The integrative situation in teaching Arabic language between reality and expectations - (The average third year as a model )

Abstract

Modern approaches tended to activate educational practice, activate the learner, and invest in his previous acquisitions. That is an embodiment of the active learning based on building of learnings, not accumulating of informations, which the cognitive and social constructivism call for it. This philosophy is concerned with building the learner through his learnings by reorganizing the knowledge acquisitions within new learning processes. This is what is termed the concept of integration.

The integrative situation is one of the most important components of the competency approach. Rather, it is among its basic requirements that it work to embody it, as it requires active operations of employing previous acquisitions and using complex situations, it constitutes, in the end, a final competency aimed by the effective education.

This research paper falls within this context, which seeks to present the integrative situation in the context of the new reforms and to know the most important developments about it, and the requirements to achieve them in terms of teaching and assessment methods.

Through its general structure, the study aims to ascertain the reality of teaching the integrative situation in the average third-year language education in order to recognize obstacles and look forward to solutions and proposals.

We have concluded that, under second-generation reforms, integrative situation has taken on a new dimension centred on improvement, development and optimal use of acquisitions and instructions, but it still needs to develop content, diversify methods and employ educational media.