Academic literature on the topic 'Arabic language – Written Arabic – Saudi Arabia'
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Journal articles on the topic "Arabic language – Written Arabic – Saudi Arabia"
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Fattah, Hala. "ALEXEI VASSILIEV, The History of Saudi Arabia (London: Saqi Press, 1998). Pp. 482. $69.95 cloth." International Journal of Middle East Studies 32, no. 1 (February 2000): 190–92. http://dx.doi.org/10.1017/s0020743800002270.
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This is the most complete and perhaps the best treatment of the origins and development of the Kingdom of Saudi Arabia yet to appear in the English language. No serious library can afford to pass it up. The author is a Russian scholar who was Middle East correspondent for Pravda for many years, as well as the director of the Institute for African Studies and member of the Russian Foreign Ministry's advisory group. His knowledge of languages is used to great advantage in the book, and his bibliography of Arabic, Turkish, Russian, English, and French works is an impressive contribution to the history of the Arabian Peninsula. Rare indeed is the scholor who has read, let alone been able to retrieve, the number of valuable local histories that Vassiliev has used for the book. Despite its overwhelming attention to detail, his history is written in a fluid and accessible style, holding the reader's attention till the last. The narrative never flags, even when the author reconstructs the minutiae of the almost daily battles between the armies of central, eastern, and western Arabia in great and absorbing detail. In fact, some sections make for riveting reading, especially those in the latter part of the book, when Ibn Saud faces off against the Ikhwan or browbeats both the internal and external opposition to create his own imprint on the Arabian Peninsula.
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Bakir, Murtadha J. "Notes on the verbal system of Gulf Pidgin Arabic." Journal of Pidgin and Creole Languages 25, no. 2 (August 13, 2010): 201–28. http://dx.doi.org/10.1075/jpcl.25.2.01bak.
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This is a description of one of the essential constituents of sentence structure in one reduced linguistic system in use in various countries of the western coast of the Arab Gulf and Saudi Arabia, that has been given the name Gulf Pidgin Arabic (GPA) in the very little that has been written about it. The paper starts with locating this reduced linguistic form in its sociolinguistic background. This is followed by a description of the morphological characteristics of the verbs used in this system. The discussion also involves how the grammatical categories that form part of the verbal system are signaled, when and if they are (e.g. tense, aspect, mood, modality, and those that mark agreement like gender, person, and number). Furthermore, the paper deals with the status of the copulative element and predication marker fii and sentence negation in relation to the verbal system. It ends with a discussion of the properties of GPA compared to the general characteristics of world pidgins and to other Arabic-based pidgins and creoles.
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Tarmom, Taghreed, William Teahan, Eric Atwell, and Mohammad Ammar Alsalka. "Compression versus traditional machine learning classifiers to detect code-switching in varieties and dialects: Arabic as a case study." Natural Language Engineering 26, no. 6 (May 5, 2020): 663–76. http://dx.doi.org/10.1017/s135132492000011x.
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AbstractThe occurrence of code-switching in online communication, when a writer switches among multiple languages, presents a challenge for natural language processing tools, since they are designed for texts written in a single language. To answer the challenge, this paper presents detailed research on ways to detect code-switching in Arabic text automatically. We compare the prediction by partial matching (PPM) compression-based classifier, implemented in Tawa, and a traditional machine learning classifier sequential minimal optimization (SMO), implemented in Waikato Environment for Knowledge Analysis, working specifically on Arabic text taken from Facebook. Three experiments were conducted in order to: (1) detect code-switching among the Egyptian dialect and English; (2) detect code-switching among the Egyptian dialect, the Saudi dialect, and English; and (3) detect code-switching among the Egyptian dialect, the Saudi dialect, Modern Standard Arabic (MSA), and English. Our experiments showed that PPM achieved a higher accuracy rate than SMO with 99.8% versus 97.5% in the first experiment and 97.8% versus 80.7% in the second. In the third experiment, PPM achieved a lower accuracy rate than SMO with 53.2% versus 60.2%. Code-switching between Egyptian Arabic and English text is easiest to detect because Arabic and English are generally written in different character sets. It is more difficult to distinguish between Arabic dialects and MSA as these use the same character set, and most users of Arabic, especially Saudis and Egyptians, frequently mix MSA with their dialects. We also note that the MSA corpus used for training the MSA model may not represent MSA Facebook text well, being built from news websites. This paper also describes in detail the new Arabic corpora created for this research and our experiments.
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Bouziane, Abdelmajid, and Fatima Ezzahra Metkal. "Differences in Research Abstracts written in Arabic, French, and English." English Studies at NBU 6, no. 2 (December 21, 2020): 233–48. http://dx.doi.org/10.33919/esnbu.20.2.4.
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The proliferation of publications, mainly the digital ones, makes it necessary to write well-structured abstracts which help readers gauge the relevance of articles and thus attract a wider readership. This article investigates whether abstracts written in three languages, namely Arabic, French and English, follow the same patterns within or across languages. It compares 112 abstracts in the areas of (applied) linguistics. The English abstracts include 36 research article (RA) abstracts from an Arab journal mostly written by non-natives and 10 by native speakers from British universities. Those produced in French are 36 divided into two sets, 23 from North African journals and the remaining 13 from French journals. The Arabic abstracts consist of 30 abstracts, 15 from North African journals mainly from Tunisia, Algeria, and Morocco and the other 15 from the Middle East with a focus on Qatari and Saudi texts. Results emanating from the frequency of moves show that the abstracts written in English by natives and non-natives and those produced in Arabic by Middle Eastern writers show conformity with the existing conventions of abstract writing in English. However, those from North Africa, be they Arabic or French, do not share any specific patterns which can be attributed to the language in which they are written. Further research is needed to check whether abstract writing is part of the academic writing curriculum in these two latter languages.
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Ashwaq Abdullah Fahad Alharbi, Khdijah Mohamad Omar Haji, Ashwaq Abdullah Fahad Alharbi, Khdijah Mohamad Omar Haji. "The essential language needs to develop the performance of female Arabic language teachers in light of the Professional Licensing Standards document for teachers in Saudi Arabia from the viewpoint of teachers and supervisor in Madinah: الاحتياجات اللغوية اللازمة لتطوير أداء معلمات اللغة العربية في ضوء وثيقة معايير الترخيص المهني للمعلمين بالسعودية من وجهة نظر معلماتها ومشرفاتها بالمدينة المنورة." مجلة العلوم التربوية و النفسية 5, no. 29 (August 29, 2021): 1–38. http://dx.doi.org/10.26389/ajsrp.r300521.
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The study aimed at identifying the essential language needs to develop the performance of female Arabic language teachers in light of the document Standards for Professional Licensing for teachers in Saudi Arabia from the viewpoint of teachers and supervisors in Madinah. To achieve this, we have followed a descriptive survey approach where we designed a questionnaire to determine the language needs of female Arabic language teachers. The questionnaire was applied to a sample of female Arabic language teachers and supervisors in the Medina area, Their number reached (756), including (735) female teachers and (21) supervisors, using statistical software (SPSS). The results of the survey demonstrated (73) essential language need to develop the performance of female Arabic language teachers, distributed in the two fields: language skills and linguistics. The results showed also that the overall degree of the language needs I got an overall average (4.15 out of 5), i.e. with a (high) degree, and at the level of the two main areas; (The domain of language skills) got an average of (4.30) with a degree (very large), and it came in first place (the axis of speaking and reading in a correct and sound language, with an average of (4.42), followed by (the axis of proper written expression and taking into account correct spelling with an average of (4.25), then It is followed by (the axis of comprehension of the audio and reading text, with an average of (4.24), all of which are in degrees (very large), while (the field of linguistic sciences skills) got an arithmetic average of (4) with a degree (large), while the axes of the field came in first place, the axis (Grammar). And morphology) with an average of (4.36), to a degree (very large), followed by the (Literature) axis with an average of (3.99), then the (Rhetoric and Criticism) axis with an average of 3.98, then the (Linguistics) axis with an average of 3.96, and came in the last rank (The performances and rhyme averaged (369), all with a degree of appreciation (high). and there were no statistically significant differences between the female teachers ’and supervisors’ views on those needs. Also, there are no statistically significant differences between the responses of female Arabic language teachers concerning language needs due to two variables: years of experience, and the educational level in all units, except for the comprehension of the audio and readable text unit that is attributed to the variable of years of experience in favor of experienced teachers (from 5-10) years. While the comprehension of the audible and read text, and literature units were attributed to the variable of the educational level in favor of female secondary school teachers. Based on the results, the researchers recommended programs for training female Arabic language teachers and designing professional development programs in line with language needs, and engaging female Arabic language teachers in determining the language needs necessary to develop their professional performance in a way that enables them to perform their future roles with high efficiency.
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Albalawi, Fatima Salamh. "Investigating The Effect Of Grammatical Differences Between English (L2) And Arabic (L1) On Saudi Female Students’ Writing Of English." European Scientific Journal, ESJ 12, no. 14 (May 29, 2016): 185. http://dx.doi.org/10.19044/esj.2016.v12n14p185.
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The purpose of this study is to investigate whether the grammatical errors committed by the Female Saudi Students can be attributed to their mother tongue interference. This study analyses 120 English essays written by Arabic speaking Saudi Female Students studying at Prince Fahad Bin Sultan University. Since the researcher’s mother-tongue is also Arabic, the interference of Arabic language committed by these students was easily found upon examining their writings. The findings of this study revealed that the transfer of Arabic linguistic structures influenced the English writings of Saudi Female Students on the grammatical level. Furthermore, the English writing skill of the Saudi Female Students needs development. The study concluded that the percentage of the total grammatical errors committed by the Saudi students was 1179 errors. Out of the 1179 errors, 59 errors were in Active and Passive Voice, 118 errors in plurality, 118 errors also in articles, 165 errors in the use of word order, 188 errors in prepositions, 244 errors in Verb Tenses and Form, and 306 errors in Subject-verb agreement which is the highest percentage of errors as a result of the effect of the L1. On the basis of these findings, a group of recommendations and some pedagogical implications for educators and policy makers were provided to improve the EFL teaching-learning process.
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Towairesh, Abdullah Abdulrahman Bin. "Language Ideologies and Saudi Society: Understanding the Notion of Diglossia." International Journal of English Linguistics 10, no. 4 (May 14, 2020): 90. http://dx.doi.org/10.5539/ijel.v10n4p90.
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Discussing the role of Spoken varieties within Saudi society exposes a point of tension between those who view these varieties as a threat to Fus‛ħa Arabic and those who value them for their close association with local traditions and culture. The absence of a clear understanding of the concept of diglossia among the general public is at the core of this issue. Thus, one can see that although the use of Spoken varieties is expanding rapidly through new mediums such as “Shilat” (folkloric singing) and “Alqanawat Ash-Shaʕbeyah” (TV channels focusing on folklore), the linguistic campaigns that criticize these varieties remain as strong as ever. In this context, this paper aims to explore the discrepancy between linguistic ideologies within society and the reality of language use on the ground. The data used in this study were collected from questionnaires disseminated among Saudi speakers from both sexes and different age groups. The qualitative and quantitative analyses of the data reveal a number of directions and views that are prevalent within Saudi society regarding the H/L dichotomy. There seems to be a wide consensus about accepting Spoken varieties as a normal component of the linguistic repertoire of speakers, provided that such varieties are used in their predetermined domains. In contrast, any signs of infringement on the functions reserved for Fus‛ħa Arabic are always condemned and denounced. These infringements include the nonstandard use of language in any written form, such as the use of local varieties on internet forums, newspapers, and magazines or on information websites, like Wikipedia. This paper also examines the participants’ views on using Spoken Arabic on social media platforms, and their attitudes towards the influx of recent English borrowings into Spoken Arabic.
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Alzamil, Abdulrahman. "An Experimental Investigation of Mass Noun Types and Article Usage." International Journal of English Linguistics 11, no. 1 (December 31, 2020): 245. http://dx.doi.org/10.5539/ijel.v11n1p245.
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Speakers of languages with article systems have to make different article choices in the case of mass versus countable nouns. This study addressed article use with different types of mass nouns (liquid, solid and abstract). It investigated: a) whether first language (L1) Arabic speakers used English articles accurately with mass nouns; and b) whether they were sensitive to different types of mass noun.
To address these issues, the study recruited twenty-seven English as a Foreign Language (EFL) Saudi-Arabic speaking participants and five native speakers of English, who formed a control group. Members of the experimental group were proficient to the elementary level, according to the Oxford Quick Placement Test. A written forced-choice elicitation task was administered to test their article use.
The findings showed that: a) the Arabic speakers performed similarly to the native speakers of English in liquid contexts, but differently in solid and abstract contexts; b) the Arabic speakers did not perform similarly across all types of mass nouns, as they were sensitive towards mass noun types; c) their article use was more accurate in liquid contexts than in solid and abstract contexts; and d) they faced difficulties using articles with mass nouns that can be pluralised in Arabic. These findings indicate that the use of articles with mass nouns should be examined in the light of their subtypes, as well as whether second language (L2) learners’ L1 pluralise them or not.
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Almoaily, Mohammad. "Linguistic Choices in the Saudi Entrepreneurial Cyberspace." International Journal of Applied Linguistics and English Literature 8, no. 2 (March 31, 2019): 181. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.181.
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Unlike physical linguistic landscapes, virtual linguistic landscapes (VLL) target speakers who are not confined to a geographical area. Hence, a linguistic landscape created in cyberspace is expected to be multilingual, not English monolingual, regardless of the geographical backgrounds of its creators. Yet, different entrepeneurs may have diverging linguistic preferences when creating a VLL. Hence, the current paper provides, to the best of the writer’s knowledge, a first report on the linguistic choices of Arabic-speaking enterpreneurs in a VLL. The study explores the linguistic choices of 400 randomly selected businesses of Saudi entrepreneurs, listed on a local business website (Maroof). Data from three fields, the business name, logo, and description, were classified as either Arabic monolingual, English monolingual, or multilingual. The multilingual signs were further classified following Reh (2004): duplicating, complementary, fragmentary, and overlapping. The results show that the polled sample had varying preferences depending on the genre of the text. Business names were mostly duplicating, while business logos were mostly English monolingual and business descriptions were predominantly written in Arabic only. Since the data showed a great deal of inconsistency across different text genres, the results call for more systematic analyses of VLLs that pay more attention to the genre of the text rather than to the linguistic backgrounds of those who created these landscapes.
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Alshammary, Maram S. "The Meaning and Functions of qSdk and yʕny as Discourse Markers in Saudi Arabic." Theory and Practice in Language Studies 11, no. 6 (June 1, 2021): 717–22. http://dx.doi.org/10.17507/tpls.1106.16.
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The current study aims at investigating two discourse markers that are used in Saudi Arabic, “qSdk and yʕny”, against Schourup’s characteristics of discourse markers which are connectivity, optionality, and non-truth conditionality. Additionally, this study investigates the pragmatic uses and procedural meanings of those discourse markers using Blakemore’s procedural meaning and relevance theory as a framework. By examining two discourse markers that received less attention in other studies, the current study builds on previous literature in this field. Regarding methodology, the current study is a corpus-based study in which two corpora containing texts written in Saudi Arabic are used to extract data and evidence. The study concludes that “qSdk and yʕny” behave as discourse markers by being optional, connecting two segments together, and having no influence on the truth condition of the sentence in which they are used. The discourse marker “qSdk” serves three procedural meanings: asking for clarification, correction and making irony whereas “yʕny” serves the procedural meanings of clarification and asking for clarification. Furthermore, the use of these discourse markers makes the sentence more relevant to listeners as they need less cognitive effect to derive the pragmatic meaning of the sentence.
Dissertations / Theses on the topic "Arabic language – Written Arabic – Saudi Arabia"
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Al-Qahtani, Saad H. "Arabization in written discourse in Saudi Arabia." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177981.
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In this study I investigate Arabization as a quasi ideological-linguistic phenomenon in Saudi Arabia. First, the study examines decisions and policies employed in Arabization on the planning level. Second, it evaluates empirically the extent to which a set of Arabized words (288 words) is implemented in written discourse. The study addresses also the linguistic processes of coining Arabic derived words for the replacement of foreign terms.Employing a corpus-linguistic framework, a written corpus of 1,068,263 words was compiled from three Saudi newspapers-Al-Jazirah, Ar-Riyadh, and A1-Massaiah. Using a Microsoft-Access database developed for the purpose of the study, the corpus was searched for instances of 288 Arabized words. The results show that Arabized words occur with reasonable frequency in written discourse in Saudi Arabia.Two main variables were found to be significant in the frequency of Arabized words: context (i.e. topic), and method of coinage (the method by which a word was coined into Arabic). For example, Arabized words are more frequent in scientific discourse than in religious discourse, and words that are coined by morphological derivation are more frequent than those made by compounding. Original (English) forms of some Arabized words do occur (14.23%). On the planning level, the study provides a critical evaluation of Arabization in Saudi Arabia, and on the technical level, it provides statistically-supported indications of how such variables i.e. method of coinage and context affect the frequency of Arabized words in the actual language use.Department of English
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Turjoman, Mona O. "Saudi gender differences in greetings and leave-takings." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325998.
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This research investigates the differences between how men and women greet and take leave of someone of the same sex in Saudi Arabia, a gender segregated society. Age, social status, relationship between participants, and setting were also tested to see if they have any effect on how Saudis greet and take leave of each other.A total of 237 participants: 127 males and 110 females were recorded in naturally occurring conversations. The participants were from all social classes and included three age groups: 18-30, 31-50, and over 50. Relationship between participants included close friends, relatives, acquaintances, and strangers. Data was collected in social and family gatherings, work, school, and the hospital. The data was analyzed in light of Brown and Levinson's (1987) politeness theory. Variables like formulaic expressions, length, and hyperbole were also tested.The results of the study indicate that age had a significant affect on how Saudis greet, take leave/reply to a leave-taking of someone of the same sex. Based on my corpus, social status had no significant affect on how Saudis greet/reply and take leave/reply of someone of the same sex. The relationship between participants showed a significant correlation with how Saudis greet/reply and take leave/reply of someone of the same sex. Setting had no significant affect of how Saudis greet and take leave of someone of the same sex. But it did show a significant affect of how Saudis reply to greetings and leave-takings of someone of the same sex. Gender did not on any significant affect on how Saudis greet and reply to greetings of someone of the same sex. Whereas, gender showed a significant correlation with how Saudis take leave and reply to a leave-taking.Results of the study indicate that women consistently took longer to greet and take leave of someone of their own sex, regardless of age, social status, relationship between participants, or setting. Women also used more metaphors and superlatives while greeting or taking leave of someone of their own sex. Women were found to repeat their greetings and leave-takings more than men.Department of English
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Al-Shuwairekh, Saleh. "Vocabulary learning strategies used by AFL (Arabic as a Foreign Language) learners in Saudi Arabia." Thesis, University of Leeds, 2001. http://etheses.whiterose.ac.uk/187/.
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This study investigates vocabulary learning strategies used by AFL learners in Saudi Arabia. It seeks to explore the relationship between vocabulary strategy use and success. Further, the study - aims to examine the effect of certain individual, situational and social factors on the use of vocabulary learning strategies. The methodological approach adopted for this study is a combination of a 'multiple cases' approach and survey. The purpose of the multiple cases is to identify vocabulary learning strategies employed by successful and less successful learners of Arabic. The survey, on the other hand, has been conducted to examine variations in vocabulary strategy use according to the following factors: students' first language, proficiency level, level of achievement, course type, the variety of Arabic used out of class, and religious identity. The results of the multiple cases demonstrate that there are major differences between the two groups of students in the seven categories of vocabulary learning adopted in this study, namely, non-dictionary strategies for discovering the meanings of new words, dictionary use, note-taking, memorization, practice, metacognitive strategies, and expanding lexical knowledge. Moreover, the data of the multiple cases identified three levels of strategies. The first level is termed the 'main strategy level', which includes the seven main categories mentioned above. The second and third levels are termed the 'strategy level' and the 'substrategy level' respectively. The multiple cases data also show that students seem to use vocabulary learning strategies in particular combinations and certain orders. The results of the survey indicate that the two situational factors (course type and variety of Arabic used out of class)investigated in this study seem to have a fairly strong relationship with vocabulary strategy use. The individual factors (students' first language proficiency level and level of achievement) examined in this study,on the other hand, appear to have a very weak relationship with the use of vocabulary learning strategies and finally the social factor (religious identity) appears to have some relationship with vocabulary strategy use.
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Abushahin, Shaker A. "Code-switching in the Qatifi dialect of Saudi Arabia." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/864902.
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The Qatifi dialect of Arabic is spoken by a minority group located principally in Qatif, near Dhahran, in the eastern province of Saudi Arabia. Codeswitching in the Qatifi community describes the alternation, within discourse, between two local codes, such as switching from the Qatifi Arabic to either the Qatifi secret G, S, and T languages or to Classical and Modern Arabic, on the one hand. On the other hand, it describes the alternation between local and foreign codes, such as switching from the Qatifi Arabic to English, Farsi, and Broken Arabic pidgin.The Qatifi speakers frequently use the G, S, and T secret languages, which represent phonological variations in Qatifi Arabic according to particular rules. These secret languages are used by the Qatifi people to establish political solidarity, to secure social norms, or to insure discretion.Codeswitching from the Qatifi dialect to other local or foreign codes also affirms the social identity and personal pride of individuals taking part in informal conversation. It is important therefore to understand the social constraints of the society where it is found, and how it works within the linguistic rules of the source language and the mainstream communicative system. Codeswitching as spoken by the Qatifi middle class community identifies particular member of this minority group.The aim of this thesis is to explain codeswitching occurring between theQatifi dialect of Arabic and other language varieties. Using data drawn mainly from personal interviews with Qatifi natives, I investigate the type of code used in variable conversational settings and the interaction among the Qatifi trusted or non-suspicious members.Department of English
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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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Al-Osaimi, Saleh. "Beliefs about Arabic Language Learning Held by Students and Their Teachers at ITANA (Institute for the Teaching of Arabic to Non-Arabs) Riyadh, Saudi Arabia." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515437.
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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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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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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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Bukhari, Shams Mahdi Amin. "An investigation of students' responses to Arabic and English used by EFL teachers depending on their L1 background in a Saudi Arabian university." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22988.
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This thesis focused on students’ cognitive and affective responses to Arabic (L1) and English (L2) used by English as a Foreign Language (EFL) teachers who come from different L1 backgrounds in English (L2) classrooms in an English institute at a university in Saudi Arabia. Consideration of students’ responses to teachers’ use of English was crucial in this study as it helped to shed light on students’ cognitive and affective responses to the Arabic used by teachers. In addition, students’ preferences for EFL teachers in respect of their L1 background (native Arabic speaker teacher, native English speaker teacher and non-native English/Arabic speaker teacher) were examined. In order to be able to investigate the students’ responses and preferences, it was nessesary, firstly, to develop a deeper understanding of what they were responding to, namely the extent to which, and the conditions under which, teachers employ Arabic in the L2 classrooms. In addition, the extent to which teachers’ use of Arabic varies according to their students’ level of proficiency was also explored. Teachers' views on their own use of Arabic were also identified in order to establish the extent to which their views coincided with that of their students. This study adopted a qualitative approach and data were gathered through classroom observations, semi- structured interviews (in form of stimulated recall interviews), and open-ended questionnaires. Classroom observations were used to identify the extent, as well as the functions, of teachers’ L1 use and to examine whether the degree of teachers’ Arabic use varied according to their students’ level of proficiency. In addition, stimulated recall interviews were employed to explore students’ cognitive and affective responses to their teachers’ L1 and L2 use and students’ preferences for their teachers’ L1 background. The open-ended questionnaires were used to understand whether teachers’ and students’ views on the use of L1 by teachers coincided. The findings suggest that the way that Arabic is used by teachers in the Saudi EFL classroom varies according to the teachers’ L1 background in terms of the consistency, frequency, and the functions of the Arabic used by those teachers. Regarding students’ preferences for their EFL teachers, more than one third of the students (37%), the largest group regarding this aspect, preferred to be taught by a competent English teacher irrespective of their nationality or background; this clearly indicates that some students put emphasis on the pedagogy and professional skills of teachers rather than on their native status. The findings also suggest that a number of common cognitive responses are employed by students, mainly comparing English and Arabic grammatical rules, memorising new words, and making connections between Arabic and English. Furthermore, the results indicate that for most students (21 out of 30) Arabic helped to keep the affective filter low, making them feel more comfortable, happy and less anxious, whereas Arabic made the other students uncomfortable and more anxious. Moreover, it was found that the most frequently used strategies when students responded to teachers’ English use were mental translation, use of dictionaries and requesting clarification, while the least frequently used strategies were finding alternative English synonyms or avoidance. Finally, the findings indicate that teachers’ views generally coincide with students’ views about teachers’ use of Arabic. The findings from this study may benefit language teachers and programme designers to help them develop training programmes for teachers that take into account learner preferences regarding the background of their EFL teachers, particularly in the field of teaching EFL in the Saudi context. More importantly, the study suggests that learners should be trained how to use L1 as a successful learning strategy and that teachers should raise students’ awareness, especially those students with low proficiency in English, that Arabic can be used as a cognitive strategy, for example, to compare the similarities and differences between L1 and L2.
Books on the topic "Arabic language – Written Arabic – Saudi Arabia"
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Feghali, Habaka J. Arabic Hijazi reader: Saudi Arabia. Wheaton, MD: Dunwoody Press, 1991.
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Holes, Clive. Colloquial Arabic of the Gulf and Saudi Arabia: The Complete Course for Beginners (Colloquial). Routledge, 1990.
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Holes, Clive. Colloquial Arabic of the Gulf and Saudi Arabia: The Complete Course for Beginners (Book & Cassettes). Routledge, 1989.
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DeArabizing Arabia: Tracing Western Scholarship on the History of the Arabs and Arabic Language and Script. Blautopf Publishing, 2011.
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English As a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English. Taylor & Francis Group, 2018.
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Moskovsky, Christo, and Michelle Picard. English As a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English. Taylor & Francis Group, 2018.
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Moskovsky, Christo, and Michelle Picard. English As a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English. Taylor & Francis Group, 2018.
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Moskovsky, Christo, and Michelle Picard. English As a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English. Taylor & Francis Group, 2020.
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Moskovsky, Christo, and Michelle Picard. English As a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English. Taylor & Francis Group, 2018.
Find full textBook chapters on the topic "Arabic language – Written Arabic – Saudi Arabia"
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Norrbom, Bjorn, and Abdulrahman Al-Shamrani. "Chapter 9. The development and validation of an Arabic language test in Saudi Arabia." In AILA Applied Linguistics Series, 203–26. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aals.15.09nor.
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Fiema, Zbigniew T., Ahmad Al-Jallad, Michael C. A. Macdonald, and Laïla Nehmé. "Provincia Arabia: Nabataea, the Emergence of Arabic as a Written Language, and Graeco-Arabica." In Arabs and Empires before Islam, 373–433. Oxford University Press, 2015. http://dx.doi.org/10.1093/acprof:oso/9780199654529.003.0008.
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Samin, Nadav. "Ḥamad al-Jāsir: A Life in Context." In Of Sand or Soil. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691164441.003.0002.
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This chapter discusses the twentieth-century history of Saudi Arabia through the biography of Hamad al-Jāsir. More than any other single person, al-Jāsir was responsible for shaping the modern genealogical culture of Saudi Arabia. The chapter examines al-Jāsir's life from his birth in 1909 in a central Arabian village to the beginnings of his genealogical project in the 1970s. It considers al-Jāsir's sometimes tumultuous relationship with his patrons in the Wahhabi religious establishment, his contributions to the development of the Saudi press and public culture, and his views on Arabia's bedouin populations and on the Arabic language. It also explores al-Jāsir's turn toward scholarship and the documenting of Saudi lineages in the last third of his life.
Conference papers on the topic "Arabic language – Written Arabic – Saudi Arabia"
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Jamaan, Jawaher, and Zainatul Shima Abdullah. "Assessing Arabic Language Learning for Deaf Student: A Study of Using Mobile Immersion in Saudi Arabia." In 2018 International Conference on Information and Communication Technology for the Muslim World (ICT4M). IEEE, 2018. http://dx.doi.org/10.1109/ict4m.2018.00061.
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LaBelle, Deborah, Jawaher Alsulami, and Jim Leone. "Effects of using iPads on First Grade Students' Achievements in Arabic Language Classes In Saudi Arabia." In SIGITE/RIIT 2016: The 17th Annual Conference on Information Technology Education and the 5th Annual Conference on Research in Information Technology. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2978178.2978180.
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