The pragmatic dimension in the educationalism of the Arabic rhetoric - Metaphor as a model

Abstract

The educationalism of languages seeks, in its approach to the educational process of the linguistic subject, to answer questions related to the subject itself, methods of teaching it, the desired objectives of teaching this linguistic subject, and the educational needs of the learner.

On this basis we try to demonstrate the importance of educationalism in teaching rhetoric as a linguistic subject, as it requires educational  That the teacher of language be surrounded by theories, as well as the methods of languages and methods of teaching them, because knowledge helps to form a clear and comprehensive idea of the art of the language he is about to teach, which will be positively reflected in the way he teaches it.

The preparation of textbooks, especially the Arabic language subject, including Arabic rhetoric in its various stages that are taught in schools, has a great impact on correcting the tongue and developing the student’s taste. The arts of rhetoric are many. However, we focus in this intervention on metaphor as a rhetorical teacher that the student learns and examines in it.  Our research will go in two main tracks that search for the following two problems:

- Is borrowing in education books a description tool, while the deliberative lesson considers it an argumentative tool with semantic intensity and persuasive power, and can the metaphor be considered an indicator of the orbital pattern?  This can be answered in these pages