Dissertations / Theses: 'Arabic language Arabic language Reading comprehension'

1

Salah, Shereen Maher. "The Relationship Between Vocabulary Knowledge and Reading Comprehension of Authentic Arabic Texts." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2508.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kweider, Nour Mohamad. "Reading comprehension among Arabic Heritage Language Learners and the Simple View of Reading model." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591602.

Full text

Abstract:

The Simple View of Reading model (SVR) was used as a theoretical lens to explore some of the reading comprehension issues and challenges faced by Arabic Heritage Language Learners (HLLs) in the United States. This study investigated which of the two SVR model components, decoding and linguistic comprehension, is a better predictor of Arabic reading comprehension among HLLs. The study also examined if the level of reading proficiency affected the way the two components predict Arabic reading comprehension. To answer these questions, 70 participants from four different levels (i.e., fourth through seventh grade levels) from a southern California heritage language school were tested on one reading comprehension measure, one linguistic comprehension measure (i.e., a listening comprehension measure), and two decoding measures, word reading scores and spelling.

Results revealed that both components, linguistic comprehension and decoding, were equally significant predictors of reading comprehension in the overall sample accounting for 62% of the variance in reading comprehension. Moreover, the sample was then split into more skilled readers and less skilled readers. In the sample of less skilled readers, both linguistic comprehension and decoding were significant predictors of reading comprehension accounting for 42% of the variance in reading comprehension, with the spelling measure (i.e., decoding) being a slightly stronger predictor. In the sample of more skilled readers, only linguistic comprehension was a significant predictor of reading comprehension. However, when the decoding measure, spelling, was replaced with a fluency component (i.e., a fluency measure based on the recorded reading time of participants), both linguistic comprehension and the fluency component were equally significant predictors of reading comprehension accounting for 53% of the variance in reading comprehension.

Finally, additional preliminary observations and speculations were presented suggesting that: 1) the HLLs’ linguistic abilities may be closer to the abilities of second language learners; 2) the linguistic comprehension of HLLs may be influenced by multiple factors such as diglossia, language deterioration, and low oral proficiency; and finally, 3) the intertwined relationship between spelling and reading appeared to provide further insight into the literacy development of HLLs.

APA, Harvard, Vancouver, ISO, and other styles

3

Alshammari, Hammad. "Effect of Time Constraint on Second Language Reading Comprehension." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1071.

Full text

Abstract:

This study aimed to investigate the role of time constraint on second language reading comprehension via the recruiting of 47 Saudi participants who were learning English as a second language. Subjects shared similar level of English proficiency; all participants were in their third semester of English at Aljouf University, Saudi Arabia, at the time of data collection. Participants were divided into three time groups; limited (20 minutes), extended (30 minutes), and unlimited (40 minutes). In terms of stimuli, a reading text was adapted from a standard English proficiency exam, TOEFL. The text consisted of 699 words and was of moderate level in difficulty, calculated as between 8th and 9th grade for native English speakers; passive structures comprised 6% of the text. Questions were also divided into three groups to elaborate the effect of time constraint on each type of questions. The particulars of the study were as follows. Firstly, this study analyzed effect of time constraint on the overall performance on the TOEFL reading passage. Then, effect of time on the three groups, including vocabulary-based questions, literal comprehension questions, and higher order inferential questions. Results revealed that time constraint tends to be an affective factor in reading. In the overall comparison among the 3 different time groups, the unlimited time group showed the highest performance on the reading comprehension task. ii In view of the categories of questions, no significant difference was found on the vocabulary-based questions between time condition groups. The overall low vocabulary scores across groups and the lack of significant effect for time constraint suggest that extended time does not compensate for poor vocabulary knowledge. On the other hand, the unlimited time group demonstrated the best performance relative to the other two groups on the literal comprehension and higher order questions. Of all three categories, the higher-order questions were the most difficult for all three time constraint groups. Overall, the results of this study show that time given to the reading task significantly affects overall reading comprehension scores, but they also suggest that this effect varies in relation to the types of questions.

APA, Harvard, Vancouver, ISO, and other styles

4

Al-Qudairy, Abdullah H. A. "Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5498.

Full text

Abstract:

The purpose of this study was to investigate the effect of using Arabic (L1) as a language of questions and answers in testing reading comprehension in English (L2), and to explore student and teacher opinions about this. Both quantitative and qualitative methods were employed. To collect the quantitative data, one hundred and forty-four students were given a reading comprehension test. Both multiple-choice and short-answer questions were used. The subjects were second-year English department undergraduate Saudi students and final-year secondary school Saudi students. Other factors including gender and five reading sub-skills were considered. Twelve students and four English-language teachers participated in semi-structured interviews, the source of the qualitative data. The findings of this study indicate that, for the population, test types and test levels investigated, there is no clear case for having reading comprehension questions and answers in L1. The use of Arabic in the English reading comprehension tests did not improve the performance of students. Interview responses were mixed, but with no consensus in favour of Arabic. Limitations of this study are discussed, and recommendations for further research in testing reading comprehension in English as a foreign language are presented.

APA, Harvard, Vancouver, ISO, and other styles

5

Aweiss, Salem Issa. "The effects of computer-mediated reading supports on the reading comprehension and the reading behavior of beginning American learners of Arabic as a foreign language /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309052358.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ahmad, Nordin. "The development of Reading Comprehension skills in Arabic Language for non-native speakers : A comparative study of Arabic programme between International Islamic University Malaysia (LLUM) and School of Oriental and African Studies University of London (S." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497196.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Qandil, Mahmoud Ahmed. "The Effect of Text Structure and Signaling Devices on Recall of Freshman Arab Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331413/.

Full text

Abstract:

The problem of this study was to examine the effect of text structure and signaling devices on immediate and delayed recalls of freshman Arabic-speaking students after reading a text. Subjects for the study were forty-five freshman Arabic-speaking students enrolled in three freshman English courses at a state university. All subjects were male students. The subjects-were chosen on a voluntary basis. The subjects were given the Reading Comprehension Section of the TOEFL. They were then divided into groups of good, average, and poor readers according to their performance on the TOEFL. Two well—organized passages of expository text with clearly identifiable top-level structure of problem/solution and appropriate reading levels were selected for the study. Two versions of each passage were adapted — one with the signaling devices included in the passage and the other with the signaling devices deleted. Each subject read one version of each of the two passages. The immediate and delayed recalls of the subjects were scored by an unbiased scorer. The scorer was an expert teacher of English to foreign students. Hypothesis I stated that good readers would be able to utilize the writer's rhetorical mode of the text at a significantly higher level than average and poor readers. This hypothesis was supported. The results of Chi square analysis was significant at the .03 level for immediate recall, and at the .01 level for the delayed recall. Hypothesis II stated that readers of each of the three groups who followed the original rhetorical mode of the text would recall significantly more information than those who failed to do so. This hypothesis was also supported. The results of the Two-way Analysis of Variance were significant at the .01 level for both immediate and delayed recalls. Hypothesis III stated that the students of all three groups would recall significantly more information from the passage with signaling devices than from the passage without signaling devices. This hypothesis was not supported. Signaling devices helped good and average readers to recall significantly more information, while the group of poor readers was not affected by the presence of these signaling devices. The findings suggest that training non-native speakers in identifying and utilizing different rhetorical structures might facilitate their reading comprehension. There is also a parallel need in writing instruction so that writers can . offer this facility to their readers.

APA, Harvard, Vancouver, ISO, and other styles

8

Al-Akeel, Abdulrahman I. "The acquisition of Arabic language comprehension by Saudi children." Boston Spa, U.K. : British Library Document Supply Centre, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.242353.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Al-Akeel, Abdulrahman Ibraheem. "The acquisition of Arabic language comprehension by Saudi children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/169.

Full text

Abstract:

Studies of spoken Arabic language comprehension in children are few. This research obtained data on the developmental patterns, rate and order of acquisition of the comprehension of some morpho-syntactic structures for Saudi children as a basis for a criterion-referenced test. The structures tested were chosen from data collected by studying Saudi Child Directed Speech (CDS), similar Tests in English and from linguistic knowledge of Arabic structures. The CDS sample was collected from 12 Saudi fathers conversing with their children (8 boys and 4 girls) aged 2;4 to 5;6 years. This data was analysed in terms of the vocabulary, structure and function used. Saudi fathers were found to use discourse function used by parents speaking other languages when addressing their children but in different frequencies. Fathers' language complexity was found to increase as their children got older. The comprehension of morpho-syntactic structures by Saudi children was tested through a language comprehension test that was designed for the purpose of this research. The test consisted of sixty three pictures testing twenty-one morpho-syntactic structures and six miniature toys to test children's comprehension of three structures. The test incorporated a naming test to establish the dialect forms familiar to each child, a speech discrimination screening to screen children's hearing and a vocabulary pre-test to ensure that children have comprehension of the target lexical items used in the test. Test materials were designed in a way to suit the Saudi culture. The test was performed in Saudi on 120 Saudi children ranging between 3;0 and 6;0 years of age and were 60 boys and 60 girls attending three nursery schools in Riyadh. Subjects were grouped into six groups according to their age: 3;0 to 3;5, 3;6 to 3;11, 4;0 to 4;5, 4;6 to 4;11, 5;0 to 5;5, and 5;6to 5;11 years of age. Ten boys and ten girls were tested in each age group. Results showed that gender did not affect children's results. Significant test sensitivity to age was found. Nearly half of the structures were sensitive to age while the other structures were not. An order of acquisition according to structures' difficulty was established. The age group at which every structure develops was judged by using a 60% passing criterion. The agreement between test and re-test was shown to be high, indicating that the test was reliable. A comparison was made between frequencies of structures found in the CDS study and age of acquisition in the comprehension test. An error analysis of the tested morpho-syntactic structures was obtained by analysing children's performance on every item used. Children's errors on these items were interpreted on the basis of the competition model and several patterns differed from findings in other languages. Children were found to use previously reported comprehension strategies such as world knowledge when interpreting some of the tested morpho-syntactic structures. The way children interpreted structures that require the comprehension of gender and number inflections is reported. Younger children were found to be guided more by their lexical knowledge, while older ones relied on both lexical and syntactic knowledge. While Saudi children were found to use well-established comprehension strategies such as world knowledge, they also demonstrated strategies for understanding gender and number inflections which have not been previously reported. Gender and number inflections were modified in some of the fathers' utterances in the CDS in a way that violates the rules of Arabic grammar.

APA, Harvard, Vancouver, ISO, and other styles

10

Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.

Full text

Abstract:

ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.

APA, Harvard, Vancouver, ISO, and other styles

11

Amr, Muna Mhmoud. "Dyslexia in the Arabic language : graphical features of the Arabic text and reading accuracy in the context of teaching reading in Jordan." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611358.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

McCollum, Jonathon C. "The Correlation of Arab ELLs' Academic Reading Fluency in Arabic and English." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3657.

Full text

Abstract:

Educational and economic developments in the Persian Gulf have increased the need for academic English reading fluency in the rising generation of college-bound students. A discussion of the literature on the linguistic properties of Arabic diglossia and orthography affirms the challenge that Arabs confront in L1 literacy. Because of the difficulties encountered in Arabic literacy, the transfer of L1 skills to L2 emerges as a salient issue for English instruction in the Arab world. The following study of Arab ELLs' academic reading fluency in Arabic and English investigates a hypothesized positive correlation between L1 and L2 reading abilities. Quantitative and qualitative data were obtained through the administration of academic reading fluency instruments in both Arabic and English and a survey of reading habits to a sample of 112 post-secondary Gulf Arab students in an English language program in Doha, Qatar. The analysis of the data reveals a correlation between Arabic and English reading fluency confirming previous research on transfer of reading skills between L1 and L2. The data further suggest the advisability of promoting reading fluency training in L1 as a facilitator of L2 fluency, especially in localities such as the Persian Gulf, where the professional environment requires young graduates to have fluency skills in both languages.

APA, Harvard, Vancouver, ISO, and other styles

13

Alghothani, Dima. "Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Oraby, Ebtissam. ""Reading with My Eyes Closed” Arabic Literature as a Site for Engagement with Alterity: An Ethnographic Study of Arabic Literature Collegiate Classroom." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28258301.

Full text

Abstract:

This study investigates the reading and studying of Arabic literature in U.S. collegiate education as a site for engagement with alterity. The purpose is to explore how students in foreign language (FL) literature courses encounter alterity, how they construct the other and reconstruct themselves as they read modern Arabic literary texts, and how the political, historical, geographical, and cultural contexts in which students read shape their reading. Using ethnographic methods, I examine an Arabic literature U.S. collegiate class that I created and taught. Data sources include audio recordings of class discussions, audio recording of out-of-class discussion groups with students, researcher’s memos after classes and out-of-class discussion sessions, in-depth interviews of students, qualitative analysis of students’ written work. Witnessing the growing movement of literacy-based approaches to foreign language education, I use theories of alterity as a framework to illuminate understanding of literacy in foreign language contexts and possibly engender an other-oriented literacy. Notions of alterity that constitutes my theoretical framework are synthesized through analyses of Levinas’s ethics of alterity and post-colonial conceptualization of alterity, supporting my investigation of the consumption of Arabic literature in the Western Academy (Huggan, 2002). The post-colonial lens enables me to interpret the construction of the self and the other through the act of reading within its specific historical, cultural and political contexts (Drabinski, 2011). Building on the works of scholars using Levinas’s ethics to theorize an ethical reading (Attridge, 2004a; Cohen, 2004; Davis, 2010; Tarc, 2015), my theoretical framework envisions an ethical textual engagement with the literary work. Participants of the study encountered different aspects of alterity when reading and studying Arabic literary works, and each aspect posed a different challenge to them. Through the encounter with the alterity of the literary works, the Arabic language and their peers, participants were challenged to rethink their habitual modes of thinking, (Attridge, 2004a), to be open to different interpretation and be uncertain about their own, to embrace their differences (Biesta, 2004), to rely on and be responsible for each other, and learn from each other (Todd, 2003) and to produce knowledge in conversation with an other (Katz, 2013). In their reading, participants encountered cultural distance with the literary works (Attridge, 2011) both close and far and made efforts to account for it. The study demonstrates how alterity as a framework in FL literature class can create opportunities for students to ethically respond to literary works and to each other and engage in learning as a transformative experience of encountering otherness.

APA, Harvard, Vancouver, ISO, and other styles

15

Bengeleil, Nazmia Faraj. "Lexical inferencing behavior of Libyan EFL medical students while reading, the role of reading proficiency and the Arabic language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66121.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Alamry, Ali. "Grammatical Gender Processing in Standard Arabic as a First and a Second Language." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39965.

Full text

Abstract:

The present dissertation investigates grammatical gender representation and processing in Modern Standard Arabic (MSA) as a first (L1) and a second (L2) language. It mainly examines whether L2 can process gender agreement in a native-like manner, and the extent to which L2 processing is influenced by the properties of the L2 speakers’ L1. Additionally, it examines whether L2 gender agreement processing is influenced by noun animacy (animate and inanimate) and word order (verb-subject and subject-verb). A series of experiments using both online and offline techniques were conducted to address these questions. In all of the experiments, gender agreement between verb and nouns was examined. The first series of experiments examined native speakers of MSA (n=49) using a self-paced reading task (SPR), an event-related potential (ERP) experiment, and a grammaticality judgment (GJ) task. Results of these experiments revealed that native speakers were sensitive to grammatical violations. Native speakers showed longer reaction times (RT) in the SPR task, and a P600 effect in the ERP, in responses to sentences with mismatched gender agreement as compared to sentences with matched gender agreement. They also performed at ceiling in the GJ task. The second series of experiments examined L2 speakers of MSA (n=74) using an SPR task, and a GJ task. Both experiments included adult L2 speakers whom were divided into two subgroups, -Gender and +Gender, based on whether or not their L1s has a grammatical gender system. The results of both experiments revealed that both groups were sensitive to gender agreement violations. The L2 speakers showed longer RTs, in the SPR task, in responses to sentences with mismatched gender agreement as compared to sentences with matched gender agreement. No difference was found between the L2 groups in this task. The L2 speakers also performed well in the GJ task, as they were able to correctly identify the grammatical and ungrammatical sentences. Interestingly in this task, the -Gender group outperformed +Gender group, which could be due to proficiency in the L2 as the former group obtained a better score on the proficiency task, or it could be that +Gender group showed negative transfer from their L1s. Based on the results of these two experiments, this dissertation argues that late L2 speakers are not restricted to their L1 grammar, and thus, they are able to acquire gender agreement system of their L2 even if this feature is not instantiated in their L1. The results provide converging evidence for the FTFA rather than FFFH model, as it appears that the -Gender group was able to reset their L1 gender parameter according to the L2 gender values. Although the L2 speakers were advanced, they showed slower RTs than the native speakers in the SPR task, and lower accuracy in the GJT. However, it is possible that they are still in the process of acquiring gender agreement of MSA and have not reached their final stage of acquisition. This is supported by the fact that some L2 speakers from both -Gender and +Gender groups performed as well as native speakers in both SPR and GJ tasks. Regarding the effect of animacy, the L2 speakers had slower RT and lower accuracy on sentences with inanimate nouns than on those with animate ones, which is in line with previous L2 studies (Anton-Medez, 1999; Alarcón, 2009; Gelin, & Bugaiska, 2014). The native speakers, on the other hand, showed no effect of animacy in both SPR task and GJT. Further, no N400 effect was observed as a result of semantic gender agreement violations in the ERP experiment. Finally, the results revealed a potential effect of word order. Both the native and L2 speakers showed longer RTs on VS word order than SV word order in the SPR task. Further the native speakers showed earlier and greater P600 effect on VS word order than SV word order in the ERP. This result suggests that processing gender agreement violation is more complex in the VS word order than in the SV word order due to the inherent asymmetry in the subject-verb agreement system in the two-word orders in MSA.

APA, Harvard, Vancouver, ISO, and other styles

17

Omara, Salma. "The comprehension of conversational implicatures : a cross- cultural study." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862271.

Full text

Abstract:

Research shows that L2 learners' communicative problems are often pragmatic in nature. Pragmatic competence has been defined as the ability to recognize the force and the intended meaning of an utterance by making judgments about its appropriateness (Thomas 1983). Studies on interlanguage pragmatics have provided evidence that conversational strategies differ cross-linguistically and cross-culturally. Also, recent studies on the way native and nonnative speakers of English comprehend and understand conversational implicatures (Bouton 1988, 1989, 1990) have revealed that non-native speakers of English do not interpret implicatures the way native speakers do and that this is due to cultural differences.This study investigated the way native speakers of Arabic and (American) English interpret and comprehend implicatures. It was hypothesized that, as a part of their communicative competence, the Arab speakers' ability to interpret implicatures in English may be influenced by four variables: 1) overall proficiency level in English (measured by standardized ESL tests); 2) length of exposure to American culture; 3) level of motivation to learn English andattitudes toward Americans and American culture; and 4) strategic interference due to the differences in pragmatic functions between Arabic and English.136 subjects (61 Arabs and 75 Americans) participated in this study, which employed three empirical instruments: 1) an implicature questionnaire designed in the form of a multiple-choice test to test the native and nonnative subjects' comprehension of implicatures; 2) a motivation/attitudes questionnaire to measure the non-native subjects' motivational levels for learning English and their attitudes towards American culture and people; and 3) the Michigan Proficiency Test, a standardized test of grammar, vocabulary, and reading comprehension. In addition, a post-test interview was used to gather information from non-native speakers regarding the choices made on each implicature question.Statistical analyses of the results revealed significant differences between native and nonnative speakers in their comprehension and interpretation of implicatures. In a multiple-regression, length of stay was found to be a significant predictor of non-native speakers' comprehension of implicatures.
Department of English

APA, Harvard, Vancouver, ISO, and other styles

18

Ben, Saoud Zeinab. "Analyse critique de l'enseignement de la lecture en langue arabe au CP en Libye, et élaboration de propositions d'amélioration de cet enseignement avec ébauche d'une méthode et d'un manuel." Thesis, Clermont-Ferrand 2, 2010. http://www.theses.fr/2010CLF20016.

Full text

Abstract:

La problématique de notre recherche, puise sa source d’un constat réel que matérialisent les énormes difficultés que rencontrent les enfants libyens dans l’apprentissage de la lecture. L’hypothèse de départ sur laquelle nous nous sommes étayés, part du postulat que l’échec d’assimilation rapide des processus du codage et d’encodage chez l’enfant libyen, résulte non seulement de la non reconnaissance de l’enfant libyen dans le modèle culturel et familial que proposent les manuels, mais en plus, de l’inadaptation de la méthode d’apprentissage de la lecture aux spécificités sociales et culturelles de la Libye. La non adéquation de la méthode d’apprentissage aux spécificités sociales et culturelles, se trouve aggravée par la mauvaise structuration des référents dans le manuel scolaire, tant au plan du contenu que celui du contenant. La distanciation entre la symbolique utilisée dans le langage populaire (arabe parlé dans les familles) et ceux du langage officiel (arabe classique pratiqué à tous les niveaux de l’administration), précipitent l’échec d’apprentissage de la lecture à commencer par les enfants du CP. L’objectif de notre travail consiste, au terme d’une recherche laborieuse, à mettre entre les mains des différentes instances gouvernementales libyennes, un nouveau manuel, adapté aux spécificités locales tout en s’inspirant des avancées réalisées dans les sciences de la didactique et de la pédagogie, constatées en Occident
Our research them relies on real observation of the difficulties encountered by the Libyan pupils in the field of reading.We started from the supposition that the Libyan child's failure is due to the fact that child does not identify with the social and cultural models proposed in this school books.It is also due to the discrepancy between the reading methods and Libya socio-cultural specificities. Such as discrepancy is deepened by the inadequate organization of the references in the school handbook at the level of forms as well as usersThe difference between the colloquial language spoken within families and the official one based on classical written Arabic used in all the Libyan official administrations quickens the failure of the reading apprenticeship from the first year of primary education.Our aim in this research is to provide the Libyan officials with a new method more adapted to the local specificities, and in the same time enriched with the most relevant didactic and pedagogical achievement obtained in the west

APA, Harvard, Vancouver, ISO, and other styles

19

Hammad, Mahbuba. "FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/607.

Full text

Abstract:

This research study employed a mixed methods design with concurrent procedures. The study sought to determine the underlying constructs of Arabic reading attitudes and motivation among university Arabic language learners in the United States; and how students’ reading experiences differ in courses with an Arabic leveled reading intervention, compared to typical/mainstream Arabic courses where the integration of leveled reading is practically non-existent. The study also sought to understand the experience of instructors teaching both of these types of courses simultaneously. The quantitative and qualitative findings complemented each other, which allowed for data triangulation. Recommendations for practice, policy, and future research were made given the results of this mixed-methods research study.

APA, Harvard, Vancouver, ISO, and other styles

20

Nichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

El-Mereedi, Mary L. "Transactional Literature Discussions in English Language Teaching: An Investigation of Reader Stance and Personal Understanding Among Female Arabic-Speaking Learners of English at Qatar University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384349370.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Madkhali, Shaikah A. "Effects of training ESL Saudi female students on some reading strategies." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317745.

Full text

Abstract:

This study took place in the Institute of Public Administration (IPA) in Riyadh. It investigates the effectiveness of teaching four reading strategies on ESL Saudi female students' reading comprehension and on their reported use of these strategies. The strategies taught are two "global" strategies: finding main ideas and prediction. Global strategies are those related to general approach and comprehension of the reading passage. The other two strategies are problem solving strategies: word analysis and guessing meanings of words. Problem solving strategies are concerned with working directly and analyzing the reading text.The study has three goals. First, the study aims to investigate the impact of teaching global and problem solving strategies on preparatory level students' reading comprehension. Second, it compares the impact of teaching global strategies on reading comprehension and that of teaching problem solving strategies on readingcomprehension. Third, it measures how preparatory level students' perception of use of strategies develops after teaching these strategies to the students.There were three groups of preparatory students (beginning) representing two treatment groups and one control group. Each treatment group received training in different strategies. The number of students in the global strategy group was twenty-four, and in the problem solving strategy group it was twenty-two students. Students in the control group numbered twenty-one. Measurements consisted of reading comprehension tests and a questionnaire about reading strategies conducted over pre- and post-training stages.The results obtained from the two measurements lead to three findings. First, the two training groups (global and problem solving) experienced only non-significant improvement in their post- reading comprehension when compared to the control group. This means that reading strategy training did not significantly improve their reading comprehension. Second, there was no significant difference between the two treatment groups in their gain in reading comprehension. This implies that the present study did not show any favor of training students on global strategies over training them on problem solving strategies. Third, there were various results regarding students perception of using the strategies they were taught. Students mostly showed decrease in their perception of using strategies either significantly or non-significantly except for two strategies which were using context clues and prediction. Students showed more significant awareness of using contextual clues after the treatment. They also revealed an almost significant gain in their perception of using prediction.
Department of English

APA, Harvard, Vancouver, ISO, and other styles

23

Alrayes, Samer. "Party on a Roof." Chapman University Digital Commons, 2020. https://digitalcommons.chapman.edu/creative_writing_theses/18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Ahmedou, Mohamed Youssouf Ould. "Tabsit Nusus li l-Qira'at al-Muwassa'a li l-Natiqin bi Ghair al-Arabiya = Simplification of texts for expanded reading for the benefit of non-Arabic speakers." Diss., 2006. http://hdl.handle.net/10500/2381.

Full text

Abstract:

This study comprises an introduction and six chapters. The introduction presents a chronological synopsis of the development of Arabic language teaching up to now. Chapter One presents a broad framework for this study as well as the problem and associated questions whose resolution is being sought, namely treating shortcomings relating to the teaching of Arabic to non-Arabic speakers as regards reading. Chapter Two is a survey of the theoretical study that classifies the most psychological, pedagogic, cultural, linguistic and reading competence principles needing compliance in the compilation and simplification of texts. Chapter Three comprises texts that have been simplified by this researcher. Chapter Four analyses and appraises simplified texts by providing mechanisms used for that purpose. Chapter Five comprises a model lesson, based on the principles outlined above. Chapter Six reviews the most important findings in terms of the ideal time needed for realising the hypothesis of the research and provides other proposals and concluding comments.
Religious Studies and Arabic
M.A. (Arabic)

APA, Harvard, Vancouver, ISO, and other styles

25

Složilová, Eva. "Analýza procesu čtení v moderní spisovné arabštině v testových podmínkách." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-349674.

Full text

Abstract:

(English) The dissertation presents the findings of a mixed method research project aimed at analysing the process of reading in Modern Standard Arabic. Think aloud method represents the main instrument for collecting qualitative data in the form of verbal reports that the students produce while taking a test of reading comprehension. The test is used as an instrument for distinguishing good and poor readers whose reading strategies are analysed using protocol analyses. The resulting codes of reading strategies are then categorized and their specificities are discussed at length. Key words: Modern Standard Arabic, Arabic as a second language, construct of reading, reading comprehension, proficiency testing, reading aloud, reading strategies, think aloud, verbal protocols, validity.

APA, Harvard, Vancouver, ISO, and other styles

26

"Word-Study for Arabic Speakers to Read English." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62899.

Full text

Abstract:

abstract: Learning to read in English is difficult for adult English language learners due to their diverse background, their level of experience with literacy in their first language, and their reason and desire for wanting to learn to read in English. Teachers of adult language learners must consider the educational and language experiences of adults enrolled in English as a Second Language (ESL) classes in order to provide adequate learning opportunities for a diverse student body. Promoting learning opportunities for adult Arabic speakers was an area of interest for me when I first began teaching adult English language learners six years ago. The purpose of my action research study was to provide the adult Arabic speakers in my classroom with strategies they could use in order to read accurately in English. Current research used to guide my study focused on the difficulties Arabic speakers have with the orthographic features of the English language. As I conducted various cycles of action research in an ESL reading class, I developed an intervention to support adult Arabic speakers gain an understanding of the sound spelling system of the English language inclusive of instructional strategies to support accurate word reading. Data was collected to identify the individuals experience in learning to read. I included a pre and post miscue analysis to help identify the common error patterns of the participants of my study. Over an eight-week period, I followed a constructivist approach and facilitated word sorts to help students identify common sound spellings found in the English language. Instructional strategies were included to help the participants decode multisyllabic words by bringing awareness to the syllable types found in the English language. The findings of my study revealed that Arabic speakers benefited from an intervention focused on the sound spellings and syllabication of the English language.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2020

APA, Harvard, Vancouver, ISO, and other styles

27

Watson, Deborah Theresa. "The role of English in the provision of high quality education in the United Arab Emirates." Diss., 2004. http://hdl.handle.net/10500/1905.

Full text

Abstract:

The knowledge gap between Arabic nations and the developed world is widening. A contributing factor to the slow acquisition and production of knowledge is the use of Modern Standard Arabic (MSA) as the language of instruction in schools. To bridge the gap, English is used in tertiary education in most Arab countries. The United Arab Emirates (UAE) is a useful case study to explore the dynamics of Arabic and English in education. After an overview of the problems imposed by MSA, the dilemmas facing the teaching of English and in English in the UAE are explored. Many of the problems encountered in the teaching and learning of English are the product of specific aspects of an education in MSA. The study assesses whether MSA or English is the most viable instrument for the delivery of high quality education in the Arab world and finds that currently English is essential.
English Studies
M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Arabic language Arabic language Reading comprehension'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles