Relevant bibliographies by topics / Foreign language instruction, arabic

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Foreign language instruction, arabic'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 March 2023

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Journal articles on the topic "Foreign language instruction, arabic"

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Oveesa, Farooq, Amin Kak Aadil, and Jehangir Sumaya. "Expats using english with undergraduates in saudi arabian universities: issues and solutions." i-manager’s Journal on English Language Teaching 12, no. 2 (2022): 31. http://dx.doi.org/10.26634/jelt.12.2.18467.

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English is a global language and is used in educational institutions in English and non-English-speaking countries. The quality and effect of English as a Foreign Language (EFL) instruction at the undergraduate level in Saudi Arabia is a kind of challenge for the students as well as the teachers. It is a fact that English is an internationally intelligible language and is used as a lingua franca in Gulf countries where expat teachers and students have different L1 (native language) and use English to communicate with each other. Taking EFL undergraduate students into consideration, English is the language which helps them to convey their message to the instructor and vice versa, particularly in an atmosphere where the instructor is not Arabic. English is a common means of communication. A majority of people show an interest in learning English in order to communicate on an international, professional level. The basic function of English is communication. Speaking English allows one to opt for foreign universities and an opportunity to work abroad where English is spoken. This piece of work focuses on the use of English as a medium of instruction in the English classes of undergraduate EFL students in Saudi Arabia and the communication problems faced by both the teachers and the students. The paper also discusses the perceptions or points of view from both teachers and students towards giving preferences for using English, Arabic, or both and their frustrations and positive responses towards using English as a medium of instruction. The data was collected from 50 participants, of whom 30 were students and 20 were teachers. Undergraduate students and their English teachers responded to a questionnaire which was administered to know their perceptions about using English as a Medium of Instruction and the effect of the Arabic on their English. The paper finally discusses some solutions according to the data perceived by teachers and students for using English as a medium of instruction and also gives some recommendations which will improve their English learning skills at an early stage.
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Al-Jarf, Reima. "English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective." British Journal of Teacher Education and Pedagogy 1, no. 3 (October 5, 2022): 31–44. http://dx.doi.org/10.32996/bjtep.2022.1.3.4.

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In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents’ views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.
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Hunaida, Wiwin Luqna, and Rahayu Ningsih. "MODEL OF ARABIC INSTRUCTION BASED ON MODERN SOCIOLINGUISTICS." Didaktika Religia 8, no. 2 (December 13, 2020): 377–402. http://dx.doi.org/10.30762/didaktika.v8i2.2706.

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This study aims to discuss modern sociolinguistic theory as the latest Arabic language learning model offering in the context of developing foreign languages in Indonesia. The results of the discussion are expected to expand scientific knowledge in the Arabic learning process in Indonesia. Some Arabic studies currently pay less attention to the study of Arabic culture. Formal learning in the classroom is just quiet theoretical learning of the language itself. Even though studying culture in language learning is very important to do. These two things are inseparable so both must be hand in hand. Everything that can be found in a language contains the culture of its language origin, as well as culture is one of the elements that can shape language. This is called macro linguistics, which is one of the scientific trends in examining issues in learning Arabic in Indonesia. For research design, this study uses a research library which operationally the library data the authors get from books and articles that have relevance to the subject matter. The stages of Arabic language learning based on sociolinguistic theory can be done through three stages, namely describing the concept of sociolinguistics, synchronizing sociolinguistic with teaching material, and implementing sociolinguistics in Arabic instruction. Thus, learning Arabic will be easier for students to understand. The results of the study reveal the results of a fantastic study.
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Alsaawi, Ali. "Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia." Journal of Language and Cultural Education 8, no. 1 (September 1, 2020): 15–29. http://dx.doi.org/10.2478/jolace-2020-0002.

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Abstract The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.
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Dahl, Susan G., Beth Plott, and Jonathan D. Kaplan. "Foreign Language Tutoring - Implications for Software Development." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 19 (October 1996): 962–66. http://dx.doi.org/10.1177/154193129604001902.

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Over the past ten years, the Army Research Institute (ARI) Advanced Training Methods Research Unit (ATMRU) has developed tools and techniques to support the Army's language training needs. Most notably, a PC-based military language tutor (MILT) has been developed to teach Arabic and Spanish skills. One of the most powerful elements of this tool is its authoring component, in which an Arabic or Spanish instructor need not be a trained linguist to develop lessons that include a wide variety of exercise types (e.g., multiple choice, full discourse). This capability is possible through the MILT's graphical user interface and embedded natural language processing (NLP) component. This paper describes the process through which this tool was designed to provide a flexible authoring capability as well as a powerful instructional delivery system for a wide target audience.
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Kadhim Abid, Aoda. "THE EFFECTIVENESS OF IRAQI LANGUAGE WRITING PROFICIENCY ON FOREIGN LANGUAGE PERFORMANCE (ENGLISH) IN THE WRITING SKILL OF PREPARATORY SCHOOL PUPILS IN IRAQ." Humanities & Social Sciences Reviews 7, no. 6 (December 19, 2019): 807–12. http://dx.doi.org/10.18510/hssr.2019.76122.

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Purposes: This study aims at investigating the relationship between the Effectiveness of Iraqi Language Writing Proficiency on Foreign Language Performance (English) in the Writing Skill of Preparatory School Pupils in Iraq. Novelty: Despite the linguistic distance between English and Arabic, it is postulated that Arabic writing skills can be transferred positively to the target language (English). Methodology: The researchers used the composition prompt test instrument for this purpose; one test was in Arabic and the other was in English. The population was from two preparatory schools in the general directorate of Thi-Qar. The participants were 25 male students who were chosen on the basis of the students' achievement in the previous years. Results: That is, the participants proved to be proficient writers in Arabic after they had had a pretest in which they were asked to write a short paragraph about themselves. In conclusion, the results of the present study showed that there is no statistically significant relationship between the two languages. Those students who got high marks and were proficient in the Iraq language (Arabic) writing performed well in the counter skill (English). Implication/Application: This result supports the theoretical views of Cummins' threshold hypothesis and Chomskian's Interdependence theory. The results of the study indicate that there is no need for integrating the instruction of writing skills between the two languages in textbooks so that the writing level of students in the foreign language (English) can be improved.
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Womack, Deanna Ferree. "Lubnani,Libanais, Lebanese: Missionary Education, Language Policy and Identity Formation in Modern Lebanon." Studies in World Christianity 18, no. 1 (April 2012): 4–20. http://dx.doi.org/10.3366/swc.2012.0003.

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This article examines language instruction and religious and socio-political identity formation in nineteenth- and early twentieth-century American Protestant and French Jesuit missionary institutions in Lebanon. It compares French, English and Arabic language education policies at Saint Joseph University (Université Saint-Joseph), Syrian Protestant College (now the American University in Beirut) and the American Syria Mission schools under the American Board of Commissioners for Foreign Missions and the Board of Foreign Missions of the Presbyterian Church in the USA. The article considers the mutual transformations in the encounter between missionaries and Lebanese students and addresses the relationship between language learning and educational, literary and nationalist development in the Middle East. Emphasising the agency of Arabic-speaking Ottoman subjects and their reciprocal relationship with missionaries, it argues that before the turn of the century, those individuals who acquired a foreign language and excelled in literary Arabic charted the course toward social, cultural and political change in the twentieth century.
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Studies in Humanities and Education 3, no. 1 (July 11, 2022): 24–47. http://dx.doi.org/10.48185/she.v3i1.452.

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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between teaching foreign languages and Cameroonians' transnational aspirations. The data were collected from discussions on two Facebook threads about the topic, discussions with lecturers of foreign languages at university, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
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Salem Elawadi, Elsayed Mohamed, and Muhammad Sabri Bin Sahrir. "HAWSABAH AL-LUGHAH AL-‘ARABIYAH WA TAQDÎM MANHAJ MUQTARAH LAHU FÎ MARKAZ DIRÂSÂT AL-LUGHAH AL-‘ARABIYAH FÎ JÂMI’AH SULTAN ZAINAL ABIDIN TRENGGANU AL-MÂLÎZIYAH." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 1 (June 12, 2019): 131–58. http://dx.doi.org/10.15408/a.v6i1.9675.

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This research aimed at finding out how the orientation is towards Arabic language computing, the efforts contributed to this approach, the difficulties encountered in linguistic computing, and the solutions to these challenges in an applied and theoretical approach at the same time. One of the outputs of the research was to develop a proposed vision and a mission (digitization or computerization of the Arabic language) within the programs of the Arabic language at Sultan Zainal Abidin University in Terengganu, Malaysia. The study concluded several recommendations, the most important was the need for concerted efforts in the field of Arabic computer linguistics between linguists and students, and to spread computer awareness among linguists by encouraging universities to allocate a course on computerization of the Arabic language and creating a new specialization in Arabic language, to develop the linguistic councils in fulfilling the challenges of computerization of Arabic, translating all scientific works written and published in the field of Arabic computer linguistics in foreign languages by Arab and foreign researchers and transferring them into Arabic, creating a dictionary for the computer linguistics terminology in Arabic, and applications of developments of instructional technologies such as machine translation, electronic dictionary and so on.
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Kuntz, Patricia. "Beliefs about Language Learning: Students and Their Teachers at Arabic Programs Abroad." African Issues 28, no. 1-2 (2000): 69–76. http://dx.doi.org/10.1017/s1548450500006892.

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The U.S. public holds certain beliefs to be self-evident about language learning: To learn a foreign language, one must study abroad. Since World War I and especially after World War II, students of French, German, or Spanish have enrolled in junior year, semester, or summer language programs in Europe. Educators have suggested that by studying the targeted language in an immersion setting, U.S. students gain a higher proficiency than students might acquire with only stateside instruction.
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Dissertations / Theses on the topic "Foreign language instruction, arabic"

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Mountaki, Youness. "The Relative Effects of Processing Instruction and Traditional Output Instruction on the Acquisition of the Arabic Subjunctive." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6330.

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The role of input and output in the acquisition of language has been a source of controversy in Second Language Acquisition (SLA) research. This present study aimed to investigate the relative effects of processing instruction (PI) as a type of input-based instruction and traditional instruction (TI) as a type of output-based instruction. Specifically, this experiment examined whether PI and TI bring about any improvement in comprehension and production of the Arabic subjunctive by beginner-level learners of Arabic. The PI instructional technique was based on the principles of input processing suggested by VanPatten (1993, 2002, 2004). It has three main elements: (a) an explicit explanation of grammar, (b) information on processing strategies, and (c) structured input activities. The study involved second semester students of Arabic and it aimed at assessing the impact of PI and traditional output instruction on the interpretation and production of the Arabic subjunctive on immediate and delayed posttests. One instructional package was developed for the PI group and another package was developed for the TI group. To assess the effects of instruction, a pretest/posttest/delayed posttest procedure with three tests was used. Each test included: 1) interpretation task with sixteen multiple choice items and 2) production task with sixteen sentence-completion items. The results from this study showed that participants who received PI outperformed participants from the TI as measured by Interpretation tasks of the subjunctive. However, the performance of both groups were statistically similar as was measured by the production tasks of the subjunctive. These results supported those of previous research that had compared PI with TI (Benati, 2001, 2005; Cadierno, 1995; VanPatten & Cadierno, 1993a, 1993b; VanPatten & Wong, 2004).
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Alshahrani, Abeer. "Integrating Education for Sustainability into English as a Foreign Language Instruction in the Kingdom of Saudi Arabia." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/82945.

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This research analyses English as a Foreign Language (EFL) instruction in the context of sustainability using a case study mixed-methods approach, including document analysis, surveys and interviews, to determine to what extent Education for Sustainable Development (ESD) is understood and practised in the Kingdom of Saudi Arabia (KSA). Although KSA’s Vision 2030 sets ambitious goals for the country, there is much more needed to get ESD and gender parity represented in EFL curriculum.
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Alrumaih, Ahmad A. "Multimedia instructional applications for pronunciation instruction in English as a foreign language setting in Saudi Arabia : a study of attitudes, beliefs, and pedagogies /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

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

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Facchin, Andrea <1986&gt. "Teaching Arabic as a foreign language." Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/10303.

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La presente ricerca si colloca nel campo della didattica dell’arabo come lingua straniera (TAFL) ed intende passare in rassegna le tappe fondamentali di tale materia dall’inizio degli anni Sessanta ai giorni nostri nel mondo arabo e nello specifico in tre paesi: Tunisia, Egitto, Arabia Saudita. Nella ricerca presta particolare attenzione alla produzione TAFL in materia di sistemi di qualificazione linguistica quali scale di livello, esami di piazzamento, test in generale.
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Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
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Walldoff, Amanda. "Arabic in Home Language Instruction : Language Acquisition in a Fuzzy Linguistic Situation." Doctoral thesis, Stockholms universitet, Institutionen för Asien-, Mellanöstern- och Turkietstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145519.

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This thesis investigates the command 8th-graders in Arabic home language instruction have of written Modern Standard Arabic and if the type of instruction they have received and/or contact with written Arabic affect their performance. Background chapters discuss variables connected to the Arabic language (diglossia, research on reading and writing in Arabic) and variables connected to HLI in Sweden (set-up, steering documents).  The testing material consisted of a translation test from Swedish to Arabic combined with a questionnaire that addressed various factors of relevance to language acquisition.  The translations were analysed on three levels: (1) handwriting, (2) spelling and (3) morphosyntax. The main result of the analysis was that the participants were highly heterogeneous: some participants produced incomplete translations in handwriting that was barely legible, whereas others had good results for all measures. Many of the participants relied on a phonological strategy for spelling. For example, even short, high-frequency words such as personal pronouns and prepositions had not been spelled correctly.  The results for handwriting, spelling and morphosyntax were checked against the variables (1) years of HLI, (2) extra instruction in Arabic outside of HLI and (3) contact with written Arabic in the free time. The results for the effect of participation in HLI were inconclusive. However, many, but not all, of the participants with good results on the translation test had received extra instruction in Arabic, either in Sweden or prior to coming to Sweden. Reading Arabic in the free time was not in all cases connected to good results, but not reading Arabic in the free time was in most cases connected to a low command of written Arabic. Regarding these results, it is suggested that additional factors (motivation, support from the family, etc.) could be at play.  Previous research has addressed the question of heterogeneity in HLI classes. The findings of this thesis illustrate how great the heterogeneity can in fact be, and thus have implications for the set-up of Arabic HLI in Sweden.
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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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LEE, SOO YUN. "Dynamic Assessment in Foreign Language Individualized Instruction." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180.

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

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Books on the topic "Foreign language instruction, arabic"

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Colloquial Arabic of the Gulf and Saudi Arabia. London: Routledge, 1994.

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Smart, J. R. Gulf Arabic. Chicago, Ill: Contemporary Books., 2003.

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Rym, Bettaieb, Warnasch Christopher A, and Living Language (Firm), eds. Complete Arabic: The basics. New York: Living Language, 2008.

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Bouchentouf, Amine. Complete Arabic: The basics. New York: Living Language, 2005.

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Rajaa, Aquil, Vrzić Zvjezdana, Hejazeen Rania G, and Living Language (Firm), eds. Ultimate Arabic: Beginner-intermediate. 2nd ed. New York: Living Language, 2009.

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McLoughlin, Leslie J. Colloquial Arabic (Levantine). London: Taylor & Francis Inc, 2003.

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Mahmoud, Al-Batal, ed. The teaching of Arabic as a foreign language: Issues and directions. Provo, UT: American Association of Teachers of Arabic, 1995.

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Wightwick, Jane. Mastering Arabic. 2nd ed. New York: Hippocrene Books, 2009.

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Alosh, Mahdi. Ahlan wa Sahlan: Functional modern standard Arabic for beginners : instructor's handbook, interactive teaching of Arabic. New Haven, Conn: Yale University Press, 2000.

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1952-, Younes Munther Abdullatif, ed. Learn Arabic the fast and fun way. Hauppauge, NY: Barron's Educational Series, 2009.

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Book chapters on the topic "Foreign language instruction, arabic"

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Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education, 71–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_7.

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Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_7-1.

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Brandl, Klaus. "Task-Based Instruction and Teacher Training." In Second and Foreign Language Education, 425–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_34.

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Brandl, Klaus. "Task-Based Instruction and Teacher Training." In Second and Foreign Language Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_34-1.

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Lambert, Richard D. "The Winds of Change in Foreign Language Instruction." In Language Policy and Pedagogy, 81. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.05lam.

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Nassiri, Naoual, Abdelhak Lakhouaja, and Violetta Cavalli-Sforza. "Arabic Readability Assessment for Foreign Language Learners." In Natural Language Processing and Information Systems, 480–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91947-8_49.

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Rousse-Malpat, Audrey, and Marjolijn Verspoor. "Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective." In Language Learning & Language Teaching, 55–73. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.49.03rou.

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Kempen, Gerard. "Language Technology and Language Instruction: Computational Diagnosis of Word Level Errors." In Intelligent Tutoring Systems for Foreign Language Learning, 191–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_12.

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Díaz Cintas, Jorge, and Marco Fernández Cruz. "Using subtitled video materials for foreign language instruction." In The Didactics of Audiovisual Translation, 201–14. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.20dia.

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Culley, Gerald R. "From Syntax to Semantics in Foreign Language CAI." In Computer-Assisted Instruction and Intelligent Tutoring Systems, 47–72. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315044361-3.

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Conference papers on the topic "Foreign language instruction, arabic"

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Militaru, Marina luminita, Viorelavalentina Dima, and Mariaantoaneta Lorentz. "ROMANIAN AS A FOREIGN LANGUAGE IN A BLENDED LEARNING APPROACH." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-138.

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The aim of the current paper is to present the experience of the academic staff of the Department of Modern Languages and Business Communication from The Bucharest University of Economic Studies (ASE) in teaching Romanian as a Foreign Language as part of the Preparatory Year of Romanian Language for Foreign Citizens. The latter program was initiated in 2014 and is the first such program accredited by the Romanian Agency for Quality Assurance in Higher Education (ARACIS) in 2017. Since the launch of the program, it has been attended by more than 250 students from all over the world, who have benefited from a blended learning instructional approach. Teaching and learning activities have been based on a combination of classroom techniques and digital media resources that will be described in the article. A one-of-a kind digital support is provided through the Oportunidance platform, developed through an international project that was awarded the European Language Label 2016 for innovation and creativity in foreign language teaching and learning. The efficiency of the blended learning approach to teaching Romanian as a Foreign Language will be discussed by reference to the successful integration of graduates on the educational market in Romania, which will be briefly referred to in the article.
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Simonova, Ivana. "Learning styles in foreign language instruction." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059656.

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Zhang, Chunying, and Weihong Zhang. "Human-Computer Interaction-Based Foreign Language Instruction." In International Conference on Logistics Engineering, Management and Computer Science (LEMCS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/lemcs-15.2015.68.

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Saddiki, Hind, Karim Bouzoubaa, and Violetta Cavalli-Sforza. "Text readability for Arabic as a foreign language." In 2015 IEEE/ACS 12th International Conference of Computer Systems and Applications (AICCSA). IEEE, 2015. http://dx.doi.org/10.1109/aiccsa.2015.7507232.

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Simonova, Ivana, and Petra Poulova. "Students' learning preferences in foreign language instruction: Comparative research." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201040.

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Vissirini, Barbara Avila, Franziska Morlok, and Marian Dörk. "A Visual System for Grammar Instruction in Foreign Language Learning." In The European Conference on Language Learning 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-112x.2020.4.

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Simonova, Ivana. "Learning styles in foreign language instruction two-year comparative study." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644566.

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Bobyreva, Natalia, Nadezhda Pomortseva, and Farida Shigapova. "NURTURING STUDENTS’ CREATIVITY IN FOREIGN LANGUAGE INSTRUCTION IN LINGUISTICS MAJOR." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0385.

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Tkachenok, Karina, and Stanislav Tumskiy. "TECHNOLOGY ENHANCED LANGUAGE LEARNING: USE OF VIDEO ON DEMAND SERVICES IN FOREIGN LANGUAGE INSTRUCTION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1625.

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Khristianova, Natalia, Inna Katsitadze, Anna Dzyubenko, Natalia Mozgovaya, and Anna Podkovalnikova. "PSYCHO-PEDAGOGICAL SPECIFICS OF FOREIGN LANGUAGE INSTRUCTION OF THE RUSSIAN LANGUAGE TO INTERNATIONAL STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0985.

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Reports on the topic "Foreign language instruction, arabic"

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Davidson, Robert B., and Richard L. Hopely. Foreign Language Optical Character Recognition, Phase II: Arabic and Persian Training and Test Data Sets. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada325444.

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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Abstract:
Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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