎﻗﻴﺔ ﻧﻈﺮﻳﺔ ﺍﳌﺘﻼﺯﻣﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ‬
‫ﺍﻟﱵ ﲢﺘﻜﻢ ﺇﻟﻴﻬﺎ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﻋﻼﻗﺘﻬﺎ ﺑﻐﲑﻫﺎ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﻟﺴﻴﺎﻕ ﺃﻭ ﰲ ﺍﻟﻠﻐﺔ ﻋﻤﻮﻣﺎﹰ‪.‬‬

‫ﻭﻻﺷﻚ ﺃﻥ ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻧﻌﻜﺴﺖ ﺍﻧﻌﻜﺎﺳﺎﹰ ﻇﺎﻫﺮﺍﹰ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ؛ ﺫﻟﻚ ﺃ‪‬ﺎ‬
‫ﺃﺳﻬﻤﺖ ﰲ ﺍﻟﺘﺤﻮﻝ ﳓﻮ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺑﺪﻻﹰ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍ‪‬ﺮﺩﺓ‪ ،‬ﻭﺗﺮﺗﺐ ﻋﻠﻰ‬
‫ﺫﻟﻚ ﻧﺸﻮﺀ ﻣﻨﻬﺞ "ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺗﻮﺍﺻﻠﻴﺎﹰ"‪ ،‬ﻭ ﺗﺄﻟﻴﻒ ﺍﳌﻨﺎﻫﺞ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﻓﻜﺮﺓ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ﻭﲤﺜﻞ ﻓﻜﺮﺓ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻭﻇﻴﻔﺔ ﳏﻮﺭﻳﺔ ﰲ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻭﻻﺳﻴﻤﺎ ﰲ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﺸﻔﻮﻱ؛‬
‫ﺇﺫ ﻳﻜﺘﺴﺐ ﺍﳌﺘﻌﻠﻢ ﻛﻔﺎﻳﺔ ﺗﻮﺍﺻﻠﻴﺔ ﰲ ﻣﻮﺍﻗﻒ ﻟﻐﻮﻳﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻓﺰﻳﺎﺩﺓ ﺍﻟﺘﻌﺮﺽ ﻟﻠﻤﻮﺍﻗﻒ ﺍﻟﻮﺍﻗﻌﻴﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ‬
‫ﺗﺰﻳﺪ ﻣﻦ ﻓﻌﺎﻟﻴﺔ ﻛﻔﺎﻳﺘﻪ‪ .‬ﻭ‪‬ﺪﻑ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺇﱃ‪:١٣٦‬‬

‫ﺗﻌﺰﻳﺰ ﻃﻼﻗﺔ ﺍﳌﺘﻌﻠﻢ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻌﺮﻓﺘﻪ ﺑﺎﻟﻠﻐﺔ ﺍﳍﺪﻑ‪.‬‬ ‫‪-١‬‬

‫ﺯﻳﺎﺩﺓ ﺛﻘﺔ ﺍﳌﺘﻌﻠﻢ ﺑﻨﻔﺴﻪ ﺑﺎﻛﺘﺴﺎﺑﻪ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬ ‫‪-٢‬‬

‫ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻄﺒﻴﻌﺔ ﻏﲑ ﺍﻟﺘﻨﺒﺆﻳﺔ ﻟﻠﺤﻮﺍﺭ‪.‬‬ ‫‪-٣‬‬

‫ﲢﺴﲔ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻗﺔ ﺍﻟﻨﺤﻮﻳﺔ‪.‬‬ ‫‪-٤‬‬

‫ﻭﻇﺎﻫﺮ ﺃﻥ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﺗﻘﺪﻡ ﻓﺮﺻﺎﹰ ﺟﻴﺪﺓ ﻟﺘﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺗﻌﻠﻢ ﺳﻴﺎﻗﺎﺕ‬
‫ﺟﺪﻳﺪﺓ ﻟﻠﻤﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺗﻌﻠﻤﻬﺎ ﻣﻦ ﻗﺒﻞ‪ .‬ﰒ ﺇ‪‬ﺎ ﺗﻘﺪﻡ ﻓﺮﺻﺎﹰ ﻟﺘﻌﺪﻳﻞ ﺃﺧﻄﺎﺀ ﺍﻟﺘﻮﺍﺻﻞ ﻭﻻﺳﻴﻤﺎ ﻋﻨﺪ ﻧﺴﻴﺎﻥ‬
‫ﺍﳌﺘﻌﻠﻢ ﻣﻔﺮﺩﺓ ﻣﺎ ﺃﻭ ﺍﺳﺘﻌﻤﺎﻟﻪ ﻣﻔﺮﺩﺓ ﺍﺳﺘﻌﻤﺎﻻﹰ ﺳﻴﺎﻗﻴﺎﹰ ﺧﺎﻃﺌﺎﹰ‪ ،‬ﺃﻭ ﺍﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺔ ﻣﻜﺎﻥ ﺃﺧﺮﻯ‪.‬‬

‫‪ ١٣٥‬ﲰﺎﻫﺎ ﺃﲪﺪ ﳐﺘﺎﺭ ﻋﻤﺮ" ﺍﻟﺮ‪ْ‬ﺻﻒ"‬

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‫‪- Paul Nation and Jonathan Newton, , in: Coady , J. and Huckin , T. (1998). p241‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻟﻘﺪ ﺃﺳﻬﻤﺖ ﻓﻜﺮﺓ ﺍﻟﺘﻮﺍﺻﻞ ﺑﺘﻌﺰﻳﺰ ﻓﻜﺮﺓ ﺍﻟﺘﻔﺎﻭﺽ ﺣﻮﻝ ﺍﳌﻌﲎ ﻭﺍﺳﺘﻌﻤﺎﻝ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﺘﻌﺪﺩﺓ‬
‫ﻟﺒﻠﻮﻍ ﻣﻌﲎ ﺍﳌﻔﺮﺩﺓ ﺍﳌﺮﺍﺩﺓ؛ ﺫﻟﻚ ﺃﻥ ﺍﳌﺘﻌﻠﻢ ﺍﻷﺟﻨﱯ ﻳﻠﺠﺄ ﺇﱃ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﺘﻌﺪﺩﺓ ﻟﻠﻤﻀﻲ ﰲ ﺍﳊﺪﺙ‬
‫ﺍﻟﺘﻮﺍﺻﻠﻲ‪ ،‬ﻭﺃﺑﺮﺯ ﻣﺎ ﻳﻜﻮﻥ ﻣﻦ ﺫﻟﻚ ﰲ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺪﻭﺭﺍﻥ ﺣﻮﻝ ﺍﳌﻌﲎ ﺑﺸﺮﺣﻪ ﺃﻭ ﺗﻮﺿﻴﺤﻪ‪ ،‬ﻓﺈﺫﺍ ﻧﺴﻲ‪،‬‬
‫ﻣﺜﻼﹰ‪ ،‬ﻛﻠﻤﺔ ) ﺳﺎﺋﻖ( ﻋ‪‬ﺒ‪‬ﺮ ﻋﻨﻬﺎ ﺑﺎﻟﻘﻮﻝ‪ :‬ﺭﺟﻞ ﻳﺴﻮﻕ ﺳﻴﺎﺭﺓ‪ ،‬ﻳﻌﻤﻞ ﰲ ﺍﻟﺴﻴﺎﺭﺓ‪ ،‬ﺭﺟﻞ ﻳﺮﻛﺐ ﺍﻟﺴﻴﺎﺭﺓ‬
‫ﺩﺍﺋﻤﺎﹰ‪ .......‬ﻛﻤﺎ ﺃﺳﻬﻤﺖ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺴﻴﺎﻗﻴﺔ ﻟﻠﻤﻌﲎ ﰲ ﺇﻧﺸﺎﺀ ﺍﳌﻌﺎﺟﻢ ﺍﻟﺴﻴﺎﻗﻴﺔ ﻭﻣﻌﺎﺟﻢ ﺍﻻﺳﺘﻌﻤﺎﻝ ﻣﻦ‬
‫ﻧﺎﺣﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺃﺳﻬﻤﺖ ﰲ ﺍﻧﺘﺸﺎﺭ ﺍﳌﻌﺎﺟﻢ ﺍﻻﺻﻄﻼﺣﻴﺔ ﺍﳌﺘﺨﺼﺼﺔ ﺍﻟﱵ ﻳﺴﺘﻌﻤﻠﻬﺎ ﻣﺘﻌﻠﻤﻮ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‬
‫ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‪.‬‬

‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ‪:‬‬

‫ﻟﻌﻞ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺑﺘﻄﺒﻴﻘﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ ﺗﻜﻮﻥ ﺃﺣﺪﺙ ﺃﻓﺮﻉ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺃﺟﺪﺍﻫﺎ ﺗﻄﺒﻴﻘﺎﹰ؛ ﺫﻟﻚ‬
‫ﺃ‪‬ﺎ ﺗﻨﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺑﺎﻟﻠﻐﺔ ﺇﱃ ﺳﻴﺎﻗﺎﺕ ﺗﻄﺒﻴﻘﻴﺔ ﺗﺴﺘﺠﻴﺐ ﳌﻘﺘﻀﻴﺎﺕ ﺍﻟﻌﺼﺮ‪ :‬ﺳﺮﻋﺔ ﺍﻹﳒﺎﺯ ﺑﺄﺧﺼﺮ‬
‫ﺍﻷﻭﻗﺎﺕ‪ .‬ﻭﻟﻌﻞ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﲤﺜﻞ ﺧﻼﺻﺔ ﺍﳉﻬﺪ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺘﻄﻮﻳﺮﻱ ﺍﻟﺬﻱ‬
‫ﻳﻨﺠﺰﻩ ﺍﳌﺸﺘﻐﻠﻮﻥ ﲟﻌﺎﳉﺔ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ؛ ﺫﻟﻚ ﺃ‪‬ﺎ ﺗﺴﺘﺜﻤﺮ ﺑﺮﳎﻴﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ :‬ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﺮﻛﻴﺐ‬
‫ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﲢﻮﻳﻞ ﺍﳌﻨﻄﻮﻕ ﺇﱃ ﻣﻜﺘﻮﺏ‪ ،‬ﻭﲢﻮﻳﻞ ﺍﳌﻜﺘﻮﺏ ﺇﱃ ﻣﻨﻄﻮﻕ‪ ،‬ﻭﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﻗﻴﻖ ﺍﻟﻠﻐﻮﻱ )ﺍﻹﻣﻼﺋﻲ‬
‫ﻭﺍﻟﻨﺤﻮﻱ ﻭﺍﻟﺼﺮﰲ(‪ ،‬ﻭﺍﳌﻌﺎﺟﻢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪...‬ﺇﱁ‪ .‬ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺇﻥ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﺴﺎﻧﻴﺎﺕ‬
‫ﺍﳊﺎﺳﻮﺑﻴﺔ ﺗﺴﻬﻢ ﺇﺳﻬﺎﻣﺎﹰ ﻓﺎﻋﻼﹰ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﻟﻌﻞ ﺃﻫﻢ ﻫﺬﻩ ﺍﻹﺳﻬﺎﻣﺎﺕ‬
‫ﺗﺘﻤﺜﻞ ﰲ‪:‬‬

‫ﺗﻮﻓﲑ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﰐ ﺑﻌﻴﺪﺍﹰ ﻋﻦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪.‬‬ ‫‪-‬‬

‫ﺯﻳﺎﺩﺓ ﻣﺪﻯ ﺍﻟﺘﻌﺮﺽ ﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﰲ ﺳﻴﺎﻗﺎﺕ ﻃﺒﻴﻌﻴﺔ ﺗ‪‬ﻌﻮ‪‬ﺽ ﺍﻻﻓﺘﻘﺎﺭ ﻟﻠﺘﻌﻠﻢ ﰲ‬ ‫‪-‬‬
‫ﺑﻠﺪ ﺍﻟﻠﻐﺔ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﻗﻴﺎﺱ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﰐ ﻭﻣﺪﻯ ﺍﻟﺘﻘﺪﻡ ﰲ ﺇﳒﺎﺯ ﺍﳌﻬﺎﻡ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬ ‫‪-‬‬

‫ﺍﻻﻗﺘﺪﺍﺭ ﻋﻠﻰ ﲤﺜﻴﻞ ﺍﻟﻠﻐﺔ ﲤﺜﻴﻼﹰ ﻭﺍﻗﻌﻴﺎﹰ ﻛﻤﺎ ﳝﺎﺭﺳﻬﺎ ﺃﻫﻠﻬﺎ؛ ﻭﻻﺳﻴﻤﺎ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫‪-‬‬
‫ﺍﻷﻓﻼﻡ ﺍﳌﺴﺠﻠﺔ‪.‬‬

‫ﺍﻟﺘﻨﻮﻳﻊ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﺣﺴﺐ ﺍﳌﺴﺘﻮﻯ‪ ،‬ﻭﺣﺴﺐ ﺍﻟﺮﻏﺒﺔ‪ ،‬ﻭﺣﺴﺐ ﺍﻟﻌﻨﺎﺻﺮ‬ ‫‪-‬‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

‫ﺗﻮﻓﲑ ﻓﺮﺹ ﺗﻌﻠﻢ ﳑﺘﻊ ﻭﻏﲑ ﺭﲰﻲ‪.‬‬ ‫‪-‬‬

‫ﻭﻻ ﺷﻚ ﺃﻥ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺗﺘﻔﺎﻭﺕ ﰲ ﺷﻜﻠﻬﺎ ﻭﺍﻷﺳﺲ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻟﱵ ﺑﻨﻴﺖ ﻋﻠﻴﻬﺎ؛‬
‫ﻓﺜﻤﺔ ﺑﺮﳎﻴﺎﺕ ﺗﻌﻠﻴﻤﻴﺔ ﺟﺎﻫﺰﺓ ﺗﻌﺘﻤﺪ ﻣﺒﺎﺩﺉ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﱪﻣﺞ‪ ،‬ﻭﲦﺔ ﺑﺮﳎﻴﺎﺕ ﺗﻘﻮﻡ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﺗﻔﺎﻋﻠﻴﺔ‬
‫ﳏﺪﻭﺩﺓ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻟﺘﻌﻠﻢ ﺑﺎﻟﺸﺎﺑﻜﺔ )ﺍﻹﻧﺘﺮﻧﺖ( ﻭﺃﻫﻢ ﻣﺎ ﳝﻴﺰﻩ ﺃﻧﻪ ﻳﻐﻠﺐ ﻋﻠﻴﻪ ﺍﻟﻄﺎﺑﻊ ﺍﻟﺘﻔﺎﻋﻠﻲ‪ .‬ﻭﻟﻴﺲ ﻣﻦ‬
‫ﻗﺼﺪ ﻫﺬﻩ ﺍﻟﻌﺠﺎﻟﺔ ﺃﻥ ﺗﻔﺎﺿﻞ ﺑﲔ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ؛ ﻓﺬﻟﻚ ﰲ ﺍﳌﻜﺎﻥ ﺍﳌﻌﻠﻮﻡ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻷﲝﺎﺙ‪.‬‬

‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺴﻄﻮﺭ ﺍﻟﻘﻠﻴﻠﺔ ﺍﳌﺎﺿﻴﺔ ﻗﺪ ﺍﻋﺘﻨﺖ ﺑﺎﻟﺘﻌﺮﻳﻒ ﺑﺎﳌﻨﺠﺰ ﺍﻟﻨﻬﺎﺋﻲ ﻟﱪﳎﻴﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬
‫ﺍﳊﺎﺳﻮﺑﻴﺔ ﻓﺈﻥ ﻏﺎﻳﺘﻨﺎ ﺃﻥ ﻧﻨﺼﺮﻑ ﺇﱃ "ﺍﺳﺘﺜﻤﺎﺭ ﺍﳊﺎﺳﻮﺏ ﰲ ﺇﻋﺪﺍﺩ ﻣﺎﺩﺓ ﺗﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ "‬
‫ﺗﺆﺳﺲ ﻋﻠﻰ ﺃﺳﺲ ﻋﻠﻤﻴﺔ ﻣﻀﺒﻮﻃﺔ‪ .‬ﺃﻣﺎ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻓﻠﻴﺲ ﻫﻨﺎ ﳏﻞ ﺑﻴﺎﻧﻪ‪.‬‬

‫ﻟﻘﺪ ﺃﺳﻬﻤﺖ ﺍﻟﺜﻮﺭﺓ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭﻣﻌﺎﳉﺔ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺣﺮﻛﺔ ﺿﺒﻂ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺎﺕ‬
‫ﻭﺗﻨﻈﻴﻤﻬﺎ ﻭﺇﻋﺪﺍﺩﻫﺎ ﻟﻼﺳﺘﺜﻤﺎﺭ ﰲ ﺗﻌﻠﻴﻤﻬﺎ ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﻟﻌﻞ ﺃﻇﻬﺮ ﻭﺟﻮﻩ ﻫﺬﺍ ﺍﻟﺘﻄﻮﻳﺮ ﻫﻮ‬
‫"ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ"‪ ،‬ﻭﺗﻮﺳﻴﻌﻬﺎ ﺗﻮﺳﻴﻌﺎﹰ ﻇﺎﻫﺮﺍﹰ ﻓﻴﻤﺎ ﻋﺮﻑ ﺑﻌﺪ ﺫﻟﻚ ﺑﹻ "ﺍﻟﺬﺧﲑﺓ‪ /‬ﺍﳌﹸﺘﻮﻥ"‪.‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﳒﻤﻞ ﻭﺟﻮﻩ ﻫﺬﺍ ﺍﻟﺘﻄﻮﺭ ﰲ‪:‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻋﻴﻨﺎﺕ ﻟﻐﻮﻳﺔ ﳏﺪﻭﺩﺓ ﻭﻗﻠﻴﻠﺔ ﻧﺴﺒﻴﺎﹰ ﺇﱃ ﺫﺧﺎﺋﺮ ﻧﺼﻴﺔ ﻛﺒﲑﺓ ﺗﺘﺠﺎﻭﺯ‬ ‫‪-‬‬
‫ﻣﺌﺎﺕ ﺍﳌﻼﻳﲔ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ‪.‬‬

‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻻﻗﺘﺼﺎﺭ ﻋﻠﻰ ﲢﺪﻳﺪ ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ )ﺍﻷﻟﻒ ﺍﻷﻭﱃ ﺃﻭ‬ ‫‪-‬‬
‫ﺍﻟﺜﺎﻧﻴﺔ( ﺇﱃ ﺭﺻﺪ ﻋﺪﺩ ﻫﺎﺋﻞ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻭﻣﺘﻮﺳﻄﺔ ﺍﻟﺸﻴﻮﻉ ﻭﻧﺎﺩﺭﺗﻪ‪.‬‬

‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺪﻭﺩﺓ ﻻ ﺗﻜﺎﺩ ﺗﺘﺠﺎﻭﺯ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺣﺼﺎﺋﻴﺔ ﺇﱃ ﻛﻢ ﻫﺎﺋﻞ‬ ‫‪-‬‬

‫ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﺪﻻﻟﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻷﺳﻠﻮﺑﻴﺔ‪ ،‬ﻭﺍﻻﺻﻄﻼﺣﻴﺔ‪.‬‬

‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻗﻮﺍﺋﻢ ﻣﻔﺮﺩﺍﺕ ﳎﺎﻻﺕ ﳏﺪﺩﺓ ﺇﱃ ﺫﺧﺎﺋﺮ ﻟﻐﻮﻳﺔ ﲢﺘﻮﻱ ﲨﻴﻊ ﻓﻨﻮﻥ‬ ‫‪-‬‬
‫ﺍﻟﻘﻮﻝ ﻭﺃﻧﻮﺍﻋﻬﺎ‪ :‬ﺍﻷﺩﺏ ﻭﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﻻﺟﺘﻤﺎﻉ ﻭﺍﻻﻗﺘﺼﺎﺩ‪ ،.......‬ﺍﳌﻘﺎﻟﺔ ﻭﺍﳋﻄﺒﺔ‪،‬‬
‫ﻭﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﻘﺼﺔ‪...‬ﺇﱁ‪.‬‬

‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﳋﻄﺎﺏ ﺍﳌﻜﺘﻮﺏ ﻭﺣﺪﻩ ﺇﱃ ﺍﳋﻄﺎﺏ ﺍﻟﻠﻐﻮﻱ ﺍﳌﻜﺘﻮﺏ ﻭﺍﳌﻨﻄﻮﻕ‪.‬‬ ‫‪-‬‬

‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻌﺠﻤﻴﺔ ﺇﱃ ﺍﻟﺪﻻﻟﺔ ﺍﻟﱪﺍﻏﻤﺎﺗﻴﺔ ﻭﺍﳋﻄﺎﺑﻴﺔ؛ ﺃﻱ‬ ‫‪-‬‬
‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﳌﻌﲎ ﺍﳌﻔﺮﺩ ﺇﱃ ﺍﳌﻌﲎ ﰲ ﺍﳋﻄﺎﺏ‪ .‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺗﻨﺎﻭﻝ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﻣﻨﻔﺮﺩﺓ ﻭﰲ ﺳﻴﺎﻗﺎﺕ ﺧﻄﺎﺑﻴﺔ ﳐﺘﻠﻔﺔ‪ :‬ﺍﳌﺘﻼﺯﻣﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ‪ ،‬ﻭﺍﻟﺪﻻﻻﺕ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ‪،‬‬
‫ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﻌﺠﻤﻴﺔ‪ ،‬ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﻣﺘﻌﺪﺩﺓ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻭﻣﺪﻯ ﺇﹴﺳﻬﺎﻡ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺍﻟﺪﻻﻟﻴﺔ ﰲ ﺑﻨﺎﺀ ﺍﳋﻄﺎﺏ ﻭﺍﻧﺴﺠﺎﻣﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻧﺴﺘﺨﻠﺺ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﻓﻮﺍﺋﺪ ﺍﻟﺬﺧﲑﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺘﻤﺜﻞ ﰲ‪:١٣٧‬‬

‫ﺗﺼﻨﻴﻒ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﺘﻀﻤﻨﺔ ﺗﺼﻨﻴﻔﺎﺕ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﺣﺴﺐ ﺍﻟﺸﻴﻮﻉ‪ ،‬ﻭﺍ‪‬ﺎﻝ‪ ،‬ﻭﻗﻴﻮﺩ‬ ‫‪-٥‬‬
‫ﺍﻻﺳﺘﻌﻤﺎﻝ‪.‬‬

‫ﺗﻘﺪﱘ ﺍﳌﻌﺎﱐ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻔﺮﺩﺓ ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬ ‫‪-٦‬‬

‫ﺑﻴﺎﻥ ﻋﻼﻗﺔ ﺍﻟﻜﻠﻤﺔ ﺑﻐﲑﻫﺎ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻭﻻﺳﻴﻤﺎ ﺍﳌﺘﻼﺯﻣﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ‪ ،‬ﻭﺍﻟﻮﺣﺪﺍﺕ‬ ‫‪-٧‬‬
‫ﺍﳌﻌﺠﻤﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ﺍﻟﺴﻴﺎﻕ ﺍﻟﺘﺪﺍﻭﱄ ﻟﻠﻤﻔﺮﺩﺓ‪ ،‬ﻭﺑﻴﺎﻥ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬ ‫‪-٨‬‬

‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳌﻌﺎﱐ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﻌﺎﱐ ﺍﻻﺻﻄﻼﺣﻴﺔ‪.‬‬ ‫‪-٩‬‬

‫ﺍﳋﺼﺎﺋﺺ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﻜﺘﺎﺑﻴﺔ ﻟﻠﻤﻔﺮﺩﺓ‪.‬‬ ‫‪-١٠‬‬

‫ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﻠﻤﻔﺮﺩﺍﺕ ﺑﻮﺻﻔﻬﺎ ﺃﺩﺍﺓ ﻟﺒﻨﺎﺀ ﺍﳋﻄﺎﺏ ﻭﲤﺎﺳﻜﻪ‪.‬‬ ‫‪-١١‬‬

‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﳋﻄﺎﺏ ﺍﳌﻜﺘﻮﺏ ﻭﺍﳋﻄﺎﺏ ﺍﳌﻨﻄﻮﻕ‪.‬‬ ‫‪-١٢‬‬

‫ﻭﻗﺪ ﺗﻄﻮﺭﺕ ﺍﻟﺬﺧﺎﺋﺮ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻟﻐﺮﺏ ﺗﻄﻮﺭﺍﺕ‪ ‬ﻣﺘﻼﺣﻘﺔﹰ‪ ،‬ﻭﻳﻈﻬﺮ ﺃﻥ ﺗﻘﻨﻴﺔ ﺍﳌﺴﺢ ﺍﻟﻀﻮﺋﻲ‬
‫ﻭﺍﳌﻌﺎﳉﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺧﺮﻯ ﻗﺪ ﺃﺳﻬﻤﺖ ﺇﺳﻬﺎﻣﺎﹰ ﻛﺒﲑﺍﹰ ﰲ ﺗﻌﺎﻇﻢ ﻣﱰﻟﺔ ﺍﻟﺬﺧﺎﺋﺮ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ‬
‫ﺃﻥ ﺍﻟﺬﺧﲑﺓ ﺗﻘﺪﻡ ﺻﻮﺭﺓ ﻭﺍﻗﻌﻴﺔ ﻟﺴﻠﻮﻙ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﻮﻱ ‪ ،‬ﻭ ﺗ‪‬ﺒﲔ‪ ‬ﻋﻦ ﺩﻭﺭﻫﺎ ﰲ ﺑﻨﻴﺔ‬
‫ﺍﻟﻠﻐﺔ‪.‬‬

‫‪ ١٣٧‬ﻫﺬﻩ ﺍﻟﻔﻮﺍﺋﺪ ﻣﻦ ﺍﺳﺘﺨﻼﺹ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﻭﺭﺩ ﲟﻌﻨﺎﻩ ﰲ ﻛﺘﺎﺏ‪Jeanne McCarten , (2007). p3:‬‬
‫ﻭﻟﺘﻔﺎﺻﻴﻞ ﺇﺿﺎﻓﻴﺔ ﻋﻦ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺬﺧﲑﺓ ﰲ ﺗﻌﻠﻴﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﺍﻧﻈﺮ‪R. Carter, (2007).- Schmitt. - :‬‬
‫‪N, (2000).‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻓﺈﺫﺍ ﻣﺎ ﺍﻧﺘﻘﻠﻨﺎ ﺇﱃ ﺗﻌﻠﻴﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻓﺈﻥ ﲦﺔ ﺳﺆﺍﻻﹰ ﻣﻬﻤﺎﹰ ﻳﻌﺘﺮﺿﻨﺎ‪ ،‬ﻭﻫﻮ‪:‬ﻛﻴﻒ ﻧﺴﺘﺜﻤﺮ‬
‫ﺍﻟﺬﺧﲑﺓ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺗﻨﻤﻴﺔ ﻣﻌﺮﻓﺔ ﺍﳌﺘﻌﻠﻢ ﺍﻷﺟﻨﱯ ﺑﺎﻟﻠﻐﺔ؟ ﻻﺷﻚ ﺃﻥﱠ ﲦﺔﹶ ﻏﺎﻳﺎﺕ‪ ‬ﺗﻌﻠﻴﻤﻴﺔﹰ ﺧﺎﻟﺼﺔﹰ ﻣﻦ ﻭﺭﺍﺀ‬
‫ﺇﻧﺸﺎﺀ ﺍﻟﺬﺧﺎﺋﺮ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻟﻌﻞ ﺃﳘﻬﺎ ﺟﻌﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﻡ ﻭﺍﻷﺟﻨﺒﻴﺔ ﻋﻤﻼﹰ ﻋﻠﻤﻴﺎﹰ ﻣﻨﻬﺠﻴﺎﹰ ﻣﻀﺒﻮﻃﺎﹰ ﻻ‬
‫ﻋﻤﻼﹰ ﺗﺮﺍﻛﻤﻴﺎﹰ ﺫﺍﺗﻴﺎﹰ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺭﺅﻯ ﺫﺍﺗﻴﺔ ﺧﺎﻟﺼﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻐﺎﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﲤﺲ ﻋﻨﺎﺻﺮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻛﻠﻬﺎ‪ :‬ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﺍﳌﻌﻠﻢ‪.‬‬

‫ﻭﻟﻌﻞ ﺃﻇﻬﺮ ﻭﺟﻮﻩ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺬﺧﲑﺓ ﺗﺘﺠﺴﺪ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﹶﻨ‪‬ﻮﹺﻱ‪ ‬ﺗﻘﺪﳝﻬﺎ ﻟﻠﻤﺘﻌﻠﻤﲔ‪،‬‬
‫ﻭﻫﺬﻩ ﺍﳌﺎﺩﺓ ﻋﻨﺼﺮ‪ ‬ﺗ‪‬ﻘﺎﻃﻊﹴ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﻻﺳﻴﻤﺎ ﰲ ﺳﻴﺎﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ﺃﻭ ﳏﺪﺩﺓ‪.‬‬
‫ﻭﺑﻴﺎﻥ ﺫﻟﻚ ﰲ ﺃﻧﻪ ﳝﻜﻦ ﻟﻨﺎ ﺍﺳﺘﺜﻤﺎﺭ ﲨﻴﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﻮﻓﺮﻫﺎ ﺍﻟﺬﺧﲑﺓ ﻟﺒﻨﺎﺀ ﻣﻨﻬﺞ ﻋﺎﻡ ﺃﻭ ﺧﺎﺹ؛ ﺇﺫ‬
‫ﻳﻨﺒﻐﻲ ﻫﻨﺎ ﺃﻥ ﻧﺘﺤﺮﻯ ﺃﺷﻴﻊ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﻧﻀﻤﻨﻬﺎ ﰲ ﺍﳌﺎﺩﺓ ﺍﳌﻘﺮﺭﺓ‪ .‬ﻭﻳﻘﻮﺩﻧﺎ ﻣﺒﺪﺃ ﺍﻟﺸﻴﻮﻉ ﻭﻛﺜﺮﺓ ﺍﻟﺘﺮﺩﺩ ﺇﱃ‬
‫ﻓﻜﺮﺗﲔ ﺭﺋﻴﺴﺘﲔ ﳘﺎ‪ :‬ﺍﻟﻀﺒﻂ ﻭﺍﻟﺘﺪﺭﺝ‪ .‬ﺃﻣﺎ ﻓﻜﺮﺓ ﺿﺒﻂ ﻋﺪﺩ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﻘﺪﻣﺔ)ﻋﻠﻰ ﳓﻮ ﺗﻘﺮﻳﱯ( ﻓﻸﻧﻪ‬
‫ﻳﺴﺘﻨﺪ ﺇﱃ ﺩﺭﺍﺳﺎﺕ ﺗﺘﻨﺎﻭﻝ ﻣﻘﺪﺍﺭ "ﺍﳊﺼﻴﻠﺔ ﺍﳌﻌﺠﻤﻴﺔ" ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﳝﺘﻠﻜﻬﺎ ﺍﳌﺘﻌﻠﻢ ﰲ ﻛﻞ ﻣﺮﺣﻠﺔ‬
‫ﺗﻌﻠﻴﻤﻴﺔ؛ ﻓﻤﻘﺪﺍﺭ ﺣﺼﻴﻠﺔ ﺍﳌﺒﺘﺪﺉ ﳜﺘﻠﻒ ﻋﻦ ﻣﻘﺪﺍﺭ ﺣﺼﻴﻠﺔ ﺍﳌﺘﻮﺳﻂ‪ .‬ﻭﺃﻣﺎ ﻓﻜﺮﺓ ﺍﻟﺘﺪﺭﺝ ﻓﻨﺴﺘﺜﻤﺮﻫﺎ ﰲ‬
‫ﳎﺎﻟﲔ‪ :‬ﺍﻷﻭﻝ ﰲ ﺳﻴﺎﻕ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ؛ ﺇﺫ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﺪﺭﺝ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺍﻷﺷﻴﻊ ﺇﱃ ﺍﻷﻗﻞ ﺷﻴﻮﻋﺎﹰ‪ ،‬ﻭﺃﻣﺎ‬
‫ﺍ‪‬ﺎﻝ ﺍﻟﺜﺎﱐ ﻓﻤﺮﺗﺒﻂ ﲟﻘﺪﺍﺭ ﺍﳊﺼﻴﻠﺔ ﺍﳌﻌﺠﻤﻴﺔ" ﻧﻔﺴﻬﺎ؛ ﺫﻟﻚ ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﺪﺭﺝ ﻋﺪﺩ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻦ‬
‫ﻣﺴﺘﻮﻯ ﺇﱃ ﺁﺧﺮ‪ ،‬ﻓﻼ ﻳﻌﺎﺩ ﺗﻜﺮﺍﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻧﻔﺴﻬﺎ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‪ ،‬ﻭﺇﳕﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺴﺘﺜﻤﺮ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﻟﻘﺪﳝﺔ ﰲ ﺑﻨﺎﺀ ﺷﺒﻜﺎﺕ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻻﺳﻴﻤﺎ ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻟﺒﻨﺎﺀ ﺣﺼﻴﻠﺔ ﻣﻌﺠﻤﻴﺔ ﺃﺭﻗﻰ ﻭﺃﻭﺳﻊ‪ .‬ﺇﻥ‬
‫ﺷﻴﻮﻉ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ ﻋﻼﻣﺔ ﻋﻠﻰ ﻣﺪﻯ ﺣﻀﻮﺭﻫﺎ ﰲ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﻮﻱ؛ ﺫﻟﻚ ﺃ‪‬ﺎ ﺗﺴﺘﻮﻋﺐ ﳏﺘﻮﻯ‬
‫ﻣﻌﻈﻢ ﺍﻟﻨﺼﻮﺹ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﻣﻮﺿﻮﻋﺎ‪‬ﺎ؛ ﻣ‪‬ﻦ‪ ‬ﰒﱠ ﻓﺈﻥ ﺗﻘﺪﳝﻬﺎ ﺃﻭﻻﹰ ﳚﻌﻞ ﺍﳌﺘﻌﻠﻢ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﻟﻠﻐﺔ ﰲ‬
‫ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺍﻗﻌﻲ؛ ﻟﻴﻘﺘﺪﺭ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ‪‬ﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺗﺴﻬﻢ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺧﺪﻣﺔ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻷﻗﻞ ﺷﻴﻮﻋﺎﹰ؛ ﺫﻟﻚ ﺃ‪‬ﺎ ﺗﻘﺪﻡ ﻓﺮﺻﺎﹰ ﻣﻨﺎﺳﺒﺔ‬
‫ﻟﺘﻄﻮﻳﺮ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺨﻤﲔ ﻭﺍﻻﺳﺘﻨﺘﺎﺝ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‪ .‬ﻭﺇﺫﺍ ﻋﻠﻤﻨﺎ ﺃﻥ ﻧﺴﺒﺔ ﺟﻴﺪﺓ ﻣﻦ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ‬
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‫‪ ،‬ﻭﻫﻲ ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻭﺣﺮﻭﻑ ﺍﳉﺮ‪...‬‬ ‫ﺍﻟﺸﺎﺋﻌﺔ ﻟﻴﺴﺖ ﻣﻔﺮﺩﺍﺕ‪ ‬ﳏﺘﻮﻯ ﻭﺇﳕﺎ ﻣﻔﺮﺩﺍﺕ ﻭﻇﻴﻔﻴﺔ‬
‫ﺃﺩﺭﻛﻨﺎ ﺃﳘﻴﺔ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺑﻨﺎﺀ ﺍﳋﻄﺎﺏ ﻭﺍﻧﺴﺠﺎﻣﻪ‪ .‬ﻭﻻ ﻳﻘﺘﺼﺮ ﻭﺟﻪ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺬﺧﲑﺓ ﻋﻠﻰ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻣﻦ ﺣﻴﺚ ﻫﻲ ﻭﺣﺪﺍﺕ ﻣﻌﺠﻤﻴﺔ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺘﺠﺎﻭﺯﻫﺎ ﺇﱃ ﺗﻠﻤﺲ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﳌﻌﺠﻤﻲ ﻭﺍﻟﺪﻻﱄ ﻟﻠﻤﻔﺮﺩﺍﺕ؛ ﺇﺫ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻘﻒ ﻋﻠﻰ ﺍﻟﻘﻴﻮﺩ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﻭﺍﻟﺪﻻﻟﻴﺔ ﺍﳌﻔﺮﻭﺿﺔ ﻋﻠﻰ ﻫﺬﻩ‬
‫ﺍﳌﻔﺮﺩﺓ‪ ،‬ﺣﲔ ﺗﺪﺧﻞ ﰲ ﺗﺄﻟﻴﻒ ﻭﺣﺪﺓ ﻣﻌﺠﻤﻴﺔ ﻛﱪﻯ ﻛﺎﳌﺘﻼﺯﻣﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺎﺑﲑ ﺍﳌﺴﻜﻮﻛﺔ‪،‬‬
‫ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﳌﻌﺠﻤﻴﺔ ﺍﻟﻨﺤﻮﻳﺔ‪ ،‬ﻛﺎﻷﻓﻌﺎﻝ ﺍﳌﺘﻌﺪﻳﺔ ﲝﺮﻑ ﺍﳉﺮ ﻭﻣﺸﺘﻘﺎ‪‬ﺎ‪ .‬ﻓﻤﻦ ﻧﺎﺣﻴﺔ ﺗ‪‬ﻌﺎﻣ‪‬ﻞ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﳌﻌﺠﻤﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﻭﺣﺪﺍﺕ ﺫﺍﺕ ﺑﻨﻴﺔ ﺗﺮﻛﻴﺒﻴﺔ ﲣﺘﻠﻒ ﻋﻦ ﺍﳌﻮﺍﻗﻊ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﻟﻜﻞ ﻛﻠﻤﺔ ﻣﻨﻔﺮﺩﺓ‪ .‬ﻭ‬
‫ﻳﻨﻀﺎﻑ ﺇﱃ ﺫﻟﻚ ﺍﳌﻌﺎﱐ ﺍﳉﺪﻳﺪﺓ ﺍﳌﹸﺤ‪‬ﺼ‪‬ﻠﺔ ﻣﻦ ﺍﻧﺪﻣﺎﺝ ﺍﳌﻔﺮﺩﺓ ﰲ ﺗﺮﻛﻴﺐ ﺟﺪﻳﺪ‪ .‬ﻭﳝﻜﻦ ﻟﻨﺎ ﺍﺳﺘﺜﻤﺎﺭ‬
‫ﳏﺘﻮﻯ ﺍﻟﺬﺧﲑﺓ ﰲ ﺑﻨﺎﺀ ﻣﻌﺎﺟﻢ ﺗﻌﻠﻴﻤﻴﺔ ﻭ‪‬ﺻ‪‬ﻔ‪‬ﻴ‪‬ﺔ‪ ،‬ﺃﻛﺎﻧﺖ ﻣﻌﺎﺟﻢ‪ ‬ﻋﺎﻣﺔﹰ‪ ،‬ﻭﻫﻲ ﺍﻟﻐﺎﻟﺐ‪ ،‬ﺃﻡ ﻣﺘﺨﺼﺼﺔ ؛‬
‫ﻓﻴﻤﻜﻦ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻭﻻﺳﻴﻤﺎ ﺍﳌﺒﺘﺪﺋﲔ ﺃﻥ ﻳ‪‬ﺤ‪‬ﺼ‪‬ﻠﻮﺍ ﻣﻌﻠﻮﻣﺎﺕ‪ ‬ﻣﻬﻤﺔﹰ ﻣﻦ ﻫﺬﻩ ﺍﳌﻌﺎﺟﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﺜﻞ ‪:‬‬
‫ﺍﳌﻌﲎ ﺍﳌﻌﺠﻤﻲ‪ ،‬ﻭﺍﳌﻌﲎ ﺍﻟﺴﻴﺎﻗﻲ‪ ،‬ﻭﺍﳌﻌﲎ ﺍﻟﺘﻮﺍﺻﻠﻲ ﺍﻟﺘﺪﺍﻭﱄ‪ ،‬ﻓﻮﺟﻮﺩ ﻧﺼﻮﺹ ﻟﻐﻮﻳﺔ ﻭﺍﻗﻌﻴﺔ ﻳﻘﺪﻡ ﳍﻢ ﺃﻣﺜﻠﺔ‬
‫ﻭﺍﻗﻌﻴﺔ ﻏﲑ ﻣﺼﻨﻮﻋﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﻌﺎﱐ‪ .‬ﻛﻤﺎ ﺗﻘﺪﻡ ﻫﺬﻩ ﺍﳌﻌﺎﺟﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻌﻠﻮﻣﺎﺕ ﳓﻮﻳﺔ ﻭﺻﺮﻓﻴﺔ ﺗﺘﻨﺎﻭﻝ‬
‫ﺍﻟﻔﺼﺎﺋﻞ ﺍﻟﻨﺤﻮﻳﺔ ﻟﻠﻤﻔﺮﺩﺓ‪ ،‬ﺇﻥ ﻛﺎﻧﺖ ﻓﻌﻼﹰ ﺃﻭ ﺍﲰﺎﹰ ﺃﻭ ﺿﻤﲑﺍﹰ‪ .‬ﻛﻤﺎ ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﳌﻌﺎﺟﻢ‪ ،‬ﺍﳌﺆﺳﺴﺔﹸ ﻋﻠﻰ‬
‫ﻣﻌﻄﻴﺎﺕ ﺍﻟﺬﺧﲑﺓ‪ ،‬ﺻﻮﺭﺍﹰ ﻭﺍﻗﻌﻴﺔ ﻟ‪‬ﺘﻼﺯ‪‬ﻡ ﺍﳌﻔﺮﺩﺓ ﻣﻊ ﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﺫﻟﻚ ﺍﻟﺘﻼﺯﻡ ﺍﻟﺬﻱ ﻳﻔﺎﺭﻕ ﰲ‬
‫ﻣﻌﻨﺎﻩ ﻣﻌﲎ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﱵ ﻳﺘﺄﻟﻒ ﻣﻨﻬﺎ ﻣﻨﻔﺼﻠﺔ‪.‬‬

‫‪ ١٣٨‬ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ )ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ( ﻫﻲ‪ :‬ﺍﳌﻔﺮﺩﺍﺕ ﺗﺮﺑﻂ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﳉﻤﻞ ﻭﻳﺴﺘﻌﺎﻥ ‪‬ﺎ ﻋﻠﻰ ﺇﲤﺎﻡ ﺍﻟﺮﺳﺎﻟﺔ ﻣﺜﻞ‬
‫ﺣﺮﻭﻑ ﺍﳉﺮ ﻭﺃﺩﻭﺍﺕ ﺍﻻﺳﺘﻔﻬﺎﻡ ﻭﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‪ .‬ﺍﻧﻈﺮ ﺭﺷﺪﻱ ﻃﻌﻴﻤﺔ ﻭﳏﻤﺪ ﺍﻟﺸﻌﻴﱯ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻷﺩﺏ‪ ،‬ﺹ‪٢٩٥‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺃﻣﺎ ﻣﻨﺘﻬﻰ ﺍﺳﺘﺜﻤﺎﺭ ﻫﺬﻩ ﺍﻟﺬﺧﺎﺋﺮ ﻓﻤﺎﺛ‪‬ﻞﹲ ﰲ ﺍﳌﻌﺎﺟﻢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺘﻄﻮﺭﺓ؛ ﻓﻘﺪ ﺻﺎﺭ ﺑﺈﻣﻜﺎﻥ ﺍﳌﺘﻌﻠﻢ‬
‫ﺃﻥ ﻳﻘﺘﲏ ﻣﻌﺠﻤﺎﹰ ﻟﻐﻮﻳﺎﹰ ﻣﺘﻌﺪﺩ ﺍﻻﺳﺘﻌﻤﺎﻻﺕ‪ ،‬ﻭﳝﻜﻦ ﲪﻠﻪ ﺑﺎﳉﻴﺐ‪ .‬ﻭﺗ‪‬ﻔﹾﻀ‪‬ﻞﹸ ﻫﺬﻩ ﺍﳌﻌﺎﺟﻢ‪ ‬ﺍﳌﻌﺎﺟﻢ‪ ‬ﺍﻟﻮﺭﻗﻴﺔﹶ‬
‫ﰲ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﻮﺳﺒﺔ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ‪ :‬ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﺼﻮﺭ‪ ،‬ﻭﺍﻷﻟﻮﺍﻥ‪ ،‬ﻭﺍﻟﺼﻮﺕ‪....‬ﺇﱁ‪.‬‬

‫ﻭﺗﻮﻓﺮ ﺍﻟﺬﺧﺎﺋﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻗﻮﺍﻋﺪ ﻣﻌﻠﻮﻣﺎﺕ ﻫﺎﺋﻠﺔ ﳌﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺗﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺑﻨﺎﺀ ﺍﻟﻨﺸﺎﻃﺎﺕ‬
‫ﻭﺍﻟﺘﺪﺍﺭﻳﺐ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺍﳌﺼﺎﺣﺒﺔ ﻟﻠﻜﺘﺎﺏ ﺍﳌﻘﺮﺭ‪ .‬ﻭﺗﺘﻤﺜﻞ ﻫﺬﻩ ﺍﳌﺴﺎﻋﺪﺓ ﰲ‪:‬‬

‫ﺑﻨﺎﺀ ﻗﺎﺋﻤﺔ ﻣﻔﺮﺩﺍﺕ ﺷﺎﺋﻌﺔ ﲤﺜﻞ ﺍﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻤﺔ ﲤﺜﻴﻼﹰ ﺣﻘﻴﻘﻴﺎﹰ ﻭﻭﺍﻗﻌﻴﺎﹰ‪.‬‬ ‫‪-‬‬

‫ﺑﻨﺎﺀ ﻗﻮﺍﺋﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﺍﻟﱵ ﺗﺘﺠﺎﻭﺯ ﺍﳌﻔﺮﺩﺓ ﺇﱃ ﺍﻟﺘﺮﺍﻛﻴﺐ‪.‬‬ ‫‪-‬‬

‫ﺑﻨﺎﺀ ﻣﻌﺠﻢ ﻣﺮﺣﻠﻲ ﻳﺘﻀﻤﻦ ﻣﻔﺮﺩﺍﺕ ﻣﻨﺎﺳﺒﺔ ﳌﺴﺘﻮﻯ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﻳﺴﺘﺪﺭﻙ ﻋﻠﻰ‬ ‫‪-‬‬
‫ﻣﻔﺮﺩﺍﺕ ﺍﻟﻜﺘﺎﺏ ﻣﻔﺮﺩﺍﺕ‪ ‬ﺗﺘﻨﺎﺳﺐ ﻭ ﺍﶈﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﻤﺎﺩﺓ ﺍﳌﻘﺮﺭﺓ‪.‬‬

‫ﲢﺼﻴﻞ ﻣﻮﺍﻗﻒ ﻭﺍﻗﻌﻴﺔ ﻻﺳﺘﻌﻤﺎﻝ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﻧﻘﻞ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻻﺳﺘﻘﺒﺎﻝ ﺇﱃ‬ ‫‪-‬‬
‫ﺍﻹﻧﺘﺎﺝ‪.‬‬

‫ﺑﻴﺎﻥ ﺃﺛﺮ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺑﻨﺎﺀ ﺍﻟﻨﺺ ﻭﲤﺎﺳﻜﻪ‪.‬‬ ‫‪-‬‬

‫ﺗﻮﺟﻴﻪ ﺍﻟﻄﻠﺒﺔ ﳓﻮ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬ ‫‪-‬‬

‫ﻭ ﻳﻠﺨﺺ )ﴰﺖ( ﺃﺛﺮ ﺍﻟﺬﺧﲑﺓ ﰲ ﺍﻟﺪﺭﺱ ﺍﻟﻠﻐﻮﻱ ﺑﻘﻮﻟﻪ ‪ " :‬ﺇﻥ ﻣﺸﺎﺭﻳﻊ ﺍﻟﺬﺧﲑﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺃﺳﻬﻤﺖ ﰲ‬
‫ﺗ‪‬ﺤ‪‬ﻮ‪‬ﻝ ﺍﻟﺪﺭﺱ ﺍﳌﹸﻌ‪‬ﺠ‪‬ﻤﻲ‪ ‬ﻣﻦ ﺍﻻﻋﺘﻨﺎﺀ ﺑﺎﻟﻜﻠﻤﺔ ﻭﺣﺪﻫﺎ ﺇﱃ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﻟﻌﻨﺎﻗﻴﺪ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻭﺍﻟﺘﺤﻮﻝ‬
‫‪١٣٩‬‬
‫ﻣﻦ ﻣﻌﺎﻣﻠﺘﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻭﺣﺪﺍﺕ‪ ‬ﻣﻨﻌﺰﻟﺔﹰ ﺇﱃ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻋﻨﺼﺮﺍﹰ ﻣﻨﺪﳎﺎﹰ ﰲ ﺑﻨﻴﺔ ﺍﳋﻄﺎﺏ‪/‬ﺍﻟﻨﺺ"‬

‫‪١٣٩‬‬
‫‪- Schmi . N, (2000). p89‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‬

‫ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺗﻌﻠﻤﻬﺎ‬

‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﹼﻢ‬

‫ﻳﻨﺘﺴﺐ ﻣﻔﻬﻮﻡ " ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ" ﺇﱃ ﺍﳌﺪﺭﺳﺔ ﺍﳌﻌﺮﻓﻴﺔ‪ ،١٤٠‬ﻭﻫﻮ ﳝﺜﻞ ﲢﻮﻻﹰ ﻣﻬﻤﺎﹰ ﰲ ﻧﻈﺮﻳﺎﺕ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺇﺟﺮﺍﺀﺍﺗﻪ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ؛ ﻭﺗﺘﻤﺜﻞ ﺃﳘﻴﺘﻪ ﰲ ﺃﻧﻪ ﻣﺜﻞ ﻧﺰﻭﻋﺎﹰ ﳓﻮ ﺍﳊﺪ‪ ‬ﻣﻦ ﻣﺮﻛﺰﻳﺔ ﺍﳌﻌﻠﻢ ﻭﺇﺳﻨﺎﺩ‬
‫ﺩﻭﺭ ﺃﻛﱪ ﺇﱃ ﺍﳌﺘﻌﻠﻢ؛ ﺇﺫ ﺗﺮﻛﺰ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻋﻠﻰ ﺳﺆﺍﻟﲔ‪ :‬ﻛﻴﻒ ﻳﺘﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ؟ ﻭ ﻣﺎ‬
‫ﻫﻲ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﰲ ﺗﻨﻤﻴﺔ ﻛﻔﺎﻳﺎﺗﻪ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺣﺪﻩ ﻭﺧﺎﺭﺝ ﺍﻟﻐﺮﻓﺔ ﺍﻟﺼﻔﻴﺔ؟‬

‫ﺑﲔ‬ ‫ﻭﻟﻌﻞ ﺍﻟﻨﻈﺮ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ "ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ" ﻳﻜﺸﻒ ﻋﻦ ﺧﻠﻄﻬﺎ‬
‫"ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺃﺳﺎﻟﻴﺒﻪ" ﻭ" ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ"! ﻭﻟﻌﻠﻪ ﳛﺴﻦ ﰊ ﻫﻨﺎ ﺃﻥ ﺍﻗﻴﻢ ﺑﻴﻨﻬﻤﺎ ﻓﺮﻗﺎﹰ ﺍﺻﻄﻼﺣﻴ ﺎﹰ‬
‫ﺑ‪‬ﻴ‪‬ﻨﺎ‪ ،‬ﻫﻨﺎ ﻋﻠﻰ ﺍﻷﻗﻞ؛ ﺃﻣﺎ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺃﺳﺎﻟﻴﺒﻪ ﻓﺈﳕﺎ ﺗﺪﻝ ﻋﻠﻰ ﻣﺎ ﻳﻮﻇﻔﻪ ﺍﳌﻌﻠﻢ ﻣﻦ ﺇﺟﺮﺍﺀﺍﺕ ﻭﻃﺮﻕ‬
‫ﻭﺃﺳﺎﻟﻴﺐ ﻭﻣ‪‬ﻌﻴﻨﺎﺕ ﻟﺘﻨﻔﻴﺬ ﺩﺭﺱ ﻣﻌﲔ‪ ،‬ﲢﻘﻴﻘﺎﹰ ﻷﻫﺪﺍﻑ ﳏﺪﺩﺓ ﻳﻘﺮﺭﻫﺎ ﺍﳌﻌﻠﻢ ﺃﻭ ﺍﳌﻨﻬﺎﺝ‪ .‬ﺍﻣﺎ ﺍﺳﺘﺮﺍﺗﻴﺠﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻢ ﻓﺈﳕﺎ ﻧﻘﺼﺪ ‪‬ﺎ " ﻣﺎ ﻳﻮﻇﻔﻪ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻟﺘﺴﻬﻴﻞ ﺗﻌﻠﻤﻪ‪ ،‬ﻭﺗﻨﻤﻴﺔ ﻛﻔﺎﻳﺎﺗﻪ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﻮﺍﺻﻠﻴﺔ‬
‫ﺍﳌﺘﻌﺪﺩﺓ"‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﺸﻤﻞ‪:‬‬

‫ﻋﻤﻠﻴﺎﺕ ﻋﻘﻠﻴﺔ ﻭﻣﻌﺮﻓﻴﺔ ﻣﺘﻌﺪﺩﺓ‪ ،‬ﻛﺘﺼﻤﻴﻢ ﻃﺮﻳﻘﺔ ﻣﻌﻴﻨﺔ ﻻﺳﺘﺮﺟﺎﻉ ﻣﻌﺎﱐ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫‪-‬‬
‫ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫‪ -٤٤‬ﺗﻔﺎﺻﻴﻞ ﻭﺍﻓﻴﺔ ﰲ ﻛﺘﺎﺏ ﺭﻭﺯﺍﻣﻮﻧﺪ ﻣﻴﺘﺸﻞ ﻭﻓﻠﻮﺭﻧﺲ ﻣﺎﻳﻠﺰ‪ ،‬ﻧﻈﺮﻳﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺗﺮﲨﺔ ﻋﻴﺴﻰ ﺑﻦ ﻋﻮﺩﺓ‬
‫ﺍﻟﺸﺮﻳﻮﰲ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪٢٠٠٤ ،‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻬﺎﻡ‪ ‬ﺗﻌﻠﻤﻴﺔ ﺫﺍﺗﻴﺔ ﻳﻨﺠﺰﻫﺎ ﺍﳌﺘﻌﻠﻢ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ؛ ﻛﺎﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺠﻢ ﻟﺘﻌﺮﻑ ﻣﻌﺎﱐ‬ ‫‪-‬‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﻻﺳﺘﻤﺎﻉ ﻟﻨﺎﻃﻘﲔ ﺃﺻﻠﻴﲔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﻔﻬﻢ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ‪.‬‬

‫ﺳﻠﻮﻛﺎﺕ ﺗﻔﺎﻋﻠﻴﺔ ﻣﻊ ﺍﳌﻌﻠﻢ ﺃﻭ ﺍﻟﺰﻣﻼﺀ ﺃﻭ ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ‪ ،‬ﻛﺴﺆﺍﻝ ﺍﳌﻌﻠﻢ‬ ‫‪-‬‬

‫ﻣﺒﺎﺷﺮﺓ ﻋﻦ ﻣﻌﺎﱐ ﻣﻔﺮﺩﺍﺕ ﳏﺪﺩﺓ‪ ،‬ﺃﻭ ﳑﺎﺭﺳﺔ ﻣﻬﺎﺭﺍﺕ ﺍﳊﻮﺍﺭ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪...‬ﺇﱁ‪.‬‬

‫ﻭﳝﻜﻦ ﺃﻥ ﻧﻘﻴﻢ ﻫﻨﺎﻙ ﻓﺮﻭﻗﺎﹰ ﺑﲔ "ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ" ﻭ " ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ" ﻳﻈﻬﺮﻫﺎ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺍﺳﺘﺮﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ‬ ‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻃﺮﻗﻪ‬

‫‪ -‬ﻳﻨﻔﺬﻫﺎ ﺍﳌﺘﻌﻠﻢ‬ ‫‪ -‬ﻳﻨﻔﺬﻫﺎ ﺍﳌﻌﻠﹼﻢ‬

‫‪ -‬ﻳﻨﻔﺬﻫﺎ ﺍﳌﺘﻌﻠﻢ ﻭﺣﺪﻩ‪ ،‬ﻭﻗﺪ ﻳﻨﻔﺬﻫﺎ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ‬

‫‪ -‬ﻳﻘﺪﻣﻬﺎ ﺍﳌﻌﻠﱢﻢ ﻭﻳﻨﻔﺬﻫﺎ ﻟﻠﺠﻤﻴﻊ‪.‬‬
‫ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫‪ -‬ﻳﻨﻔﺬﻫﺎ ﺍﳌﺘﻌﻠﻢ ﺧﺎﺭﺝ ﻏﺮﻓﺔ ﺍﻟﺼﻒ ﻏﺎﻟﺒﺎﹰ‪ ،‬ﻭﻗﺪ ﻳﻨﻔﺬﻫﺎ‬

‫ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﺇﻥ ﻛﺎﻧﺖ ﺗﻮﺍﻓﻖ ﻣﻬﻤﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻳﺮﻏﺐ ﺍﳌﻌﻠﻢ‬ ‫‪ -‬ﻳﻨﻔﺬﻫﺎ ﺍﳌﻌﻠﻢ ﺩﺍﺧﻞ ﻏﺮﻓﺔ ﺍﻟﺼﻒ‬
‫ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﺇﳒﺎﺯﻫﺎ‪.‬‬

‫‪ -‬ﳛﺪﺩﻫﺎ ﺍﳌﻌﻠﻢ ﻭﻓﻖ ﻗﻨﺎﻋﺎﺕ ﺧﺎﺻﺔ؛ ﻗﺪ‬

‫‪ -‬ﳛﺪﺩﻫﺎ ﺍﳌﺘﻌﻠﻢ؛ ﻓﻬﻮ ﺍﻟﺬﻱ ﳜﺘﺎﺭ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‬
‫ﺗﻜﻮﻥ ﺫﺍﺗﻴﺔ ﺃﻭ ﻣﻌﺮﻓﻴﺔ) ﺍﺗﺒﺎﻉ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺲ‬
‫ﻟﺘﺤﻘﻴﻖ ﻫﺪﻓﻪ‪.‬‬
‫ﻣﻌﻴﻨﺔ(‪.‬‬

‫‪ -‬ﺪﻑ ﺇﱃ ﺇﻛﺴﺎﺏ ﺍﳌﺘﻌﻠﻢ ﻣﻬﺎﺭﺍﺕ ﻭﻣﻌﺎﺭﻑ ‪ -‬ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻻﻛﺘﺴﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻬﺎﺭﺍﺕ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺟﺪﻳﺪﺓ‪ ،‬ﻭﻟﺘﻨﻈﻴﻢ ﺗﻌﻠﻤﻪ ﻭﺗﻄﻮﻳﺮﻩ ‪.‬‬ ‫ﺟﺪﻳﺪﺓ‪.‬‬

‫‪ -‬ﻳﻀﻌﻬﺎ ﺍﳌﻌﻠﻢ ﻭﻓﻖ ﺧﻄﺔ ﻣﺮﺳﻮﻣﺔ ﻭﳏﺪﺩﺓ ‪ -‬ﻳﺒﻨﻴﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻣﻊ ﺗﻘﺪﻣﻪ ﰲ ﻣﻬﺎﻡ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺗﺘﻐﲑ ﺣﺴﺐ‬
‫ﺍﳌﻬﻤﺔ ﺍﻟﺘﻠﻌﻠﻤﻴﺔ‪.‬‬ ‫ﺳﻠﻔﺎﹰ‪.‬‬

‫ﻭﻳﻈﻬﺮ ﺃﻥ ﺍﺳﺘﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺻﺎﺭﺕ ﲢﺘﻞ ﻣﺮﺗﺒﺔ ﻋ‪‬ﻠﻴﺎ ﻟﺪﻯ ﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻭﻣ‪‬ﻨﻈﱢﺮﻳﻬﺎ‪ ،‬ﺣﱴ ﺇﻥ ﺑﻌﻀﻬﻢ ﺟﻌﻠﻬﺎ ﻣﻬﺎﺭﺓ ﻛﻐﲑﻫﺎ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗ‪‬ﻌﻠﱠﻢ؛ ﻭﺑﺬﻟﻚ ﺗﺴﻬﻢ ﰲ‬
‫ﺗﻘﺪﱘ ﺩﻟﻴﻞ ﺻﺮﻳﺢ ﻭﻭﺍﺿﺢ ﻟﻠﻤﺘﻌﻠﻢ ﻳﺄﺧﺬ ﺑﻴﺪﻳﻪ ﻟﺘﻌﻠﻢ ﺫﺍﰐ ﻣﻨﻈﻢ ﻣﻨﻀﺒﻂ ﻳﻨﺘﻬﻲ ﺃﺧﲑﺍﹰ ﺇﱃ ﺗﻨﻤﻴﺔ ﻛﻔﺎﻳﺎﺕ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻭﻟﻌﻞ ﻫﺬﺍ ﻳﻘﻮﺩﻧﺎ ﺇﱃ ﺇﺣﺪﻯ ﺍﳌﻬﺎﻡ‪ ‬ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺆﺩﻳﻬﺎ ﻣﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ؛ ﺇﺫ ﻟﻴﺲ‬
‫ﻋﻠﻴﻪ ﺃﻥ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﻣﻬﺎﺭﺍ‪‬ﺎ ﻭﺇﳕﺎ ﻳﻨﺒﻐﻲ ﻋﻠﻴﻪ ﺃﻥ ﻳﻌﻠﻤﻬﻢ ﻛﻴﻒ ﻳﺘﻌﻠﻤﻮﻥ‪.‬‬

‫ﻭﺗﺘﻤﻴﺰ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻋﻠﻰ ﻣﺎ ﺗﺮﻯ "ﺃﻛﺴﻔﻮﺭﺩ"‪ ،‬ﺑﺄ‪‬ﺎ‪:١٤١‬‬

‫ﺗﺴﻬﻢ ﰲ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ /‬ﺍﻷﺟﻨﺒﻴﺔ؛ ﺃﻱ ﺍﻟﻜﻔﺎﻳﺔ‬ ‫‪-‬‬
‫ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪.‬‬

‫ﺗﺘﻴﺢ ﻟﻠﻤﺘﻌﻠﻤﲔ ﺍﻟﻔﺮﺻﺔ ﻟﻴﻮﺟﻬﻮﺍ ﺃﻧﻔﺴﻬﻢ ﺫﺍﺗﻴﺎﹰ ﻋﻠﻰ ﳓﻮ ﺃﻭﺳﻊ ﻭﺃﴰﻞ‪.‬‬ ‫‪-‬‬

‫ﺗ‪‬ﻮ‪‬ﺳ‪‬ﻊ ﺩﻭﺭ ﺍﳌﻌﻠﱢﻢ‪.‬‬ ‫‪-‬‬

‫ﻣﻮﺟﻬﺔ ﺣﺴﺐ ﺍﳌﺸﻜﻼﺕ؛ ﺗﻮﺟﻬﻬﺎ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﱵ ﺗﺼﺎﺩﻑ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ‪.‬‬ ‫‪-‬‬

‫ﺇﺟﺮﺍﺀﺍﺕ ﳏﺪﺩﺓ ﻳﺘﺨﺬﻫﺎ ﺍﳌﺘﻌﻠﻢ‪.‬‬ ‫‪-‬‬

‫‪١٤١‬‬
‫‪Oxford, Rebecca. L, (1990) . p 9 -‬‬
‫‪526‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﺴﺘﻨﻔﺪ ﺟﻮﺍﻧﺐ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻢ؛ ﻓﻬﻲ ﻻ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﻨﻮﺍﺣﻲ ﺍﳌﻌﺮﻓﻴﺔ ﻓﻘﻂ‪.‬‬ ‫‪-‬‬

‫ﺗﻌﺰ‪‬ﺯ ﺍﻟﺘﻌﻠﻢ ﺍﳌﺒﺎﺷﺮ ﻭ ﻏﲑ ﺍﳌﺒﺎﺷﺮ‪.‬‬ ‫‪-‬‬

‫ﻟﻴﺴﺖ ﺩﺍﺋﻤﺎﹰ ﻗﺎﺑﻠﺔ ﻟﻠﻤﻼﺣﻈﺔ‪.‬‬ ‫‪-‬‬

‫ﻏﺎﻟﺒﺎﹰ ﻣﺎ ﺗﻜﻮﻥ ﻭﺍﻋﻴﺔ؛ ﺃﻱ ﺃﻥ ﺍﳌﺘﻌﻠﻢ ﻳﻨﻔﺬﻫﺎ ﺑﻮﻋﻲ ﻭﻗﺼﺪ‪.‬‬ ‫‪-‬‬

‫ﳝﻜﻦ ﺗﻌﻠﻤﻬﺎ‪.‬‬ ‫‪-‬‬

‫ﻣﺮﻧﺔ‪.‬‬ ‫‪-‬‬

‫ﺗﺘﺄﺛﺮ ﺑﻌﻮﺍﻣﻞ ﻣﺘﻌﺪﺩﺓ‪.‬‬ ‫‪-‬‬

‫ﻭﻗﺪ ﻗﺴﻤﺖ ﺃﻛﺴﻔﻮﺭﺩ ﺍﺳﺘﺮﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺇﱃ ﻗﺴﻤﲔ ﺭﺋﻴﺴﻴﲔ ﳘﺎ‪ :‬ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ‪،‬‬
‫ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ‪ ،‬ﻭﺗﻀﻢ ﻛﻞ ﳎﻤﻮﻋﺔ ﻣﻨﻬﻤﺎ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻴﺎﻥ ﺗﻔﺼﻴﻠﻲ‬
‫ﺑﻨﻤﻮﺫﺟﻬﺎ‪:١٤٢‬‬

‫‪١٤٢‬‬
‫‪Ibid , pp 14-21-‬‬
‫‪527‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﺱ‪.‬‬ ‫ﺍﺱ‪ .‬ﻓﻮﻕ‬

‫ﺍﺱ‪.‬ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﺱ‪ .‬ﺍﻟﺘﻌﻮﻳﺾ‬ ‫ﺍﺱ‪ .‬ﺍﳌﻌﺮﻓﻴﺔ‬ ‫ﺍﺱ‪.‬ﺍﻟﺘﺬﻛﺮ‬
‫ﺍﻟﺘﺄﺛﲑﻳﺔ‬ ‫ﺍﳌﻌﺮﻓﻴﺔ‬

‫ﺃ‪-‬ﲣﻔﻴﻒ ﺃ‪ -‬ﺍﻷﺳﺌﻠﺔ‬ ‫ﺃ‪ -‬ﺍﺧﺘﻼﻕ ﺭﺑﻂ ﺃ‪ -‬ﺍﻟﺘﻄﺒﻴﻖ‬

‫ﻣﺮﻛﺰﺓ ﺍﻟﺘﻌﻠﱡﻢ‬
‫‪-١‬ﺳﺆﺍﻝ‬ ‫ﺍﻟﺬﻛﻲ‬ ‫ﺍﻟﺘﺨﻤﲔ‬
‫ﺍﻟﻘﻠﻖ‬ ‫‪-١‬ﲡﺎﻭﺯ‬ ‫‪-١‬ﺍﻟﺘﻜﺮﺍﺭ‬ ‫ﺫﻫﲏ‪.‬‬
‫‪-١‬ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻟﻠﺘﻮﺿﻴﺢ ﺃﻭ ﺃﻭ‬
‫‪ -٢‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﻘﺮﺍﺋﻦ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ‬
‫‪-١‬‬ ‫‪-١‬ﺍﻟﺘﺠﻤﻴﻊ‬
‫ﺍﻟﺘﺄﻛﻴﺪ‬
‫)ﺍﳌﺆﺷﺮﺍﺕ( ﺗﻌﺮﻓﻬﺎ‪ ،‬ﻭﺭﺑﻂ‬ ‫)ﺇﻧﺸﺎﺀ ﳎﻤﻮﻋﺎﺕ( ﺷﻜﻠﻴﺔ ﻋﻠﻰ‬
‫ﺍﻻﺳﺘﺮﺧﺎﺀ؛‬
‫‪ -٢‬ﺍﻟﺴﺆﺍﻝ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻷﺻﻮﺍﺕ ﻭﺍﻟﻨﻈﺎﻡ‬
‫ﺍﻟﺘﻨﻔﺲ‬
‫ﺍﳉﺪﻳﺪﺓ ‪‬ﺎ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬‫‪-‬‬ ‫‪٢‬‬ ‫‪ -٢‬ﺍﻟﺮﺑﻂ‬
‫ﻟﻠﺘﺼﺤﻴﺢ‬ ‫ﺍﻟﻌﻤﻴﻖ‪،‬‬ ‫ﺍﻟﻜﺘﺎﰊ‬
‫ﺍﻟﻘﺮﺍﺋﻦ ﺍﻷﺧﺮﻯ‬
‫ﻭﺍﻟﺘﺄﻣﻞ ﺏ‪ -‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ‬ ‫‪ -٢‬ﺍﻟﺘﻨﺒﻪ‪/‬‬ ‫‪-٣‬ﺗﻌﺮﻑ‬
‫‪-٣‬ﻭﺿﻊ‬
‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﺍﻻﻧﺘﺒﺎﻩ‬ ‫ﺏ‪-‬ﲡﺎﻭﺯ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﺪﻳﺪﺓ‬
‫‪-٢‬ﺍﺳﺘﻌﻤﺎﻝ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ‬
‫‪-١‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ‬ ‫ﺍﶈﺪﺩﺍﺕ ﻭﺍﻟﻘﻴﻮﺩ‬ ‫ﰲ ﺍﻟﺴﻴﺎﻕ ﺍﳌﻨﺎﺳﺐ‬
‫‪ -٣‬ﺗﺄﺧﲑ ﺇﻧﺘﺎﺝ ﺍﳌﻮﺳﻴﻘﻰ‬ ‫ﺍﻟﺘﺮﺍﻛﻴﺐ‬
‫ﺍﻷﻗﺮﺍﻥ‬
‫‪-١‬ﺍﻟﺘﺤﻮﻝ ﺇﱃ‬ ‫ﻭﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﻟﻜﻼﻡ ﻟﻠﺘﺮﻛﻴﺰ ‪-٣‬ﺍﻟﻀﺤﻚ‬
‫‪-٢‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﻭﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺏ‪-‬ﺗﻄﺒﻴﻖ ﺍﻟﺼﻮﺭ‬
‫ﺏ‪ -‬ﻗﻴﺎﺱ ﻣﺴﺘﺨﺪﻣﲔ‬
‫ﺏ‪-‬ﺗﻨﻈﻴﻢ‬ ‫ﻭﺍﻷﺻﻮﺍﺕ ‪-٤‬ﺇﻋﺎﺩﺓ ﺍﻟﺘﺮﻛﻴﺐ ‪-٢‬ﲢﺼﻴﻞ‬
‫ﺃﻛﻔﻴﺎﺀ ﻟﻠﻐﺔ‬ ‫ﺍﳊﺮﺍﺭﺓ‬
‫ﺗﻌﻠﻤﻚ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬
‫ﺍﳉﺪﻳﺪﺓ‬ ‫ﺍﻟﻌﺎﻃﻔﻴﺔ‬ ‫‪-٥‬ﺍﻟﺘﻄﺒﻴﻖ‬ ‫‪-١‬ﺍﺳﺘﺨﺪﺍﻡ‬
‫‪-٣‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﻭﲣﻄﻴﻄﻪ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ‬ ‫ﺍﻟﺘﺼﻮﻳﺮ‪ /‬ﺍﻟﺼﻮﺭ‬
‫ﺝ‪ -‬ﺍﻟﺸﻌﻮﺭ ﻣﻊ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪-‬‬ ‫‪١‬‬
‫‪528‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﺏ‪ -‬ﺍﺳﺘﻘﺒﺎﻝ ﺍﻹﺷﺎﺭﻳﺔ ﺃﻭ ﳑﻤﻤﻢ ‪-١‬ﺍﻻﺳﺘﻜﺸﺎﻑ ﺇﱃ ﺍﳉﺴﺪ‬ ‫‪ -٢‬ﺍﳋﺮﺍﺋﻂ‬

‫ﺣﻮﻝ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﺮﺳﺎﺋﻞ ﻭﺇﺭﺳﺎﳍﺎ‬ ‫ﺍﻟﺪﻻﻟﻴﺔ‬
‫‪ -٢‬ﺍﺳﺘﻌﻤﺎﻝ ‪ -١‬ﺗﻨﻤﻴﺔ ﺍﻟﻔﻬﻢ‬ ‫‪-٤‬ﲢﺎﺷﻲ‬
‫ﺍﻟﺜﻘﺎﰲ‬ ‫ﻗﺎﺋﻤﺔ‬ ‫‪ -٣‬ﺍﺳﺘﺨﺪﺍﻡ ﲢﺼﻴﻞ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺘﻮﺍﺻﻞ ﺟﺰﺋﻴﺎﹰ ﺃﻭ ‪-٢‬ﺍﻟﺘﻨﻈﻴﻢ‬
‫ﺍﻟﻔﺤﺺ )ﻣﺎ‬ ‫ﻛﻠﻴﺎﹰ‬ ‫ﺑﺴﺮﻋﺔ‬ ‫ﺍﻟﻜﻠﻤﺔ ﺍﳌﻔﺘﺎﺡ‬
‫‪ ٢‬ﻭﻋﻲ ﺃﻓﻜﺎﺭ‬ ‫‪ -٣‬ﲢﺪﻳﺪ‬
‫ﺃﳒﺰﻩ ﻣﻦ‬ ‫‪ -٢‬ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫‪ -٥‬ﺍﺧﺘﻴﺎﺭ‬
‫ﺃﻋﻤﺎﻝ(‬ ‫‪ -٤‬ﲤﺜﻴﻞ ﺍﳌﺼﺎﺩﺭ ﻻﺳﺘﻘﺒﺎﻝ‬
‫ﻭﻣﺸﺎﻋﺮﻫﻢ‬ ‫ﻭﺍﻟﻐﺎﻳﺎﺕ‬ ‫ﺍﳌﻮﺿﻮﻉ‬
‫ﺍﻷﺻﻮﺍﺕ ﰲ ﺍﻟﺮﺳﺎﺋﻞ ﻭﺇﺭﺳﺎﳍﺎ‬
‫‪-٣‬ﻛﺘﺎﺑﺔ‬ ‫ﺍﻟﺬﺍﻛﺮﺓ‬
‫‪ -٦‬ﺗﻌﺪﻳﻞ ﺍﻟﺮﺳﺎﻟﺔ ‪-٤‬ﲢﺪﻳﺪ ﻏﺮﺽ‬
‫ﻣﺬﻛﱢﺮﺓ ﺗﻌﻠﻢ‬ ‫ﺍﻟﺘﺤﻠﻴﻞ‬ ‫‪-‬‬ ‫ﺝ‬
‫ﻭﻣﻘﺎﺭﺑﺘﻬﺎ ﺍﳌﻬﻤﺔ) ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺍﻟﻠﻐﺔ‬ ‫ﺝ‪ -‬ﺍﳌﺮﺍﺟﻌﺔ ﻭﺍﻟﺘﺴﺒﻴﺐ )ﲢﻠﻴﻞ‬
‫ﺍﳍﺎﺩﻓﺔ‪،‬‬ ‫ﺍﳉﻴﺪﺓ‬
‫ﻣﻨﻄﻘﻲ ﻟﻠﻘﻮﺍﻋﺪ ‪-٧‬ﺳﻚ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﺍﻻﺳﺘﻤﺎﻉ ‪-٤‬ﻣﻨﺎﻗﺸﺔ‬
‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺒﻨﻴﻮﻳﺔ ﻭﺗﻌﻤﻴﻤﻬﺎ(‬
‫‪-٨‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﺎﺩﻑ‪ ،‬ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﺸﺎﻋﺮ‬
‫ﺍﳌﺘﺮﺍﺩﻓﺎﺕ ﺃﻭ ﺍﳍﺎﺩﻓﺔ‪ ،‬ﺍﻟﺘﺤﺪﺙ ﻭﺍﻷﺣﺎﺳﻴﺲ‬ ‫‪-١‬ﺍﻟﺘﺴﺒﻴﺐ‬
‫ﻣﻊ ﺷﺨﺺ‬ ‫ﺍﳍﺎﺩﻑ(‬ ‫ﺍﻟﺪﻭﺭﺍﻥ ﺣﻮﻝ‬ ‫ﺍﻻﺳﺘﻘﺮﺍﺋﻲ‬
‫ﺁﺧﺮ‬ ‫ﺍﳌﻌﲎ ﻹﻳﺼﺎﻟﻪ‬
‫‪-٢‬ﲢﻠﻴﻞ‬
‫ﺑﺸﻜﻞ‬
‫ﺍﻟﺘﻌﺒﲑﺍﺕ‬

‫‪ -٥‬ﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﺍﻟﻨﻤﻄﻴﺔ‬ ‫ﺩ‪ -‬ﺗﻮﻇﻴﻒ‬

‫ﻏﲑ ﻣﺒﺎﺷﺮ‬
‫ﻟﻠﻤﻬﻤﺔ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫ﺍﻟﺘﺼﺮﻓﺎﺕ‬
‫‪ -٣‬ﺍﻟﺘﺤﻠﻴﻞ‬

‫‪529‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫‪-٦‬ﺗﺼﻴ‪‬ﺪ ﻓﺮﺹ‬ ‫ﺑﺎﻟﺘﻘﺎﺑﻞ ﺑﲔ‬ ‫‪-١‬ﺍﻻﺳﺘﺠﺎﺑﺔ‬

‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺍﻟﻠﻐﺎﺕ‬ ‫ﺍﳉﺴﺪﻳﺔ ﺃﻭ‬
‫ﻭﺍﻟﺘﻄﺒﻴﻖ‬ ‫ﺍﻻﻧﻔﻌﺎﻟﻴﺔ )ﺍﳌﺸﻲ‪،‬‬
‫‪ -٤‬ﺍﻟﺘﺮﲨﺔ‬
‫ﺭﺑﻂ ﺍﻟﺘﻌﻠﻢ‬
‫ﺝ‪ -‬ﺗﻘﻴﻴﻢ‬
‫ﲝﺮﻛﺎﺕ ﻣﻌﻴﻨﺔ( ‪ -٥‬ﺍﻟﺘﺤﻮﻳﻞ ﻣﻦ‬
‫ﺗﻌﻠﻤﻚ‬
‫ﻟﻐﺔ ﺇﱃ ﺃﺧﺮﻯ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻵﻟﻴﺔ‬
‫ﺍ‪-‬ﻣﺮﺍﻗﺒﺔ ﺍﻟﺬﺍﺕ‬
‫ﺩ‪ -‬ﺇﻧﺸﺎﺀ ﺑﻨﻴﺔ‬
‫‪-٢‬ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ‬ ‫ﻟﻠﻤﺪﺧﻼﺕ‬
‫ﻭﻟﻠﻤﺨﺮﺟﺎﺕ‬

‫‪-١‬ﺗﺪﻭﻳﻦ‬
‫ﺍﳌﻼﺣﻈﺎﺕ‬

‫‪-٢‬ﺍﻟﺘﻠﺨﻴﺺ‬

‫‪530‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺻﻨﻔﻬﺎ ﺷﺎﻣﻮﺕ ﻭﺃﻣﺎﱄ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:١٤٣‬‬

‫ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﻨﻮﻋﻲ‬
‫ﺍﻟﺘﻌﺮﻳﻒ‬ ‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻤﺜﻠﺔ‬
‫ﻟﻼﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬

‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻧﻮﺍﺡﹴ ﺧﺎﺻﺔ ﻣﻦ ﻣﻬﻤﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻛﻤﺎ ﰲ‬ ‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬

‫ﺍﻻﻧﺘﺒﺎﻩ ﺍﻻﻧﺘﻘﺎﺋﻲ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﻟﻼﺳﺘﻤﺎﻉ ﻟﻠﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔ‪.‬‬ ‫ﻓﻮﻕ ﺍﳌﻌﺮﻓﻴﺔ‬

‫ﺍﻟﺘﺨﻄﻴﻂ ﻟﺘﻨﻈﻴﻢ ﺍﳊﺪﻳﺚ ﺍﳌﻜﺘﻮﺏ ﺃﻭ ﺍﳌﻨﻄﻮﻕ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ‬

‫ﻓﺤﺺ ﺍﻻﻧﺘﺒﺎﻩ ﺍﳌﻮﺟ‪‬ﻪ ﺇﱃ ﻣﻬﻤﺔ‪ ،‬ﺃﻭ ﺇﱃ ﻓﻬﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ‬

‫ﺍﳌﺮﺍﻗﺒﺔ‬
‫ﻳﻨﺒﻐﻲ ﺗﺬﻛﺮﻫﺎ‪ ،‬ﺃﻭ ﺇﱃ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻠﻐﻮﻱ ﺃﺛﻨﺎﺀ ﺣﺪﻭﺛﻪ‪.‬‬

‫ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﻟﻔﻬﻢ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﻧﺸﺎﻁ ﻟﻐﻮﻱ ﺍﺳﺘﻘﺒﺎﱄ‪ ،‬ﺃﻭ‬

‫ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﺗﻘﻴﻴﻢ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻠﻐﻮﻱ ﺑﻌﺪ ﺣﺪﻭﺛﻪ‪.‬‬

‫ﺗﻜﺮﺍﺭ ﺃﲰﺎﺀ ﺍﳌﻮﺍﺩ ﻭﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﻳﺮﺍﺩ ﺗﺬﻛﺮﻫﺎ‪.‬‬ ‫ﺍﻟﺘﻤﺮﻳﻦ‬

‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬
‫ﺗﻮﺯﻳﻊ ﻭﺗﺼﻨﻴﻒ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺃﻭ ﺍﳌﻔﺎﻫﻴﻢ ﲝﺴﺐ‬ ‫ﺍﳌﻌﺮﻓﻴﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻢ‬
‫ﲰﺎ‪‬ﺎ ﺍﻟﺪﻻﻟﻴﺔ ﺃﻭ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ‪.‬‬

‫‪ ١٤٣‬ﻧﻘﻼﹰ ﻋﻦ ﻛﺘﺎﺏ ﺭﻭﺯﺍﻣﻮﻧﺪ ﻣﻴﺘﺸﻞ ﻭﻓﻠﻮﺭﻧﺲ ﻣﺎﻳﻠﺰ‪ ،‬ﻧﻈﺮﻳﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺗﺮﲨﺔ ﻋﻴﺴﻰ ﺑﻦ ﻋﻮﺩﺓ ﺍﻟﺸﺮﻳﻮﰲ‪ ،‬ﺹ‬
‫‪١٦٦‬‬
‫‪531‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻨﺺ ﻟﺘﺨﻤﲔ ﻣﻌﺎﱐ ﺍﳌﻮﺍﺩ‬

‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﳉﺪﻳﺪﺓ ﺃﻭ ﻟﺘﻮﻗﻊ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺃﻭ ﻹﻛﻤﺎﻝ‬ ‫ﺍﻻﺳﺘﺪﻻﻝ‬
‫ﺍﻷﺟﺰﺍﺀ ﺍﳌﻔﻘﻮﺩﺓ‪.‬‬

‫ﺍﻟﺘﺠﻤﻴﻊ ﺍﳌﺮﺣﻠﻲ ﳌﺎ ﻳﺴﻤﻌﻪ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻗﺪ‬

‫ﺍﻟﺘﻠﺨﻴﺺ‬
‫ﺣﻔﻈﺖ‪.‬‬

‫ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻓﻬﻢ ﺍﻟﻠﻐﺔ‪.‬‬ ‫ﺍﻻﺳﺘﻨﺘﺎﺝ‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻮﺭ ﺍﳌﺮﺋﻴﺔ )ﻣﻮﻟﺪﺓ ﻛﺎﻧﺖ ﺃﻡ ﺣﻘﻴﻘﻴﺔ( ﻟﻔﻬﻢ‬

‫ﺍﻟﺘﺼﻮﻳﺮ‬
‫ﻭﺗﺬﻛﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻌﺮﻭﻓﺔ ﻟﺘﺴﻬﻴﻞ ﻣﻬﻤﺔ ﻟﻐﻮﻳﺔ‬

‫ﺍﻟﻨﻘﻞ‬
‫ﺣﻔﻈﺖ‪.‬‬

‫ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﻷﻓﻜﺎﺭ ﺍﳌﻀﻤﻨﺔ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺩﻣﺞ‬

‫ﺍﻟﺘﻮﺳﻴﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺮﻭﻓﺔ‪.‬‬

‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺰﻣﻼﺀ ﳊﻞ ﻣﺸﻜﻠﺔ‪ ،‬ﺃﻭ ﺍﻹﺳﻬﺎﻡ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ‬

‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬
‫ﳌﺮﺍﺟﻌﺔ ﺍﳌﻼﺣﻈﺎﺕ ﺍﳌﺄﺧﻮﺫﺓ ﺃﻭ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺗﻐﺬﻳﺔ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬
‫ﺭﺍﺟﻌﺔ ﰲ ﻧﺸﺎﻁ ﻣﻌﲔ‪.‬‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬
‫ﻃﺮﺡ ﺃﺳﺌﻠﺔ ﻟﻼﺳﺘﻴﻀﺎﺡ ﺍﺳﺘﺨﻼﺹ ﺍﻹﺟﺎﺑﺎﺕ ﻣﻦ ﺍﻟﺸﺮﺡ ﺍﻹﺿﺎﰲ‪ ،‬ﺃﻭ ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺔ‬

‫‪532‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻌﺒﺎﺭﺓ‪ ،‬ﺃﻭ ﺍﻟﺘﻤﺜﻴﻞ ﻣﻦ ﻗﺒﻞ ﺍﳌﺪﺭﺱ ﺃﻭ ﺍﻟﺰﻣﻼﺀ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺇﻋﺎﺩﺓ ﺗﻮﺟﻴﻪ ﺍﻟﺘﻔﻜﲑ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻄﻤﺄﻧﺔ ﺍﻟﻨﻔﺲ ﺃﻥ‬

‫ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺳﻴﻜﻮﻥ ﻧﺎﺟﺤﺎﹰ‪ ،‬ﺃﻭ ﻟﺘﺨﻔﻴﻒ ﺍﻟﻘﻠﻖ ﺣﻮﻝ‬ ‫ﺣﺪﻳﺚ ﺍﻟﻨﻔﺲ‬
‫ﺍﳌﻬﻤﺔ‪.‬‬

‫ﻭﻟﻘﺪ ﺭﻛﺰﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﰲ ﺗﻔﺤﺺ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻋﻠﻰ ﻣﻮﺿﻮﻋﺎﺕ‬

‫ﻣﺘﻌﺪﺩﺓ ﻣﻨﻬﺎ‪:‬‬
‫ﻋﻼﻗﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺍﳌﺴﺘﻌﻤﻠﺔ ﲟﺘﻐﲑﺍﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ﺍﻟﻌﻤﺮ‪ ،‬ﻭﺍﻟﻠﻐﺔ‬ ‫‪-‬‬
‫ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭ ﺍﻟﺪﻭﺍﻓﻊ‪...‬ﺇﱁ‪.‬‬

‫ﺍﺳﺘﻜﺸﺎﻑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻹﳒﺎﺯ ﻣﻬﻤﺔ ﺗﻌﻠﻤﻴﺔ ﳏﺪﺩﺓ‪.‬‬ ‫‪-‬‬

‫ﺃﺛﺮ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﰲ ﺍﻟﻨﻤﻮ ﺍﳌﻌﺮﰲ‪.‬‬ ‫‪-‬‬

‫ﺗﺒﲔ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﰲ ﺗﺒﲏ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﻣﺘﻌﺪﺩﺓ‪.‬‬ ‫‪-‬‬

‫ﺃﺛﺮ ﺩﻣﺞ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﰲ ﺇﳒﺎﺯ ﺗﻌﻠﻢ ﺃﻓﻀﻞ‪.‬‬ ‫‪-‬‬

‫ﺃﺛﺮ ﺍﻟﻨﻤﻮ ﺍﳌﻌﺮﰲ) ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺜﻼﹰ( ﰲ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺇﱃ ﺃﺧﺮﻯ‪.‬‬ ‫‪-‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﺳﺘﺮﺍﳚﻴﺎﺕ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ‬

‫ﺗﻨﺘﻤﻲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺇﱃ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻣ‪‬ﻦ‪ ‬ﺛﹶﻢ‪ ‬ﻓﻬﻲ ﺷ‪‬ﻄﹾﺮ‪ ‬ﻣ‪‬ﻬﹺﻢ‪ ‬ﻣﻦ‬
‫ﺍﺳﺘﺮﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻌﺎﻣﺔ‪ .‬ﻭﳝﺜﻞ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻃﺒﻴﻌﺔ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ‪.‬‬

‫ﻭﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻭﺍﻷﺩﺑﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﺃﻣﺎ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﳌﻌﻠﻢ ﻓﺈﻥ ﺗﻌﻠﻴﻤﻪ ﻃﻠﺒﺘﻪ ﻛﻴﻒ ﻳﺘﻌﻠﻤﻮﻥ ﻳﻴﺴﺮ‬
‫ﻋﻠﻴﻪ ﺇﳒﺎﺯ ﺍﳌﻬﺎﻡ‪ ‬ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻳﺰﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﹸﻨ‪‬ﺠ‪‬ﺰ‪‬ﺓ‪ ،‬ﻭﻳﻘﺪﻡ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻃﺮﻗﺎﹰ ﻣﻨﻬﺠﻴﺔ ﻣﻨﻈﻤﺔ‬

‫ﳌﺘﺎﺑﻌﺔ ﺗﻌﻠﻤﻬﻢ ﻭﻣﻦ ﺛﹶﻢ‪ ‬ﻗﻴﺎﺳﻪ‪ .‬ﻭﻳﺮﻯ )ﴰﺖ(‪ ١٤٤‬ﺃﻥ ﺗﻮﺟﻴﻪ ﺍﳌﺘﻌﻠﻤﲔ ﺇﱃ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻌﻴﻨﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬
‫ﻋﺪﺩ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ‪ ،‬ﻣﻨﻬﺎ‪:‬‬

‫‪١٤٤‬‬
‫‪Schmi ,N. (2000), p133‬‬
‫‪534‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺬﻱ ﺣﺼ‪‬ﻠﻪ ﺍﳌﺘﻌﻠﻢ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻭﺛﻘﺎﻓﺔ ﺍﳌﺘﻌﻠﻢ‪.‬‬ ‫‪-‬‬

‫ﺩﻭﺍﻓﻊ ﺍﳌﺘﻌﻠﻢ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﻬﻤﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻄﻠﻮﺏ ﺇﳒﺎﺯﻫﺎ‪ ،‬ﻣﺜﻼﹰ‪ :‬ﻃﺒﻴﻌﺔ ﺍﻟﻨﺺ‪ ‬ﺍﳌﻌﻠﱠﻢ‪.‬‬ ‫‪-‬‬

‫ﻃﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫‪-‬‬

‫‪١٤٥‬‬
‫ﻓﻴﻤﺜﻠﻪ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﺃﻣﺎ ﺗﺼﻨﻴﻔﻪ ﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻛﺘﺸﺎﻑ ﻣﻌﲎ ﺍﻟﻜﻠﻤﺔ ﺍﳉﺪﻳﺪﺓ‬

‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬ ‫ﳎﻮﻋﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬

‫ﲢﻠﻴﻞ ﻗﺴﻢ ﺍﻟﻜﻼﻡ‬

‫ﲢﻠﻴﻞ ﺍﻟﻜﻠﻤﺔ ﺇﱃ ‪ :‬ﺍﳉﺬﺭ ﻭﺍﻟﺰﻳﺎﺩﺍﺕ‪.‬‬

‫ﻓﺤﺺ ﻛﻠﻤﺔ ﻧﻈﲑﺓ ﻣﻦ ﻟـ ‪.١‬‬ ‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺤﺪﻳﺪ‬

‫ﲢﻠﻴﻞ ﺍﻟﺼﻮﺭﺓ ﺃﻭ ﺍﻹﺷﺎﺭﺍﺕ‪ /‬ﺍﻟﻌﻼﻣﺎﺕ‬

‫ﲣﻤﲔ ﺍﳌﻌﲎ ﻣﻦ ﺍﻟﺴﻴﺎﻕ ﺍﻟﻨﺼﻲ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺠﻢ ﺃﺣﺎﺩﻱ ﺍﻟﻠﻐﺔ ﺃﻭ ﺛﻨﺎﺋﻲ ﺍﻟﻠﻐﺔ‪.‬‬

‫‪Ibid , p134-١٤٥‬‬
‫‪535‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺳﺆﺍﻝ ﺍﳌﻌﻠﻢ ﻋﻦ ﺍﳌﺮﺍﺩﻑ‪ ،‬ﺃﻭ ﺇﻋﺎﺩﺓ ﺍﻟﺼﻴﺎﻏﺔ‪ ،‬ﺃﻭ ﺗﺮﲨﺔ ﺍﻟﻜﻠﻤﺔ ﺇﱃ ﻟـ ‪١‬‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺳﺆﺍﻝ ﺯﻣﻼﺋﻪ ﻋﻦ ﺍﳌﻌﲎ‪.‬‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺇﺩﻣﺎﺝ ﺍﳌﻔﺮﺩﺓ ﻋﻨﺪ ﻣﻮﺍﺟﻬﺘﻬﺎ‬

‫ﺩﺭﺍﺳﺔ ﺍﳌﻌﲎ ﻭﳑﺎﺭﺳﺘﻪ ﰲ ﳎﻤﻮﻋﺎﺕ‬

‫ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ )ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﳏﺎﻭﺭﺓ‬ ‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ(‪.‬‬

‫ﺭﺑﻂ ﺍﻟﻜﻠﻤﺔ ﺑﺎﳋﱪﺓ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬

‫ﺭﺑﻂ ﺍﻟﻜﻠﻤﺔ ﺑﺎﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﻜﺎﻓﺌﻬﺎ‪.‬‬

‫ﺭﺑﻂ ﺍﻟﻜﻠﻤﺔ ﲟﺮﺍﺩﻓﺎ‪‬ﺎ ﻭﻣﻀﺎﺩﺍ‪‬ﺎ‪.‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﳋﺮﺍﺋﻂ ﺍﻟﺪﻻﻟﻴﺔ‪.‬‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺬﻛﺮ‬
‫ﺑﻨﺎﺀ ﺻﻮﺭﺓ ﲣﻴﻠﻴﺔ ﻟﺸﻜﻞ ﺍﻟﻜﻠﻤﺔ‪.‬‬

‫ﺑﻨﺎﺀ ﺻﻮﺭﺓ ﲣﻴﻠﻴﺔ ﳌﻌﲎ ﺍﻟﻜﻠﻤﺔ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﻨﻬﺞ "ﺍﻟﻜﻠﻤﺔ ﺍﳌﻔﺘﺎﺡ"‪.‬‬

‫ﲡﻤﻴﻊ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﳎﺎﻣﻴﻊ ﻟﺪﺭﺍﺳﺘﻬﺎ‪.‬‬

‫‪536‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺩﺭﺍﺳﺔ ‪‬ﺠﺌﺔ ﺍﻟﻜﻠﻤﺔ‪.‬‬

‫ﻧﻄﻖ ﺍﻟﻜﻠﻤﺔ ﺑﺼﻮﺕ ﻣﺮﺗﻔﻊ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺼﺮﻓﺎﺕ ﺍﳉﺴﺪﻳﺔ ﻋﻨﺪ ﺗﻌﻠﻢ ﺍﻟﻜﻠﻤﺔ‪.‬‬

‫ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻠﻔﻈﻲ‬

‫ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻜﺘﺎﰊ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﻌﺮﻓﻴﺔ‬
‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ‬

‫ﻭﺿﻊ ﻟﻮﺍﺻﻖ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺎﺕ ﳏﺴﻮﺳﺔ ﺍﳌﻌﺎﱐ‬

‫ﺇﻧﺸﺎﺀ ﺩﻓﺘﺮ ﻣﻔﺮﺩﺍﺕ‪.‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﻟﻨﺎﻃﻘﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ :‬ﺍﻷﻏﻨﻴﺎﺕ‪ ،‬ﻭﺍﻷﻓﻼﻡ‪،‬‬

‫ﻭﺍﻷﺧﺒﺎﺭ‪...‬ﺇﱁ‪.‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻄﺒﻴﻖ ﺍﳌﻮﺳﻊ‪.‬‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻓﻮﻕ ﻣﻌﺮﻓﻴﺔ‬
‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺫﺍﺗﻴﺔ ﰲ ﻣﻌﺎﱐ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬

‫ﲡﺎﻭﺯ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫ﺍﳌﻀﻲ ﰲ ﺩﺭﺍﺳﺔ ﺍﻟﻜﻠﻤﺔ ﻭﻗﺘﺎﹰ ﺇﺿﺎﻓﻴﺎﹰ‪.‬‬

‫‪537‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻗﺪ ﺍﺳﺘﻐﺮﻗﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻋﻠﻰ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺍﺳﺘﻌﻤﻠﻬﺎ ﻣﺘﻌﻠﻤﻮ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﻋﺪﺩﺍﹰ ﻛﺒﲑﺍﹰ ﻣﻦ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻣﻨﻬﺎ‪:١٤٦‬‬

‫ﺑﻴﺎﻥ ﺃﺛﺮ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﳏﺪﺩﺓ ﰲ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬ ‫‪-‬‬

‫ﺑﻴﺎﻥ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﱵ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻟﺘﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬ ‫‪-‬‬

‫ﺃﺛﺮ ﺍﳌﺘﻐﲑﺍﺕ )ﺍﻟﻌﻮﺍﻣﻞ( ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﳏﺪﺩﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻴﲔ‪.‬‬ ‫‪-‬‬

‫ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺎﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﺘﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﺗﻌﺎﻟﻖ‬ ‫‪-‬‬

‫ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫ﺃﺛﺮ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻢ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ؛ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻟﺘﻨﻤﻴﺔ ﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﺃﻭ‬ ‫‪-‬‬
‫ﻟﻠﺘﻮﺍﺻﻞ ﺍﻟﺸﻔﻮﻱ‪....‬ﺇﱁ‪.‬‬

‫ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﺩﻣﺞ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﺘﻌﺪﺩﺓ ﻟﺘﺤﻘﻴﻖ ﺗﻌﻠﻢ ﺃﻓﻀﻞ‪.‬‬ ‫‪-‬‬

‫ﺃﺛﺮ ﻧﻮﻉ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ؛ ﻣﻔﺮﺩﺍﺕ ﻋﺎﻣﺔ ﺃﻡ ﻣﺼﻄﻠﺤﺎﺕ‬ ‫‪-‬‬

‫ﻣﺘﺨﺼﺼﺔ‪....‬ﺇﱁ‪.‬‬

‫ﻭﳝﻜﻦ ﻟﻨﺎ ﺃﻥ ﻧﻮﺟﺰ ﺃﻫﻢ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺃﻣﺜﺎﳍﺎ ﰲ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ ١٤٦‬ﻭﻫﺬﻩ ﳕﺎﺫﺝ ﻋﻠﻰ ﺃﲝﺎﺙ ﻛﺎﻥ ﻗﺼﺪﻫﺎ ﺩﺭﺍﺳﺔ ﺃﺛﺮ ﺍﺳﺘﺮﺍﺗﻴﺠﺎﺕ ﻣﻌﻴﻨﺔ ﰲ ﺍﻛﺘﺴﺎﺏ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪:‬‬
‫‪ -‬ﺃﲪﺪ ﺍﻟﻨﺸﻮﺍﻥ‪ ،‬ﺍﲡﺎﻫﺎﺕ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﳓﻮ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺠﻢ‪ ،‬ﳎﻠﺔ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻟﻌﻠﻮﻡ‬
‫ﺍﻟﺸﺮﻳﻌﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‪ ،‬ﺝ‪ ،١٨‬ﻉ‪ ،٣٨‬ﺭﻣﻀﺎﻥ ‪١٤٢٧‬ﻫـ‪ .‬ﺃﻣﺎ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﺜﻤﺔ ﲝﻮﺙ ﺗﻄﺒﻴﻘﻴﺔ ﻛﺜﲑﺓ ﰲ ﻫﺬﺍ‬
‫ﺍ‪‬ﺎﻝ ﰲ ﻣﺮﺍﺟﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻭ ﳎﻠﱵ ‪:‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺗﻌﺎﻟﹸﻖ ﺗﺼﻨﻴﻒ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﲟﺴﺘﻮﻯ ﻛﻔﺎﻳﺔ ﺍﳌﺘﻌﻠﻢ؛ ﺇﺫ ﻻ ﳝﻜﻦ ‪ ،‬ﻣﺜﻼﹰ‪،‬‬ ‫‪-‬‬
‫ﺗﻮﺟﻴﻪ ﺍﳌﺘﻌﻠﻤﲔ ﳓﻮ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ "ﺍﻟﺘﺨﻤﲔ ﻣﻦ ﺍﻟﺴﻴﺎﻕ" ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﳌﺒﻜﺮﺓ ﺟﺪﺍﹰ ﻣﻦ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﰲ ﺣﲔ ﺗﻨﺎﺳﺒﻬﻢ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ " ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ"‬
‫ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ " ﺍﻟﺼﻮﺭ"‪.‬‬

‫ﺗﺼﻨﻴﻒ ﺍﳌﺘﻌﻠﻤﲔ ﺇﱃ ﺻﻨﻔﲔ‪ :‬ﻣﺘﻌﻠﻢ ﻗﻮﻱ ﻳﺴﺘﻌﻤﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﻣﺘﻘﺪﻣﺔ‬ ‫‪-‬‬
‫ﻭﻣﺘﺒﺎﻳﻨﺔ‪ ،‬ﻭﻣﺘﻌﻠﻢ ﺿﻌﻴﻒ) ﻓﻘﲑ( ﻳﺴﺘﻌﻤﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺳﻄﺤﻴﺔ )ﺍﻟﺘﺬﻛﺮ‬
‫ﻭﺍﳊﻔﻆ ﻣﺜﻼﹰ(‪.‬‬

‫ﺩﻣﺞ ﻋﺪﺩ ﻣﻦ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺃﻣﺜﻞﹸ ﻭﺃﻓﻌ‪‬ﻞﹸ ﻭﺃﻓﻀ‪‬ﻞﹸ ﻣﻦ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﺣﺪﺓ‪.‬‬ ‫‪-‬‬

‫ﻳﻨﺒﻐﻲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻼﺋﻤﺔ ﻟﻠﻬﺪﻑ ﻣﻦ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﻫﻲ‬ ‫‪-‬‬

‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻷﻛﻔﺄ ﻭﺍﻷﺳﺮﻉ ﻭﺍﻷﻗﺪﺭ ﻋﻠﻰ ﺗﺮﺳﻴﺦ ﺍﳌﻌﲎ ﰲ ﺫﻫﻦ ﺍﳌﺘﻌﻠﻢ‪.‬‬

‫ﲣﺘﻠﻒ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺣﺴﺐ ﺍﳌﻬﺎﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻘﺼﻮﺩﺓ؛ ﻓﺎﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬ ‫‪-‬‬
‫" ﺍﳌﺘﻼﺯﻣﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ" ﺗﻨﺎﺳﺐ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬
‫‪١٤٧‬‬
‫ﻭﻫﺬﺍ ﳕﻮﺫﺝ ﻣﻘﺘﺮﺡ‬ ‫ﳕﻮﺫﺝ ﻣﻘﺘﺮﺡ ﻟﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﳝﺜﻞ ﺇﻃﺎﺭﺍﹰ ﻧﻈﺮﻳﺎﹰ ﻭﺗﻄﺒﻴﻘﻴﺎﹰ ﻳﺪﻣﺞ ﻣﻬﻤﺔ ﺍﳌﻌﻠﻢ ﲟﻬﻤﺔ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﲟﺎ ﻳﻨﺘﻬﻲ ﺃﻥ ﻳﺼﲑ ﺗﻌﻠﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ‬
‫ﻋﻤﻮﻣﺎﹰ ﻭﺍﻟﻌﺮﺑﻴﺔ ﲣﺼﻴﺼﺎﹰ ﻋﻤﻼﹰ ﺗﻌﺎﻭﻧﻴﺎﹰ ﻳﺘﻘﺎﲰﺎﻧﻪ‪ .‬ﻭﻳﻨﻄﻮﻱ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻋﻠﻰ ﻣﻼﺣﻈﺎﺕ ﲤﺜﻞ ﻣﺎ ﻳﺸﺒﻪ ﺃﻥ‬

‫‪ -٥١‬ﻳﻘﺘﺼﺮ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛ ﺃﻱ ﺗﻠﻚ ﺍﻟﱵ‬
‫ﻻ ﲣﺘﺺ ﺑﺘﻮﻇﻴﻒ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪.‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻳﻜﻮﻥ ﺗﻮﺟﻴﻬﺎﺕ ﺃﻭ ﺿﻮﺍﺑﻂ ﻻﺳﺘﻌﻤﺎﻝ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ‪ ،‬ﺃﻭ ﻣ‪‬ﻮ‪‬ﺟ‪‬ﻬﺎﺕ ﻟﻠﻤﻌﻠﻤﲔ ﻛﻴﻒ ﻳﻌﻠﻤﻮﻥ‬
‫ﺗﻼﻣﻴﺬﻫﻢ‪ ،‬ﻭﻛﻴﻒ ﻳﺪﺭﺑﻮ‪‬ﻢ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺗﻌﻠﻤﻬﻢ ﺍﳋﺎﺻﺔ‪.‬‬

‫ﻣﻼﺣﻈﺎﺕ‬ ‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻢ )ﺍﳌﺘﻌﻠﱢﻢ(‬ ‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ )ﺍﳌﻌﻠﱢﻢ(‬

‫‪ -‬ﺗﻌﺘﻤﺪ ﻫﺬﻩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﻠﻰ‬

‫ﻣﻌﺮﻓﺔ ﻣﺴﺒﻘﺔ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ؛‬
‫‪ -‬ﳚﻤﻊ ﺍﳌﺘﻌﻠﻢ ﺻﻮﺭﺍﹰ ﻷﺷﻴﺎﺀ ﳏﺴﻮﺳﺔ‬
‫ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺘﻌﻠﻢ ﺃﻥ ﻳﻘﺮﻥ‬
‫ﻣﻦ ﺍﻟﺼﺤﻒ ﺃﻭ ﺍ‪‬ﻼﺕ ﺃﻭ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﺼﻮﺕ ﺑﺎﻟﺼﻮﺭﺓ‪.‬‬
‫ﻭﻏﲑﻫﺎ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻳﻨﻈﻤﻬﺎ‬
‫‪ -‬ﻗﺪ ﻳﻨﺸﺊ ﺍﳌﺘﻌﻠﻢ ﻣﻌﺠﻤﺎﹰ‬ ‫ﺑﻄﺮﻳﻘﺔ ﳏﺪﺩﺓ ﻣﻘﺘﺮﻧﺔ ﺑﻠﻔﻈﻬﺎ ﺍﻟﺪﺍﻝﹼ‬ ‫‪ -١‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻮﺭﺓ ﰲ ﺗﻌﻠﻴﻢ ﻣﻌﺎﱐ‬
‫ﻣﺼﻮﺭﺍﹰ ﻳﺘﻀﻤﻦ ﺍﻟﺼﻮﺭ ﺍﻟﱵ‬ ‫ﻋﻠﻴﻬﺎ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﶈﺴﻮﺳﺔ‪.‬‬
‫ﳚﻤﻌﻬﺎ ﻣﻘﺘﺮﻧﺔ ﺑﻠﻔﻈﻬﺎ ﺍﻟﻌﺮﰊ‪.‬‬
‫‪ -‬ﳝﻜﻦ ﺃﻥ ﻳﻨﺸﺊ ﺍﳌﺘﻌﻠﻢ ﲨﻼﹰ ﻗﺼﲑﺓ‬
‫ﻭﻗﺪ ﻳﺮﺗﺐ ﺍﳌﺘﻌﻠﻢ ﻫﺬﻩ ﺍﳌﻌﺠﻢ‬
‫ﻣﺜﻞ‪ :‬ﻫﺬﺍ ﻗﻠﻢ‪ ،‬ﻫﺬﻩ ﺳﻴﺎﺭﺓ‪ ،‬ﺑﺎﺏ‬
‫ﺍﳌﺼﻮﺭ ﻭﻓﻘﺎﹰ ﻟﺘﺮﺗﻴﺐ ﻣﻌﲔ؛‬
‫ﺍﻟﺒﻴﺖ‪ ،‬ﻛﺘﺎﺏ ﳏﻤﺪ‪....‬ﺇﱁ‪.‬‬
‫ﻛﺎﻟﺘﺮﺗﻴﺐ ﺍﳍﺠﺎﺋﻲ‪ ،‬ﺣﺴﺐ‬
‫ﺍﳊﻘﻮﻝ ﺍﻟﺪﻻﻟﻴﺔ‪.‬‬

‫‪ -‬ﳝﻜﻦ ﺃﻥ ﻳﺒﺪﺃ ﺍﳌﻌﻠﱢﻢ ﻫﺬﻩ‬ ‫‪ -‬ﻳﻜﺘﺐ ﺍﳌﺘﻌﻠﻢ ﳕﺎﺫﺝ ﻣﻦ ﺃﲰﺎﺀ‬

‫ﺍﳋﻄﻮﺓ ﲟﻔﺮﺩﺍﺕ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ؛‬ ‫ﺍ‪‬ﺴﻤﺎﺕ ﻭﻳﻠﺼﻘﻬﺎ ﻋﻠﻰ ﺗﻠﻚ‬

‫ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﺍﻟﺪﻓﺘﺮ‪،‬‬ ‫‪ -٢‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﺎﺫﺝ ﺍ‪‬ﺴﻤﺔ ﻟﻠﻤﻔﺮﺩﺍﺕ ﺍ‪‬ﺴﻤﺎﺕ ﺃﻭ ﺍﻷﺷﻴﺎﺀ؛ ﻓﻤﺜﻼﹰ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﺒﺪﺃ ﺑﺈﻋﺪﺍﺩ ﺑﻄﺎﻗﺎﺕ ﺑﺄﲰﺎﺀ ﺃﺛﺎﺙ‬ ‫ﺍﶈﺴﻮﺳﺔ‪.‬‬
‫ﻭﺍﻷﻗﻼﻡ‪...‬ﺇﱁ‪.‬‬
‫ﺍﻟﺒﻴﺖ‪ ،‬ﻭﻳﻠﺼﻖ ﻫﺬﻩ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻋﻠﻰ‬
‫ﻗﻄﻊ ﺍﻷﺛﺎﺙ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻴﻬﺎ؛ ﻓﻴﻀﻊ ﻛﻠﻤﺔ ‪ -‬ﺇﻥ ﳑﺎﺭﺳﺔ ﻫﺬﻩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫)ﺛﻼﺟﺔ( ﻋﻠﻰ ﺍﻟﺜﻼﺟﺔ‪ ،‬ﻭﻳﻀﻊ ﻛﻠﻤﺔ ﲡﻌﻞ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻣﺘﻨﺎﻭﻝ‬
‫ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﺗﺪﺭﺑﻪ ﻋﻠﻰ ﳑﺎﺭﺳﺔ‬ ‫)ﺣﺎﺳﻮﺏ‪ /‬ﻛﻤﺒﻴﻮﺗﺮ( ﻋﻠﻰ‬
‫ﻗﺮﺍﺀﺓ ﻛﻞ ﻣﺎ ﻳﺮﺍﻩ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﳉﻬﺎﺯ‪...‬ﺇﱁ‪.‬‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ -‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﺘﺼﺮ ﺍﻟﺘﺮﲨﺔ ﻫﻨﺎ‬

‫ﻋﻠﻰ ﺍﳌﻌﺎﱐ ﺍ‪‬ﺮﺩﺓ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ‬
‫ﺍﻟﻠﺠﻮﺀ ﺇﻟﻴﻬﺎ ﺁﺧﺮ ﺍﳋﻴﺎﺭﺍﺕ‬ ‫ﻭﺍ‪‬ﺴﻤﺎﺕ‪ .‬ﺃﻣﺎ ﺍﳌﻌﺎﱐ ﺍﶈﺴﻮﺳﺔ‬

‫ﻟﺘﻮﻓﲑ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ‪.‬‬ ‫ﻓﻴﻤﻜﻦ ﻟﻪ ﺃﻥ ﻳﻀﻴﻔﻬﺎ ﺇﱃ ﻣﻌﺠﻤﻪ‬

‫ﺍﳌﺼﻮﺭ ﻓﻴﺘﻮﻓﺮ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺻﻮﺭ‪‬ﺎ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﻣﻌﻨﺎﻫﺎ ﻭﻣﻜﺎﻓﺌﻬﺎ ‪ -‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﻞ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﺑﻠﻐﺘﻪ ﺍﻷﻡ‪ .‬ﻭﳝﺜﻞ ﻫﺬﺍ ﺍﳌﻌﺠﻢ )ﺛﻨﺎﺋﻲ ﺍﻟﺘﺮﲨﺔ ﻛﻠﻤﺎ ﺗﻘﺪﻣﻨﺎ ﰲ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ( ﻣﺮﺟﻌﺎﹰ ﻳﻄﻮﺭﻩ ﺍﳌﺘﻌﻠﻢ ﰲ ﻛﻞ ﻳﻮﻡ ﺍﻟﻠﻐﺔ؛ ﻓﻠﻴﺲ ﻣﺴﻮﻏﺎﹰ ﺃﻥ ﻧﻌﻠﻢ‬
‫‪ -٣‬ﺍﻟﺘﺮﲨﺔ ﻣﻦ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪،‬‬
‫ﺟﺪﻳﺪ؛ ﺇﺫ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻀﻴﻒ ﺇﱃ ﻛﻞ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﻟﺘﺮﲨﺔ ﺑﻌﺪ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﻭﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ‬
‫ﻣﻔﺮﺩﺓ ﻣﻌﻠﻮﻣﺎﺕ ﺻﺮﻓﻴﺔ ﻭﳓﻮﻳﺔ )ﺍﺳﻢ‪ ،‬ﺍﳌﺘﻌﻠﻢ ﻗﺪ ﺃﻣﻀﻰ ﺷﻬﺮﻳﻦ‪ ،‬ﻣﺜﻼﹰ‪،‬‬
‫ﰲ ﺍﻟﺘﻌﻠﻢ؛ ﺍﻷَﻭ‪‬ﱃ ﻫﻨﺎ ﺃﻥ ﻧﺴﺘﻌﲔ‬ ‫ﻓﻌﻞ‪ ،‬ﻓﻌﻞ ﻣﺎﺽﹴ‪ ،‬ﺍﺳﻢ ﻋﻠﻢ‬
‫ﻣﺬﻛﺮ‪.....‬ﺇﱁ( ﻭﺍﺳﺘﻌﻤﺎﻻﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﺑﺎﻟﻌﺮﺑﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺃﻱ‬
‫ﻭﺳﻴﺎﻗﺎﺕ ﳐﺘﻠﻔﺔ ﺗﺴﺘﻌﻤﻞ ﻓﻴﻬﺎ ﺍﳌﻔﺮﺩﺓ‪ .‬ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳌﺮﺍﺩﻓﺎﺕ ﻭﺍﻷﺿﺪﺍﺩ‪.‬‬
‫ﻭﺗﻜﻮﻥ ﺍﻟﺘﺮﲨﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻛﹸﻠﱢﻴ‪‬ﺔ‬
‫ﻣﻬﻤﺔ ﺗ‪‬ﺘ‪‬ﺨﺬ ﻟﻔﺤﺺ ﻛﻔﺎﻳﺎﺕ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺣﲔ‬
‫ﺗﻜﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﳉﻤﻴﻊ ﺍﳌﺘﻌﻠﻤﲔ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺍﺣﺪﺓ‪.‬‬

‫‪ -‬ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺍﳌﻌﻠﱢﻢ‬

‫ﻭﺍﳌﺘﻌﻠﻢ ﻫﺬﺍ ﺍﳌﻌﺠﻢ ﻭﺳﻴﻠﺔ‬
‫ﻟﻠﺘﻘﻴﻴﻢ؛ ﻓﻘﺪ ﻳﺮﺻﺪ ﺍﳌﺘﻌﻠﻢ ﻣﻘﺪﺍﺭ‬
‫ﺗﻄﻮﺭ ﻛﻔﺎﻳﺘﻪ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺣﺼﻴﻠﺘﻪ‬
‫ﺍﳌﻌﺠﻤﻴﺔ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻌﻮﺩ ﺇﻟﻴﻪ‬
‫ﻟﺘﻌﺮﻑ ﺍﻻﺳﺘﻌﻤﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﻟﻠﻜﻠﻤﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ .‬ﺃﻣﺎ ﺍﳌﻌﻠﻢ ﻓﺈﻧﻪ‬
‫ﻳﺴﺘﻌﲔ ﺑﻪ ﻟﺘﻌﺮﻑ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ‬
‫ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﱵ ﻳﺴﺘﻌﻤﻠﻬﺎ‪،‬‬
‫ﻭﻟﺘﻌﺮﻑ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﻳﺘﺒﻌﻬﺎ‬
‫ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻗﺪ‬
‫ﻳﺴﺘﻔﻴﺪ ﺍﳌﻌﻠﻢ ﻣﻦ ﺍﳌﻼﺣﻈﺎﺕ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ﻳﺪﻭ‪‬ﺎ ﺍﻟﻄﻠﺒﺔ ﻋﻦ‬
‫ﻛﻴﻔﻴﺔ ﺗﻌﻠﻤﻬﻢ‪.‬‬

‫‪ -‬ﻳﺴﺄﻝ ﺍﳌﺘﻌﻠﻢ ﺍﳌﺪﺭ‪‬ﺱ ﻣﺒﺎﺷﺮﺓ ﻋﻦ‬ ‫‪ -٤‬ﺍﳌﺘﺮﺍﺩﻓﺎﺕ‬

‫ﻣﻌﲎ ﺍﻟﻜﻠﻤﺔ ﺍﳉﺪﻳﺪﺓ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ -‬ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪/‬‬ ‫ﻃﺎﻟﺐ‪ :‬ﻣﺘﻌﻠﻢ‬
‫ﺍﻷﺳﻠﻮﺏ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﻣﻌﺠﻢ ﺃﺣﺎﺩﻱ ﺍﻟﻠﻐﺔ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﳉﺪﻳﺪﺓ ﺭﻫﲔ ﲟﻘﺪﺍﺭ ﻛﻔﺎﻳﺔ‬ ‫)ﻋﺮﰊ‪-‬ﻋﺮﰊ(‬ ‫ﺃﺳﺘﺎﺫ‪ :‬ﻣﺪﺭﺱ‪ ،‬ﻣﻌﻠﱢﻢ‪ ،‬ﺩﻛﺘﻮﺭ‪ ،‬ﺃﺳﺘﺎﺫ‬
‫ﺍﳌﺘﻌﻠﻢ ﺍﳌﻌﺠﻤﻴﺔ؛ ﺃﻱ ﺍﳌﺴﺘﻮﻯ‬ ‫ﺟﺎﻣﻌﻲ‪ ،‬ﳏﺎﺿﺮ‪.‬‬
‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺠﻢ ﺛﻨﺎﺋﻲ ﺍﻟﻠﻐﺔ؛ ﺇﺫ ﻏﺎﻟﺒﺎﹰ‬
‫ﺍﻟﺬﻱ ﺑﻠﻐﻪ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻓﻼ‬
‫ﻣﺎ ﻳﺘﻀﻤﻦ ﻋﺪﺩﺍﹰ ﻣﻦ ﺍﳌﺘﺮﺍﺩﻓﺎﺕ ﻟﻠﻜﻠﻤﺔ‬
‫ﳝﻜﻦ ﺃﻥ ﻧﺴﺘﻌﻤﻠﻪ ﰲ ﺍﻷﻳﺎﻡ‬
‫ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬
‫ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ؛ ﻭﻟﻜﻦ ﳝﻜﻦ‬
‫‪ -‬ﺃﻥ ﻳﻌﻮﺩ ﺍﳌﺘﻌﻠﻢ ﺇﱃ ﻣﻌﺠﻤﻪ ﺍﳋﺎﺹ ﻣﺜﻼﹰ ﺃﻥ ﻧﺴﺘﻌﻤﻠﻪ ﺑﻌﺪ ﺣﺼﻴﻠﺔ‬
‫ﻣﺌﱵ ﻛﻠﻤﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻟﻠﺘﺜﺒﺖ ﻣﻦ ﻭﺟﻮﺩ ﻣﻌﲎ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺓ‬
‫ﺑﺎﻟﻌﺮﺑﻴﺔ؛ ﻓﺈﻥ ﱂ ﳚﺪ ﺍﳌﻌﲎ ﺃﺿﺎﻓﻪ ﺇﱃ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ‪ .‬ﻭﺗﺰﺩﺍﺩ ﺃﳘﻴﺔ‬
‫ﺍﳌﻌﲎ ﺍﻟﻘﺪﱘ‪ ،‬ﻓﻴﺼﲑ ﻋﻨﺪﻩ ﺃﻛﺜﺮ ﻣﻦ ﻫﺬﻩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻛﻠﻤﺎ ﻣﻀﻴﻨﺎ‬
‫ﰲ ﺍﻟﺘﻌﻠﻢ‪ .‬ﰒ ﻳﺘﺤﻮﻝ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﻌﲎ ﻟﻠﻤﻔﺮﺩﺓ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﻭﻳﻘﻴ‪‬ﺪ‬
‫ﺑﺎﳌﺮﺍﺩﻑ ﻣﻦ ﺃﺳﻠﻮﺏ ﺍﳌﻌﻠﻢ ﺇﱃ‬ ‫ﺍﺳﺘﻌﻤﺎﻻ‪‬ﺎ ﻭﺷﺮﻭﻃﻬﺎ ﺣﺴﺐ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﺍﻓﺮﺓ ﻟﺪﻳﻪ‪ ،‬ﲝﻴﺚ ﺗﻜﻮﻥ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺘﻌﻠﻢ ﺍﳋﺎﺻﺔ ﻋﻨﺪﻣﺎ‬
‫ﻳﺘﻘﻦ ﺍﳌﺘﻌﻠﻢ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺠﻢ‬ ‫ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻤﻼﹰ ﺗﺮﺍﻛﻤﻴﺎﹰ‪.‬‬
‫ﺃﺣﺎﺩﻱ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺗﺆﻫﻠﻪ‬
‫ﻛﻔﺎﻳﺘﻪ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺘﺨﻤﲔ ﺍﳌﻌﺎﱐ‬
‫ﺍﳉﺪﻳﺪﺓ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫‪ -‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻨﺒﻪ ﺍﳌﻌﻠﻢ ﺇﱃ‬
‫ﺿﺮﻭﺭﺓ ﺍﻥ ﺗﻜﻮﻥ ﺇﺣﺪﻯ‬
‫ﺍﻟﻜﻠﻤﺘﲔ ﺍﳌﺘﻀﺎﺩﺗﲔ ﻣﻌﺮﻭﻓﺔ‬ ‫‪ -‬ﻳﺴﺄﻝ ﺍﻟﻄﺎﻟﺐ‪ ‬ﺍﳌﻌﻠﻢ‪ ‬ﻣﺒﺎﺷﺮﺓ ﻋﻦ‬
‫ﻟﺪﻯ ﺍﳌﺘﻌﻠﻢ ﻟﻴﺴﻬﻞ ﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺃﻣﺎ‬ ‫ﺍﳌﻌﲎ ﺍﳌﻀﺎﺩ ﻟﻜﻠﻤﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻜﻠﻤﺘﺎﻥ ﳎﻬﻮﻟﺘﲔ‬
‫‪ -‬ﻳﺮﺟﻊ ﺇﱃ ﺍﳌﻌﺠﻢ ﺛﻨﺎﺋﻲ ﺍﻟﻠﻐﺔ)‬ ‫‪ -٥‬ﺍﻟﺘﻀﺎﺩ‬
‫ﻓﺈﻧﻪ ﺻﻌﺐ ﻭﻗﺪ ﻳﺆﺩﻱ ﺇﱃ‬
‫ﻋﺮﰊ‪ -‬ﻟﻐﺘﻪ ﺍﻷﻡ(‬
‫ﺍﻟﺘﺒﺎﺱ ﺍﳌﻌﻨﻴﲔ‪ .‬ﰒ ﺇﻥ ﻋﻠﻰ ﺍﳌﻌﻠﻢ‬
‫‪ -‬ﻳﺪﻭﻥ ﰲ ﻣﻌﺠﻤﻪ ﺍﳋﺎﺹ ﺍﳌﺘﻀﺎﺩﺍﺕ‪ .‬ﺃﻥ ﻳﻜﻮﻥ ﻗﺪ ﺩﺭ‪‬ﺏ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ‬
‫ﻣﻔﻬﻮﻡ ﺍﻟﺘﻀﺎﺩ ﻭﻛﻴﻔﻴﺔ ﺇﻗﺎﻣﺔ ﻫﺬﻩ‬
‫ﺍﻟﻌﻼﻗﺔ‪.‬‬

‫‪ -‬ﻳﺮﺟﻊ ﺍﳌﺘﻌﻠﻢ ﺇﱃ ﻣﻌﺠﻤﻪ ﺍﻟﺬﻱ‬

‫ﺃﻧﺸﺄﻩ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﳚﻌﻞ ﻓﻴﻪ‬
‫ﻣﻜﺎﻧﺎﹰ ﳐﺼﺼﺎﹰ ﻟﻸﻟﻔﺎﻅ ﺍﳌﻘﺘﺮﺿﺔ؛‬
‫ﻓﺎﻟﻄﺎﻟﺐ ﺍﳌﺎﻟﻴﺰﻱ ﻣﺜﻼﹰ ﻳﻨﻈﱢﻢ ﻗﺎﺋﻤﺔ‬
‫‪ -٦‬ﺍﻟﺘﻘﺎﺭﺽ ﺍﻟﻠﻐﻮﻱ؛ ﺍﻟﻜﻠﻤﺎﺕ ﻣﺘﺒﺎﺩﻟﺔ ﺑﺎﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﳌﺎﻟﻴﺰﻳﺔ‪،‬‬
‫ﺍﻻﻗﺘﺮﺍﺽ ﺑﲔ ﺍﻟﻠﻐﺘﲔ ﺍﻷﻡ ﻭﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻭﻳﺪﻝ ﻋﻠﻰ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺃﻭ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﺍﻟﱵ ﻃﺮﺃﺕ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﺴﺘﻌﺎﻥ ‪‬ﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﻭﺃﻣﺎ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻨﺎﻃﻖ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻣﺜﻼﹰ‪،‬‬
‫ﰲ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻢ ﺍﻷﻭﱃ ﻣﻊ‬
‫ﻓﺈﻧﻪ ﳝﻜﻦ ﻟﻪ ﺃﻥ ﻳﻨﻈﻢ ﻗﺎﺋﻤﺔ‪ ،‬ﺃﻭ ﻳﻄﻠﺒﻬﺎ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻤﺎ ﻳﺸﺒﻪ‬
‫ﻣﻦ ﺍﳌﻌﻠﻢ‪ ،‬ﺑﺎﳌﻔﺮﺩﺍﺕ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﻟﺘﺮﲨﺔ‪ ،‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﺴﺘﻌﻤﻞ‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻠﻔﻈﻬﺎ ﻭﻣﻌﻨﺎﻫﺎ‪ ،‬ﺍﳌﺪﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻌﺮﺑﺔ ﺍﻟﱵ‬
‫ﺗﻘﺎﺑﻠﻬﺎ؛ ﲟﺎ ﻳﺸﺒﻪ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺃﻭ ﲟﻌﻨﺎﻫﺎ ﻭﺗﻐﻴﲑ ﻃﻔﻴﻒ ﰲ ﻟﻔﻈﻬﺎ‪ ،‬ﻣﻦ‬
‫ﺑﺎﻟﺘﺮﺍﺩﻑ‪ ،‬ﻭﺫﻟﻚ ﻣﺜﻞ‪:‬‬ ‫ﺫﻟﻚ‪ :‬ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ ،‬ﻭﺍﻟﺘﻠﻔﻮﻥ‪،‬‬
‫ﻭﺍﻟﻔﺎﻛﺲ‪...‬ﺇﱁ‪ ،‬ﻛﻤﺎ ﳝﻜﻨﻪ ﺃﻥ ﻳﻨﻈﻢ ﻛﻤﺒﻴﻮﺗﺮ ﻭﺣﺎﺳﻮﺏ‪ ،‬ﻓﺎﻛﺲ‬
‫ﻭﻧﺎﺳﻮﺥ‪...‬ﺇﱁ‪.‬‬ ‫ﻗﺎﺋﻤﺔ ﺑﺎﳌﻔﺮﺩﺍﺕ ﻋﺮﺑﻴﺔ ﺍﻷﺻﻞ ﰲ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﻳﺪﻝ ﻋﻠﻰ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ‬
‫ﻭﺍﻟﺪﻻﻟﻴﺔ ﺍﻟﱵ ﻃﺮﺃﺕ ﻋﻠﻴﻬﺎ‪ ،‬ﻣﺜﻞ‪:‬‬
‫ﺻ‪‬ﻚ‪/‬ﺷﻴﻚ‪ ،‬ﺟ‪‬ﻤ‪‬ﻞ‪/‬ﻛﹶﻤ‪‬ﻞ‪ .‬ﻭﺍﻟﻘﻮﻝ‬
‫ﻧﻔﺴﻪ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﱵ ﺩﺧﻠﺖ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻭﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﳌﺴﻠﻤﻮﻥ‪:‬ﺍﻟﺼﻼﺓ‪،‬‬
‫ﺍﻟﺰﻛﺎﺓ‪....‬ﺇﱁ‪.‬‬

‫‪ -٧‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻘﻮﻝ ﺍﻟﺪﻻﻟﻴﺔ‪ .‬ﻳﻌﻤﺪ ‪ -‬ﳚﻤﻊ ﺍﳌﺘﻌﻠﻢ ﻣﻔﺮﺩﺍﺕ ﻣﻌﻴﻨﺔ ﺗﻨﺘﻤﻲ‬

‫ﺍﳌﺪﺭﺱ ﺇﱃ ﲡﻤﻴﻊ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﺃﻓﻌﺎﻻﹰ ﺇﱃ ﺣﻘﻞ ﺩﻻﱄ ﰲ ﻟﻐﺘﻪ ﺍﻷﻡ ﻭﻳﻘﺎﺑﻠﻬﺎ‬
‫ﻭﺃﲰﺎﺀً‪ ،‬ﰲ ﳎﺎﻣﻴﻊ ﺩﻻﻟﻴﺔ ﺗﻨﻈﻤﻬﺎ ﻋﻼﻗﺎﺕ ﲟﻜﺎﻓﺌﺎ‪‬ﺎ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻳﺴﺠﻞ ﺍﻻﺧﺘﻼﻓﺎﺕ‬
‫ﺇﻥ ﻛﺎﻥ ﲦﺔ‪.‬‬ ‫ﺍﳊﻘﻞ ﺍﻟﺪﻻﱄ ﺍﻟﻮﺍﺣﺪ‪ .‬ﻭﳝﻜﻦ ﻟﻠﻤﺪﺭﺱ‬
‫ﺃﻥ ﻳﺘﺒﻊ ﻋﺪﺩﺍﹰ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﺗﻨﺘﻤﻲ‬
‫ﺇﱃ ﻫﺬﺍ ﺍﳊﻘﻞ ﺃﻭ ﺗﻌﺰﺯ ﻓﻜﺮﺓ ﺍﻟﺘﻌﻠﻖ ‪ -‬ﳜﺘﺎﺭ ﺣﻘﻮﻻﹰ ﺩﻻﻟﻴﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺣﺴﺐ ﻣﺎ‬
‫ﺍﻟﺪﻻﱄ؛ ﺇﺫ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭ‪ ،‬ﺗﻌﻠﻢ‪ ،‬ﻭﻳﻀﻤﻨﻬﺎ ﻣﻔﺮﺩﺍﺕ ﺗﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﳑﺎ‬
‫ﻭﺍﻟﺘﺮﺍﺩﻑ‪ ،‬ﻭﺍﻟﺘﻀﺎﺩ‪ .‬ﻭﳝﻜﻦ ﻛﺬﻟﻚ ﺍﺗﺒﺎﻉ ﺗﻌﻠﻤﻪ‪ ،‬ﲝﻴﺚ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﻣﻮﺍﻛﺒﺔ ﻟﺘﻌﻠﻤﻪ؛ ﻓﺈﺫﺍ ﺗﻌﻠﻢ ﻛﻠﻤﺔ‬ ‫ﺃﺳﻠﻮﺏ ﲤﻴﻴﺰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳋﺎﺭﺟﺔ ﻋﻦ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫)ﻣﺸﺮﻭﺑﺎﺕ( ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺘﻌﻠﻢ ﺟﻌﻠﻪ‬ ‫ﺍﳊﻘﻞ ﺍﻟﺪﻻﱄ ) ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺫﺓ(‪،‬‬
‫ﺣﻘﻼﹰ ﺩﻻﻟﻴﺎﹰ ﻳﺴﻠﻚ ﲢﺘﻪ‪ :‬ﺍﻟﻌﺼﺎﺋﺮ‪،‬‬ ‫ﻭﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭ ﰲ ﺫﻟﻚ‪ .‬ﻭﻻ‬
‫ﻳﻘﺘﺼﺮ ﻣﺒﺪﺃ ﺍﳊﻘﻮﻝ ﺍﻟﺪﻻﻟﻴﺔ ﻋﻠﻰ ﺍﳌﻌﺎﱐ ﻭﺍﳊﻠﻴﺐ‪ ،‬ﻭﺍﻟﺸﺎﻱ‪ ،‬ﻭﺍﳌﺎﺀ‪ ،....‬ﻭﳝﻜﻦ‬
‫ﺍﳌﻌﺠﻤﻴﺔ ﺣﺴﺐ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺘﺠﺎﻭﺯﻩ ﺇﱃ ﺃﻥ ﻳﺰﻳﺪ ﰲ ﺍﳊﻘﻮﻝ ﺍﻟﻔﺮﻋﻴﺔ‪ :‬ﻣﺸﺮﻭﺑﺎﺕ‬
‫ﺍﳌﻌﺎﱐ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻷﺳﻠﻮﺑﻴﺔ؛ ﻓﻔﻲ ﺳﺎﺧﻨﺔ ﻭﻣﺸﺮﻭﺑﺎﺕ ﺑﺎﺭﺩﺓ‪...‬ﺇﱁ‪-.‬‬
‫ﺍﳌﻌﺎﱐ ﺍﻟﻨﺤﻮﻳﺔ ﳝﻜﻦ ﲨﻊ ﻣﻔﺮﺩﺍﺕ ﻣﻌﻴﻨﺔ ﻳﺒﲏ ﺗﺪﺭﻳﺒﺎﺕ ﺫﺍﺗﻴﺔ ﺃﻭ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ‬
‫ﰲ ﺣﻘﻞ ﺃﲰﺎﺀ ﺍﻷﻋﻼﻡ‪ ،‬ﻭﺗﻘﺴﻴﻢ ﺍﳊﻘﻞ ﺃﻗﺮﺍﻧﻪ ﺍﳌﺘﻌﻠﻤﲔ ﺃﻭ ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ‬
‫ﺑﺎﻟﻠﻐﺔ‪ ،‬ﲝﻴﺚ ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬ ‫ﻧﻔﺴﻪ ﺇﱃ‪ :‬ﺃﻋﻼﻡ ﺍﻟﺬﻛﻮﺭ‪ ،‬ﻭﺃﻋﻼﻡ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﺍﳊﻘﻮﻝ‬ ‫ﺍﻹﻧﺎﺙ‪ ،‬ﻭﺃﻋﻼﻡ ﺍﻟﺪﻭﻝ ﻭﺍﻟﺒﻠﺪﺍﻥ‪....‬ﺇﱁ‬
‫ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻭﻣﻦ ﺫﻟﻚ ﻣﺜﻼﹰ ﺃﻥ ﳜﺘﺎﺭ‬
‫ﻋﺸﻮﺍﺋﻴﺎﹰ ﺣﻘﻮﻻﹰ ﺩﻻﻟﻴﺔ ﳏﺪﺩﺓ ﻭﻳﺴﻠﻚ‬
‫ﲢﺘﻬﺎ ﻣﻔﺮﺩﺍﺕ ﳐﺘﻠﻔﺔ‪ ،‬ﰒ ﻳﺒﺪﺃ ﺑﺎﻟﺘﺤﻘﻖ‬
‫ﻣﻦ ﺻﺤﺔ ﺍﻟﺘﺼﻨﻴﻒ‪ .‬ﻭﻗﺪ ﻳﻨﻈﻢ ﻗﺎﺋﻤﺔ‬
‫ﺑﻌﺪﺩ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺗﻌﻠﻤﻬﺎ‪ ،‬ﰒ‬
‫ﻳﺼﻨﻔﻬﺎ ﺣﺴﺐ ﺍﳊﻘﻞ ﺍﻟﺪﻻﱄ ﺍﻟﺬﻱ‬
‫ﻳﺮﻳﺪﻩ‪ ،‬ﻣﺜﻼﹰ‪:‬‬

‫‪ -٩‬ﺍﳋﺮﺍﺋﻂ ﺍﻟﺪﻻﻟﻴﺔ‪ .‬ﻭﻫﻮ ﻣﻨﻬﺞ ﻗﺮﻳﺐ ‪ -‬ﳜﺘﺎﺭ ﺍﳌﺘﻌﻠﻢ ﻣﻮﺿﻮﻋﺎﹰ ﻣﺎ‪ ،‬ﻭﻳﺒﺪﺃ‬
‫ﺑﺎﺳﺘﺬﻛﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﺘﺼﻠﺔ ﺑﻪ ﳑﺎ‬ ‫ﺟﺪﺍﹰ ﻣﻦ ﺍﳊﻘﻮﻝ ﺍﻟﺪﻻﻟﻴﺔ ﻭﺇﻥ ﻛﺎﻥ‬
‫‪ -‬ﺇﻥ ﺍﺗﺒﺎﻉ ‪‬ﺞ ﺍﳋﺮﺍﺋﻂ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﺃﻭﺳﻊ‪ .‬ﻭﺗﺘﺨﺬ ﺍﳋﺮﺍﺋﻂ ﺍﻟﺪﻻﻟﻴﺔ ﺃﺷﻜﺎ ﹰﻻ ﺗﻌﻠﻤﻪ‪ ،‬ﻭ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻌﲔ ﲟﻌﺠﻤﻪ‬
‫ﰲ ﺍﳊﺼﺔ ﺍﻟﺼﻔﻴﺔ ﻳﺸﺠﻊ‬
‫ﻣﺘﻨﻮﻋﺔ ﻛﺎﳌﺸﺠﺮﺍﺕ‪ ،‬ﻭﺍﻷﺳﻬﻢ‪....‬ﺇﱁ‪ .‬ﺍﳋﺎﺹ ﺃﻭ ﺍﳌﻌﺎﺟﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﺪﺍﻭﻟﺔ‪.‬‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪،‬‬ ‫ﻭﻳﻘﺼﺪ ﻣﻨﻬﺎ ﲢﺼﻴﻞ ﻋﺪﺩ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻳﻨﻤﻲ ﻓﻴﻬﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬ ‫ﺍﻟﱵ ﻳﺴﺘﺪﻋﻴﻬﺎ ﻣﻮﺿﻮﻉ ﻣﺎ؛ ﻓﺈﺫﺍ ﻛﺎﻥ‬
‫ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻣﺜﻞ ﺣﻞ ﺍﳌﺸﻜﻼﺕ‪.‬‬ ‫ﺍﳌﻮﺿﻮﻉ ﺍﳌﺮﺍﺩ ﺗﻌﻠﻴﻤﻪ ﻫﻮ )ﺍﻟﺘﻌﻠﻴﻢ( ﻓﺈﻥ‬
‫ﻭﻟﻌﻞ ﺍﻷﻫﻢ ﻣﻦ ﺫﻟﻚ ﺃﻧﻪ ﳝﻨﺢ‬ ‫ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻳﺴﺘﺪﻋﻲ ﺣﻘﻮﻻﹰ ﺩﻻﻟﻴﺔ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﻓﺮﺻﺔ ﺗﺬﻛﺮ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﻓﺮﻋﻴﺔ ﻣﺘﻌﺪﺩﺓ ﻣﻨﻬﺎ‪ :‬ﺍﳌﻌﻠﻢ ﻭﺍﳌﺘﻌﻠﻢ‪،‬‬
‫ﺍﻟﻘﺪﳝﺔ‪ ،‬ﻭﺍﻟﺴﺆﺍﻝ ﻋﻦ ﻣﻔﺮﺩﺍﺕ‬ ‫ﺍﻟﻜﺘﺐ ﻭﺍﻟﻘﺮﻃﺎﺳﻴﺔ‪ ،‬ﻭﺍﻷﺛﺎﺙ ﺍﻟﺼﻔﻲ‪،‬‬
‫ﺟﺪﻳﺪﺓ‪ .‬ﻭﻛﻞ ﺫﻟﻚ ﻳﻨﺘﻬﻲ ﺇﱃ "‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﲔ ﺍﳌﻌﻠﻢ‬
‫ﺍﻟﺘﻔﻜﲑ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ"‪.‬‬ ‫ﻭﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺑﲔ ﺍﳌﺘﻌﻠﻤﲔ ﺃﻧﻔﺴﻬﻢ‪.‬‬
‫ﻭﻫﻜﺬﺍ ﻳﺴﺘﻐﻞ ﺍﳌﺪﺭﺱ ﻣﻮﺿﻮﻋﺎﹰ ﻣﺎ‬
‫ﻭﻳﺒﺪﺃ ﻣﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺈﻧﺸﺎﺀ ﺧﺮﺍﺋﻂ ﺩﻻﻟﻴﺔ‬
‫ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺗﻌﻠﻤﻮﻫﺎ ﻭﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫‪ -‬ﻫﺬﻩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻬﻤﺔ ﻟﻠﻤﺘﻌﻠﻢ؛‬

‫‪ -١٠‬ﺍﳌﻼﻣﺢ‪ /‬ﺍﻟﺴﻤﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ‪ .‬ﻭﻳﻨﺘﻤﻲ‬
‫ﺫﻟﻚ ﺃﻥ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺪﻻﻟﻴﺔ ﻟﻠﻜﻠﻤﺎﺕ‬
‫ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺇﱃ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﻻﻟﻴﺔ؛ ﺇﺫ‬
‫ﺗﺆﺛﺮ ﻛﺜﲑﺍﹰ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﻠﻤﺎﺕ ﰲ‬
‫ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺪﻻﻟﻴﺔ ﺍﻟﺪﻗﻴﻘﺔ‬
‫ﺍﳋﻄﺎﺏ؛ ﻓﻜﻮﻥ ﺍﻟﻜﻠﻤﺔ ﻣﺬﻛﺮﺓ‪ ،‬ﻣﺜﻼﹰ‪،‬‬
‫ﻟﻠﻜﻠﻤﺎﺕ ﻭﻻﺳﻴﻤﺎ ﻣﺘﻘﺎﺭﺑﺔ ﺍﳌﻌﺎﱐ‪.‬‬
‫ﻳﻘﺘﻀﻲ ﻋﻤﻠﻴﺔ ﺍﳌﻄﺎﺑﻘﺔ ﰲ ﺍﻟﻔﻌﻞ‬
‫ﻭﻳﺴﺘﻌﻤﻞ ﻫﺬﺍ ﺍﳌﻨﻬﺞ ﺗﻘﻨﻴﺔ ﺗﺼﻨﻴﻔﻴﺔ ﺗﻘﻮﻡ‬
‫ﻭﺍﻟﺼﻔﺎﺕ ‪....‬ﺇﱁ‪ ،‬ﻭﻛﻮﻥ ﺍﻟﻜﻠﻤﺔ ﺍﲰﺎﹰ‬
‫ﻋﻠﻰ ﺍﻟﺮﻣﺰﻳﻦ ) ‪ ( +‬ﻭﺗﻌﲏ ﺗﻮﺍﻓﺮ ﺍﻟﺼﻔﺔ‪،‬‬
‫ﳛﺘﻤﻞ ﺩﺧﻮﻝ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﺮﻳﻒ ﻭﺍﻟﻨﺪﺍﺀ‬
‫ﻭ )‪ (-‬ﺗﻌﲏ ﺍﻧﻌﺪﺍﻣﻬﺎ‪.‬‬
‫ﻭﺍﻟﺘﻨﻮﻳﻦ‪.....‬ﺇﱁ‪ .‬ﻭﻳﻐﻠﺐ ﺃﻥ ﻳﺴﺘﻌﻤﻞ‬
‫ﺍﻟﻄﺎﻟﺐ ﻫﺬﻩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﰲ ﺻﻮﺭﺓ‬ ‫ﻣﺜﺎﻝ‪:‬‬
‫ﻣﻼﻣﺢ ﻣﻔﺮﺩﺓ‪ ،‬ﻭﻗﺪ ﻳﺘﺠﺎﻭﺯﻫﺎ ﺇﱃ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﻠﻤﺤﲔ ﺃﻭ ﺛﻼﺛﺔ‪.‬‬ ‫ﺑﺎﻟﻎ‬ ‫ﺫﻛﺮ‬

‫‪ -‬ﳝﻜﻦ ﻟﻠﻤﺘﻌﻠﻢ ﺃﻥ ﻳﻀﻴﻒ ﻫﺬﻩ‬ ‫‪+‬‬ ‫‪+‬‬ ‫ﺭﺟﻞ‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﻣﻌﺠﻤﻪ ﺍﳋﺎﺹ ﻛﻠﻤﺎ‬
‫‪+‬‬ ‫_‬ ‫ﺍﻣﺮﺃﺓ‬
‫ﲢﺼﻠﺖ ﻟﺪﻳﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺟﺪﻳﺪﺓ‪.‬‬

‫‪ -‬ﳝﻜﻦ ﻟﻠﻤﺘﻌﻠﻢ ﺃﻥ ﳜﺼﺺ ﺩﻓﺘﺮ‬

‫ﻣﻼﺣﻈﺎﺕ ﺧﺎﺻﺎﹰ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﲣﻤﲔ‬
‫‪ -‬ﻫﺬﻩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﺘﻘﺪﻣﺔ‪،‬‬
‫ﺍﳌﻌﲎ ﻭﺍﺳﺘﻨﺘﺎﺟﻪ‪ ،‬ﻭﻗﺪ ﳚﻌﻞ ﻫﺬﻩ‬
‫ﻭﻗﺪ ﺗﻜﻮﻥ ﺻﻌﺒﺔ ﺟﺪﺍﹰ ﰲ ﻛﺜﲑ‬ ‫‪ -١٢‬ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺼﺮﰲ ﻭﺑﻴﺎﻥ ﻣﻌﺎﱐ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺟﺰﺀﺍﹰ ﻣﻀﺎﻓﺎﹰ ﺇﱃ ﻣﻌﺠﻤﻪ‬
‫ﻣﻦ ﺍﻷﺣﻴﺎﻥ؛ ﺇﺫ ﺗﺘﻄﻠﺐ ﻋﺪﺩﺍﹰ‬ ‫ﺍﳌﻮﺭﻓﻴﻤﺎﺕ‪ ،‬ﻭﲡﻤﻴﻊ ﺍﳌﻌﲎ ﺍﻟﻜﻠﻲ‪.‬‬
‫ﺍﳋﺎﺹ‪ ،‬ﲝﻴﺚ ﻳﺴﺘﻌﻤﻞ ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﺍﻟﱵ ﲢﺘﺎﺝ ﻛﺪ‪‬ﺍﹰ‬
‫ﻭﺍﳌﻘﺼﻮﺩ ﺑﺬﻟﻚ ﺃﻥ ﳛﻠﻞ ﺍﳌﺪﺭﺱ ﺍﻟﻜﻠﻤﺔ ﺍﻟﺼﺮﰲ ﻭﺍﳌﻮﺭﻓﻴﻤﻲ ﻟﺒﻴﺎﻥ ﺍﳌﻌﲎ ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﺫﻫﻨﻴﺎﹰ ﻛﺒﲑﺍﹰ‪.‬‬
‫ﺍﳉﺪﻳﺪﺓ ﺇﱃ ﻣﻮﺭﻓﻴﻤﺎ‪‬ﺎ ﺍﻟﺸﻜﻠﻴﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ‪ ،‬ﻭﺍﳌﻌﺎﱐ ﺍﻹﺿﺎﻓﻴﺔ‪ ،‬ﻣﺜﻼﹰ‪:‬ﺍﻟﻄﺎﻟﺐ ‪:‬‬
‫ﰒ ﳚﻤﻊ ﻫﺬﻩ ﺍﻟﺘﺤﻠﻴﻼﺕ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻃﻠﺐ‪ ،‬ﺍﻝ‪ :‬ﺃﺩﺍﺓ ﺗﻌﺮﻳﻒ‪ ،‬ﺍﺳﻢ ﻣﺬﻛﺮ‪ - .‬ﻗﺪ ﲢﺘﺎﺝ ﻛﺜﲑ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﻣﻬﻨﺪﺳﻮﻥ‪ :‬ﻣﻬﻨﺪﺱ‪ ،‬ﻭﻥ‪ :‬ﻋﻼﻣﺔ ﲨﻊ ﺇﱃ ﻭﻗﺖ ﻃﻮﻳﻞ ﻻﻛﺘﺸﺎﻑ ﺍﳌﻌﲎ‬ ‫ﺍﳌﻌﲎ‪.‬‬

‫ﺍﻷﺻﻠﻲ‪.‬‬ ‫ﺍﳌﺬﻛﺮ ﺍﻟﺴﺎﱂ‪ ،‬ﻣﺮﻓﻮﻉ‪.‬‬

‫‪......‬ﺇﱁ‪.‬‬

‫‪ -‬ﻗﺪ ﻳﺼﻠﺢ ﻫﺬ ﺍﻷﺳﻠﻮﺏ‬

‫ﺃﺣﻴﺎﻧﺎﹰ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻗﺪ‬
‫ﻳﻜﻮﻥ ﺻﻌﺒﺎﹰ؛ ﻓﻤﻦ ﺍﳌﻤﻜﻦ ﻣﺜﻼﹰ‬
‫ﺃﻥ ﻳﻌﺮﻑ ﺍﻟﻄﺎﻟﺐ ﺃﻥ )ﺍﻝ( ﰲ‬
‫ﻛﻠﻤﺔ )ﺍﻟﻜﺘﺎﺏ( ﺗﻌﲎ ﺍﻟﺘﻌﺮﻳﻒ‪،‬‬
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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﺃﻥ ﻏﻴﺎﺏ )ـﺔ( ﺗﺪﻝ ﻋﻠﻰ‬
‫ﺍﻟﺘﺬﻛﲑ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺒﺪﻭ ﺻﻌﺒﺎﹰ ‪،‬‬
‫ﻭﻻﲰﻴﺎ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‪،‬‬
‫ﺗﻌﻠﻴﻢ ﻣﻌﺎﱐ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻷﻓﻌﺎﻝ‪،‬‬
‫ﺍﻭ ﻣﻌﺎﱐ ﺍﳌﺼﺎﺩﺭ‪...‬ﺇﱁ‪.‬‬
‫ﻭﺃﺣﺴﺐ ﺃﻥ ﺍﳌﻔﺘﺎﺡ ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﻟﺘﻌﻠﻴﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪‬ﺬﺍ‬
‫ﺍﻷﺳﻠﻮﺏ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻻﺷﺘﻘﺎﻕ‬
‫ﻭﺍﳌﻌﲎ ﺍﳌﺮﻛﺰﻱ ﻟﻠﻔﻌﻞ ﺍﻟﺜﻼﺛﻲ؛‬
‫ﻓﺈﺫﺍ ﺃﺗﻘﻦ ﺍﳌﺘﻌﻠﻢ ﻣﻌﺮﻓﺔ ﲡﺮﻳﺪ‬
‫ﺍﻟﻜﻠﻤﺔ ﻣﻦ ﺍﻟﺰﻭﺍﺋﺪ ﻭﺍﻟﻌﻮﺩﺓ ﺇﱃ‬
‫ﺍﳉﺬﺭ ﺻﺎﺭ ﳑﻜﻨﺎ ﺃﻥ ﻳﻔﻬﻢ ﺍﳌﻌﲎ‬
‫ﺍﻟﻌﺎﻡ‪ ،‬ﰒ ﻳﻀﻴﻒ ﺇﻟﻴﻪ ﺑﻼﻭﻋﻲ‬
‫ﺍﳌﻌﺎﱐ ﺍﻷﺧﺮﻯ‪ :‬ﺍﻟﺘﻌﺮﻳﻒ‪،‬‬
‫ﻭﺍﻟﺘﻨﻜﲑ‪ ،‬ﺍﻟﻌﺪﺩ‪.....‬ﺇﱁ‪.‬‬

‫‪ -‬ﻭﻳﻐﻠﺐ ﺃﻥ ﺗﺴﺘﻌﻤﻞ‬ ‫‪ -‬ﻳﺴﺘﻌﲔ ﺍﳌﺘﻌﻠﻢ ﺑﺎﻟﺴﻴﺎﻕ ﺍﻟﺬﻱ ﻭﺭﺩﺕ‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺨﻤﲔ‬ ‫‪ -١٣‬ﲣﻤﲔ ﺍﳌﻌﲎ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‪ .‬ﻭﺃﻛﺜﺮ ﻣﺎ ﻓﻴﻪ ﺍﳌﻔﺮﺩﺓ ﻟﻴﺴﺘﻨﺘﺞ ﻣﻌﲎ ﻣﻔﺮﺩﺓ ﻣﻌﻴﻨﺔ‪.‬‬

‫ﻭﺍﻻﺳﺘﻨﺘﺎﺝ ﻣﻦ ﺍﻟﺴﻴﺎﻕ ﰲ‬ ‫ﻳﻜﻮﻥ ﺫﻟﻚ ﰲ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻄﻮﻳﻠﺔ ﻣﻨﻄﻮﻗﺔﹰ ﻭﳝﻀﻲ ﻗﻠﻴﻼﹰ ﰲ ﺍﻟﻘﺮﺍﺀﺓ؛ ﻓﻘﺪ ﺗﺘﻀﻤﻦ‬

‫ﺍﳉﻤﻞ ﺍﻟﻼﺣﻘﺔ ﺗﻮﻛﻴﺪﺍﹰ ﺃﻭ ﻧﻔﻴﺎﹰ ﻟﻠﻤﻌﲎ ﻣﺮﺍﺣﻞ ﻣﺘﻘﺪﻣﺔ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪،‬‬ ‫ﺃﻭ ﻣﻘﺮﻭﺀﺓﹰ‪.‬‬

‫ﻭﰲ ﻧﺼﻮﺹ ﻣﺘﺨﺼﺼﺔ؛ ﻭﺃﻛﺜﺮ‬ ‫ﺍﻟﺬﻱ ﺍﺳﺘﻨﺘﺠﻪ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﰲ ﺍﻟﻘﺮﺍﺀﺓ‬

‫ﻭﺍﻻﺳﺘﻤﺎﻉ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ‬

‫ﻫﺬﻩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﰲ ﲨﻞ‬
‫ﻗﺼﲑﺓ ﺃﻭ ﻧﺼﻮﺹ ﻗﺼﲑﺓ‪.‬‬

‫‪ -‬ﻳﻀﻴﻒ ﺍﳌﺘﻌﻠﻢ ﺍﳌﻌﲎ ﺍﻟﺴﻴﺎﻗﻲ ﺍﳉﺪﻳﺪ ‪ -‬ﻻ ﻳﻨﺼﺢ ﺑﺎﻟﻌﻮﺩﺓ ﺇﱃ ﺍﳌﻌﺠﻢ‬

‫ﻟﻠﻜﻠﻤﺔ ﻣﻘﺮﻭﻧﺔ ﺑﺎﻟﺸﺎﻫﺪ‪ ،‬ﻭﻗﺪ ﻳﻌﻠﱢﻖ ﻣﻊ ﻛﻞ ﻣﻔﺮﺩﺓ ﻏﺎﻣﻀﺔ؛ ﻷﻥ‬
‫ﻋﻠﻰ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺑﻌﺒﺎﺭﺍﺕ ﺗﻮﺿﺤﻪ ؛ ﺫﻟﻚ ﻳﺆﺧﺮ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻳﺴﺘﻬﻠﻚ‬
‫ﻓﺈﺫﺍ ﺳﺒﻖ ﻟﻪ ﺗﻌﻠﻢ ﻛﻠﻤﺔ )ﻋﲔ( ﺍﻟﺪﺍﻟﺔ ﺍﻟﻮﻗﺖ ﻭﻻﺳﻴﻤﺎ ﺇﺫﺍ ﱂ ﺗﻜﻦ‬
‫ﺍﻟﻜﻠﻤﺔ ﳏﻮﺭﻳﺔ ﰲ ﺍﻟﻨﺺ ﺃﻭ‬ ‫ﻋﻠﻰ ﻋﻀﻮ ﺍﻹﺑﺼﺎﺭ‪ ،‬ﰒ ﻋﺮﺿﺖ ﻟﻪ‬

‫ﺍﻟﺴﻴﺎﻕ‪.‬‬ ‫ﺍﻟﻜﻠﻤﺔ ﻧﻔﺴﻬﺎ ﲟﻌﲎ )ﻋﻀﻮ ﰲ ﳎﻠﺲ‬

‫ﺍﻷﻋﻴﺎﻥ( ﺃﺿﺎﻑ ﺇﱃ ﻣﻌﺠﻤﻪ‪ :‬ﺃﰊ ﻋﲔ‪.‬‬
‫ﻭﻳﻀﻴﻒ ﻋﺒﺎﺭﺓ)ﻭﻇﻴﻔﺔ ﺣﻜﻮﻣﻴﺔ(‪ ،‬ﻣﺜﻼﹰ‪ - .‬ﻗﺪ ﻻ ﳛﺘﺎﺝ ﺍﳌﺘﻌﻠﻢ ﻛﺜﲑﺍﹰ ﺇﱃ‬
‫ﻣﻌﺎﱐ ﺑﻌﺾ ﺍﳌﻔﺮﺩﺍﺕ؛ ﻭﺫﻟﻚ ﺃﻥ‬
‫ﺍﳌﻔﺮﺩﺓ ﻗﺪ ﻻ ﺗﻜﻮﻥ ﳏﻮﺭﻳﺔ ﰲ‬
‫ﺍﻟﻔﻬﻢ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﳏﻮﺭﻳﺔ‬
‫ﻭﻣﻬﻤﺔ ﺟﺪﺍﹰ ﻻ ﻳﺴﺘﻘﻴﻢ ﺍﻟﻔﻬﻢ ﺇﻻ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﲟﻌﺮﻓﺘﻬﺎ؛ ﻛﺄﻥ ﺗﻜﻮﻥ ﺍﻟﻜﻠﻤﺔ‬
‫ﻣﺼﻄﻠﺤﺎﹰ ﻣﺘﺨﺼﺼﺎﹰ ﻳﺪﻭﺭ ﺣﻮﻟﻪ‬
‫ﺍﻟﻨﺺ‪ -.‬ﳛﻔﱢﺰ ﺍﳌﺘﻌﻠﻢ ﻫﺬﻩ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﻨﺪ ﺍﳌﺘﻌﻠﻤﲔ‬
‫ﺑﺎﻧﺘﻘﺎﺀ ﻧﺼﻮﺹ ﻗﺼﲑﺓ ﺗﺘﻀﻤﻦ‬
‫ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﺃﻭ ﺍﺳﺘﻌﻤﺎﻻﺕ‬
‫ﺟﺪﻳﺪﺓ‪ ،‬ﻭﻳﻄﻠﺐ ﺇﱃ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﲣﻤﲔ ﺍﳌﻌﲎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺘﺮﲨﺔ ﺃﻭ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ‪ - .‬ﻳﻨﺒﻐﻲ‬
‫ﺍﻟﺘﻨﺒﻴﻪ ﺇﱃ ﺃﻧﻪ ﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﻋﺪﺩ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﻭﺍﶈﺘﺎﺟﺔ‬
‫ﺇﱃ ﲣﻤﲔ ﻛﺒﲑﺍﹰ ﻭﻳﺴﺘﻐﺮﻕ ﻧﺴﺒﺔ‬
‫ﻛﺒﲑﺓ ﻣﻦ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻨﺺ‪.‬‬

‫‪551‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﻣﺒﺎﺩﺉ ﺗﻘﻴﻴﻢ ﺍﳌﻨﻬﺞ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ‬

‫‪١٤٨‬‬
‫‪:‬‬ ‫ﳝﻜﻦ ﻟﻨﺎ ﺃﻥ ﻧﻘﻴﻢ ﺃﺳﻠﻮﺏ ﺗﺪﺭﻳﺲ ﺍﳌﻔﺮﺩﺍﺕ ﺣﺴﺐ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﺎﻟﻴﺔ‬

‫ﻓﻌﺎﻟﻴﺔ ﺍﻟﻮﻗﺖ‪:‬‬

‫ﻛﹶﻢ‪ ‬ﳛﺘﺎﺝ ﺍﳌﻌﻠﻢ ﻟﻠﺘﺤﻀﲑ ﻟﻠﺪﺭﺱ؟‬ ‫‪-‬‬

‫ﻛﹶﻢ‪ ‬ﳛﺘﺎﺝ ﺍﻟﻄﺎﻟﺐ ﻹﳒﺎﺯ ﺍﻟﺘﻌﻠﻢ؟‬ ‫‪-‬‬

‫ﻫﻞ ﺗﺴﺘﺤﻖ ﺍﻟﻔﺎﺋﺪﺓﹸ ﺍﳌﺮﺟﻮﺓﹸ ﺍﻟﻮﻗﺖ‪ ‬ﺍﳌﺒﺬﻭﻝﹶ ؟‬ ‫‪-‬‬

‫ﺍﶈﺘﻮﻯ‪:‬‬
‫ﻣﺎ ﺍﳊﺼﻴﻠﺔ ﺍﻟﱵ ﳝﺘﻠﻜﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﺍﶈﺘﻮﻯ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺩﺭﺍﺳﺔ ﺍﳌﻘﺮﺭ؟‬ ‫‪-‬‬

‫ﻫﻞ ﺗﺴﺎﻋﺪ ﺍﻟﻄﺮﻳﻘﺔﹸ ﺍﻟﻄﻼﺏ‪ ‬ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﻳﺮﻳﺪﻭ‪‬ﺎ؟‬ ‫‪-‬‬

‫ﻣﺎ ﺟﻮﺍﻧﺐ ﺍﳌﻔﺮﺩﺓ ﺍﻟﱵ ﲤﻜﻦ ﻣﻨﻬﺎ ﺍﳌﺘﻌﻠﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ؟ ﻫﻞ ﲤﻜﻨﻮﺍ ﻣﻦ‬ ‫‪-‬‬
‫ﲢﺼﻴﻞ ﺍﳊﻘﻮﻝ ﻭﺍﳌﻌﺎﱐ ﺍﳌﺮﻛﺰﻳﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺘﺄﺛﲑ ﺍﳌﻨﻬﺞ ﺍﳌﺘﺒﻊ ﰲ‬
‫ﺍﻟﺘﻌﻠﻴﻢ؟‬

‫ﻫﻞ ﻳﻔﺮﻕ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺑﲔ ﺍﳌﻌﺎﱐ ﺍﳊﻘﻴﻘﻴﺔ ﻭﺍ‪‬ﺎﺯﻳﺔ؟‬ ‫‪-‬‬

‫ﻫﻞ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺼﺮﻓﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﺎﹰ ﺻﺤﻴﺤﺎﹰ؟‬ ‫‪-‬‬

‫‪١٤٨‬‬
‫‪Hatch, E , and Brown, C , (1995), pp 415-416.-‬‬
‫‪552‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ‪:‬‬

‫ﻣﺎ ﺍﳉﺪﻭﻯ ﺍﻟﱵ ﳛﺼﻠﻬﺎ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﳌﻨﻬﺞ ﺍﳌﺴﺘﻌﻤﻞ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ؟‬ ‫‪-‬‬

‫ﻫﻞ ﻳﻌﺮ‪‬ﻑ ﺍﳌﺘﻌﻠﻤﲔ ﺑﻌﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺃﻡ ﺃﻧﻪ ﻳﻌﻠﻤﻬﻢ ﻛﻴﻒ‬ ‫‪-‬‬
‫ﻋﻠﻰ ﳓﻮ ﺃﺟﺪﻯ ﻭﺃﻧﻔﻊ؟‬ ‫ﻳﺘﻌﻠﻤﻮﻥ ﻭﺣﺪﻫﻢ‬

‫ﻫﻞ ﻳﺰﻭﺩﻫﻢ ﺍﳌﻨﻬﺞ ﺍﳌﺴﺘﻌﻤﻞ ﺑﺎﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﺴﺘﻘﻠﺔ ﻭﺗﻘﻨﻴﺎﺕ ﺗﻌﻠﻢ ﻳﻮﻇﻔﻮ‪‬ﺎ ﰲ‬ ‫‪-‬‬
‫ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻷﺧﺮﻯ؟‬

‫ﻫﻞ ﻳﻨﺘﻬﻲ ‪‬ﻢ ﺍﳌﻨﻬﺞ ﺇﱃ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﳌﻀﻲ ﰲ ﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ؟‬ ‫‪-‬‬

‫‪553‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﳌﺮﺍﺟﻊ ‪:‬‬

‫ﺑﺎﻟﻌﺮﺑﻴﺔ‬

‫ﺍﳋﻮﱄ‪ ،‬ﳏﻤﺪ ﻋﻠﻲ‪ ،٢٠٠١ ،‬ﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ )ﻋﻠﻢ ﺍﳌﻌﲎ(‪ ،‬ﻁ‪ ،٢٠٠١‬ﺩﺍﺭ ﺍﻟﻔﻼﺡ‪،‬‬ ‫‪-‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻃﻌﻴﻤﺔ‪ ،‬ﺭﺷﺪﻱ‪ ،‬ﻭ ﺍﻟﺸﻌﻴﱯ‪ ،‬ﳏﻤﺪ‪،(٢٠٠٦) ،‬‬ ‫‪-‬‬

‫ﻭﺍﻷﺩﺏ‪....‬ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﳐﺘﻠﻔﺔ ﳉﻤﻬﻮﺭ ﻣﺘﻨﻮﻉ‪ ،‬ﻁ‪ ،١‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪.‬‬

‫ﻋﻤﺮ‪ ،‬ﺃﲪﺪ ﳐﺘﺎﺭ‪ ،(١٩٩٢) ،‬ﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ‪ ،‬ﻁ‪ ،٣‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.‬‬ ‫‪-‬‬

‫ﺍﻟﻌﻨﺎﰐ‪ ،‬ﻭﻟﻴﺪ‪ ،(٢٠٠٣) ،‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬ ‫‪-‬‬
‫ﻁ‪ ،١‬ﺩﺍﺭ ﺍﳉﻮﻫﺮﺓ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﳏﺴﺐ‪ ،‬ﳏﻴﻲ ﺍﻟﺪﻳﻦ‪ ،(٢٠٠٣) ،‬ﺍﻧﻔﺘﺎﺡ ﺍﻟﻨﺴﻖ ﺍﻟﻠﺴﺎﱐ‪...‬ﺩﺭﺍﺳﺔ ﰲ ﺍﻟﺘﺪﺍﺧﻞ‬ ‫‪-‬‬

‫ﺍﻻﺧﺘﺼﺎﺻﻲ‪ ،‬ﺩﺍﺭ ﻓﺮﺣﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.‬‬

‫ﻣﻜﺎﺭﺛﻲ‪ ،‬ﻣﻴﺸﻴﻞ‪ ،(٢٠٠١ ) ،‬ﻗﻀﺎﻳﺎ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﺗﺮﲨﺔ‪ :‬ﳏﻤﻮﺩ‪ ،‬ﻋﺒﺪ‬ ‫‪-‬‬
‫ﺍﳉﻮﺍﺩ ﺗﻮﻓﻴﻖ‪ ،(٢٠٠٥) ،‬ﻁ‪ ،١‬ﺍﳌﺸﺮﻭﻉ ﺍﻟﻘﻮﻣﻲ ﻟﻠﺘﺮﲨﺔ‪ ،‬ﺍﻟﻌﺪﺩ‪ ،٨٠٠‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬
‫ﻣﺼﺮ‪.‬‬

‫ﻣﻴﺘﺸﻞ‪ ،‬ﺭﻭﺯﺍﻣﻮﻧﺪ‪ ،‬ﻭﻣﺎﻳﻠﺰ‪ ،‬ﻓﻠﻮﺭﻧﺲ‪ ،(١٩٩٨ ) ،‬ﻧﻈﺮﻳﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪،‬‬ ‫‪-‬‬
‫ﺗﺮﲨﺔ‪ :‬ﺍﻟﺸﺮﻳﻮﰲ‪ ،‬ﻋﻴﺴﻰ ﺑﻦ ﻋﻮﺩﺓ‪ ،(٢٠٠٤ ) ،‬ﺍﻟﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﻄﺎﺑﻊ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪.‬‬
‫‪554‬‬
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
‫ ﻣﻌﻬﺪ‬،‫ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‬،١٩٨٥،‫ ﳏﻤﻮﺩ ﻛﺎﻣﻞ‬،‫ﺍﻟﻨﺎﻗﺔ‬ -
.‫ ﺍﻟﺴﻌﻮﺩﻳﺔ‬،‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‬

‫ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬،١٩٨٣،‫ ﳏﻤﻮﺩ ﻛﺎﻣﻞ ﻭﺭﺷﺪﻱ‬،‫ﺍﻟﻨﺎﻗﺔ ﻭ ﻃﻌﻴﻤﺔ‬ -

‫ ﻣﻜﺔ‬،‫ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‬،‫ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬،‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‬
.‫ ﺍﻟﺴﻌﻮﺩﻳﺔ‬،‫ﺍﳌﻜﺮﻣﺔ‬

‫ ﺍﲡﺎﻫﺎﺕ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ‬،(‫ ﻫـ‬١٤٢٧‫ )ﺭﻣﻀﺎﻥ‬،‫ ﺃﲪﺪ‬،‫ﺍﻟﻨﺸﻮﺍﻥ‬ -

‫ ﳎﻠﺔ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻟﻌﻠﻮﻡ ﺍﻟﺸﺮﻳﻌﺔ ﻭﺍﻟﻠﻐﺔ‬،‫ﺎ ﳓﻮ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺠﻢ‬ ‫ﺍﻟﻨﺎﻃﻘﲔ‬
.٥٥٠-٥١٥ :‫ ﺹ‬،٣٨‫ ﻉ‬،١٨‫ ﺝ‬،‫ﺎ‬‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‬

‫ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‬
- Arnaud, Pierre J. l, and Bejoint , H. (Editores), (1993). Vocabulary and Applied
linguistics, MAMILLAN, UK.
- Carter, R. (2007). Vocabulary, Applied linguistic Perspectives, Routledge , London.

- Carter,R. and McCarthy,M. (1988). Vocabulary and Language Teaching, Longman.

Inc. New York

- Coady, J . Huckin, T. (1998). Second Language Vocabulary Acquisition, Cambridge

University Press, USA.

- Hatch, E, and Brown,C,(1995). Vocabulary, Semantics, and Language Education.

- Hukin,T. Haynes, M. and Coady, J. (editors).(1993). Second Language Reading and
Vocabulary Learning, ABLEX publishing, Newjersy , USA.
-Lengyel, Z. and : Navracsics , J , (editors).( 2007). Second language Lexical
Processes, Applied linguistic and Psycholinguistic Perspective. MPG books, UK.
-McCarten ,J.( 2007). Teaching Vocabulary, Lessons from the Corpus, Lessons for
the Classroom, Cambridge university press. UK

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫ه‬١٤٣٠
Na on .I.S.P., (1990). Teaching and Learning Vocabulary, Heinle and Heinle
Publishers, Boston.
- Na nger ,J.R , and DeCarrico, J. s. (1992) . Lexical phrases and language teaching
, Oxford, Oxford University Press.

-Oxford, Rebecca. L. (1990) Language Learning Strategies, Newbury House

Publishers,

New York.

- Read. J. (2000) . Assessing Vocabulary, Cambridge University Press, UK.

- Schmi .N.(2000), Vocabulary in Language Teaching, Cambridge University Press,

USA.
- Wallace. M. 1982, Teaching Vocabulary, Heinemann Educational books Ltd,
London.UK.

556
 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺛﺎﻟﺜﺎ‪ :‬ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﻤﻨﺒﺜﻘﺔ ﻋﻦ "ﺍﻟﻤﺆﺗﻤﺮ ﺍﻟﻌﺎﻟﻤﻲ‬

‫ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬

‫ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﻤﻨﺒﺜﻘﺔ ﻋﻦ "ﺍﻟﻤﺆﺗﻤﺮ ﺍﻟﻌﺎﻟﻤﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬

‫ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ"‬
‫ﺍﻟﻤﻨﻌﻘﺪ ﺑﻤﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻤﻠﻚ ﺳﻌﻮﺩ‬

‫ﺑﺘﺎﺭﻳﺦ ‪ ١٥-١٤‬ﺫﻭ ﺍﻟﻘﻌﺪﺓ ‪ ١٤٣٠‬ﻫـ‪ ٣-٢ /‬ﻧﻮﻓﻤﺒﺮ ‪٢٠٠٩‬ﻡ‬

‫ﲢﺖ ﺭﻋﺎﻳﺔ ﻣﻌﺎﱄ ﻭﺯﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﳏﻤﺪ ﺍﻟﻌﻨﻘﺮﻱ‬
‫ﺍﻧﻌﻘﺪ "ﺍﳌﺆﲤﺮ ﺍﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ" ﲟﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ -‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‬
‫ﻳﻮﻣﻲ ﺍﻻﺛﻨﲔ ﻭﺍﻟﺜﻼﺛﺎﺀ ‪ ١٤‬ﻭ‪ ١٥‬ﻣﻦ ﺫﻱ ﺍﻟﻘﻌﺪﺓ ‪ ١٤٣٠‬ﻫـ ﺍﳌﻮﺍﻓﻖ ﻝ‪ ٢‬ﻭ‪ ٣‬ﻧﻮﻓﻤﱪ‬
‫‪٢٠٠٩‬ﻡ‪.‬‬

‫ﻭﺷﺎﺭﻙ ﰲ ﺍﳌﺆﲤﺮ ﳔﺒﺔ ﻣﺘﻤﻴ‪‬ﺰﺓ ﻣﻦ ﺍﳋﱪﺍﺀ ﻭﺍﳌﺘﺨﺼﺼﲔ ﻣﻦ ﺃﺑﺮﺯ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‬

‫ﻭﺍﻷﻭﺭﻭﺑﻴﺔ ﻭﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺍﻵﺳﻴﻮﻳ‪‬ﺔ ﺑﺄﺭﺑﻌﺔ ﻭﻋﺸﺮﻳﻦ ﲝﺜﹰﺎ ﻋﺎﳉﻮﺍ ﻓﻴﻬﺎ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺮﺍﻫﻨﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻠﻐﺔ ﻭﺍﳍﻮﻳ‪‬ﺔ‪،‬‬ ‫ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺗﻮﺯﻋﺖ ﻋﻠﻰ ﺍﶈﺎﻭﺭ ﺍﻟﺴﺘﺔ ﻟﻠﻤﺆﲤﺮ ﺍﳌﺘﻤﺜﻠﺔ ﰲ‪:‬‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻭﺗﻌﻠﹼﻤﻬﺎ‪ ،‬ﺗﺼﻤﻴﻢ ﻣﻮﺍﺩ ﺍﻟﻠﻐﺔ ﻭﺇﻋﺪﺍﺩﻫﺎ‪ ،‬ﻣﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬
‫ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻮﱘ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﺍﳌﻌﺎﺟﻢ ﺍﻟﻠﻐﻮﻳ‪‬ﺔ‪.‬‬

‫ﻭﺃﺑﺮﺯﺕ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺩﺍﺭﺕ ﺑﲔ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﻟﺒﺎﺣﺜﲔ ﺍﻷﳘﻴﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﶈﻠﻲ ﻭﺍﻹﻗﻠﻴﻤﻲ ﻭﺍﻟﻌﺎﳌﻲ‪ ،‬ﻭﺍﻗﺘﺮﺣﺖ ﻋﺪﺩ‪‬ﺍ ﻣﻦ ﺍﻟﺘﺼﻮﺭﺍﺕ ﻭﺍﳌﻨﺎﻫﺞ‬
‫ﻭﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻄﻮﻳﺮ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻗﺪ ﺧﻠﺺ ﺍﳌﺆﲤﺮﻭﻥ ﺇﱃ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫ﺍﻟﺪﻋﻮﺓ ﺇﱃ ﺯﻳﺎﺩﺓ ﺩﻋﻢ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺎﺩﻳ‪‬ﺎ ﻭﻣﻌﻨﻮﻳ‪‬ﺎ ﻟﺘﻤﻜﻴﻨﻪ ﻣﻦ ﺍﻻﺳﺘﻤﺮﺍﺭ‬ ‫•‬
‫ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺮﻳﺎﺩﻱ ﰲ ﻧﺸﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﻋﱪ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﺇﻧﺸﺎﺀ ﻣﺮﻛﺰ ﻋﺮﰊ ﻟﺘﻄﻮﻳﺮ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺘﻮﱃ ﻭﺿﻊ ﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﻨﺎﻫﺞ‬ ‫•‬
‫ﻭﺗﻨﺴﻴﻖ ﺍﳉﻬﻮﺩ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﲔ ﺍﻟﻌﺮﰊ ﻭﺍﻟﻌﺎﳌﻲ‪.‬‬
‫ﺗﻨﺴﻴﻖ ﺍﳉﻬﻮﺩ ﺑﲔ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺮﺍﻛﺰ ﺍﻟﻘﺎﺋﻤﺔ ﺍﳌﻌﻨﻴﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻐﲑ‬ ‫•‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪﻳﻦ ﺍﻟﻌﺮﰊ ﻭﺍﻹﺳﻼﻣﻲ‪.‬‬
‫ﺍﺳﺘﺜﻤﺎﺭ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﻟﻠﺴﺎﱐ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺘﻄﺒﻴﻘﻲ ﰲ ﺗﺼﻤﻴﻢ ﻣﻮﺍﺩ ﺍﻟﻠﻐﺔ ﻭﺇﻋﺪﺍﺩ‬ ‫•‬
‫ﻣﻘﺮﺭﺍ‪‬ﺎ‪،‬‬
‫ﺍﻟﻌﻨﺎﻳﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﰲ‬ ‫•‬
‫ﺗﻌﻠﻴﻤﻬﺎ‪.‬‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﳊﻴﺔ ﻛﺎﻟﱪﳎﻴﺎﺕ‬ ‫•‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴ‪‬ﺔ ﺑﺄﻧﻮﺍﻋﻬﺎ‪ ،‬ﻭﺇﻧﺸﺎﺀ ﺍﳌﻮﺍﻗﻊ ﺍﳌﺘﺨﺼﺼﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻭﻧﺸﺮ ﺍﻟﻜﺘﺎﺏ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻋﻘﺪ ﺍﳌﺆﲤﺮ ﺩﻭﺭﻳ‪‬ﺎ ﳌﻮﺍﻛﺒﺔ ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ‬ ‫•‬
‫ﺗﻄﻮﻳﺮﻩ ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﻨﺎﻭﻝ ﳏﻮﺭ ﻭﺍﺣﺪ ﰲ ﻛﻞ ﻣﺆﲤﺮ ﻭﺗﺸﺠﻴﻊ ﺍﻟﺒﺤﻮﺙ‬
‫ﺍﳌﻴﺪﺍﻧﻴ‪‬ﺔ‪.‬‬

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 ‫ﲭﻞ اﳌﺆﲤﺮ اﻟﻌﺎﳌﻲ ﻟﺘﻌﻠﲓ ا ﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ اﻟﻨﺎﻃﻘﲔ ﲠﺎ‬
‫‪١٤٣٠‬ه‬
‫ﻭﻳﻐﺘﻨﻢ ﺍﳌﺆﲤﺮﻭﻥ ﻫﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺮﻓﻊ ﺃﺻﺪﻕ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺇﱃ ﻣﻌﺎﱄ ﻭﺯﻳﺮ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﳏﻤﺪ ﺍﻟﻌﻨﻘﺮﻱ‪ ،‬ﻭﺇﱃ ﻣﻌﺎﱄ ﻣﺪﻳﺮ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‬
‫ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‪ /‬ﻋﺒﺪ ﺍﷲ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﺜﻤﺎﻥ‪ ،‬ﻭﺇﱃ ﺳﻌﺎﺩﺓ ﻭﻛﻴﻞ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‬
‫ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺪﻛﺘﻮﺭ ﻋﻠﻲ ﺍﻟﻐﺎﻣﺪﻱ ﻭﺇﱃ ﺳﻌﺎﺩﺓ ﻋﻤﻴﺪ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‬
‫ﺍﻟﺪﻛﺘﻮﺭ‪ /‬ﻧﺎﺻﺮ ﺑﻦ ﻋﺒﺪ ﺍﷲ ﺍﻟﻐﺎﱄ‪ ،‬ﻭﺇﱃ ﺃﻋﻀﺎﺀ ﺍﻟﻠﺠﻨﺔ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺣﺴﻦ ﺍﻟﻀﻴﺎﻓﺔ ﻭ‬
‫ﺍﻻﺳﺘﻘﺒﺎﻝ‪ ،‬ﻣ‪‬ﻬﻨ‪‬ﺌﲔ ﺍﳉﺎﻣﻌﺔ ﻋﻠﻰ ﺗﺼﻨﻴﻔﻬﺎ ﺿﻤﻦ ﺍﻟـ ‪ ٥٠٠‬ﺟﺎﻣﻌﺔ ﺍﻷﻭﱃ ﰲ ﺗﺼﻨﻴﻒ ﺷﻨﻐﻬﺎﻱ‬
‫ﺍﻟﻌﺎﳌﻲ‪.‬‬

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