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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>. "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.PHD
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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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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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Amaral, Luiz Alexandre Mattos do. "Designing intelligent language tutoring systems for integration into foreign language instruction." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179979688.
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Amaral, Luiz A. "Designing intelligent language tutoring systems for integration into foreign language instruction." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1179979688.
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Ryan, Ann Margaret Gitzean. "Vowel blindness in Arabic learners of English." Thesis, Swansea University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570310.
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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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Abdu, Hussein Ramadan. "Italian loanwords in colloquial Libyan Arabic as spoken in the Tripoli region." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184333.
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Italian loadwords in Libyan Arabic have not received the attention and concern they deserve despite their number, high frequency, and wide use by all Libyans at all levels for more than one and a half centuries. This study attempts to record as many Italian loanwords in Libyan Arabic as possible as reported by the Libyan students and their spouses in the United States, to establish a linguistic criterion for the identification of these loanwords in Libyan Arabic, to determine the semantic adaptations they have undergone, and to verify their recognition and use by the students and their spouses. A list of 1000 words suspected to be Italian loanwords were collected through direct observation of Libyan speech, including my own as a native speaker of the dialect, by use of informants and intensive reading. The words were then checked against their possible native models in Italian through the use of Italian dictionaries and consultation with native Italian speakers, most of whom are linguists or language teachers. The list was reduced to 682 words, which were used in the questionnaire sent to 290 Libyan students and their spouses in the United States. From the 148 replies to the questionnaire, it is found that on the average 75% of the respondents know all the 684 words and 58% of them use them. About 82% of the loanwords have literary or colloquial Arabic equivalents. About 55% had presumably entered Libyan Arabic or Libyan Arabic speakers were exposed to them during the 1911-1970 period, which marks the Italian occupation of Libya, 5% between 1832-1910, and 5% between 1970-1985. About 93% of the Italian loanwords are nouns, 7% adjectives, 1% verbs, 0.8% adverbs, and 0.5% interjections. Meanings of most of the loanwords are more pervasive in Italian than in Libyan Arabic. It was also found that most of the loanwords had adopted Arabic grammatical rules for tense formation and inflection for number or gender.
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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.
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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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Shammas, Nafez Antonius. "Cross-cultural pragmatic failure : misunderstanding in verbal communication between speakers of Arabic & English." Thesis, Loughborough University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338756.
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Onitsuka, Yukiko. "Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.
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Jones, Francis Redvers. "Going it alone : self-instruction in adult foreign-language learning." Thesis, University of Newcastle Upon Tyne, 1996. http://hdl.handle.net/10443/189.
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This project looks at foreign-language self-instruction by adult native speakers of English. A literature review surveys the self-instruction field, plus more general literature on second language acquisition, learner characteristics and strategies, and course design. An initial pre-study presents a taxonomy of published teach-yourself package features, based on a survey of over 40 courses. The second pre-study presents a learner-diary study of 11 months' self-instruction of Hungarian from post-beginner level by the researcher. Lexis and listening are revealed as the main challenges, and the importance of real-message practice is highlighted. A threshold is identified - corresponding to the ability to cope with authentic language - at which strategies change from coursebook-centred to real text- and interaction-centred. In the main study, telephone interviews of 70 learners with self-instructed experience supplied reported-achievement profiles for all their languages, plus open-ended reports on their self-instructed learning processes. Multivariate statistics plus qualitative analysis of the interview protocols were used to identify patterns in the data. Mixedmeans outperforms both self-instruction alone and classwork alone in terms of command, dropout and sense of success, with classworkself-instruction as the best sequence. Higher proficiency in mixed/self-instruction-only mode is linked to better listening and speaking experiences, and to good management of learning. Learners with more self-instructed experience worry about initial listening and speaking problems less, and are more aware of writing. Learning style is the chief process factor seen as affecting self-instructed learning; others are general strategic skill, ability to tackle the lexico-grammar through writing, full-speed listening, "package-wiseness", exploitation of external motivational/affective factors, intensive reading/cassette-work skills, aptitude/discipline, and the ability to combine different learning resources. The conclusion presents implications for second language acquisition, followed by recommendations for materials designers, self-instructed learners, language centres and learner training programmes.
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Habbal, Manal S. "Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.
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Aladdin, Ashinida. "A study on attitudes, motivational orientations and demotivation of non-muslim Malaysian learners of Arabic as a foreign language in multicultural Malaysia." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186622.
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This thesis investigated the attitudes, motivational orientations and demotivation of the non-Muslim Malaysian learners of Arabic (NMMLAs) as a foreign language in the Malaysian context. Adopting mixed method approach, questionnaire and semi-structured interview were selected for data collection involving 207 and 20 students respectively. Results indicate the NMMLAs’ highly positive attitude toward foreign languages, and moderately positive attitude toward native Arabic speakers and toward learning Arabic, where studying Arabic is not perceived negatively despite being a compulsory subject. Four types of underlying orientations toward learning Arabic were shown. The highest ranked is instrumental orientation, indicating a strong reason for learning Arabic to fulfil the university’s requirement. The NMMLAs show moderate attitude toward intrinsic and integrative orientation in learning Arabic. The NMMLAs’ responses also revealed a new type of orientation i.e. ethnic-relationship of learning Arabic, where learning Arabic can enhance the relationship between Malaysia’s ethnic groups. The NMMLAs’ immediate learning context attitude revealed the importance of teacher’s personality in motivating students, where intelligence, patience and humour are vital traits teachers should posses. The results show the significant impact of the learning context on the students’ motivation in learning Arabic. The NMMLAs view the nature of Arabic language as the most demotivating factor, where Arabic pronunciation, vocabulary, grammar and writing are among the difficulties they encountered. Although teachers are perceived as the most important motivating factor, the NMMLAs also reported teachers’ teaching method and behaviour as the second demotivating factor. Other factors extracted are classroom, negative attitudes toward foreign languages, course materials, Arabic course’s compulsory nature, low score, time constraint, lacking opportunities to communicate in Arabic, self-inability and irrelevance to their study. Pedagogical recommendations were made to help ensure the NMMLAs’ instrumental, intrinsic and integrative motivation in learning Arabic. This study has provided new insights into teaching and learning Arabic particularly in broadening the horizon of teaching Arabic in Malaysian context.
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DeRamus, Nicole L. "Predicting the proficiency of Arabic and Persian Linguists trained at the Defense Language Institute Foreign Language Center." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA361845.
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Thesis (M.S. in Operations Research) Naval Postgraduate School, March 1999.Thesis advisor(s): Lyn R. Whitaker, Samuel E. Buttrey. "March 1999". Includes bibliographical references (p. 125). Also available online.
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Al-Busaidi, Fatma. "Language learning strategies used by learners of Arabic as a foreign language in the sultanate of Oman." Thesis, University of Exeter, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515547.
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The main purpose of this study was to explore the language learning strategies (LLSs) used by 19 Arabic language learners, learning Arabic in Oman. It also aimed to investigate the difficulties experienced by these students in learning Arabic in the Omani context and the strategies they used to deal with these difficulties. An interpretive approach was adopted for the study, using in-depth interviewing, classroom observation, and students' diaries. Additionally, to enhance the data collected by the main methods, informal interviews with two Arabic teachers and the director of the programme were conducted. The analysis of the data generated 34 strategies which reflected the participants' use of these strategies within their social context. It has also found that the strategies could not be categorised into one universal broad type as most of them had characteristics of more than one type. Therefore, the way they are grouped in this study is mainly influenced by the way they were used by these students to achieve a specific purpose. It has also found that the strategies reported by these students and the way they were used were influenced by different factors such as the wider social context, the classroom learning environment, the teachers, the characteristics of Arabic, and finally their personal competence. Major differences were also found between these learners in the chosen strategies and the way they were applied to enhance their learning and to solve their difficulties. The data analysis indicated four types of linguistic difficulties related to the four language skills (listening, speaking, reading and writing). The data showed that these four types of difficulties were attributed to different factors discussed in detail in Chapter Seven. Additionally, the findings showed that the Omani social context has an impact on these learners of Arabic. This mainly resulted from cultural differences between these participants and the Omanis. Specifically, it was found that these differences are associated with various policies applied in their own countries and the Omani society regarding the attention given for promoting the local language for non-native speakers. Also, the differences related to the academic system including the role of the teacher, the availability of resources and learning materials and finally the evaluation system in the schools were reported to affect the learning of these students. Finally, the differences related to the life style, customs and values of these students and the Omanis were found to affect their interaction with the Omani society. The data indicated that in dealing with the linguistic difficulties and cultural conflicts, these learners applied a variety of strategies. The findings have also showed that there is a great deal of similarity between the strategies students used in language learning and those they used for overcoming learning difficulties.
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Morkus, Nader. "The realization of the speech act of refusal in Egyptian Arabic by American learners of Arabic as a foreign language." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003209.
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Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.
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Beaumont, Jean-Charles. "Emprunt et processus de pluriel en arabe marocain : innovation lexicale et facteurs sociolinguistiques d'intégration." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65482.
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Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.
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Smith, Samuel Joseph Chester. "The Development of Interactive Technology for Conveying Symbols, Signs, and Meaning for Beginning Learners of Arabic." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3254.
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This study explored how a computer-assisted second-language instructional method introduced basic Arabic vocabulary and grammar and affected vocabulary acquisition. This instructional method used audio, text and animated images to introduce the vocabulary and grammar in a meaningful step-by-step presentation. Volunteers from Brigham Young University and Brigham Young University-Idaho were randomly assigned to either a control group or an experimental group to participate in interactive Arabic language computer programs. The control group received Arabic instruction by means of computerized flashcards, while the experimental group received Arabic instruction by means of animated images. Following the treatment, the volunteers completed an online posttest to measure how much Arabic vocabulary and grammar they learned. Statistical analyses indicated that, overall, neither method was significantly better than the other for these groups of volunteers.
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Oraby, Ebtissam. ""Reading with My Eyes Closed” Arabic Literature as a Site for Engagement with Alterity: An Ethnographic Study of Arabic Literature Collegiate Classroom." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28258301.
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This study investigates the reading and studying of Arabic literature in U.S. collegiate education as a site for engagement with alterity. The purpose is to explore how students in foreign language (FL) literature courses encounter alterity, how they construct the other and reconstruct themselves as they read modern Arabic literary texts, and how the political, historical, geographical, and cultural contexts in which students read shape their reading. Using ethnographic methods, I examine an Arabic literature U.S. collegiate class that I created and taught. Data sources include audio recordings of class discussions, audio recording of out-of-class discussion groups with students, researcher’s memos after classes and out-of-class discussion sessions, in-depth interviews of students, qualitative analysis of students’ written work. Witnessing the growing movement of literacy-based approaches to foreign language education, I use theories of alterity as a framework to illuminate understanding of literacy in foreign language contexts and possibly engender an other-oriented literacy. Notions of alterity that constitutes my theoretical framework are synthesized through analyses of Levinas’s ethics of alterity and post-colonial conceptualization of alterity, supporting my investigation of the consumption of Arabic literature in the Western Academy (Huggan, 2002). The post-colonial lens enables me to interpret the construction of the self and the other through the act of reading within its specific historical, cultural and political contexts (Drabinski, 2011). Building on the works of scholars using Levinas’s ethics to theorize an ethical reading (Attridge, 2004a; Cohen, 2004; Davis, 2010; Tarc, 2015), my theoretical framework envisions an ethical textual engagement with the literary work. Participants of the study encountered different aspects of alterity when reading and studying Arabic literary works, and each aspect posed a different challenge to them. Through the encounter with the alterity of the literary works, the Arabic language and their peers, participants were challenged to rethink their habitual modes of thinking, (Attridge, 2004a), to be open to different interpretation and be uncertain about their own, to embrace their differences (Biesta, 2004), to rely on and be responsible for each other, and learn from each other (Todd, 2003) and to produce knowledge in conversation with an other (Katz, 2013). In their reading, participants encountered cultural distance with the literary works (Attridge, 2011) both close and far and made efforts to account for it. The study demonstrates how alterity as a framework in FL literature class can create opportunities for students to ethically respond to literary works and to each other and engage in learning as a transformative experience of encountering otherness.
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Al-Qudairy, Abdullah H. A. "Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5498.
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The purpose of this study was to investigate the effect of using Arabic (L1) as a language of questions and answers in testing reading comprehension in English (L2), and to explore student and teacher opinions about this. Both quantitative and qualitative methods were employed. To collect the quantitative data, one hundred and forty-four students were given a reading comprehension test. Both multiple-choice and short-answer questions were used. The subjects were second-year English department undergraduate Saudi students and final-year secondary school Saudi students. Other factors including gender and five reading sub-skills were considered. Twelve students and four English-language teachers participated in semi-structured interviews, the source of the qualitative data. The findings of this study indicate that, for the population, test types and test levels investigated, there is no clear case for having reading comprehension questions and answers in L1. The use of Arabic in the English reading comprehension tests did not improve the performance of students. Interview responses were mixed, but with no consensus in favour of Arabic. Limitations of this study are discussed, and recommendations for further research in testing reading comprehension in English as a foreign language are presented.
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Yao, Lingli. "The effectiveness of using Wimba Voice Tools in foreign language instruction." [Ames, Iowa : Iowa State University], 2007.
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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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Alzahrani, Mohammed Omar. "THE READER'S TURN: THE PACKAGING AND RECEPTION OF CONTEMPORARY ARABIC LITERATURE IN ARABIC AND IN ENGLISH TRANSLATION." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1606425465610702.
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Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.
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Master of ArtsDepartment of Modern Languages
Mary T. Copple
This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded. The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length. Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).
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Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.
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Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.
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Saleh, Saleh M. "Cognitive and metacognitive learning strategies used by adult learners of Arabic as a foreign language." Diss., This resource online, 1999. http://scholar.lib.vt.edu/theses/available/etd-10052007-143833/.
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Alhussein, Almbark Rana. "The perception and production of SSBE vowels by Syrian Arabic learners : the foreign language model." Thesis, University of York, 2008. http://etheses.whiterose.ac.uk/3736/.
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This thesis presents an examination of the perception and production of Standard Southern British English (SSBE) vowels by Syrian Arabic (SA) Foreign language (FL) learners. The focus of this thesis is the FL learners who learned their English in their country and mostly by non-native teachers. Thus, by definition, the FL learners do not have native English input on a daily basis. This thesis reports on an empirical investigation of the Second Language (L2) perceptual and production patterns of a group of FL learners, which has received little interest in the literature, combining insights from current cross-language speech perception (Perceptual Assimilation Model) (Best 1994, 1995, 1999) and L2 learning models (Speech Learning Model) (Flege 1995). These models were mainly developed to account for early and advanced L2 learners, respectively. Thus, this study aims to develop an account for the perception and production of FL learners based on current L2 models. Results indicate that the specific learning context of FL learners is reflected in their perception and production patterns. For example, these learners live in a predominantly L1 environment, and their L2 input is mainly taken in a classroom and mostly by local teachers. However, this study argues that though FL learners lack native L2 input, they do have access to the phonology, syntax, and structures of the L2 via direct teaching. It is also shown that the perceptual patterns of the learners succeeded in predicting their production patterns, which has implications on the perception-production link for L2 learners, in general, and for FL learners in particular. The main outcome of the present thesis is that it develops an account of the perception and production of FL learners. It outlines the main principles for a proposed Foreign Language Model, in which the peculiarities of FL learners are taken into consideration compared to other groups of learners.
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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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Berlin, Andreas, and Kajsa Hammarström. "First Language Use in Second and Foreign Language Teaching." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125620.
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The Swedish curriculum for the subject English in upper secondary school clearly states the English should be used“as far as possible” in the classroom. However, the possible amount of first language usage is never mentioned. Thisfact piqued our interest for investigating how much, if any, first language use is beneficial for learning a newlanguage. For this reason, we decided to pose our research questions as follows: What are the different views on theusage of the L1 in an L2 and foreign-language classroom according to the teachers and learners? What has been saidabout only target language usage from a historical and a contemporary perspective? Does the use of the L1 in asecond-language/foreign-language classroom have a positive or negative effect on the learners’ language learning?To answer these questions, we have read and analysed sixteen empirical studies. Firstly, the research shows that bothlearners and teachers prefer to use the second language/target language as much as possible. However, they alsorecognise the benefits that the first language can have. The second question we have answered using both empiricalstudies as well as theorists from second language acquisition research and sociocultural theory. Our literaturedescribes a shift in language learning and teaching, from the bilingual grammar-translation method towards a moremonolingual classroom where the first language has no place. However, the empirical studies signal a new shift insecond-language/foreign-language education, reverting back to a more bilingual approach. Finally, all studies agreethat the first language has a complementary role in the language classroom, and if used properly, it can have apositive effect on language acquisition. Through our results we argue that the first language can increase the learners’motivation, move the tasks along and create a non-threatening environment where learners can feel safe to use thetarget language. Although the first language can benefit second language learning, learners and teachers must beaware of the danger of extensive usage, as it should remain a supplement to the target language.
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Bozorgian, Hossein. "Metacognitive strategy instruction in English as a Foreign Language (EFL) listening skill." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54724/1/Hossein_Bozorgian_Thesis.pdf.
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Listening skill is allocated inadequate consideration in English language instruction and learning in Iran. At the school level, listening skill is not taught but reading and writing skills are taught traditionally. At the college level, reading skill is emphasised. For students seeking IELTS certification, institutes teach listening skill within the framework of a Communicative Language Teaching (CLT) approach. Nonetheless, despite the official syllabus, many teachers tend to test rather than teach listening skill. Currently, listening skill in the curriculum is embedded in an oral comprehension teaching approach through multiple choice written responses in the institutes. Therefore, the process of explicitly teaching listening is overlooked with a strong emphasis on the post hoc assessment of the products of listening.
This study used a mixed methods approach to investigate the relationship between metacognitive strategy instruction and listening performance, metacognitive awareness and use of metacognitive strategies in listening. Three research questions were addressed in this study:
- Is there a relationship between metacognitive strategy instruction (planning, monitoring and evaluation) and Iranian High Intermediate students¡¦ listening? „
- Is there a relationship between metacognitive strategy instruction and Iranian High Intermediate students¡¦ metacognitive awareness of listening?
- Does metacognitive strategy instruction help Iranian High Intermediate students¡¦ use of metacognitive strategies during listening?
A single group (N = 30) of High Intermediate level tertiary students in Iran were guided through a metacognitive strategy instruction over one semester (10 weeks). The first research question was measured through IELTS listening tests, which tracked any change of students’ listening performance. The second research question was analysed through results of a Metacognitive Awareness Listening Questionnaire (MALQ) to survey students’ awareness of metacognitive strategies in listening. Finally, the third research question was analysed through interviews, which explored students’ use of metacognitive strategies in listening. Results indicate that High Intermediate students developed listening performance, but there were no significant changes in metacognitive awareness in listening. Students reported in the interviews that they used multiple strategies (cognitive and metacognitive) to approach listening. Implications for English teaching in Iran and other contexts are discussed.
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Yoon, Hae-Lim. "A genre-based reading process in English as a foreign language reading instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1360.
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Bonner, Brooke Alexis. "AMERICAN SIGN LANGUAGE CORE STANDARDS AND EVIDENCE BASED INSTRUCTION." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397302571.
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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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Ammar, Ahlem. "Is implicational generalisation unidirectional and applicable in foreign contexts? : evidence from relativization instruction in a foreign language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ25942.pdf.
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Daniel, Mayra C. Rhodes Dent. "Theory and practice of writing instruction in the secondary foreign language classroom teachers' views vs. theory /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064490.
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Thesis (Ed. D.)--Illinois State University, 2001.Title from title page screen, viewed March 28, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Valeri Farmer-Dougan, Deborah Mounts. Includes bibliographical references (leaves 237-247) and abstract. Also available in print.
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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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Gallagher, Natasha A. "World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308600451.
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Ali, Mohammed Abdulmalik Awad. "Reading in a foreign language : effectiveness of computer-based reading instruction in comparison to teacher-based reading instruction." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11062.
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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.
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Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.
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Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.