The effectiveness of a proposed strategy based on deconstructive theory in developing the skills of analyzing the literary text in the Department of Arabic Language in the faculties of education

Abstract

The current study problem is the poor performance of students with literary text analysis skills and their reliance solely on the theoretical aspect that is limited to memorizing the text. Despite the importance of the literary text analysis skill, the current curriculum of the faculties of education of the humanities has failed to develop the literary text analysis skills of students, as well as the impact of these curricula on the teaching methods of teachers at the university. They relied on students to memorize information without actually being able to practice (Hassan, 2003:98). Teaching literature and texts in Arabic curricula and books is limited to explaining them, describing their ideas, and focusing almost generally on the mental aspects of literary text without attention to the behind-the-text skills of literary taste (Tahaimah, 2004:1). Many studies have conclusively demonstrated students' vulnerability in the subject of literary text analysis, including (Atiyah Study, 2015) and (Hindawi Study, 2022). Based on the foregoing, the researcher identified the reason for the weakness in the analysis of literary texts among students in relation to teaching methods used by professors. This called for the researcher to build a proposed strategy based on deconstructive theory in developing literary text analysis skills. The problem of the study can be identified by the following main question: "What is the effectiveness of a strategy based on deconstructive theory in developing the literary text analysis skills of students of the Arabic Language Department in the faculties of education."