linguistics are to acquire linguistic and communicative competence, whether for speakers of Arabic or for speakers of other languages

Abstract

Pragmatics, in its simplest definition, is the science that studies language during use. On the basis of use, there can be no communication. Communication, dialogue, or interaction only takes place in the presence of a sender, an addressee, and a message. That is, between a speaker, a listener, and a subject. No matter how many terms there are speaker and addressee, or hearer and addressee (with fatha kha), communication includes the teacher, the learner, and the educational material, based on what pragmatic linguistics has come up with in terms of the principles of cooperation, quantity and quality, and based on its systematic scientific questions; Who is the teacher? Who is educated? And what do we know? How do we know? Why do we know? It has clarified the features of the educational process. It is necessary to outline the goals and objectives that must be achieved or reached. Based on this consideration, the goals of teaching in pragmatic linguistics are to acquire linguistic and communicative competence, whether for speakers of Arabic or for speakers of other languages. Within the principles of pragmatic linguistics, I will address in my research paper - God willing - how we can benefit from them in the field of teaching the Arabic language, and how Grice’s principles can be invested in facilitating the educational process, in addition to Chomsky’s principles in the duality of linguistic competence and performance, referring to the foundations of language education according to programs. Modern education for the sake of better education in the Algerian primary school, which must keep pace with the current developments of the era, by training the teacher and the learner while setting the goals envisaged in the future from the process of modernizing scientific curricula. Especially since the principles of pragmatics precisely define the methods and methods of teaching, because they answer many of the questions that preoccupy the teacher and the learner, and they also define the goals that the learner will achieve by receiving science and knowledge