content analysis of abraham story’s teaching methods in the holy quran

The “story-based language teaching (sblt)” is one of the most effective approaches in language pedagogy that addresses various elements and parameters in different texts. the aim of this study is to locate sblt elements in one of the popular holy quran’s stories; namely, abraham`s story known as a pedagogical text, based on javadi amoli (2006) and farhadian’s (2011) quranic pedagogical frameworks. to this end, the corpus of 130 verses containing the abraham narration from various surahs was scrutinized and analyzed to extract their precious methods and strategies. to do that, the coding system was utilized to account for the frequency of the predominant method. upon completion of the coding procedure, the interrater (coder) reliability was estimated and the results were confirmed by 81% reliability. the results illustrated that most of the quranic pedagogical methods proposed by javadi amoli (2006) and farhadian (2011) are manifested in abraham`s story and some other methods were found by the present researcher through further analysis. the abovementioned methods from the most repeated to the least ones are storytelling, repetition, precise look, wisdom, encouragement, socratic method, excellent examples, sympathy, metaphor, parable method, prayer, punishment, discussion, debate, simile, observation, experience, legislation, holistic view, and exemplification, respectively. furthermore, it was confirmed that the dominant instructional methods in this story were inductive and explicit. the findings contribute to quranic courses syllabus design and teaching pedagogy.

Content Analysis of Abraham Story’s Teaching Methods in the Holy Quran

The “StoryBased Language Teaching (SBLT)” is one of the most effective approaches in language pedagogy that addresses various elements and parameters in different texts. The aim of this study is to locate SBLT elements in one of the popular Holy Quran’s stories; namely, Abraham`s story known as a pedagogical text, based on Javadi Amoli (2006) and Farhadian’s (2011) Quranic pedagogical frameworks. To this end, the corpus of 130 verses containing the Abraham narration from various surahs was scrutinized and analyzed to extract their precious methods and strategies. To do that, the coding system was utilized to account for the frequency of the predominant method. Upon completion of the coding procedure, the interrater (coder) reliability was estimated and the results were confirmed by 81% reliability. The results illustrated that most of the Quranic pedagogical methods proposed by Javadi Amoli (2006) and Farhadian (2011) are manifested in Abraham`s story and some other methods were found by the present researcher through further analysis. The abovementioned methods from the most repeated to the least ones are Storytelling, Repetition, Precise look, Wisdom, Encouragement, Socratic method, excellent examples, Sympathy, Metaphor, Parable method, Prayer, punishment, Discussion, Debate, Simile, Observation, Experience, Legislation, Holistic view, and Exemplification, respectively. Furthermore, it was confirmed that the dominant instructional methods in this story were inductive and explicit. The findings contribute to Quranic courses syllabus design and teaching pedagogy.