الأسلوب الفني في صياغة الأسئلة وأثره في الكفاية المعرفية لمعلم اللغة ‏العربية للناطقين بغيرها

This thesis started from the experiment fields of teaching Arabic as a foreign language, ‎with the purpose of solving one of the most important problems in the field of learning ‎Arabic which increased the difficulty of the process of learning Arabic. The reality of ‎teaching Arabic reflects the inability in the cognitive competence of the teacher in ‎forming, asking and using questions in an artistic and exciting way which would result ‎in reducing the difficulties of learning Arabic as a foreign language. This reality of ‎teaching Arabic supports the ambiguity of the purpose of questions for the teacher, and ‎also the lack of the ability to distinguish or classify the kinds of questions according to ‎standard and scientific classifications. There is also a confusion for teachers to form ‎exams questions which increases the difficulty for the students to succeed. There is ‎also a lack of international standards which set the rules in forming questions.‎ Therefore, it is essential to set the role of questions during the learning process in its all ‎stages and the effects of this role in cognitive competence for the teacher of Arabic as ‎a foreign language. It is also necessary to set the standards that will rule the way the ‎teacher uses questions in order to achieve its goals and avoid any complications or ‎difficulties.‎ The theoretical side of this research aims to connect between learning and questions ‎and it provides a visionary to use questions in learning in a way that collaborate with ‎the learning steps in the human's brain. This connection is based on learning theories ‎and the philosophical side of the questions in seeking knowledge. The theoretical side ‎also works on to facilitate and reduce the difficulty of learning Arabic as a foreign ‎language and to achieve the task of the learning tests through creating a balance and a ‎completion between the learning questions and the testing questions. The questions ‎were also in this theoretical side categorized with taking into consideration the different ‎kinds of categorizations and it relied on the scientific categorization as a base to ‎improve the teacher ability to take advantage of the variety of questions to teach Arabic ‎as a foreign language. This theoretical side shows the effects of these procedures on the ‎teacher competence and it shows the necessity of the teachers to have this knowledge ‎and the ability to use artistic questions instead of normal ones.‎ In the practical side of this research, the standards of forming artistic questions were ‎extracted from the theoretical section and those standards were presented to a group of ‎teachers of Arabic as a foreign language. The results of the practical section of the ‎research have confirmed the lack of knowledge, inability and cognitive competence of ‎the teachers in relation to the artistic ways of forming questions. Therefore, this ‎research provides a solution for this inability by providing a list of the standards for ‎artistic questions; these standards are presented in the performance standards of artistic ‎questions and the standards of the artistic learning questions and the standards of the ‎testing artistic questions. The research also provides a form which shows the ‎completion that the questions achieves when the learning questions and the testing ‎questions are combined.‎