Author(s): Mehmet BÖLÜKBA?I*

In recent years interest in the Arabic language teaching in Turkey has increased considerably. In order to learn Arabic, many people of all ages go to courses, take private lessons or acquire books related to Arabic teaching and try to learn Arabic on their own. Arabic education in Turkey compared to former years quite have reached a certain level of progress. In this context, many special courses providing Arabic education started to operate and they achieved a certain success. But the essential elements of Arabic grammar is still dominant in Arabic Education in Turkey. Arabic Grammar is accepted as a touchstone in Arabic language teaching in the departments of Arabic language and literature and Faculties of Theology, however in Turkey those who study Arabic are good at reading, writing, and understanding of Arabic conversations but they cannot speak and express themselves in Arabic. In order to correct this situation, first of all, it is necessary to give the parts of the grammar lesson in Arabic education which will be used for speaking Arabic. In addition to this, it is necessary to speak Arabic and use the audio and visual materials intensively in private courses that teach Arabic and in the Arabic departments in the universities. Lessons are not given only in certain patterns, reading Arabic newspapers, watching Arabic movies, and following these activities, it will be beneficial for the Arabic learners to practice what they read and watch in the classroom by speaking Arabic. In this context, the Suggestion Method makes classical Arabic teaching aside and makes learning Arabic more enjoyable by using different and contemporary methods in Arabic teaching, and also aims to guide and help especially those who want to speak Arabic by using methods to speak and communicate in Arabic. In this context, it is tried to give general information about the importance of the suggestion method in Arabic teaching, its emergence to the implementation stages and its founder


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