The Level of Linguistic Functions in Developing Linguistic، Pedagogical، and Research Competencies among Graduate Students from the Perspective of Faculty Members of the Department of Arabic Language and Postgraduate Students

Abstract

This study aims to diagnose and assess the functional contribution of linguistics in developing linguistic، pedagogical، and research competencies، from the perspective of a sample that included both faculty members and postgraduate students in the Department of Arabic Language. The significance of the study stems from the scarcity of Arab studies that address the role of linguistic knowledge in developing competencies and its practical applications within the pedagogical، linguistic، and scientific-research domains.

The study adopted the descriptive-analytical method and designed an electronic questionnaire consisting of multiple dimensions: (pedagogical competencies، scientific-research competencies، linguistic competencies) as the primary research tool. The sample included (29) postgraduate students and (19) faculty members. The data were collected، coded، processed، and statistically analyzed using SPSS software.

The findings indicated a high level of the overall contribution of linguistic functions in developing competencies، with a mean score of (3.8603)، which represents a high degree of contribution. The most significant results can be summarized as follows:

1. Pedagogical competencies ranked first.

2. Scientific-research competencies ranked second.

3. Linguistic competencies ranked third.

Additionally، no statistically significant differences were found at the (0.05) level between the responses of the participants across all domains due to the variable of gender. Likewise، no significant differences were found at the (0.05) level between the responses of the sample members in all domains due to the variable of educational qualification. However، differences with statistical significance were observed in favor of PhD holders in the research and scientific-research competencies، and in favor of MA holders in pedagogical competencies، whereas no significant differences were found in linguistic competencies. Furthermore، statistically significant differences emerged in favor of faculty members compared to postgraduate students in the overall competencies and in the three domains combined.

The study concluded that the science of linguistics possesses a transformative potential in shaping and forming the language-learning experience، through highlighting the gap between theoretical knowledge and practical application (the "implementation chasm"). This necessitates reconsideration in the design of curricula، re-establishment of language learning programs، and teacher training programs. In light of these findings، the study recommended the urgent need to enhance linguistic functions to achieve higher levels of competence development