An Epistemological Introduction to the Didactics of the Case Marking System in Arabic

Abstract

This research aims to provide an epistemological approach based on a degree of realism expressing linguistic ability as [a communicative ability emerging from a nervous readiness for human brains], which enables us to try to provide educational directives commensurate with the nature of our brains acquiring natural language in general, and acquiring the attribution of the syntactic sign in The Arabic language in particular, which is reflected in the explanatory adequacy of the learners' performance, and the possibility of assessing their production at the two levels: quantitative and qualitative. The research aimed to discuss some of the problems of assigning an infinitive sign, whose attribution is not due to the functional necessity of communication. From that, what can be attributed primarily to a pattern of unconscious cognition of the attribution of the inflection mark, and from it what can be attributed to the effect of the acoustic environment on the inflection mark, which obscures the functional use of it. In all of our effects, we should explain how the benefit of the deductive transfer from the scientific knowledge presented in the grammar lesson on the one hand, and the achievements of the computer revolution on the other hand, especially at the level of educational Corpus.