The Impact of Lexical Content in School Texts on Strengthening the cherishing of and taking pride in Arabic Language: An Analytical Statistical Study of Samples from Educational Texts/Learning Materials

Abstract

In this research paper, we explore the intricate relationship between cognitive and values aspects in Arabic language education. We consider the diverse dimensions of Arabic language education, including its educational, instructional, cultural, and civilizational aspects. Educational texts not only aim to develop linguistic and communicative skills in learners but also serve as valuable resources that carry cultural and social significance. These texts play a crucial role in instilling the values that educational curricula strive to cultivate in students. The purpose of this study is to investigate how the lexical content in school educational texts contributes to the appreciation of the Arabic language. This will be achieved through a comparative analytical statistical study, comparing a sample of educational texts found in textbooks with a sample of texts created by the learners. The study aims to illustrate the influence of the lexical content found in the reference corpus on developing the learners' functional linguistic skills and shaping their understanding of the values emphasized in the educational curricula as significant educational goals. Our study was conducted on the assumption that there is a significant cause-and-effect relationship between the frequency of vocabulary associated with cherishing and appreciating the Arabic language in educational texts and its occurrence in texts created by learners. By analyzing the results of the statistical study, we have reached the conclusion that the lexical content of educational texts plays a crucial role in developing the learner's linguistic abilities. It reflects their understanding of the values embedded in that lexical repertoire and enhances their expression of those values. Notably, the limited occurrence of vocabulary reflecting the appreciation of the Arabic language in the examined educational texts had a negative impact on how learners represented feelings of pride and appreciation for their language. This observation was apparent when examining the texts generated by the learners, in which they addressed deep-rooted national values present in their consciousness, such as the national flag and homeland. However, the learners overlooked the Arabic language, failing to portray it as an authentic component of their national identity.