The Reality of Implementing Classroom Discourse Strategies and Their Utilization Mechanisms in Teaching Arabic Language to Eleventh-Grade Students in the Sultanate of Oman The Reality of Implementing Classroom Discourse Strategies and Their Utilization Mechanisms in Teaching Arabic Language to Eleventh-Grade Students in the Sultanate of Oman

Abstract

This study aimed to explore classroom discourse strategies and understand their utilization mechanisms in teaching Arabic to eleventh-grade students in Oman. To achieve these objectives, the study employed both descriptive and pragmatic approaches, analyzed the Arabic grammar and morphology textbook, and conducted interviews with Arabic language teachers of grade eleven.

The study reached to a number of results: Classroom discourse strategies are widely used across all educational stages, from preschool to higher education. Each stage or subject has unique characteristics, and teachers are expected to determine what best works for their students. A review of the Arabic language textbook demonstrated the application of the four discourse strategies highlighted in the study, with a notable emphasis on the directive strategy. This preference aligns with the characteristics of students at this educational level, who require more guidance than debate. The indicative strategy follows, enabling students to infer certain knowledge independently through self-directed or semi-autonomous learning.

The study concluded with several recommendations, including the need for more research on classroom discourse strategies, particularly in teaching Arabic. A review of the eleventh-grade Arabic textbook highlighted that while these strategies are not uncommon, they require more effort from teachers and researchers to uncover and apply effectively. Therefore, it is recommended that the Ministry of Education reevaluate the Arabic curriculum to align with contemporary educational requirements.