توظیف الذکاء الطبیعي لتعلیم اللغة العربیة في ضوء نظریة غاردنر

Teaching the Arabic language in our country has an ancient background and a long history, as it began in the last thirties in an official and serious manner, but it has not received its real share and place in the education system and is still far from the necessary movement. And decent vitality. This research seeks to apply Gardner's theory entitled “Multiple Intelligences” to teaching and learning the Arabic language. In order to do this, the research aims to employ natural intelligence as a model in teaching Arabic. Regarding the necessity of studying the present topic, it must be said that it is to improve Arabic conversation, save it from its current educational conditions, and facilitate its teaching and learning as much as possible. The research adopts the analytical-applied approach. The study concluded that naturalistic intelligence has a profound impact on the phenomenon of teaching Arabic because it provides the necessary linguistic educational foundations for both teachers and students. The nature and impact of naturalistic intelligence on teaching Arabic cannot be overlooked. Ignoring nature and employing naturalistic intelligence in teaching Arabic results in relying on repetitive methods and neglecting students' different intelligences in learning this language. They ultimately lose out on what they deserve in learning Arabic: proficiency and mastery. This intelligence is applicable to all four language skills. Naturalistic intelligence has a significant impact on teaching and learning this language and on consolidating information in students' minds through the connection between the classroom lecture and nature.
 
Keywords: education, learning, Arabic language, Gardner, naturalistic      intelligence.
 
 Introduction 
 By incorporating nature and natural elements into the Arabic teaching lecture, or by holding the lecture in the bosom of nature and practicing specific natural exercises and drills, we offer constructive, practical solutions through conducting specific natural exercises and experimenting with training steps, i.e. transforming Arabic teaching and learning from stagnation, monotony, and theory to movement, diversity, and practicality.
Materials & methods
  In order to do this, the research aims to employ natural intelligence as a model in teaching Arabic. Regarding the necessity of studying the present topic, it must be said that it is to improve Arabic conversation, save it from its current educational conditions, and facilitate its teaching and learning as much as possible. The research adopts the analytical-applied approach.
 
Discussion & Result
As one of the official languages ​​of the United Nations and the official language of more than twenty Arab countries and millions of people, the Arabic language cannot be ignored. It is essential to teach and learn it easily, both as the language of the Muslim faith and for communication with the Arab people globally. Arabic Language has almost reached the level of importance of the world, especially in the Middle East. However, when we examine the status of its education in Iran and review its history, we see that it has not received much attention or achieved its due importance. It still faces numerous challenges, if not problems. We know that formal and serious education as a curriculum began in our country at least seventy years ago, but today we sometimes do not find any notable gains in this field, as we find that most students in some universities after graduating from them are unable to converse in Arabic. The reason for this is due to several factors, and there is no room here to enumerate and study them, as this research did not focus on them and they are outside the scope of the current specialized study. Rather, the researchers here focused on presenting a constructive strategy to develop the Arabic language and improve its status from its current state to the best possible by changing the method of teaching it, using technology and psychology, and dealing with students according to their innate talents, mental abilities, linguistic skills, and artistic gains that vary from one student to another. That is, it is up to the educational resources and the teacher to introduce the student to his talents, abilities and strengths and develop them through education that is compatible with them, because he is very interested in learning.To achieve this mission, they combined Arabic language teaching and psychology. They chose Gardner's theory of "multiple intelligences" from educational theories, and naturalistic intelligence as a model. They studied the extent and effectiveness of this intelligence in teaching Arabic. They applied it to teaching Arabic and presented constructive methods and effective ways to teach it, by changing the teaching style and transforming students from emotional to active learning and learning from mere memorization and then forgetting to practice and training and then ingraining it in the mind. They sought to take useful practical steps to change the stagnant and stagnate state of this language to a sense of benefit, practicality and activity, because the interest in psychology and educational sciences in the issue of learning.Natural intelligence plays a crucial and positive role in improving Arabic language learning and in all four skills, i.e. listening, reading, conversation and writing. The present study suggested that this educational process, i.e. applying natural intelligence to Arabic language learning, should begin with cognitive skills, i.e. listening and reading skills, and end with productive skills, because the language learner learns and understands some of the four skills at the beginning, then moves on to productive skills and produces some things from conversation, dialogue, and prose or poetry texts, i.e. he speaks and writes.The effectiveness of naturalistic intelligence is demonstrated in the listening section, through the completion of these exercises: being present in nature, broadcasting natural sounds, and studying natural topics during lectures. In reading: repeating and practicing new natural learning, presenting oral reports, and confronting natural situations. For speaking: visiting nature and natural environments and talking about them, discussing and explaining natural pictures and drawings, giving a speech on specific natural topics or natural memories, and an oral question-and-answer race. In writing: providing and preparing a list of new vocabulary and terms, searching for words with a specific verb, composing and writing atoms, and presenting a written report
.
Conclusion
 The study concluded that naturalistic intelligence has a profound impact on the phenomenon of teaching Arabic because it provides the necessary linguistic educational foundations for both teachers and students. The nature and impact of naturalistic intelligence on teaching Arabic cannot be overlooked. Ignoring nature and employing naturalistic intelligence in teaching Arabic results in relying on repetitive methods and neglecting students' different intelligences in learning this language. They ultimately lose out on what they deserve in learning Arabic: proficiency and mastery. This intelligence is applicable to all four language skills. Naturalistic intelligence has a significant impact on teaching and learning this language and on consolidating information in students' minds through the connection between the classroom lecture and nature. By incorporating nature and natural elements into the Arabic teaching lecture, or by holding the lecture in the bosom of nature and practicing specific natural exercises and drills, we offer constructive, practical solutions through conducting specific natural exercises and experimenting with training steps, i.e. transforming Arabic teaching and learning from stagnation, monotony, and theory to movement, diversity, and practicality.