تعليمية مهارة التعبير بنوعيه في المرحلة المتوسطة بالجزائر – مدينة ورقلة عينة -

Résumé: Undoubtedly, each of us today is aware of the reality of the general weakness that the Arabic language has reached. Many lament the situation to which this language has deteriorated at the hands of its own speakers. This deterioration is exacerbated by neglect, a situation acknowledged by all except the defiant, as it is sincere and its consequences are destructive if the guardians of the Arabic language do not promptly seek the necessary remedy. The responsibility lies on us and on every bearer of Arab identity, especially since the future of this nation is in the hands of the coming generations, the future leaders who currently struggle with weakness in the Arabic language and difficulty expressing their ideas coherently. The Arabic language faces various challenges, including its isolation from common usage. Communication generally relies on shared linguistic functions across different societies. Observing human communication, one can notice that language interaction occurs through various methods, primarily oral and written. Students are immersed in social life filled with speeches, and the language they learn is acquired and practiced in the context of speech and cultural practices presented to them. Therefore, the acquisition of the Arabic language emphasizes expression and communication. Language education aims to equip learners with the ability to control the language as a means of thinking, expression, and communication. This is achieved by training them in a set of skills. It is essential to note that linguistic proficiency manifests in two main skills: oral skills, relying primarily on spoken performance, and writing skills, relying on the written habits of a specific language. Thus, the importance of expression, both orally and in writing, becomes evident. It is the final and true representation of linguistic ability, revealing the linguistic performance level in communicating with the language without obstacles. The significance of expression is derived from the importance of language in human life. Its educational importance lies in shaping the learner's personality, allowing them to translate their thoughts, feelings, observations, and life experiences into a sound language. Any progress in spelling, handwriting, eloquence, literature, or other language arts is a result of advancement and growth in certain expression skills. Given this importance, the thesis focuses on the subject of expression in both its oral and written forms in middle school education in Algeria, specifically in the city of Ouargla. The aim is to address the weaknesses in Arabic language education and contribute to the solution of these issues. The responsibility is highlighted due to the pivotal role of language in the lives of individuals and its contribution to shaping the identity of learners. Expression, both oral and written, is considered a gateway to overcoming learning difficulties and has a significant impact on academic and language achievements. To address these issues, the research adopts a descriptive methodology, utilizing analysis, interviews, and observation as procedural tools. The research plan consists of an introduction, four chapters – two for oral expression and two for written expression – and a conclusion. The chapters cover theoretical aspects and practical applications, aiming to provide a comprehensive understanding and contribute to the improvement of expression education in middle school. The chosen sample is based on social considerations related to the researcher's affiliation with the region, understanding of cultural and social diversity, and its potential impact on the educational process. The thesis concludes with an attempt to enhance the reality of expression education in middle school, aiming to alleviate and reduce weaknesses. The main problem addressed is the importance of oral and written expression education in Arabic language instruction at the middle school level. Subsidiary questions include the methods used in teaching oral and written expression, the skills and knowledge taught in these activities, and their impact on the educational process. As for the sources and references of the study, they are numerous. I benefited from educational documents issued by the Ministry of National Education and consulted essential books and specialized references in education. Some of these include: 1. "Language Skills and the Arabness of Speech" by Fakhr al-Din Qabawah. 2. "Linguistic Theories and Their Applications in Linguistics" by Abdelmajid Aissani. 3. "Teaching Arabic Language Arts" by Ali Ahmed Madkor. 4. "Teaching Arabic Language between Theory and Practice" by Hassan Shihata. 5. "Teaching Arabic Language" by Antoine Sayah. 6. "Teaching Arabic Language and its Culture" by Mustafa Ben Abdullah Boushok. 7. "Text Educationalism" by Bashir Ibrir. 8. "Studies in Applied Linguistics" by Helmi Khalil. Regarding previous studies related to my research, there were relevant studies that served as valuable resources. Despite their limited number, they played a significant role in my study. Notable examples include the doctoral dissertation titled "Written Performances and Their Role in Developing Language Skills for Secondary School Students - A Field Linguistic Study" by Mustafa Ben Atiya in 2015/2016 at the University of Mohamed LemineDebaghine, Setif 2. Another dissertation is "The Impact of Linguistic Diversity on Oral and Written Expression among Arabic Language Learners in Secondary Education - A Case Study of Ouargla" by Awareb Hanan in 2015/2016, supervised by Professor Abdelmajid Aissani at the University Kasdi Merbah, Ouargla. In addition to these studies, there are master's and bachelor's theses that preceded this research, but due to space constraints, they are not mentioned here. As for the difficulties encountered during the completion of this study, they included the extensive nature of the topic, covering all four years of middle school and addressing both oral and written expression. This required significant effort and time. Delays in the release of textbooks for the second, third, and fourth years of the second generation also posed a challenge, as it necessitated waiting for a complete overview. The variation in the curriculum for the fourth year of middle school compared to the other three years required extra attention and precision. Additionally, social challenges, such as teachers' reluctance to field visits and oral interviews, as well as disruptions caused by the COVID-19 pandemic, added complexity to the study. After the theoretical and practical study of oral and written expression education in the intermediate stage, a set of results was obtained, the most important of which are: - Despite the change in curricula, classroom practice has not changed. Some teachers have embraced the new curricula and work accordingly, while others have stuck to traditional practices due to a lack of mindset change. The study sample revealed that oral expression sessions are conducted in the same manner as text study sessions. - There is stagnation in the presentation of both oral and written expression lessons, with a lack of diversity in teaching methods. This negatively affects the actual involvement of learners in the educational learning process. - Learners face various difficulties in oral and written expression, including frequent and diverse errors, weak linguistic vocabulary, deviations from the topic, and lack of understanding. The reasons include overcrowded classrooms, some teachers' inability to set clear objectives for expression lessons, insufficient time allocated, and training often limited to a specific group of learners. - The ultimate competency targeted in oral and written expression education in the intermediate stage focuses on achieving communication in a sound, varied language with diverse patterns. - The final competency for oral expression aims to develop listening and speaking skills, while the final competency for written expression focuses on determining the written aspect of language, written texts, and language correctness and coherence. - Despite the emphasis on developing oral expression skills, the time allocated for speaking is limited compared to listening. - The intermediate education curricula for the four years encompass values and educational attitudes in four domains: identity values, national conscience values, citizenship values, and openness to the world. These values are embedded in spoken and written comprehension texts and in the required integrative written situations to be solved by learners. - The problem-setting situation is crucial in the educational learning process, serving as the foundation for the entire section and helping learners build their knowledge and understanding independently. - Weekly educational situations represent partial situations derived from the problem-setting situation, aiming at acquiring knowledge first, then learning integration and mastery, and finally signifying building competence. - The study sample revealed several issues, including teachers neglecting the problem-setting situation and inadequate follow-up on learners, whether in terms of training, correction, or monitoring. - There is cultural and cognitive diversity in the texts directed towards oral expression, with some overlap with the targeted values. The topics are related to learners' lives and are familiar, except for fourth-year texts, which exceed the intellectual and cognitive level of learners. Teachers complain about the length, complexity, and depth of ideas in these texts. - Literary figures and Algerian writers strongly influence texts directed towards oral expression, fostering values of identity, pride, and connection to Algerian national elements. Additionally, texts by Arab and foreign writers are present. - One criticism of oral and written expression education is the lack of clarity in teaching speaking and writing. Therefore, it was necessary to include two important types of expression: functional expression and creative expression. - The third year lacks attention to written expression lessons, with learners acquiring knowledge without precision, clarity, organization, or arrangement. Many topics are repeated without any change. - The presentation of written expression lessons differs in the fourth year from the other three years, emphasizing learner reading and comprehension before writing. Learners are given the freedom to choose the topic and the suitable style. - Learners are exposed to numerous and varied expressive techniques in this stage to produce well-structured written texts in a clear and cohesive style that serves the targeted patterns. However, very few such techniques are found in the fourth year. - The written expression lesson is based on the integrative situation, providing an opportunity for learners to practice the targeted competence by utilizing all their acquired skills for problem-solving. - The project represents a practical application of written expression, serving as a form of expression and an opportunity for research and inquiry. While the topics in the first and second years are suitable and relevant to learners' realities, those in the third and fourth years did not receive adequate attention and were not well-directed. - Integration and assessment are crucial processes in the educational learning process, allowing the teacher to regulate the course of learning and understand the extent to which learners have assimilated skills and knowledge. - Correcting and evaluating written expression are essential measures contributing to the development of the educational learning process. Correction relies on standards such as fluency, language correctness, coherence, and mastery, focusing on all aspects of the written text, both in form and content. - The curricula focus on learner self-correction and continuous teacher correction during learning sessions. This diversity in correction and evaluation provides an opportunity for learners to assess their knowledge and language skills, while also allowing teachers to evaluate learners' expressions and competencies. - In the fourth year, the curricula emphasize internal consistency in written expression to train learners to achieve their communicative goals and intended messages. - One regrettable aspect is the absence of reading among learners, a crucial solution to improving language practice in speaking and writing. - The first, second, and third years of intermediate education curricula grant teachers significant freedom, which they were seeking. However, in the fourth year, the teacher's freedom is narrower, likely due to the need to regulate the educational learning process in this critical year. These are some of the partial results scattered throughout this research. The full details can be explored by referring to the chapters and discussions of the research. In concluding this research, I hope that this work contributes to the path of reform and guidance, enriching scientific research aimed at enhancing the ways of teaching and learning the Arabic language. I do not claim to have covered every aspect perfectly, as imperfection is inherent in human nature, and perfection belongs to God alone. I have exerted my effort and time in completing this work, and success is with God in all endeavors. Praise be to God, the one by whose grace righteous deeds are completed.

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