On the Reception Of The Linguistic Lesson In Moroccan Universities: Scientific Pathways And Educational Obstacles/ في تلقّي الدرس اللسانيّ بالجامعة المغربيّة: المسارات العلميّة والعوائق التعليميّة

Smahane Alaoui Ismaili, Abdennabi Safir

Abstract


This study aims to map the nature of this reception, trace its intellectual pathways, and examine the key obstacles it has faced on both conceptual and institutional levels. Generative grammar is approached not merely as a linguistic model, but as a paradigmatic shift that moved linguistic inquiry from taxonomic description to explanatory theorization grounded in rationalist principles, with the broader goal of uncovering the universal grammar of natural language. This study focuses on the university reception of generative grammar, analyzing its obstacles through three interdependent problems: the crisis of linguistic grounding, the problem of formalization, and the crisis of linguistic lessons within the university context. This study, from a critical perspective, seeks to question the cognitive and methodological structure upon which the teaching of linguistics in Moroccan universities is based, in light of a scientific awareness of the nature of academic practice, its limits, and ways to develop it, and derives its importance from the scarcity of research that has dealt with the subject of receiving generative theory specifically in this context, and from its attempt at the same time to suggest possible ways to overcome the ongoing crisis that continues to cast its shadow over the reality of university linguistic research, which makes it a contribution to diagnosing the reality and proposing alternative outcomes. The study concludes with the most prominent findings: the need to restore the spirit of the scientific method in university research, link linguistics to its real subject, and focus on analyzing linguistic facts rather than remaining captive to explanations and footnotes, while emphasizing the importance of declaring the theoretical framework and embracing applied critical practice in linguistic research instead of limiting it to theoretical criticism.

Keywords


Linguistic Lesson; Moroccan Universities; Generative Grammar; Universal Grammar

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DOI: https://doi.org/10.18860/ijazarabi.v9i1.36011

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