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Nasban, Mohammed Suleiman. "A critical study and evaluation of the teaching of Arabic as a foreign language in Saudi Arabia : with reference to textbook analysis." Thesis, University of St Andrews, 1991. http://hdl.handle.net/10023/15379.
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Teaching Arabic as foreign language is a fairly new field of study, particularly in Western Universities. The aim of this thesis is to discuss one aspect of this field by concentrating on text-book analysis and evaluation. In carrying out this task we have formulated a set of questions to serve as parameters in the collection and analysis of data relevant to this task (appendix II). The subject of this practical study is vol. 1, entitled "Arabic for Beginners" of a series of books used for teaching Arabic to foreign adults at the Arabic Language Institute. Our study utilises a number of notions and considerations which are applicable to text-book analysis and evaluation generally. In Appendix I we deal with some of these points in an attempt to specify the theoretical dimension presupposed by our practical analysis. The thesis contains two main parts:- the theoretical part which deals with different aspects belonging to the teaching of Arabic as a foreign language, including the characteristics of the Arabic language and the teaching of sounds, vocabulary, constructions, and culture. The practical part, on the other hand, is concerned with the practical application and the outcome of the analysis of the text-book in terms of a set of criteria which may have applicability outside the immediate realm of Arabic foreign language teaching. The thesis contains four chapters. Chapter one deals with the characteristics of the Arabic language and its importance as a foreign language; it also concentrates on the objectives of Arabic language teaching as well as on the problem of syllabus design in relation to this language. Chapter two gives a general outline of the institutes and the materials of teaching Arabic as a foreign language in Saudi Arabia. Chapter three deals with the importance of sounds, vocabulary, constructions and culture, paying attention to their place in the text-book of teaching Arabic as a foreign Language. Chapter four sets out the results of applying the criteria of text-book evaluation to the book under investigation, pointing out its positive and negative features in the areas of sounds, vocabulary, constructions and culture.
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Jadwat, Ayoob Y. "Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic." Thesis, University of St Andrews, 1988. http://hdl.handle.net/10023/2949.
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The study is concerned with the problem of how to improve the teaching of Arabic as a foreign or a second language. It lays down some of the essential foundation-work necessary for bringing about systematic and constructive improvements in the teaching of Arabic as a foreign language (TAFL) by investigating the contributions of modern linguistic sciences (such as applied linguistics, educational linguistics, psycholinguistics and sociolinguistics) to the development of foreign language (FL) teaching and learning. A survey of the literature indicates that a 'revolution' is currently taking place in FL teaching and that a new approach, known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adopted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language. The thesis is divided into 7 chapters. Chapter 1 introduces the importance of viewing the nature of language and FL teaching from a multidimensional point of view. Chapter 2 outlines the general nature and importance of the subject matter (i.e. the Arabic language) in a wide context. In order to understand what has directly or indirectly influenced the teaching practices of TAFL, Chapter 3 provides an overview of the development of views of FL teaching approaches and methods in recent times, from formalism (teacher-centred learning) to functionalism (student -centred learning). Chapter 4 concentrates on providing an interpretation of the current 'state of the art' of TPPL in Britain. A theoretical outline of the CA is presented in Chapter 5. This chapter provides a working hypothesis of a proposed integrative model for communicative competence that can be used as a practical reference tool in the relevant areas of communicative language development In TAPL. Chapter 6 focuses on one of these areas; communicative syllabus design, in which the stages in Arabic language programme development and types of communicative syllabuses are discussed. The last chapter concludes with a suggetion of specific further research needs in TAFL: communicative teaching methodology, communicative materials development, communicative testing techniques and communicative tea cher training.
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Madkhali, Husam M. "A language curriculum model : a case study in Saudi Arabia." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317744.
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This study is threefold: 1) To investigate the needs of English for Academic Purposes at the Institute of Public Administration (IPA) in Riyadh, Saudi Arabia (SA), and the needs of English for Job Purposes in the Saudi private sector; 2) To establish goals based on the needs found; and 3) To propose an alternate design for the current English Language Center at the IPA in SA. The researcher used multi-modal approach to data collection that included questionnaires, focus groups, and interviews with different populations: managers, employees, human resource managers, students, and teachers. In business settings, the results showed that English is often used in the private sector for the following reasons: existence of non-native speakers of Arabic expatriates in the private sector in SA, nature of the company, dealing with international companies, agents of some international companies, and the company itself is not Saudi. In academic settings, students faced difficulties mainly in three skill area: reading, writing, and speaking. Based on the needs found, the researcher suggested teaching two business courses: Business Correspondence and Business Communication. In addition, the researcher proposed an alternate design for the current program at the English Language Center which should focus on General English, rather than English for Specific Purposes.Department of English
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Al-Qarni, Ibrahim R. "Rote repetition in Saudi Arabian foreign language vocabulary acquisition." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263922.
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This study was designed to examine the impact of rote repetition strategies (RRSs) on the retention of newly learned vocabulary items on both immediate recall test (IRT) and delayed recall test (DRT) in the Saudi Arabian English as a Foreign Language (EFL) context. The RRSs included in this study were the following:1. Silent repetition (SR): repeating the foreign word with its first language (Ll) translation silently2. Verbal repetition (VR): repeating the foreign word with its first language (L1) translation out loud3. Silent-written repetition (SWR): repeating the foreign word with its first language (Ll) translation silently while writing it down4. Verbal-written repetition (VWR): repeating the foreign word with its first language (L1) translation out loud while writing it downThe following hypotheses were investigated in this study:1. For Saudi EFL college learners rote repetition (RR) is an effective learning strategy in vocabulary learning for both short and long term retention.2. In terms of their impact on short-and-long-term retention, the four RR strategies investigated in this study are predicted to be ranked as follows: VWR > SWR > VR > SR.Four treatment groups with a total of one hundred and thirty three freshmen Saudi students majoring in English language and translation participated in this study. Each group was introduced to one of the above repetition strategies, trained to use the strategy, and instructed to carry out a vocabulary learning task using the specified strategy. The learning task was a memorization task of new English words with their Arabic equivalent translations. An iaanediate recall test (IRT) was administered right after the learning task was carried out followed by a one-week delayed recall test (DRT).The results obtained from participants' scores on both recall tests indicate that rote repetition strategies are effective strategies for Saudi EFL college students and help them in increasing their retention scores. The results also indicate that the SWR and VWR are more effective memorization strategies than VR and SR. The former strategies yielded better retention not only on the IRT but also on the DRT.College of ArchitectureDepartment of English
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Madkhali, Shaikah A. "Effects of training ESL Saudi female students on some reading strategies." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317745.
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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
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Mendel, Yonatan Yoni. "Arabic studies in Israeli-Jewish society : in the shadow of political conflict." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609996.
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Mohamed, Amal Mahdi Ahmed. "Sudanese English language teachers' perceptions of using Arabic in teaching English : a case study of using Arabic in EFL tertiary classrooms." Thesis, University of Exeter, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574402.
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The purpose of this case study is to explore the Sudanese English language teachers' perceptions of the use of L1 (Arabic) in university EFL classrooms of the use of L 1 in university EFL classrooms. It intends to describe and analyse what actually happens in university English language classrooms regarding L1 use to find out the extent to which Sudanese teachers used Arabic is used and what portion of the class time is conducted in Arabic. A further aim was to investigate why the English language Sudanese teachers Arabic in their EFL classes. The method of enquiry made use of face to face interviews, classroom observations as well as field notes. Data was collected from interviewing four Sudanese Arabic native speakers who teach English at one of the tertiary institutions in Sudan. Three lessons for each teacher were observed and audio-recorded. Each teacher was interviewed twice. Findings revealed that all four participant teachers think positively about using L 1 in the TL classroom especially when learners' level in the target language is very low as it is the case with the current Sudanese students. They also believe that L1 plays a very important role if it is judiciously used. All teachers used Arabic in their English language classrooms, but not to the extent they thought they do. The most surprising finding is that, apart from one exceptional lesson, none of them used Arabic utterances more than 2.31% of the class time. The results also showed that these teachers used Arabic language for a variety of purposes and reasons. These purposes were both pedagogical and non-pedagogical.
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Alqurashi, Fahad. "Computer supported collaborative learning in composition classrooms in Saudi Arabia." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317739.
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This study investigated the reactions of Saudi college students to collaborative learning techniques introduced in two modalities: face-to-face and web-based. Quantitative data were collected with a questionnaire that examined the changes of three constructs: attitudes toward collaboration, social self-efficacy, and perceived peer academic support of composition students at Umm Alqura University, Saudi Arabia. Students in the experimental group collaborated electronically using Blackboard, a web-based environment while students in the control group collaborated face-to-face. Students' responses to the questionnaire did not show any significant differences between the experimental group and control group with respect to the three variables.Three factors might have led to such results. First, one of the scales used in the questionnaire had low reliability that could have affected its procedure implementation. Second, collaborative learning is a new technique to Saudi students that could have contradicted the learning styles they studied according to since elementary school. Third, there were technical obstacles experienced during the experiment (i.e. no enough computer labs and no full access to the Internet) that could have been a discouraging factor for the subjects.Qualitative data collected through a post-study survey reflected the participants' positive attitudes towards peer response techniques applied throughout the experiment, giving and receiving comments, and working with computers. Such positive attitudes reflect the need to update composition teaching methods, introduce process-oriented pedagogies, foster group work strategies, and develop more computer resources and networking facilities.Department of English
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Alkahtani, Adel Abdullah. "Evaluating Saudi Teachers’ Knowledge and Skills in Teaching Primary School Students to Read in Arabic." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365247.
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Expectations placed on the expertise of teachers and how this expertise should be utilised in the classroom is highly variable in different countries. This study explored these expectations on teachers of Arabic reading in upper grades of primary schools in Saudi Arabia, in three keys stages of reading instruction: the planning stage, the presentation stage, and the evaluation stage. The study was conducted in the province of Asir in Saudi Arabia, as Arabic reading instruction has been identified as problematic in some Saudi provinces. The purpose of this study is to reveal the knowledge and skill of the teachers of Arabic reading in grades five and six of primary school. This study developed five instruments (three questionnaires, content analysis checklist, and classroom observation checklist). The study attempted to answer the main question: What are the Saudi teachers’ knowledge and skills in teaching upper grades of primary school students to read in Arabic in terms of (planning, presentation and evaluation).Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Rivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.
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This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede students from learning to read and write in English through second language methodology and compare this situation to the one in Quebec. I conclude with two suggestions to make tertiary-level EFL classes more efficient and effective: the use of more familiar methodology and the teaching of reading and writing through a literacy framework. I also propose some longer-term solutions to deal with the linguistic trichotomy, a problem the Gulf Arabian States may wish to address if they intend to pursue the goal of providing a world-class education to their children.
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Winter, Hannah. "PROBLEMS CONFRONTING HEBREW SPEAKING ELEMENTARY SCHOOL PUPILS OF ENGLISH (ESL)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275321.
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Al, Masaeed Khaled. "Functions of Arabic-English Code-switching: Sociolinguistic Insights from A Study Abroad Program." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301747.
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This sociolinguistic study examines the functions and motivations of code-switching, which is used here to mean the use of more than one language in the same conversation. The conversations studied here take place in a very particular context: one-on-one speaking sessions in a study abroad program in Morocco where English is the L1 and Arabic the L2 of the students, and the opposite applies to their speaking partners. The conversations in this study are conducted in Arabic, and the study focuses on code-switching from Arabic to English in spite of whether the L1 of the speaker is Arabic or English. The functions of code-switching in this study are examined from the perspective of two well-known competing sociolinguistic approaches to code-switching: (1) the markedness model (Myers-Scotton, 1993, 1998; Myers-Scotton and Bolonyai, 2001), based on micro and macro-levels of analysis, and (2) the conversational code-switching approach (Auer, 1984, 1995, 1998; Li Wei 2002), based on micro-levels of analysis. Application of the markedness model showed that marked instances of code-switching were used for a variety of functions, such as (1) strengthening solidarity between speakers; (2) taking care of business and show seriousness and authority; (3) adding aesthetic effects; and (4) playing with words for the sake of joking. The model also showed that unmarked switches served different functions such as (1) requesting the meaning of vocabulary and expressions; (2) asking for accommodation (repetition and speaking slower); (3) bridging a communication gap; (4) and providing expressions and the meaning of vocabulary when circumlocution does not work. The conversational code-switching approach revealed the following functions of code-switching: (1) quotations and reported speech; (2) reiteration (for clarification); (3) change of participant constellation (selection of addressee); (4) language play; and (5) language negotiation. Both approaches proved effective in analyzing the Arabic-English data in this study. However, the analysis shows that the markedness model has an advantage over the conversational code-switching approach. The data shows evidence that speakers' choices are based on rationality rather than on sequential structure. Participants code-switch based on their own goals and what linguistic codes are available to them to achieve these goals.
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Al-Hadlaq, Mohammed S. "Retention of words learned incidentally by Saudi EFL learners through working on vocabulary learning tasks constructed to activate varying depths of processing." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263891.
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This study investigated the effectiveness of four vocabulary learning tasks on 104 Saudi EFL learners' retention of ten previously unencountered lexical items. These four tasks were: 1) writing original sentences (WS), 2) writing an original text (i.e. composition) (WT), 3) filling-in-the-blank of single sentences (FS), and 4) filling-in-the-lank of a text (FT). Different results were obtained depending on whether the amount of time required by these tasks was considered in the analysis or not. When time was not considered in the analysis, the WT group outperformed the other groups while the FS group obtained the lowest score. No significant differences were found between WS and FT. The picture, however, changed dramatically when time was considered in the analysis. The analysis of ratio of score to time taken revealed no significant differences between the four groups except between FT and FS, and it was in favor of FT. The differences in vocabulary gains between the four groups were ascribed to the level (or depth) of processing these tasks required the subjects to do and to the richness of the context available in two of the four exercises, namely WT and FT. The researcher concluded that composition writing was the most helpful task for vocabulary retention and also for general language learning, followed by FT. Sentence fill-in was considered the least useful activity in this regard.Department of English
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Faqeehi, Muhammad Ali. "Exploring the effects of combined strategies on English vocabulary learning among Saudi Arabian university freshmen." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263924.
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Al-Jarrah, Rasheed S. "An optimality-theoretic analysis of stress in the English of native Arabic speakers." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238739.
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The overall purpose of this study is to analyze the acquisition of English word-stress by Arabic speakers in light of advancements in Optimality Theory. It has been reported that Arab second language learners of English have difficulty in acquiring the various patterns of English word stress. According to OT, the reason for this difficulty is that although these speakers, like native speakers, have full command of the universal and violable constraints that are operative in determining where stress falls in the word, they fail to capture or induce the exact ordering of these constraints. The basic premise of OT is that each grammar is a unique way of ordering the set of universal and violable constraints that determine the actual output form of a certain linguistic feature, say word-stress in this case. In other words, whereas Arabic word-stress and English word-stress are both subject to the same set of universal and violable constraints, they differ in one respect: the ordering of these constraints. The sole task of the learner then is to capture the correct ordering that determines which syllable in each word carries main stress.This study consists of four chapters. In chapter one, we introduce the problem of the study and the basic background information for an OT analysis, the task we undertake for word stress in subsequent chapters. Chapter two reviews word-stress placement in three competing models: linear approach (Chomsky and Halle 1968), nonlinear approach (Liberman and Prince 1977; McCarthy 1979; Hayes 1980, 1982, 1991), and finally Optimality Theory (Prince and Smolensky 1993; McCarthy and Prince 1993a, b). In chapter three, we introduce the set of constraints that are relevant for predicting the place of stress, not just in English and Arabic, but in all languages. Hence, these constraints are literally present in all languages, though their ranking is language-specific. Then, we develop a ranking of the set of constraints particular to Arabic and another one particular to English. In chapter four, we set out to compare the two constraint rankings in order to (1) predict stress errors in the interlanguage of native speakers of Arabic when learning English, and (2) demonstrate how, by making use of the notion of constraint demotion, those learners can make their English more native-like with respect to stress placement.This study has diverted from a standard OT analysis in at least two ways. First, we allow for some alignment constraint (namely MAIN-RIGHT) to be interpreted as a nongradient constraint. Second, we allow for constraint parameterization. NONFINAL is parameterized to account for Arabic word stress; and WSP is parameterized to account for English word stress.This study has shown that there are significant differences between Arabic and English as far as the ranking of the universal and violable constraints is concerned. Among the major differences are the following. (1) WSP is irrelevant for stress placement in Arabic. (2) Arabic requires that FOOT-BINARITY be interpreted under a moraic analysis, but English requires it to be interpreted under a syllabic analysis. (3) Arabic requires constructing metrical feet from left to right (i.e. ALL-FEET-LEFT >> ALL-FEET RIGHT), English require that it be the other way around (i.e. ALL-FEETRIGHT >> ALL-FEET-LEFT). (4) In. ploysyllabic words, whereas a final syllable that weighs two or more moras is parsed in English, only a final syllable that weighs three moras is parsed in Arabic. (5) Arabic requires that PARSEσ dominates FOOTBINARITY, but English requires the opposite ranking.
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Soliman, I. A. "An exploratory study of the teaching of Arabic as a second language in Cairo : the International Language Institute - Saha Feyeen : a programme evaluation case study." Thesis, University of Edinburgh, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526089.
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The difficulties facing Western students owing to diglossia have led a number of Western universities to incorporate a study abroad period in their Arabic Foreign Language (AFL) courses. This period plays a very important role in building students' motivation and offers them a life-enriching experience of acculturation. Students who are ready to learn Arabic in an Arabic-speaking country are in need of reliable information about Arabic Second Language programmes (ASL) in the :\rab world. At present, the only documented information available to these learners and/or course organisers is the brochures that are produced for publicity purposes. ""hether these programmes are based on sound pedagogic beliefs and assumptions, and whether or not they manage to implement these in their syllabuses, methodologies. teaching activities and materials, remains a question to which only an empirical study of ASL programmes can provide an answer. This research examines the underlying assumptions of the Modem Standard Arabic (MSA) programmes offered in Cairo by the International Language Institute (ILl) - Sahafeyeen. The case study evaluates and describes the ILl MSA programme at the levels of "design" and "procedure", and makes suggestions for development and changes. The thesis comprises an Introduction, and seven chapters including the Conclusion. The Introduction outlines the aim and scope of the study, explains its importance, gives an overview of similar studies conducted in other Arab countries and presents an outline of the different chapters. Chapter 1 sets the scene for the study and provides background and context for the case study. It highlights the increasing demand for learning Arabic in the West in relation to the study abroad programmes. The chapter discusses diglossia as the major problem facing Western learners of Arabic, which directs them to the Arab world, where they can learn a dialect and at the same time acquire acculturation. The chapter also describes the ASL setting in Cairo. Chapter 2 explains and discusses the research methodology chosen, the data-gathering tools and the practical steps based on Lynch's (1996) Context Adaptive Model. Chapter 3 examines how the ILl is presented in the available printed documents. Chapters 4, 5 and 6 constitute the core of this study. Chapter 4 looks at the ILl teachers, examines their beliefs and language learning experiences to provide a deeper insight into their classroom techniques and teaching methodologies. Chapter 5 focuses on the learners as a prime source of information and draws upon their beliefs, needs and background to offer an in-depth description and evaluation of the ILl programme. Chapter 6 analyses the ILl classroom procedures with the aim of revealing the ILl methodology in actual use as opposed to its presentation in the brochures and publicity materials. Chapte: 7, the Conclusion, summarises the findings of the study and suggests recommendatIOns for development and improvement.
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Ayouby, Kenneth Kahtan. ""Speak American"! or language, power and education in Dearborn, Michigan: a case study of Arabic heritage learners and their community." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/369.
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This study examines the history and development of the “Arabic as a foreign language” (AFL) programme in Dearborn Public Schools (in Michigan, the United States) in its socio-cultural and political context. More specifically, this study examines the significance of Arabic to the Arab immigrant and ethnic community in Dearborn in particular, but with reference to meanings generated and associated to Arabic by non- Arabs in the same locale. Although this study addresses questions similar to research conducted on Arab Americans in light of anthropological and sociological theoretical constructs, it is, however, unique in examining education and Arabic pedagogy in Dearborn from an Arab American studies and an educational multi-cultural perspective, predicated on/and drawing from Edward Said’s critique of Orientalism, Paulo Freire’s ideas about education, and Henry Giroux’s concern with critical pedagogy. In the American mindscape, the "East" has been the theatre of the exotic, the setting of the Other from colonial times to the present. The Arab and Muslim East have been constructed to represent an opposite of American culture, values and life. Through the agency of conflation, Arab (and Muslim) Americans are accordingly lumped together with people from abroad, making for their status as permanent outsiders. Thus, if the American Self represents an ideal, the inhabitants of this oppositional world of Arabs and Islam (an Anti-world) represent an Anti-self. A source of fear and object of hate and prejudice, this Anti-self is the object of derision and anything connected with it (e.g. language, customs, religion, etc.) becomes suspect and is devalued by association. This document has two objectives: First, to present an historical account of this context, and, secondly, to shed light on how and why things that are associated with Arab Americans in Dearborn are devalued. This is achieved by addressing the developments of meanings (of actions and symbols) in their American context, and how they have shaped (and still shape) the local culture's depiction of and understanding of Arab (and Muslim) Americans. Therefore, Arab American issues of language, culture and societal interactions should be understood as constituting a stream of American life, which represent a dimension of the total American experience, past and present, that is best understood through the paradigm of American studies. Viewing this experience as a cultural whole rather than as a series of unrelated fragments (e.g. immigration waves and settlement patterns, religious and state affiliations, assimilation and preservation debates), Arab American culture and issues begin to shine through as an organic and holistic experience whose characteristics are shared with other groups, suggesting research on this community is equally generalisable to others. ii As an academic work, this document promotes an understanding of the Arab American experience from an interdisciplinary point of view through focusing on the phenomenon of language in the community with emphasis placed on the AFL experience at school. Therefore, it is a broadly-framed outlook that permits, in an introductory way, a view of the richness of the Arab American experience, particularly in Dearborn, Michigan, as part of the American experience. Data were collected using two surveys, one for AFL students at a high school, and another was administered to adults in the community—in Dearborn. In addition, an action-research-based effort, individual personal interviews and focus groups were conducted with stakeholders in the community: parents/community members, teachers/school personnel and students, utilising personal involvement in understanding and analysing the data. Also, the study referred to archival and documentary evidence available in the school system. Four hypotheses regarding importance/significance and utility of Arabic were offered and tested by means of qualitative, interpretive analysis. Findings included: (1) Arab Americans valued Arabic as an emblem of their community in Dearborn, suggesting its employment as an indicator of political empowerment. (2) Conversely, in the non-Arab community Arabic was observed as a mark of the Other, and an artefact of ethnic retrenchment and rejection of assimilation. (3) Interestingly, however, development of English language competence emerged as a major concern in the community, outweighing Arabic language preservation. (4) While, language maintenance efforts in the community were observed as minimal, especially at the organisational level, and support for such programmes was marginal to nil. (5) Additionally, Arabic, while not the object of a desire to master as a medium of communication, was observed to signify a special symbol of heritage for Arab American youth in the Dearborn community, who may have rejected their parents’ ideas about learning Arabic, but had developed their own. (6) What is more, Arab American youth were observed developing a viable hybridised identity, whose mainstay is being “Arabic”, despite the dominance of English and Euro-Anglo cultural norms. (7) At the institutional level, Arabic was observed devalued in the school setting due to its association with Arabs, Islam, Arab Americans, and immigration. (8) Moreover, relations between Arab Americans and non-Arab Americans in the school system seems to have been equally impacted by this process of devaluation, furthering the cause of stigmatisation, prejudice and racism.
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Monassar, Hisham M. "Cohesion and coherence : contrastive transitions in the EFL/ESL writing of university Arab students." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312004.
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This dissertation investigates the expression of contrastive transitions in the ESL/EFL (English as a Second Language/English as a Foreign Language) writing of university students of Arabic language background. For this purpose, an experimental group of 30 freshmen at Sohar University in Oman whose native language is Arabic served as the experimental group. They did three tasks, two writing activities and a cloze test, ranging from semi controlled (free writing) to the highly controlled cloze test. A control group of 30 Ball State University freshmen in Muncie, Indiana who speak English as a native language performed the same three tasks.For the first task, the subjects wrote about one of 15 possible topics. They then performed the second task, which was writing about a different topic, and were also provided a list of 35 contrastive transitions to use at their discretion. For the third task, the subjects inserted contrastive transitions in the blanks of the doze test, marking the confidence in their choices on scales provided in the margins.This study indicates that the Arabic ESL/EFL students use contrastive transitions when writing contrastively in English. However, the expression of these contrastive transitions is relatively inadequate and limited compared to that of their native-English speaking peers. The Arabic students show a high rate of success in their expression of but as a contrastive transition. However, they show a lower rate of success in their expression of other contrastive transitions. Furthermore, the difference in the levels of confidence in the choices between appropriate and inappropriate contrastive transitions used in a controlled context shows they have little or no idea if their choices are correct or not.Department of English
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Aboutaj, Heidi H. (Heidi Huttar). "Finitness and Verb-Raising in Second Language Acquisition of French by Native Speakers of Moroccan Arabic." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277683/.
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In this thesis, the three hypotheses on the nature of early L2 acquisition (the Full Transfer/Full Access view of Schwartz and Sprouse (e.g., 1996), the Minimal Trees view of Vainikka and Young-Scholten (e.g., 1996), and the Valueless Features view of Eubank (e.g., 1996)), are discussed. Analysis of the early French production by two native speakers of Moroccan Arabic is done to determine if the L1 grammar is transferred onto the L2 grammar. In particular, the phenomena of verb-raising (as determined by the verb's position vis-a-vis negation) and finiteness are examined. The results of this study indicate that the relevant structures of Moroccan Arabic do not transfer onto the emerging French grammar.
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Omara, Salma. "The comprehension of conversational implicatures : a cross- cultural study." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862271.
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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
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Alasfour, Aisha Saud. "Grammatical Errors by Arabic ESL Students| An Investigation of L1 Transfer through Error Analysis." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826886.
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This study investigated the effect of first language (L1) transfer on Arabic ESL learners’ acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether L1 transfer was, in fact, influencing students’ errors predicted by CA.
Students in this study made L1 errors along with other errors. Although no statistical difference was found between the frequency of transfer and other (non-transfer) errors, L1 transfer errors were still common for many learners in this data. The frequency of the relative clause L1 transfer errors was slightly higher than other errors. However, passive voice L1 errors were as frequent as other errors whereas definite article L1 errors were slightly less frequent than other errors. The analysis of the interviews suggested that L1 still played a crucial role in influencing learners errors.
The analysis also suggested that the frequency of transfer errors in the papers used in this study might have been influenced by CA-informed instruction students received and students’ language level. Specifically, learners reported that both factors helped them reduce the frequency of L1 transfer errors in their writing.
The teaching implications of this study include familiarizing language instructors with possible sources of errors for Arabic ESL learners. Language instructors should try to identify sources of errors by conducting their own analyses or consulting existing literature on CA paired with EA. Finally, I recommend adopting a CA-informed instruction to help students reduce and overcome errors that are influenced by their L1.
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Bader, Fadel Mohammed Na'im. "Analysis of error type, source, and gravity in the writing of Arabic ESL students in U.S.A. colleges." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3753.
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The purpose of this study is to determine the type, possible source and gravity of errors found in the Test of Written English and Placement Tests compositions written by native speakers of Arabic at college level. The first part of the study is an error analysis designed to reveal the types of errors that are most frequently made by Arab students at college level. The sources of these errors are explained according to Richards' classification of errors as inter- and intralingual (1971). Seven types of errors are identified under interlingual category: articles, prepositions, the copula, embedded questions, pronoun retention, semantic and stylistic errors. Intralingual errors included errors in overgeneralization and ignorance of rule restriction.
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Al-Nuzaili, Abdulrahman Mohamed. "Experimental study of emphasis and voicing in the plosives of Yemeni Spoken Arabic with some implications for foreign language teaching and learning." Thesis, University of Leeds, 1993. http://etheses.whiterose.ac.uk/2570/.
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This is an experimental study of two major distinctive features: emphasis and voicing in the plosives of Yemeni Spoken Arabic. It investigates some of their acoustic, perceptual and arodynamic correlates and aims, at least in part, to find the language-specific aspects in as far as these phonetic phonemena are concerned. It falls into two related parts. Part One consists of two chapters. Chapter one gives a general background of YSA with special reference to the phonemic significance of emphasis and voicing in the plosives and their interaction with various contextual factors and positions. Phonological definitions of these features are given. Various theoretical approaches are also dealt with. The syllable structure and the stress patterns in both Modern Standard Arabic and Yemeni Spoken Arabic are presented. Chapter two reviews critically some of the hypotheses and interpretations of voicing mechanisms and the factors affecting their realizations in various languages. Some of the relevant aspects reviewed are voice onset time in various languages, formant transitions, closure durations, temporal relationship between consonants and vowels, categorical perception and the phoneme boundary, aerodynamic factors and their role in the production of plosives. The two features are also reviewed in relation to vocalic context, place of articulation, stress, gemination and phonetic position. Part Two consists of four chapters representing the main body of this study. Chapter three is an investigation of the acoustic characteristics of the voiced/voiceless and emphatic/nonemphatic categories in words embedded in a contextual frame sentence. Chapter four is a perceptual investigation of the above contrasts by means of synthetically generated speech using the Klatt Synthesizer. It examines the role played by VOT, the relative onset time between the release and the onset of voicing, in the accurate identification of the voicing cognates. Another experiment attempts to evaluate the role of the second formant particularly its onset frequency and steady state portion in the emphatic/nonemphatic distinction. The relationships between perception and production are described and the theory of 'categorical perception' in relation to our data is also discussed. Chapter five investigates aerodynamic patterns and aerodynamically derived estimates of articulation for the emphatic/nonemphatic and the voiced/voiceless consonants in two experiments. Since there are several variables involved in this investigation, the results in both experiments are subjected to analyses of variance to obtain the effects of the independent variables on the dependent ones. In chapter six the findings of the previous three chapters are summarized. Some implications for foreign language teaching and learning are also discussed. The study ends with a section on the limitations and suggestions for future research.
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Al, Muhaimeed Sultan A. "Task-Based Language Teaching Vs. Traditional Way of English Language Teaching in Saudi Intermediate Schools: A Comparative Study." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383257660.
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Ahmed, Ahmed Khaled. "The relationship between students' cognitive styles and their proficiency in English as a second language." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1033643.
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The purpose of this study was to investigate aspects of cognitive styles in relationship to the academic orientation of Arab ESL students. More specifically, this study attempted to answer the following questions:1- What are the different cognitive styles Arab students use in their learning of English as a second language?2- To what degree do Arab students who possess different cognitive styles perform differently on the Michigan Test of English Language Proficiency?3- Are students' academic majors related to their proficiency in English as a second language?The subjects of this study were 82 students representing 11 Arab countries enrolled in ESL programs in four American universities. The Inventory of Learning Processes (Schmeck, Ribich, & Ramanaiah, 1977), was used to measure the students' cognitive styles and the Michigan Test of English Language Proficiency (MTELP) was used to measure their performance on English as a second language.Results of this study indicated that Arab students fall on a continuum of four different cognitive styles with Elaborative Processing being the most dominant cognitive style among Arab students (44% of students). Deep Processing and Fact Retention were the next two cognitive styles Arab students possessed (26%, 21 % of students respectively). Only 10% of students possessed the Study Methods cognitive style. There was no significant relationship between students' cognitive styles and their performance on English as a second language except for the weak positive relationship that existed between the cognitive style of Elaborative Processing and proficiency in English as a second language. It was also found that students' academic majors played a major role in their performance on MTELP. Literature majors performed significantly better than science majors in English as a second language.It was recommended that ESL instructors at American universities identify Arab students' cognitive styles by using ILP prior to their enrollment in ESL courses. It was also recommended that ESL instructors vary their teaching strategies and resources so that individual student's needs regarding cognitive style are met. Further research is needed to investigate the interaction between students' academic majors, their cognitive styles and their proficiency in English as a second language. It is also important to further explore the relationship between the Elaborative Processing scale and students' proficiency in English as a second language.Department of Secondary, Higher, and Foundations of Education
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Amin, Abdulrahman A. "Task-based and grammar-based English language teaching : an experimental study in Saudi Arabia." Thesis, University of Newcastle upon Tyne, 2009. http://hdl.handle.net/10443/3583.
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In recent decades there have been many expressions of dissatisfaction with the traditional method of teaching foreign languages. This method tends to concentrate on grammar and vocabulary and produce students who are strong in this type of knowledge but weak in using the language communicatively. Consequently, attempts have been made to devise teaching methods that give students stronger communication skills and address students' questionnaire feedback. This study examines attempts to prove the efficacy of the communicative approach and, in particular, experiments to prove its superiority to the grammatical approach. Particular attention is paid to Task-Based Learning (TBL) as one of the most promising examples of the communicative teaching approach. The study finds that, although previous comparative studies supply mounting evidence of the value of the newer methods, none provides clear proof of the superiority of one method over the other, because the experiment was poorly designed, the sample was too small or the recorded data deficient. A students' feedback questionnaire carried out as a preliminary study also established clear dissatisfaction with the grammar courses run by the University of Umm al-Qura in Saudi Arabia. Therefore, this study aimed to carry out a thoroughgoing experiment based on the question: do learners who are taught an English course using the TBL method reach a better level of proficiency and oral improvement at the end of the course than their counterparts who are taught with the grammar-based or traditional method? The experiment was conducted over a twelve-week term with second-year science students following a compulsory English for Science course at the University of Umm al-Qura. A total of 283 students took part, divided into eight classes, of which four were taught with the grammar-based learning (GBL) method and four were taught with the TBL method. The students were allocated to classes so that the GBL and TBL groups had a similar standard of English at the start of the experiment. All the teaching was done by the researcher. Four measures were used to answer the research question. Oral tests before and after the experiment measured fluency, the course final examination measured accuracy, recorded classroom observations provided material for analysing the content and conduct of lessons and classroom behaviour, and a course evaluation questionnaire sought to assess students' attitudes. The results clearly show that the TBL method improves the fluency and accuracy of university students more than the GBL method, and that the TBL learners were more active in the lessons, used the target language more and took more responsibility than the GBL learners. The TBL students also enjoyed the course more than their GBL counterparts and were more motivated to continue their English studies.
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Najjar, Alaa. "A Descriptive Case Study to Identify the Impactful Instructional Strategies that Support Arabic Students between Six to Twelve Year Olds in Becoming Proficient in the Development of Oral and Written Arabic Language." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/116.
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There are many Arab families who come every year to the United States either to study or to work. Most of these families have school-age children who were born in the United States or in their native countries. Accordingly, most of them have plans to go back to their countries, and a few are staying in the U.S. The absence of communicating in the Arabic language might cause a big problem to their children upon returning to their native country.
This mixed-methods study focused on the impactful instructional strategies that support Arabic students between six to twelve years old in becoming proficient in the development of oral and written Arabic language. The central research question was, what were the instructional strategies that helped Arabic students become proficient in the written and oral Arabic language when they have limited Arabic language skills? The research concluded that Arab children will not reach the Arabic proficiency without collaboration among teachers, administrators and the most important key element of parental engagement.
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Alalwi, Fahd Shehail. "Intercultural Competence Development in a Study Abroad Context: Saudi Study Abroad Learners in the United States of America." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/605109.
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This longitudinal study used qualitative and quantitative methods to explore the development of aspects of the intercultural competence (ICC) of Saudi learners of English as a second language in a study abroad (SA) context based on Deardorff's (2004) ICC model. It also examined students' development of Saudis' perceptions of the home and host cultures at the beginning of SA and after four months. Moreover, this study explored the relationship between ICC and second language proficiency. This study found no substantial change in ICC-related attributes over four months of studying abroad. Results also showed an overall agreement in ICC assessment between the teachers and the students. As far as perceptions of members of the Saudi and US cultures are concerned in the second study, the findings suggested that the Saudi SA students continued to use their home frame of reference even after four months of study in the US and that the national stereotypes persisted. In these results, US Americans are perceived to be work-oriented, whereas Saudis are relationship-oriented. The findings of the third study demonstrated that SA students' perceived gains with regard to skills of speaking, listening, reading, grammar, and vocabulary were significantly lower than their expectations at the beginning of the program and that their expectations were relatively low for culture learning. Moreover, no significant relationship was found between SA students' L2 usage patterns and L2 learning, nor between L2 usage patterns and C2 learning. However, the level of L2 proficiency upon entry into the SA program indicated a strong correlation with perceived gains in L2 learning. Interestingly, no relationship was found between ICC and L2 learning, nor between ICC and C2 learning.
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Althubaiti, Haitham. "Students' experiences of learning English as a foreign language : a case study of an undergraduate EFL programme at a Saudi university." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/77476/.
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In the light of falling oil prices, the Kingdom of Saudi Arabia (KSA) has launched a multifaceted vision for 2030 that seeks to modernise the country's economy and diversify its revenue base. A key goal of this vision is developing the country's education system in general and higher education in particular (Reardon, 2016; Vision2030, 2016). The government is determined to achieve inclusive and equitable quality education for all its citizens. Within this context, there is an increased focus on improving the quality of English language teaching and learning in higher education institutions and in the education system generally. However, the lack of essential linguistic and pedagogic skills amongst many Saudi graduates remains a major concern (Albaiz, 2016; British Council, 2016). The aim of this thesis is to investigate students' learning experiences in an undergraduate English as a Foreign Language (EFL) programme at City University (CU), KSA from three different perspectives. The first viewpoint draws on Bourdieu's notions of field, capital and habitus to examine the influences that CU as an institution has on teaching and learning in the EFL programme. The second perspective uses the concept of cultural capital to analyse the influence of family educational background on students' learning. The third perspective provides insights into the teaching approaches adopted by EFL lecturers and the effects these approaches have on students' learning. Thus, this study is guided by one main research question: How do students experience learning in the undergraduate EFL programme at CU? The study uses a qualitative case study approach. Data was gathered from multiple sources: namely, semi-structured interviews with students and lecturers, observations, and a documentary review. The analysis is based on the three research sub-questions that guide this inquiry. The key findings related to the first perspective highlight the ways in which CU's institutional policies and practices impact teaching and learning in the EFL programme. The analysis reveals that CU defines its capital as ‘accessible higher education', which translates into large numbers of students enrolling in its colleges and departments each year. As a result of this open admissions policy, the College of Arts and Humanities (CAH) has been forced to lower its entry requirements to the EFL programme in order to accommodate the number of students. This has resulted in the admission of students who do not possess the minimum entry requirements, and has adversely affected the quality of education in the EFL programme, as manifested in relation to class size, student-teacher relations, the use of English in teaching, and assessment practices. The second set of findings analyse the influence of family educational background on students' learning experiences. The findings indicate that this background plays an important role in students' success in the EFL programme. It was found that families with higher education backgrounds use their learning experiences and resources to support their children's education. The findings further demonstrate that students from families with no higher education background and a lack of cultural capital have low levels of English language competency. As such, many of them struggle with the linguistic and academic demands of the programme. The third set of findings reveal the influence of teaching approaches on students' learning experience. The findings show a distinction between native English speaking (NES) and non-native English speaking (NNES) lecturers in relation to their teaching approaches and interactions with students. It was found that NNES lecturers adopt a teacher-centred approach in their teaching which minimizes students' interactions. Many students were critical of such practices and felt that it denied them the opportunity to develop their language skills. In contrast, NES lecturers use a student-focused approach and integrate communicative practices into their teaching. These lecturers emphasise the importance of building positive relationships with the students in order to facilitate their learning. Generally, students reacted positively to such practices and were more encouraged to participate in the classroom. This study provides important insights into students' learning experiences in higher education in general and EFL programmes in particular. It contributes to existing debates and literature on EFL teaching and learning in higher education, particularly in KSA. The study also provides important suggestions for policymakers to consider, and recommendations to CU and its faculty members, and for further research.
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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/.
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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.
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AlSaif, Abdullah. "Investigating vocabulary input and explaining vocabulary uptake among EFL learners in Saudi Arabia." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678355.
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Al-Nasser, Saad Abdullah Suliman. "The teaching of English as a foreign language in private elementary schools in Riyadh City, Saudi Arabia : a diagnostic study." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297494.
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Abu-Jarad, Hassan Ali. "English interlanguage of Palestinian University students in Gaza Strip : an analysis of relative clauses and verb tense." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/458974.
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This study investigated the relative clause formation and the coding of tense in the English interlanguage of thirty-two Palestinian students at the six colleges of the Islamic University of Gaza.Three composition topics were designed to elicit the learners' expression of the various English tenses and relative clauses.Findings: The data show that Palestinian learners' switching of tense results from using English morphology to express an aspectual system similar to that of Palestinian Arabic. The English past tense and present tense are used to mark Palestinian perfective and imperfective aspects, respectively. The subject-verb agreement marker and the concord markers 's/is and 'm/am are omitted in relative clauses and when there is a change in aspect.In the area of relative clauses, the data show that relative clauses are ninety percent independent of the Palestinian Arabic structuring of relative clauses. The learners use resumptive pronouns not only in clauses where the predicate incorporates a noun, adjective, or a prepositional phrase, but also before verbs. Conclusions:1. There is a large amount of influence from the Palestinian aspectual system on the learners' use of English tense.2. Subject-verb agreement problems can be solved when the problem of tense shift is solved, because of the cooccurrence of these phenomena.3. EFL teachers in Gaza Strip should not over-react to their students' tense usage in narrative passages and should not require them to write in a particular tense in an artificial manner.4. The learners' errors should be tolerated and should not be considered as indications of faulty learning.
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Gajjout, Hassane. "Strategic politeness enactment in first and foreign language acquisition: with soecial reference to moroccan learners of english." Doctoral thesis, Universite Libre de Bruxelles, 1996. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212282.
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Olsen, Erin Fairlight. "Authentic Out-of-Class Communication in Study Abroad Programs: Success Defined by Continued Motivation and Cultural Appreciation." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2071.pdf.
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Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.
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The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.
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Al-Alawi, Bader. "Web based learning system : teaching Arabic language for beginners /." Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/al-alawi.pdf.
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Alosh, Muhammad Mahdi. "The perception and acquisition of pharyngealized fricatives by American learners of Arabic and implications for teaching Arabic phonology." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239970783.
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Soliman, Rasha Kadry Abdelatti Mohamed. "Arabic cross-dialectal conversations with implications for the teaching of Arabic as a second language." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/9119/.
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This research is divided into two interlinked parts. The first part reviews literature on the diglossia and variability of the Arabic language and investigates how mutual intelligibility is achieved in informal conversations between speakers of different Arabic dialects. 11 conversations were recorded between speakers of 12 Arabic dialects. Instances of borrowing from Modern Standard Arabic were observed and analysed. The participants were also interviewed after the recorded conversations in order to get more insight into the listening comprehension strategies that they applied to achieve intelligibility. The results show that the native speakers tend to rely mostly on their native dialect in cross-dialectal interaction with a much smaller number of borrowings from Modern Standard Arabic in comparison with previous studies. A number of listening strategies were observed to be used in order to aid intelligibility. These strategies included making use of the context, ignoring non-content words and making use of their linguistic knowledge and the root and pattern system in Arabic as a frame of reference in comprehending unfamiliar cognates. The analysis also showed that dialect familiarity has a major role in aiding comprehension between the native speakers of different Arabic dialects. The second part, first, examines the needs of learning Arabic as a second language in Higher Education, then presents a case study that tests the advanced Arabic learners’ level of cognate recognition in unfamiliar dialects and whether explicit strategy teaching and lexical training can improve their dialectal lexical comprehension. Five final year university students of Arabic with an advanced level in MSA and exposure to a dialect participated in this study. Pre and post-tests of dialectal listening comprehension were administered. The results of a higher score in the post-test confirmed that the explicit strategy training helped the Arabic students to achieve better comprehension of cognates in unfamiliar dialects.
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Shaheen, Muhammad. "Theories of translation and their applications to the teaching of English/Arabic-Arabic/English translating." Thesis, Connect to e-thesis, 1991. http://theses.gla.ac.uk/637.
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Alalawneh, Fatmeh Waleed Ali. "Strategies Used to Teach Arabic as a Foreign Language." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525269422061136.
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Dabrowski, Richard. "Criteria for appraising computer-based simulations for teaching Arabic as a foreign language." [Bloomington, Ind.] : Indiana University, 2005. http://handle.dtic.mil/100.2/ADA434095.
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Kseibat, Dawod. "Adaptive intelligent tutoring for teaching modern standard Arabic." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134371.
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The aim of this PhD thesis is to develop a framework for adaptive intelligent tutoring systems (ITS) in the domain of Modern Standard Arabic language. This framework will comprise of a new approach to using a fuzzy inference mechanism and generic rules in guiding the learning process. In addition, the framework will demonstrate another contribution in which the system can be adapted to be used in the teaching of different languages. A prototype system will be developed to demonstrate these features. This system is targeted at adult English-speaking casual learners with no pre-knowledge of the Arabic language. It will consist of two parts: an ITS for learners to use and a teachers‘ tool for configuring and customising the teaching rules and artificial intelligence components among other configuration operations. The system also provides a diverse teaching-strategies‘ environment based on multiple instructional strategies. This approach is based on general rules that provide means to a reconfigurable prediction. The ITS determines the learner‘s learning characteristics using multiple fuzzy inferences. It has a reconfigurable design that can be altered by the teacher at runtime via a teacher-interface. A framework for an independent domain (i.e. pluggable-domain) for foreign language tutoring systems is introduced in this research. This approach allows the system to adapt to the teaching of a different language with little changes required. Such a feature has the advantages of reducing the time and cost required for building intelligent language tutoring systems. To evaluate the proposed system, two experiments are conducted with two versions of the software: the ITS and a cut down version with no artificial intelligence components. The learners used the ITS had shown an increase in scores between the post-test and the pre-test with learning gain of 35% compared to 25% of the learners from the cut down version.
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Soliman, Abdelmeneim. "The changing role of Arabic in religious discourse a sociolinguistic study of Egyptian Arabic /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/110.
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Bin, Yusof Md Yusnan. "The teaching of Arabic language at the International Islamic University Malaysia :." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434879.
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Tamimi, Mohammed Husni Mohammed. "Teaching Culture In Arabic: Perspectives On The Use Of Blended Learning And Hypermedia." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/565886.
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In contemporary foreign language pedagogy, effective teaching of intercultural communicative competence cannot be separated from the use of technology. Web 2.0, social media, mobile devices, online and blended learning, and wearing technology have made it nearly impossible to develop effective courses without basing them on the target culture. Teaching culture, however, is not salient in foreign language teaching; it is the most neglected part (Sercu, 2005) and culture has to defend its legitimacy to be integrated in teaching languages, just as Kramsch (1995) put it "...culture, in order to be legitimate, has always had to justify itself" (p. 85). As a result, teachers devote around 20% of their teaching time to teaching culture (Castro, Sercu & García, 2004). In recent years, nevertheless, there has been a shift in understanding, implementing and integrating teaching culture in foreign language settings (Bayyurt, 2006, Chamberlin-Quinlisk, 2012; Gonen & Aglam, 2012; Castro, et. al., 2004; Byram, 2002), but at a slow pace (Castro et al., 2004; Sercu, García, & Castro, 2005). The situation of teaching culture using technology in Arabic is not as advanced as for other foreign languages and the attempts to remedy the problems are limited. Although interest in learning Arabic has noticeably increased in the last twenty years, educational institutions are far from ready to absorb the new enrollments. The lack of the integration of culture and technology in the Arabic teaching context has led to conducting three interrelated studies in this dissertation which investigated: teaching culture in Arabic: Teachers' and learners perspectives; teaching culture in Arabic: learners' perspectives on blended learning setting; and teaching culture in Arabic: Learners' affect of Arabic Hypermedia. The results of the three studies showed that the teachers and the learners understand the important role that culture plays, but statistically significant differences exist between teachers' and learners' views of some of the aspects of culture teaching. The results also show that learners had positive feelings towards the blended setting and the Arabic Hypermedia. Finally, in a call for teaching language as culture using technology, the dissertation suggests practical pedagogical implications for teaching foreign language and Arabic language.
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Al-Sa'adi, Waleed K. "Language studies and translation teaching with special reference to Arabic and English." Thesis, University of Bath, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237505.
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Bouteldjoune, Abdelmohssen. "MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/868.
Full textAbstract:
The term motivation has been the key for several research studies in language learning since Gardner and Lambert (1972) introduced the term to the field; however, the term did not go beyond the two types instrumental and integrative. Several studies were built over these terms, but none of them has explicitly investigated the motivation for learning Arabic language as a foreign language in the USA. Arabic is one of the languages where motivation for learning in the USA is increasing, thus came this study to investigate the reasons and orientations i.e. initial motivation for learning Arabic and if the materials presented during a period of a semester affected the students' motivation. The main aim of this study was to explore the orientations of U.S. students at a public mid-western college to learn the Arabic language through a class research design. The obtained results showed that the participants were attracted to learn Arabic for personal development reasons such as understanding a different culture, understand the world and travel to an Arab country. A sub group of the participants were instructors and administrative stuff at an Intensive English Program at the school who wanted to learn Arabic for new academic reasons; they wanted to learn Arabic because it provides helpful techniques and knowledge for the TESL teachers and instructors to facilitate their teaching English as a second language for Arabic native speakers in the US. The study found that the US students in the university were more communication oriented in their learning and that they have shown a great interest in conversing with Arabic speakers and building friendships with them. The study has reinforced the direction of expanding the motivation in language learning scope and developed the classic integrative- instrumental dichotomy with the addition of a social motivation component. The students showed a huge interest in learning Arabic to socialize and build new relationships with individual native Arabic speakers. The study participants' development of the orientations for learning Arabic to sustained motivation was reinforced with the use of the class materials, mainly the textbook. The use of the textbook and the motivation of the students made it clear that the US students were highly concerned more about the communicative aspect of the language.
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Dhafiri, Mohammad A. L. "The effect of teaching English language in the elementary schools on Arabic language in the State of Kuwait." Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241686.
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Pyle, Doraina D. "Teaching Vocabulary Meaningfully With Language, Image, and Sound." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2875.pdf.
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