The Placement of the Language Lesson in the Primary School in the Moroccan School: Exchange and Transfer Model

Abstract

In this article, we discuss the teaching of the language lesson in the Moroccan primary school, especially the teaching of morphology and conversion, and we stand on the factors that pose difficulties for the learner. Perhaps the first is the effect of the mother tongue on the learners’ lexicon, which often leads to a scarcity of vocabulary and the emergence of the phenomenon of linguistic stumbling, and the second is the structure of the Arabic word, some of which are complicated compared to another foreign language. In this comparison, we rely on the French language as the first foreign language in Morocco. This comparison revolves around the pronunciation of sounds and the conjugation of verbs and nouns that often take place in the classroom, so we will talk about the systematic process that the language lesson knew in primary school, and the results achieved by the succession of methodologies by adopting exchange and conversion as a model. With reference to talking about the relationship between reading and the language lesson. We also address the reading and syntactic difficulties that the learner faces while receiving a lesson in morphology and conversion, which may lead to his linguistic stumble. The following are the main reasons behind these difficulties: the social and environmental environment, which is closely related to the family’s failure in its educational role, as well as the sharp decline in the educational and dialectical functions of the school, with the reluctance to use the media and communication in the educational-learning process and then reducing the use of technology media digital or not.