A Mastery Learning Strategy and the Acquisition of Rhetorical Concepts

Abstract

Educational institutions have been keen on acquiring the learner a set of information and skills that enable him to deal with the rhetorical rules that he memorized and applied without using them in linguistic performance and rhetorical ability in general, which generated a clear weakness in the methods of literary appreciation; The learner has become inclined to direct, clear language and attention to what is appropriate for thinking about ideas, not thinking about performance or the eloquent construction of the language. Rhetorical, and there may be another reason, which is the separation between literary and rhetorical texts, which is a weak factor in the teacher’s ability to deliver rhetorical information, detail and explain it poorly, followed by the weak effective planning factor in teaching rhetorical materials, but modern learning theories call on the teacher to know the characteristics and knowledge Behavioral and psychological related to learners, if the mind of the teacher is able to realize what these theories dealt with, he can develop and use effective skills and methods in explaining and communicating rhetorical information easily, and from here modern strategies in teaching try to raise creative levels and encourage a culture of memory creativity to deal with rhetoric from During tests with short-term goals, mental abilities are developed according to the learner’s acquisition of concepts This requires a learning style that depends on the provision of educational units that have predetermined goals that do not allow the transition from one stage to another except after mastering the previous unit. Or technical learning or the Keeler strategy, which seeks to acquire information in a skillful way that makes the cognitive side in harmony with the applied side, leading to a real practical learning that makes the learner benefit greatly.