Abstract:

This research focuses on the phonemic content in programs for teaching Arabic to non-native speakers; and it presents a general concept which the courses for teaching Arabic as a second or forgien language in the early stages of language teaching. In fact, Arabic lacks the frameworks or documents that regulate this level in the language teaching and preparation process, which is not clear and organized. Therefore, this research comes as a reference for those in charge of designing and preparing phonemic courses. The research first outlines the importance of teaching sounds in language teaching programs, their position and stage of teaching, and the reasons for presenting them in the early stages of language teaching. and then presents some of the necessary terms related to this aspect. The research also highlights the phonemic components on which the phonemic course should be based, and it presents an overview of the different phonemic features such as segmental phonemes -which are divided into two parts: silent and vowel phonemes- as well as suprasegmental phonemes of Alshaddah, Tanween, stress, intonation, and other phonemic features which the course will be based on. After outlining the various phonemic components, the research deals with presenting the stages of presenting phonemic according to the proposed vision, And it underlines the general principles that must be taken into consideration at each stage of the proposed vision of the phonemic courses when preparing the phonemic content. The research then addresses several issues related to the phonemic aspect, such as accuracy, fluency, context and approach to include after that the conclusion, results, and a list of sources and references.

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