Teaching Arabic Grammar from the Perspective of Transformational Generative Theory

Abstract

The aim of this research is to shed light on the problem of benefiting from the gains of Chomsky’s transformational generative theory in teaching Arabic grammar, by identifying aspects of similarities and differences between the transformational generative theory, how to benefit from it in teaching the Arabic language, and how to employ it in teaching Arabic grammar, and the research between the historical stages. which the theory went through, and ideas that help teachers and curriculum developers to employ them in educational curricula in general and Arabic grammar in particular. The research followed the descriptive approach. The research concluded that transformational generative theory is not an educational theory, but it can be used by educators, teachers, and curriculum designers in the field of teaching, by including it in educational programs. In addition, there are many points of convergence between Arabic grammar and transformational generative theory, the use of transformational rules. In teaching grammar, it helps increase students’ understanding of grammatical rules, and we can say that employing the generative-transformational theory contributes to increasing students’ understanding of grammatical rules, and using generative rules increases students’ ability to formulate sentences, which contributes to their ability to control the grammatical rule and memorize it. The research also reached several recommendations, the most important of which are: employing generative and transformational rules. In grammar courses for university students, because it increases their understanding of the subject at hand, and is used as a teaching method in subjects in general, and thus the student is the focus of the educational process.