Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640288
Title: Teaching literary texts at the secondary stage in the Sultanate of Oman : planning and practice
Author: Al-Hashmi, Adbullah Musallam Ali
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2001
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
This study is an investigation into some questions regarding the teaching of Arabic literary texts in secondary schools in the Sultanate of Oman. Literary texts carry a significant weight in the Arabic curriculum at the secondary stage and are expected to achieve multiple goals. The study examines the teaching of literary texts in general and focuses on the teaching of poetry texts in its fieldwork. The Introduction outlines the scope of the study and raises the relevant questions. Chapter One investigates the educational value of teaching literature. It describes the ancient and modern Arab educationists' perspectives on the aims of teaching literature and discusses the different aspects of its value to society and the individual, including the development of language, moral education, human experience, knowledge and enjoyment. Chapter Two discusses the selection of the content of the literary texts syllabus. The various criteria for the selection are discussed with special reference to those set by some modern Arab educationists. The discussion covers principles relevant to the nature of the subject, pupils and society. Chapter Three analyses the constituent elements of the literary texts syllabus at the secondary stage: the goals, the content and teaching approach. Chapter Four outlines the procedures followed in the fieldwork of the study. It describes how the questionnaires were compiled, tested for validity and reliability, and then applied. In Chapter Five the findings from the first questionnaire - the problems of studying poetry texts - were presented and discussed. Different types of problems in studying poetry texts were revealed, in both planning and practice. The reasons for such problems were discussed in five categories: (1) the pupils' role: (2) the nature of the poetry texts; (3) the teacher's role; (4) the content of the programme of poetry texts; and (5) the relationship between literary texts and other parts of the Arabic teaching curriculum. Chapter Six presents and analyses the findings from the second questionnaire - poetry genres and forms. It appeared that secondary stage pupils prefer certain types of poetry genres that are not necessarily congruous with those seen as appropriate by their teachers and the inspectors and experts. In reverse, the set texts did not always match the pupils poetry preferences. The thesis is wound up with suggested remedies and improvements as well as recommendations for further studies in this aspect of education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.640288  DOI: Not available
Share: