The reality of using the aesthetic approach in teaching Arabic to achieve the goals of linguistic aesthetic education among middl school students_Schools in Anbar province, the city of Ramadi as a model

Abstract

The aim of this research is to study the extent to which teachers use the aesthetic approach in teaching the Arabic language to achieve the goals of linguistic aesthetic education among preparatory stage learners. And knowing the reality of employing the aesthetic approach in teaching Arabic to middle school learners from the point of view of its teachers. Knowing the reality of achieving the goals of linguistic and aesthetic education after employing teachers, the aesthetic entrance for preparatory stage learners. Also knowing the reality of interaction with the aesthetic approach and its impact on the beautiful linguistic production, and to achieve this, the researcher used the descriptive approach to describe the variables of the study, and clarify them by relying on the literature. The research community consisted of 110 schools, and the number of Arabic language teachers in the preparatory stage in these schools is (1363). The research tool was the questionnaire as a main tool for the data collection process in order to verify the objectives of the study and test its hypotheses. High. And that they use the aesthetic approach, so they achieved the goals of aesthetic education for sensory perception with a high degree, and there was a strong direct relationship with statistical significance between the sensory perception of aesthetic education and the aesthetic approach in teaching the Arabic language to achieve the goals of aesthetic linguistic education among middle school learners. While there were no differences between the average answers of the respondents about the relationship between aesthetic education and the aesthetic approach in teaching the Arabic language according to the gender variable.