The level of argument skills included in the language skills course and its relationship to the evidentiary thinking of secondary school students

Abstract

This study aimed at identifying skills that involved in syllabus of linguistics skills to know its relation to skills of inductive thinking of secondary stage. The sample was composed of all the books of syllabus of linguistics skills (Syllabus system) in addition to female students of secondary stage (Syllabus – Tracks) in Boriadah. The sample included 7 books of linguistics skills for the secondary stage in addition to the female students of this stage. The participants were selected randomly by cluster approach. The researcher used the descriptive approach that is based on (content and analysis). Additionally, it is based on descriptive survey and descriptive approach. The study tools included lists of argumentation skills that should be involved in Arabic language books for secondary stage. In addition, the tools included an analysis content card and a test for deductive thinking. This study revealed that standard of involvement of books of linguistics was low. Moreover, the standard of skills of deductive thinking was low in one skill and average in two skills. The study proved that there is a statistically remarkable correlation between argumentation skills and linguistic skills. Based on these results, this study recommends that books of syllabus should be enriched with topics and activities that support argumentation skills of female students. Additionally, this includes in -service training for linguistics skills teachers, increasing their awareness of importance of argumentative skills for female students and how to employ them in developing inferential thinking.