التقاطعات الصرفية والنحويـــةإشكالية تدريس العدد للناطقين بغير العربيّة في ضوء

Problems in Teaching Number for Speakers of Arabic as a Foreign Language, in the Light of its Syntactic and Morphological Intersections

The research aims at shedding light on the reality of the problem of studying number for speakers of arabic as a foreign language, and to develop a general perception that clarifies those problems and tries to solve them. The number is a grammatical field, controversial, and closely related to the individual’s everyday life, it also intersects with many syntactic and morphological fields like the masculine, feminine, and single forms, also with duality, combination, definition, indefinite articles, and parcing issues and so on. The research has benefited from the descriptive and analytical approach data in answering its core question that is exemplified in the mechanism of teaching the number for non-Arabic speakers in the light of its syntactic and morphological intersections, trying to provide a clear proposal for teaching the number functionally. Results have shown that the difficulties in learning the rule manifests in two dimensions: major and minor. The major reason is related to the law of the number itself, like opposition, compatibility between the number and numbered in gender, the case of the number numerically concerning the single form and combination, the syntactic case of the number and numbered. The secondary reason, however, is dispersed among many factors: the teacher and the learner, the duplication of the arabic language, the characteristics of the curriculum and the learning environment. Finally, the research has recommended the necessity to work on overcoming difficulties resulting from the rule of the number itself, and the difficulties resulting also from its syntactic and morphological intersections with other fields, like the methodology of the teaching mechanism, proposing it, and setting plans to develop lexicons for the takseer combination form, and the masculine and feminine forms in the light of the multiplicity of needs of the Arabic students who speak other languages.