Arapça Öğretiminde Müzikal Ritmik Zekâ Türüne Yönelik Etkinliklerin Kullanılması

In this study; in Arabic teaching, first of all, in order to increase students’ interest and love for Arabic lesson, the use of activities related to musical-rhythmic intelligence type, which is one of Howard Gardner’s multiple theories of intelligence, is discussed. In our country, it is understood that the importance of listening skills, which is one of the four basic skills in Arabic teaching, is not given due importance and the researches in this field are inadequate. The aim of this study is to contribute to the development of speaking and writing skills by focusing on listening skills, which is the one of four basic skills in Arabic teaching and also to enable students to learn Arabic fondly. In this study, it understood that Arabic teaching was focused on madrasah in the past and was only for the purpose of understanding religious texts.

In order to ensure the continuity of the political, economic and social relations of the states with each other, it is also important for our country's strategic location to learn and teach Arabic, which is the mother tongue of more than twenty countries. Today, we need Arabic in order to keep up with the globalizing world and to strengthen relations with Arab countries that we have many ties in religious, social and cultural terms. 

Frequent changes in the education system at the secondary level and the reduction of Arabic lessons are one of the important reasons that make it difficult to obtain the desired efficiency in Arabic teaching. In this case; teachers need to use time effectively and use methods and techniques to achieve the goal in a short time. In addition, many students think that Arabic is a difficult language and therefore they are reluctant to learn Arabic. For this purpose, in Arabic teaching, first of all, it is necessary to put into practice the methods and techniques that will make this course attractive for students by making activity plans aimed at making language interesting for them. The most appropriate way of teaching Arabic to non-native speakers of Arabic is to enable students to use the target language as much as possible in the teaching process by using activities and methods that students will be able to attend and learn easily.

Language is learned in words, sentences, and phrases. Since the importance of words and phrases in Arabic teaching is extremely important, the activities that will improve students’ vocabulary should be carefully selected; because students immediately record their activities such as songs and games.

 Language and music are two important skills that people have. The basic element of both fields is sound. These two systems are predominantly located and processed in the same areas of the brain. Music addresses both the brain and the heart, while language appeals to the brain. Music has the ability to manage emotional, visual, auditory, linguistic and even physical sensations and movements synchronously by increasing neural activity in the human brain. In a research; it is concluded that the human brain never listens to music passively, rather than the brain tries to decipher these words during listening. In addition, research results related to the use of music in education indicate that the use of music in the classroom provides a pleasant environment and plays an active role in the development of language skills in foreign language teaching.

According to Gardner’s multiple intelligences theory, each individual learns, but each individual learns differently. Achieving the desired goals in education and teaching is possible only by providing this diversity for each individual. It is of utmost importance to select the methods and techniques that will attract the attention of the students, enable them to participate in the course, make the students love the course and achieve the target in a short time rather than uniform, classical methods and techniques. Music is one of the educational tools that definetly must be used to achieve these goals. In the planning of teaching activities, it is important to organize teaching environments considering individual differences in the classroom and to use different methods and techniques that will appeal to each student in an appropriate manner.

Musical-rhythmic intelligence is the most widely discussed type of intelligence. Although critics of this type of intelligence agree that this is not a dimension of intelligence, but talent, the main purpose of this intelligence dimension is to work with individuals who are sensitive to sound, not with note and music knowledge and help them benefit from activities. Musical-rhythmic intelligence is a kind of intelligence that has preceded all other fields of human intelligence and has its own rules and thought structures. Music is a language consisting of three basic elements. These are the pitch, rhythm, and tone. Moreover, in order to use this language, it is not absolutely necessary to have a certain ability. The musical integrals chosen for the type of musical rhythmic intelligence should be clear and understandable, appropriate to the level of the student and targets. 

At the end of the study, suggestions for activities for the type of musical rhythmic intelligence that can be used in Arabic teaching were given. Although the suggestions are planned for secondary school students, also can be adapted for students of all levels. It is important to note that the selected songs are suitable for the student level. The findings of the research can be listed as follows: Music is both a part of life and a versatile educational tool that allows to develop many skills with pleasure in Arabic education. Being easily accessible and economical, making it an attractive tool for educational environments. Musical-rhythmic intelligence type activities appeal to students of all levels since they provide an opportunity to plan activities on a wide range of subjects, especially in order to develop listening, speaking and writing skills. Since the songs chosen for the musical rhythmic-intelligence type will be memorized by the students as a whole, in which the pattern expressions are used in a context, their speaking skills will develop faster than the natural course. As a result; the uses of activities related to musical-rhythmic intelligence in Arabic teaching will be more effective in the formation of desired behaviors in the student with the music that is intertwined and enjoyed in the daily life of the student. Based on all these findings, it is thought that the use of activities related to musical-rhythmic intelligence in teaching Arabic will contribute positively to the achievement of educational objectives.