The Evaluation of Syntax Syllabus in the Secondary Schools in Somalia

This study was conducted by the Arabic grammar course in the secondary government schools in Somalia. The researcher presented the different stages of the Arabic language as well as the difficulties experienced while teaching Arabic in Somalia. Hence, the study aimed to identify the difficulties and problems related to the curriculum and its components. To this aim, the researcher used the analytical descriptive method, and one of the most important tools adopted in the research was the questionnaire which was administered to the teachers. In addition, the researcher used descriptive statistical analysis to evaluate the nine axes of the questionnaire. The researcher also used the analysis of the hypotheses that showed the relationship between the independent and the dependent variables. The most important findings of this study were as follows: The current curriculum and its components are not suitable for Somali students, according to the responses given by the teachers participating in this program; The Arabic grammar curriculum did not find any evaluation and development in advance; Based on the needs of the Somali society, the school reality is not encouraging to teach Arabic grammar course, and the textbook and teachers are not available in most schools in Somalia; The teachers did not receive sufficient training either inside or outside the country. All of the above-mentioned factors led to the students’ weakness and their lack of skills in speaking, reading, writing and listening.