Relevant bibliographies by topics / Teaching Arabic to non-native speakers

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Academic literature on the topic 'Teaching Arabic to non-native speakers'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Teaching Arabic to non-native speakers"

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Mei, Suo Yan, Suo Yan Ju, and Ayishah Binti Mohd. "Cooperative Learning Strategy in teaching Arabic for Non Native Speakers." European Journal of Social Sciences Education and Research 11, no. 2 (June 10, 2017): 261. http://dx.doi.org/10.26417/ejser.v11i2.p261-266.

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Cooperative learning is a teaching strategy that can help students to be successful in academic achievement and skills, as well as can assist the students to enhance the social interaction and human relation; however, this research explored the cooperative learning strategy in teaching Arabic for non native speakers, and will show the experiences for Arabic lecturers during their applying this method for teaching Arabic at sultan Idris education university Malaysia. The researchers will depend on the survey research design. The study will use a sample of 10 lecturers who are teaching Arabic language randomly selected from Sultan Idris education University Malaysia . The method will use data collection which included a 10-items questionnaire. Results show that majority of lecturers strongly support to apply the cooperative learning during the classes and outside of classes to help the students to improve their language skills, communication skills and social interaction .
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Abdullah, Rais. "Teaching Media in the Teaching of Arabic Language to Non-Native Arabic Speakers." DINAMIKA ILMU 16, no. 1 (June 1, 2016): 93. http://dx.doi.org/10.21093/di.v16i1.294.

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Abdelbaset, Taqi Eddin M., and Nidal A. M. Jabari. "Arabic language teaching evaluation process for non-native speakers." International Journal of Education and Learning 2, no. 2 (December 28, 2020): 105–10. http://dx.doi.org/10.31763/ijele.v3i1.157.

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Sangidu, Sangidu. "Arabic Teaching Methods for Non-Native Speakers: Types, Advantages, and its Application in Indonesia." Ittishal Educational Research Journal 2, no. 1 (January 31, 2021): 1–10. http://dx.doi.org/10.51425/ierj.v2i1.19.

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The problem of learning Arabic for non-native speakers in Indonesia is influenced by two factors; linguistic factors and non-linguistic factors. Linguistic factors include phonology, morphology, syntactic, and vocabulary. Meanwhile, non-linguistic factors include social, culture, motivation, methods, learning environment and so forth. This paper discusses the problems of learning Arabic for non-native speakers in Indonesia, the types of methods, its advantages, and its application. The results of the study conclude that Islamic boarding schools, Islamic schools, and campuses that carry out Arabic lessons need to provide native speakers from Arab countries or send students to Arab countries.
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Mukhtar, Ilham, and Jamal Fauzi. "Methodological Problems of Teaching Arabic to Non-Native Speakers in Indonesia." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 72–81. http://dx.doi.org/10.51425/ierj.v1i1.4.

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The Arabic language is a decent place in Indonesian society because it is a religious language that coincided with the entry of Islam in this country. The growing interest in it through the ages and continued to try to raise its status continuously until the field of education witnessed a remarkable development in the last decade. However, this status does not necessarily mean that this language has received what it deserves as a religious and foreign language from the engineering and policy of advanced education. The current status of Arabic language education in Indonesia is a transitional phase, as some promising developments are beginning to take place on the one hand, and it is still facing a number of thorny problems on the other. The teaching of Arabic in most institutes in Indonesia is done in a way that explains the rules and the translation of texts into the Indonesian language. In addition, the evaluation system used to measure the learner's linguistic achievement is largely focused on linguistic aspects. The teaching of Arabic language on such a method is a traditional trend and it has to be changed and developed, and since some of the significant shortcomings related to the curriculum, it requires searching for the places of this deficiency in the curriculum of teaching Arabic in the institutes. The framework of the study is determined in the problems of the curriculum of the Arabic language in terms of objectives, content, method and means of education and evaluation. The study will take its place in the language institutes of the Asia Muslims Charity Foundation (AMCF) in Indonesia.
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FARAJ, Hamida Muhammad Faraj. "TEACHING ARABIC TO NON-NATIVE SPEAKERS BETWEEN THE THEORY AND THE APPLICATION." RIMAK International Journal of Humanities and Social Sciences 03, no. 03 (March 1, 2021): 341–51. http://dx.doi.org/10.47832/2717-8293.3-3.31.

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The importance of this study lies in uncovering the best scientific methods and educational methods for teaching Arabic language, and what it provides to contribute the development of Arabic language teaching to non-Arabs, the importance lies in using the best and latest scientific methods in teaching Arabic in order to overcome difficulties. And removing obstacles by various means by facilitating the paths for those who want to strive to learn it, and familiarity with its methods and rules, while the aim was to describe linguistic activity through observation and coexistence, and to reveal the best methods of teaching Arabic to non-Arabs, and how to address the linguistic weakness of foreign students Therefore, it is possible to reach a good educational program which, if applied, is expected to lead to good and positive results, by looking at previous experiences in teaching Arabic to non-Arabs (books - printed notes), and benefiting from experiences, successful experiences and useful exercises to avoid falling into miscellaneous mistakes. Therefore, one of the most important recommendations reached by the research is to identify and define linguistic difficulties, those difficulties that a foreign student faces when learning Arabic to develop an appropriate and purposeful educational program in which the educational material is presented in a correct and clear manner.
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Al Btoush, Hussein Abdul Karim, Ibrahim Hassan Al Rababah, and Qutaiba Yousef Habashneh. "The Short Story and its Role in the Teaching of Arabic to Non- Native Speakers." Journal of Social Sciences (COES&RJ-JSS) 9, no. 1 (January 1, 2020): 135. http://dx.doi.org/10.25255/jss.2020.9.1.135.151.

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The Arabic short story has an important impact in the field of teaching Arabic to non-Arabic speakers; therefore, this research aims to provide a methodological vision to show the effective role of the short story in the field of teaching Arabic to non-native speakers, starting from the theoretical application through which the researchers address the issue of the Literary text in general and its connection with teaching a foreign language. The research also adopts in-field application based on social survey sample. The instrument of the research is a questionnaire designed for non-native learners of Arabic at the Languages Center at the University of Jordan. The research has concluded that teaching the short story is effective due to its functional, recreational, cultural, linguistic and aesthetic qualities based on the challenges facing the teaching-learning process of a second language.
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Mei, Fatimah Suo Yan, Saipolbarin Bin Ramli, and Nahla A. K. Alhirtani. "Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI)." European Journal of Language and Literature 3, no. 1 (December 30, 2015): 32. http://dx.doi.org/10.26417/ejls.v3i1.p32-37.

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The Arabic language is not an easy language to learn for non-native speakers if the teachers are not proficient in the teaching methods and strategies. Here, it is essential that teachers can benefit from Gagne’s nine approaches in the teaching for any subjects, especial, in teaching languages. Therefore, the learning outcome will be more effective if the teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of the application of Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to find the effective results of their experiences in the application of the nine approaches for Gagne in teaching Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to indicate the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in their teaching Arabic language. Among the most important results in the application of the nine events in teaching Arabic were to make teaching activities’ more effective and attractive, to help teachers how to facilitate the process of teaching Arabic in the classroom and to centralize the students focus during the lessons. The study concludes with some recommendations and suggestions.
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AHMED, Baeiman Jalal. "TEACHING THE ARABIC LANGUAGE TO NON-NATIVE SPEAKERS FROM A DISTANCE BETWEEN REALITY AND EXPECTATIONS." RIMAK International Journal of Humanities and Social Sciences 03, no. 05 (June 1, 2021): 224–30. http://dx.doi.org/10.47832/2717-8293.5-3.22.

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The Arabic language is distinguished by its characteristics that distinguish it from other languages, as it is phonetically and symbolically characterized as well as being distinguished by the number of its letters, which reached twenty-eight letters, and also characterized by the letter “Dhad”. It uses this human device to its fullest and best, and does not neglect one of its functions. The Arabic language has a link with the Islamic religion that will remain until the Day of Resurrection because the one who pledges and cares for it is “Allah“ , the Almighty. Most of the non- native speakers teach the Arabic language in order for them to understand the Islam and Its message. Thus, the Arabic language is greatly concerned ad enjoyed by the non- native leaners . But this desire and demand hindered with difficulties, including the lack of a good teacher, as well as teaching methods, so hope for the development of teaching Arabic to non-native speakers remains possible if we benefit from modern technology in teaching Arabic to non- native leaners. This is what the current research will touch upon.
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Elaimam, Amal Mussa Abbass. "Using the Image in Teaching Arabic Language Vocabulary to Non-Native Speakers: The Experience of the Arabic Language Institute - King Abdul-Aziz University - as a Model." Journal of the College of Education for Women 31, no. 4 (December 27, 2020): 50–59. http://dx.doi.org/10.36231/coedw.v31i4.1429.

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The study aims to demonstrate the importance of instructional methods in teaching Arabic language as a second language or teaching the Arabic language to non-native speakers. The study is in line with the tremendous development in the field of knowledge, especially in the field of technology and communication, and the emergence of many electronic media in education in general and language teaching in particular. It employs an image in teaching vocabulary and presenting the experience of the Arabic Language Institute for Non-Speakers-King Abdul-Aziz University. The study follows the descriptive approach to solve the problem represented by the lack of interest in the educational methods when teaching Arabic as a second language. Accordingly, the study is to answer the following questions: What is the importance of using teaching aids when teaching Arabic to non-Arabic speakers?What are the methods of employing (an image) as an instructional tool in teaching vocabulary? The study has reached that teaching aids are of great importance in studying the Arabic language for the non-native, the image of the audio and visual aids plays a great role in teaching vocabulary to the beginners. In its modern version, it helps directly in teaching the language from a distance and thus fulfills the hopes of many in teaching Arabic language and covers the acute shortage of a language teacher.
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Dissertations / Theses on the topic "Teaching Arabic to non-native speakers"

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Al-Jarrah, Rasheed S. "An optimality-theoretic analysis of stress in the English of native Arabic speakers." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238739.

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The overall purpose of this study is to analyze the acquisition of English word-stress by Arabic speakers in light of advancements in Optimality Theory. It has been reported that Arab second language learners of English have difficulty in acquiring the various patterns of English word stress. According to OT, the reason for this difficulty is that although these speakers, like native speakers, have full command of the universal and violable constraints that are operative in determining where stress falls in the word, they fail to capture or induce the exact ordering of these constraints. The basic premise of OT is that each grammar is a unique way of ordering the set of universal and violable constraints that determine the actual output form of a certain linguistic feature, say word-stress in this case. In other words, whereas Arabic word-stress and English word-stress are both subject to the same set of universal and violable constraints, they differ in one respect: the ordering of these constraints. The sole task of the learner then is to capture the correct ordering that determines which syllable in each word carries main stress.This study consists of four chapters. In chapter one, we introduce the problem of the study and the basic background information for an OT analysis, the task we undertake for word stress in subsequent chapters. Chapter two reviews word-stress placement in three competing models: linear approach (Chomsky and Halle 1968), nonlinear approach (Liberman and Prince 1977; McCarthy 1979; Hayes 1980, 1982, 1991), and finally Optimality Theory (Prince and Smolensky 1993; McCarthy and Prince 1993a, b). In chapter three, we introduce the set of constraints that are relevant for predicting the place of stress, not just in English and Arabic, but in all languages. Hence, these constraints are literally present in all languages, though their ranking is language-specific. Then, we develop a ranking of the set of constraints particular to Arabic and another one particular to English. In chapter four, we set out to compare the two constraint rankings in order to (1) predict stress errors in the interlanguage of native speakers of Arabic when learning English, and (2) demonstrate how, by making use of the notion of constraint demotion, those learners can make their English more native-like with respect to stress placement.This study has diverted from a standard OT analysis in at least two ways. First, we allow for some alignment constraint (namely MAIN-RIGHT) to be interpreted as a nongradient constraint. Second, we allow for constraint parameterization. NONFINAL is parameterized to account for Arabic word stress; and WSP is parameterized to account for English word stress.This study has shown that there are significant differences between Arabic and English as far as the ranking of the universal and violable constraints is concerned. Among the major differences are the following. (1) WSP is irrelevant for stress placement in Arabic. (2) Arabic requires that FOOT-BINARITY be interpreted under a moraic analysis, but English requires it to be interpreted under a syllabic analysis. (3) Arabic requires constructing metrical feet from left to right (i.e. ALL-FEET-LEFT >> ALL-FEET RIGHT), English require that it be the other way around (i.e. ALL-FEETRIGHT >> ALL-FEET-LEFT). (4) In. ploysyllabic words, whereas a final syllable that weighs two or more moras is parsed in English, only a final syllable that weighs three moras is parsed in Arabic. (5) Arabic requires that PARSEσ dominates FOOTBINARITY, but English requires the opposite ranking.
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Aboutaj, Heidi H. (Heidi Huttar). "Finitness and Verb-Raising in Second Language Acquisition of French by Native Speakers of Moroccan Arabic." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277683/.

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In this thesis, the three hypotheses on the nature of early L2 acquisition (the Full Transfer/Full Access view of Schwartz and Sprouse (e.g., 1996), the Minimal Trees view of Vainikka and Young-Scholten (e.g., 1996), and the Valueless Features view of Eubank (e.g., 1996)), are discussed. Analysis of the early French production by two native speakers of Moroccan Arabic is done to determine if the L1 grammar is transferred onto the L2 grammar. In particular, the phenomena of verb-raising (as determined by the verb's position vis-a-vis negation) and finiteness are examined. The results of this study indicate that the relevant structures of Moroccan Arabic do not transfer onto the emerging French grammar.
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Qandil, Mahmoud Ahmed. "The Effect of Text Structure and Signaling Devices on Recall of Freshman Arab Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331413/.

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The problem of this study was to examine the effect of text structure and signaling devices on immediate and delayed recalls of freshman Arabic-speaking students after reading a text. Subjects for the study were forty-five freshman Arabic-speaking students enrolled in three freshman English courses at a state university. All subjects were male students. The subjects-were chosen on a voluntary basis. The subjects were given the Reading Comprehension Section of the TOEFL. They were then divided into groups of good, average, and poor readers according to their performance on the TOEFL. Two well—organized passages of expository text with clearly identifiable top-level structure of problem/solution and appropriate reading levels were selected for the study. Two versions of each passage were adapted — one with the signaling devices included in the passage and the other with the signaling devices deleted. Each subject read one version of each of the two passages. The immediate and delayed recalls of the subjects were scored by an unbiased scorer. The scorer was an expert teacher of English to foreign students. Hypothesis I stated that good readers would be able to utilize the writer's rhetorical mode of the text at a significantly higher level than average and poor readers. This hypothesis was supported. The results of Chi square analysis was significant at the .03 level for immediate recall, and at the .01 level for the delayed recall. Hypothesis II stated that readers of each of the three groups who followed the original rhetorical mode of the text would recall significantly more information than those who failed to do so. This hypothesis was also supported. The results of the Two-way Analysis of Variance were significant at the .01 level for both immediate and delayed recalls. Hypothesis III stated that the students of all three groups would recall significantly more information from the passage with signaling devices than from the passage without signaling devices. This hypothesis was not supported. Signaling devices helped good and average readers to recall significantly more information, while the group of poor readers was not affected by the presence of these signaling devices. The findings suggest that training non-native speakers in identifying and utilizing different rhetorical structures might facilitate their reading comprehension. There is also a parallel need in writing instruction so that writers can . offer this facility to their readers.
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Alolayan, Fahad. "THE USE OF READING STRATEGIES IN ARABIC BY NATIVE AND NON-NATIVE SPEAKERS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1441.

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With increasing opportunities to study abroad, learning to read in a foreign language has become increasingly important for countless second language learners. International students in pursuit of higher education degrees are required and expected to read in the target language at the same level of fluency and comprehension as their native-speaking counterparts. The number of international students studying in Arabic higher education institutions has followed the general ascending trend. For these second language speakers of Arabic, good reading skills in Arabic are essential for their academic success. Since the use of reading strategies is an important component of first and second language reading, this study aimed to investigate the use of reading strategies by native and non-native speakers of Arabic when reading academic materials in Arabic. In addition, it aimed to explore possible differences in the use of reading strategies between these two groups. For this purpose, a total of 305 students participated in the study. A survey composed of 30 items was administered to 222 non-native speakers of Arabic, and the same survey with 28 items was administered to 83 native speakers of Arabic. The survey included demographic questions adapted from Mokhtari and Sheorey (2008) and employed the questionnaire SORS used by Mokhtari and Sheorey (2002). These 30 items belonged to three strategy subscales: Global, Problem-solving, and Support strategies. To analyze the collected data, descriptive statistics and multiple independent t-tests were performed. In addition, an analysis was performed to find the most and least used reading strategies by both groups as well as possible differences between them in terms of reading strategy use. Problem-solving strategies were the most frequently used by both groups with a slightly higher use by the non-native speakers. Regarding the other two types, the native and non-native speakers showed different preferences. Specifically, Support strategies were the second most favored type among the non-native speakers, whereas for the native speakers, the second most frequently used type were Global strategies. However, even though Global strategies were the least used among non-native speakers, the non-native speakers' mean score on Global strategies use was higher than the native speaker score of use. Overall, the similarities and differences in the use of reading strategies by native and non-native speakers of Arabic deserve attention because they carry implications for both reading research and pedagogy. These empirical findings can be used by Education policy makers to create training courses and workshops that will help students improve their reading skills in general and reading strategies in particular. This study also suggests that there is a need for further research that will examine how the use of reading strategies is related to the academic performance of native and non-native speakers.
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Kennedy, Elizabeth Anne. "The oral interaction of native speakers and non-native speakers in a multicultural preschool : a comparison between freeplay and contrived NS/NNS dyads." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28082.

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While researchers generally recommend a 1:1 ratio of native speakers (NSs) to non-native speakers (NNSs) be maintained in multicultural preschool classrooms, these- ideal proportions are often unrealistic in regions where populations reflect high concentrations of ethnic groups. In these areas, where enrolments usually consist of a majority of NNSs, pedagogical modifications may be necessary to ensure second language learners are exposed to sufficient amounts of 'meaningful target language input' which is considered essential for second language acquisition (Krashen, 1979). This study investigated the effects of deliberate pairing on NSs and those NNSs who had low English language proficiency (L) in one multicultural preschool where NNSs outnumbered NSs by 3:1. Four NS subjects were videotaped, employing a multiple baseline design, as they interacted with their peers during a math game activity time. The effects of the treatment on four interactional measures were analysed using Ruvusky's statistic. Results, as predicted, indicated significant differences for three of the four measures. When deliberately paired, both NSs and NNSs(L) took more turns, and NSs uttered significantly more directives to their NNS(L) peers than they did during the freeplay situation. -Deliberate pairing of NSs and NNSs(L) has been shown to be a successful technique for exposing NNSs(L) to increased levels of target language input in this multicultural preschool. Implications for teachers are outlined and the role of NSs in multicultural classrooms is discussed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Wynne, Hilary Suzanne Zinsmeyer. "The phonological encoding of complex morphosyntactic structures in native and non-native English speakers." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:39fd5b76-2099-4f42-a428-e4c2df39685d.

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Theories of phonological word formation (e.g. Selkirk 1980, 1986; Nespor & Vogel 1986; Lahiri & Plank 2010) assume that prosodic units are not isomorphic with syntactic units. However, the prosodic status of compounds remain uncertain, at least in so far as language planning and phonological encoding is concerned. Theories are not transparent about the prosodic status of compounds: although a noun-noun compound in English consists of two lexical words (and therefore two prosodic words), it can also act as a single prosodic item by exhibiting main stress on the first unit and carrying inflection. Thus the question remains controversial - should these items be treated as a single prosodic unit, similar to a monomorphemic word, or as two distinct units for the purpose of post-lexical representation? Recursive word formation may suggest that compounds are a single unit. Psycholinguistic evidence measuring speech onset latency in native speakers of Dutch and Portuguese also shows compounds being treated as single prosodic units (Wheeldon & Lahiri 1997, 2002; Vigario, 2010). Although recent studies have produced evidence for the prosodification of compounds in native speakers, little is known about the process in non-native speakers. Our research questions are as follows: what is the post-lexical planning unit in English, and how do non-native fluent speakers of English plan these units for the purpose of phonological encoding? To investigate our hypotheses, we focus on the phonological encoding of compounds with and without encliticisation, for native and non-native speakers of English. In a series of delayed priming tasks, we found overwhelming evidence that reaction times reflected the total number of prosodic units in the target sentence. In online tasks, however, speech latencies only reflected the size of the first prosodic unit. Taken together,these results suggest that, despite containing two lexical and prosodic words, English compounds are planned as single prosodic units, exhibiting encliticisation and reaction times similar to those of monomorphemic words. As shown by the results in this study, this naming paradigm has proved extremely beneficial for eliciting data about the structure of prosodic units in speech production. Not only was it successful for native speakers of Dutch, European Portuguese, and English, we also found that it was easily implemented into a study of post-lexical encoding in non-native speakers of English.
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Shirvani, Shahenayati Zahra. "A Comparison of Native and Non-Native English-Speaking Teaching Assistants." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330776/.

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The purposes of this study were to determine whether differences existed between the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows, as perceived by their undergraduate students. In addition, the study sought to determine whether a positive correlation existed between the final grades and the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows as perceived by their undergraduate students. In order to carry out the purposes of this study, six hypotheses were tested concerning the perception of native and non-native undergraduate students toward the communication style and teaching effectiveness of teaching fellows in North Texas State University.
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uhaibani, Saleh. "A comparative study of the present preparation programmes for teachers of Arabic for native and non-native speakers in the Riyadh Universities." Thesis, University of Leeds, 1998. http://etheses.whiterose.ac.uk/533/.

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The main purpose of this study is to investigate of the similarities and dissimilarities between two types of Arabic language teacher preparation programmes: Teachers of Arabic as a Native Language (TANL) and Teachers of Arabic as a Foreign Language (TAFL) at King Saud University (KSU) and Al-Imam Muhammad Ibn Saud Islamic University (IMSIU), both in Riyadh, Saudi Arabia. The research is thorough and goes beyond a comparison of mere descriptive programme elements and practices as the data were collected through questionnaires, interviews and the practical observation of programmes. The thesis basically comprises two broad parts: the first half contains the background to the study, related literature, the historical development of teacher preparation programmes and the research methodology followed in this work. The second half deals with the analysis and evaluation of the data from a variety of angles. Among the most salient findings of this study are the following: the overemphasis on both programmes of theory at the expense of practice; the antiquated teaching approach and methods used; and, the overwhelming consensus for the necessity of programme evaluation and renovation. The programmes involved in this comparative study were found to be distinctly dissimilar in terms of clarity and specificity of their aims, admission policies, course components, structure and outcomes.
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Liu, Yue. "Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159150.

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This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments.
Department of English
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Fujita, Kyoko. "Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.

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This study explores issues related to native and non-native English speaking teachers in the context of Japanese English education, specifically in public junior high school settings in relatively rural areas of Japan. The study mainly asks Japanese teachers of English, assistant language teachers employed in the Japan Exchange and Teaching Programme, and students about their perceptions of the roles of native and non-native teachers in their English classrooms. These stakeholders seem to have preconceived assumptions about the roles of native and non-native teachers. These include native teachers as opportunity providers and motivators and non-native teachers as facilitators. These fixed roles in the stakeholders' perceptions of the roles of native and non-native teachers may prevent them from expanding their possibilities and may reinforce the existing distinction between native and non-native speakers. Implications for policy makers and stakeholders include the need to adopt a perspective of English as an international language into the goals of Japanese English education to value collaborative teaching and reconceptualize the roles of Japanese English teachers and assistant language teachers in classrooms.
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Books on the topic "Teaching Arabic to non-native speakers"

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Jabr, Aḥmad Yūsuf. al- Lughah al-ʻArabīyah li-ghayr al-nāṭiqīn bihā =: Arabic language for non-native speakers. al-Zarqāʼ, al-Urdun: Maktabat al-Manār, 1985.

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al-Asās fī taʻlīm al-ʻArabīyah lil-nāṭiqīn bi-ghayrihā: Al-Asas for teaching Arabic for non-native speakers / Fawzieh A. Bader. 3rd ed. [Richardson, TX]: Noorart Inc., 2010.

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Waniek-Klimczak, Ewa, and Linda R. Shockey, eds. Teaching and Researching English Accents in Native and Non-native Speakers. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-24019-5.

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Language proficiency in native and non-native speakers: Theory and research. Amsterdam: John Benjamins Publishing Company, 2015.

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Exploring ELF: Academic English shaped by non-native speakers. Cambridge [England]: Cambridge University Press, 2012.

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Cribb, Michael. Discourse and the non-native English speaker. Amherst, NY: Cambria Press, 2010.

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Cribb, Michael. Discourse and the non-native English speaker. Amherst, N.Y: Cambria Press, 2009.

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Discourse and the non-native English speaker. Amherst, N.Y: Cambria Press, 2009.

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Hirvonen, Tuula. Children's conversation management: Native speaker, non-native speaker talk. Jyväskylä: University of Jyväskylä, 1996.

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Stapleton, Paul. Writing research papers: An easy guide for non-native-English speakers. Canberra: Australian Centre for International Agricultural Research, 1987.

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Book chapters on the topic "Teaching Arabic to non-native speakers"

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Said, Selim Ben. "The perception of Arab-accented speech by American native speakers and non-native speakers from East and Southeast Asia." In Perspectives on Arabic Linguistics, 149–72. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/cilt.301.10sai.

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Klimczak-Pawlak, Agata. "English as a Means of Communication by Non-native Speakers." In Second Language Learning and Teaching, 15–39. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03557-4_2.

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Suknović, Mina. "L2 Reading Skill Acquisition in Non-Literate Adult Native Speakers of Arabic." In Примењена лингвистика данас, 109–21. Београд: Универзитет у Београду, Филолошки факултет, 2020. http://dx.doi.org/10.18485/dpls_pld.2020.6.ch6.

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Zanelli, Patrizia. "The Importance of Being Diglottic." In 150 Years of Oriental Studies at Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-252-9/007.

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Since the ’70s Ca’ Foscari teachers have been facing the challenge of diglossia that typifies the Arab world where the oral use of Standard Arabic is reserved to specific situations, while colloquial varieties of the same language are used for ordinary conversations. Thus, learning Colloquial Arabic is a paramount need to communicate with native Arabic speakers. Moreover, diglottic proficiency is necessary to access several contemporary cultural outputs of the Arab world. This article describes the features of Arabic diglossia and instructional approaches meant to cope with the phenomenon. It then offers a brief account of Colloquial Arabic teaching at Ca’ Foscari, which has been a European vanguard in the field.
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Heider, Abeer. "Sudden shift to online learning during the COVID-19 pandemic: the case of Arabic at Qatar University." In The world universities’ response to COVID-19: remote online language teaching, 155–66. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1270.

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The present chapter focuses on the immediate impact of the COVID-19 pandemic on the higher education sector, presenting the case of the Arabic for Non-Native Speakers Center (ANNS) at Qatar University. It evaluates what actions the center has undertaken to pledge its integrity to the cause of higher education throughout the pandemic and considers a sample of students’ responses to a survey about the approaches and strategies adopted when learning shifted online. In order to speak to the book project rationale, the questions herein addressed concentrate on what has changed in language teaching practices as a result of COVID-19; on which changes might become permanent changes and which are expected to return to their pre-pandemic conditions; on reconsidered language pedagogy and new educational purposes and on informational progress for remote teaching. The chapter also aims to identify a number of techniques to be researched further.
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Kamhieh, Celine. "Less Is More in College Students' Writing." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 55–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch003.

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This chapter reports on a study of the content of extremely short stories (ESS) written by freshman undergraduates in the language and literature department of a university in Jordan. It looks at the origins and benefits of extremely short stories, with particular reference to the extensive work of Peter Hassall who established the first Extremely Short Story Competition (ESSC) for non-native English speakers in the United Arab Emirates (UAE). This study is the first in an Arab country outside the UAE. Students' most popular themes included problems and problem-solving, travel, student life, family, and friends. Stories contained features of academic writing as well as many literary elements, including character, plot, metaphor, simile, and more. The chapter concludes by suggesting that the ESS can successfully serve as a bridge to academic writing and bring writer and reader closer together by generating interesting texts for audiences other than the instructors.
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Basheer, Nesrine. "Connectors in the writing of native and non-native Arabic speakers." In The Arabic Classroom, 199–218. Routledge, 2019. http://dx.doi.org/10.4324/9780429435713-15.

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"Teaching Non-Native English Speakers: Challenges and Strategies." In Tapping Diverse Talent in Aviation, 41–64. Routledge, 2017. http://dx.doi.org/10.4324/9781315241807-14.

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Al-Bazeli, Abduljalil, Zahra Naimie, Saedah Siraj, Rana Abuzaid, and Siti Halili. "Computer-assisted learning program of Arabic language for non-native speakers." In Management and Technology in Knowledge, Service, Tourism & Hospitality, 69–73. CRC Press, 2014. http://dx.doi.org/10.1201/b16700-16.

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"On Methods of Teaching Biblical Hebrew to Non-Native Speakers." In On Reading Prophetic Texts, 217–29. BRILL, 1996. http://dx.doi.org/10.1163/9789004497931_015.

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Conference papers on the topic "Teaching Arabic to non-native speakers"

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Ishraf Shuib, Ahmad Hasanul, Normaziah Abdul Aziz, Nuraihan Md Daud, and Haslina Hasan. "CART — An Arabic teaching-learning tool for non-native Arabic speakers." In 2014 5th International Conference on Information and Communication Technology for The Muslim World (ICT4M). IEEE, 2014. http://dx.doi.org/10.1109/ict4m.2014.7020585.

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Alshikhabobakr, Hanan, Pantelis Papadopoulos, and Zeinab Ibrahim. "Teaching Arabic to Native Speakers - Educational Games in a New Curriculum." In 8th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005799203370344.

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Mufidah, Nuril, Saidna Bin-Tahir, M. Islamy, and Imam Rofiki. "Blended Learning Approach in Arabic Teaching for Non-Native Speaker Students." In Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-10-2018.2295458.

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Houssam Eddine, Taouririt, Imane Chacha, and Amina Menaa. "The Role of Digital Applications and Interactive Media in Teaching Arabic Language Skills to Non-Native Speakers." In 6th International Conference on Research in Behavioral and Social Sciences. Acavent, 2019. http://dx.doi.org/10.33422/6th.icrbs.2019.07.422.

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Ali Milad, Abdurahman Ahmed. "Applying Conversational Implicature Upon Libyan Non-Standard Arabic Speakers." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.37.

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Siao-cing, Guo, and George Y. C. Liang. "English Teachers' Perceptions toward Communicative Language Teaching: Non-native Speakers vs. Native Speakers." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31255.

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Pratama, Hendi, Joko Nurkamto, Sri Marmanto, and Rustono. "Non-Native Speakers Understanding on Idiomatic Implicatures." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217503180327.

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Mubarak, Hamdy, Kareem Darwish, and Ahmed Abdelali. "QCRI$@$QALB-2015 Shared Task: Correction of Arabic Text for Native and Non-Native Speakers’ Errors." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3218.

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Oļehnoviča, Ilze, Dmitrijs Oļehnovičs, and Velta Dilba. "TEACHING ENGLISH PHRASEOLOGY TO NON-NATIVE SPEAKERS AT TERTIARY LEVEL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1567.

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Fitriati, Sri Wuli, and Sri Wahyuni. "Lexical Bundles in Whatsapp Conversation between Native and Non-Native Speakers of English." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.61.

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Reports on the topic "Teaching Arabic to non-native speakers"

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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