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Dissertations / Theses on the topic 'Teaching Arabic to non-native speakers'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

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 b

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2

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 st

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3

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—o

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4

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 academi

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5

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 investi

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6

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 inflectio

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7

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 perce

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8

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 teac

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9

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

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10

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 st

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11

McGuire, Michael. "Formulaic sequences in English conversation: Improving spoken fluency in non-native speakers." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11024/.

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Native speakers often ignore the limitless potential of language and stick to institutionalized formulaic sequences. These sequences are stored and processed as wholes, rather than as the individual words and grammatical rules which make them up. Due to research on formulaic sequence in spoken language, English as a Second Language / Foreign Language pedagogy has begun to follow suit. There has been a call for a shift from the traditional focus on isolated grammar and vocabulary to formulaic sequences and context. I tested this hypothesis with 19 L2 English learners who received 5 weeks of ta

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Stevenson, Bill. "Peer Correction by Non-native Speakers of English in Oral Group Work." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4918.

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This research is observational and descriptive. Its primary purpose is to provide data on the extent to which, and how, Non-Native Speakers (NNSs) of English engage in error correction of their peers when participating in classroom oral group work. In addition, it shows to what extent these learners self-correct their own errors in the same situation. The over-arching focus of the study is to examine the role of second language learners to determine whether they possess the potential to play a more active and productive part in their own language learning. Nine beginning level adult university

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Tsang, Yvonne Shuk Kuen. "An analysis of teacher-pupil interaction in ESL classroom with reference to native speaking and non-native speaking teachers." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/20.

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14

Liu, Wing-yi, and 廖詠儀. "Non-native speakers' strategies for coping with unknown words in reading passages." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196137X.

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Sawadogo, Ousmane. "PERCEPTION OF /q/ IN THE ARABIC /q/-/k/ CONTRAST BY NATIVE SPEAKERS OF AMERICAN ENGLISH: A DISCRIMINATION TASK." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1695.

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AN ABSTRACT OF THE THESIS OF Ousmane Sawadogo, for the Master of Arts degree in Applied Linguistics and TESOL, presented on May 4, 2015, at Southern Illinois University Carbondale. TITLE: PERCEPTION OF /q/ IN THE ARABIC /q/-/k/ CONTRAST BY NATIVE SPEAKERS OF AMERICAN ENGLISH: A DISCRIMINATION TASK MAJOR PROFESSOR: Dr. Soo Jung Chang Studies on speech perception have suggested that non-native sound perception is influenced by the listener’s native language. Non-native sound contrast perception depends on a given sound’s similarity or dissimilarity to the listener’s equivalent native language so

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Ng, Weng Kei Kei. "An investigation into non-native English teachers' attitiudes towards pedagogic models of pronunciation teaching." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953429.

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Isaacs, Talia. "Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98938.

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This exploratory, mixed-design study investigates whether intelligibility is "enough," that is, a suitable goal and an adequate assessment criterion, for evaluating proficiency in the pronunciation of non-native English speaking graduate students in the academic domain. The study also seeks to identify those pronunciation features which are most crucial for intelligible speech.<br>Speech samples of 19 non-native English speaking graduate students in the Faculty of Education at McGill University were elicited using the Test of Spoken English (TSE), a standardized test of spoken proficiency whic

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Maby, Mark. "How non-native speakers learn polysemous words : a study of the equivalence of prototypicality across languages." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83122.

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This study investigated whether English second language learners learn the senses of polysemous vocabulary items in an order from a core sense to more extended senses. Polysemous words have one form but many interrelated meanings. It was hypothesised that such an order could be explained by way of the theory of prototypicality.<br>48 ESL learners from three language groups, French, Japanese and Chinese, took part in the study. The participants translated into their first language 29 English sentences using different senses of the word over. Translations were coded for correct translatio

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Torres, Julie West. "Speaking up! Adult ESL students' perceptions of native and non-native English speaking teachers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4681/.

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Research to date on the native versus non-native English speaker teacher (NEST versus non-NEST) debate has primarily focused on teacher self-perception and performance. A neglected, but essential, viewpoint on this issue comes from English as a second language (ESL) students themselves. This study investigated preferences of adults, specifically immigrant and refugee learners, for NESTs or non-NESTs. A 34-item, 5-point Likert attitudinal survey was given to 102 students (52 immigrants, 50 refugees) enrolled in ESL programs in a large metropolitan area in Texas . After responding to the su

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20

Granlund, Jessica. "Teaching English grammar : A case study of the differences and similarities between teaching English grammar to native- and non-native speakers of English in Sweden and in the UK." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6862.

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The aim of this study is to investigate the similarities/differences in the views on and practices of grammar teaching of a Swedish teacher of English (FL – Foreign Language) and a UK teacher of English (L1 – First Language). Furthermore, the study tries to explain how the differences found in the comparison can be connected to each country’s different steering documents and to the different teaching conditions involved in teaching English to L1 learners compared to FL learners. The two participating teachers were both interviewed and observed. The results of this study show that the teachers’

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Dougherty, Timothy. "An investigation of the dual mechanism model of past tense formation : does the model apply to non-native speakers?" Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32906.

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The purpose of this research is to further investigate the ongoing debate between the Dual Mechanism Model and the Connectionist Model of language processing by investigating how knowledge of second language (L2) inflectional morphology is represented and processed by learners of English. Specifically, do second language learners of English use the same Dual Mechanism Model that Prasada and Pinker (1993) have argued is a universally applicable model, or does the Connectionist Model of language processing better explain L2 learning and language processing?<br>The participants in this study were

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Balfour, Robert John. "Investigating the integrated teaching of language and literary skills : trialling a new syllabus for non-native speakers of English in South Africa." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621833.

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Ahmad, Nordin. "The development of Reading Comprehension skills in Arabic Language for non-native speakers : A comparative study of Arabic programme between International Islamic University Malaysia (LLUM) and School of Oriental and African Studies University of London (S." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497196.

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Eda, Sanae. "Processing of intonation patterns in Japanese implications for Japanese as a foreign language /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086187589.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 164 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Mari Noda, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 157-164).

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Sloan, Carol BonDurant. "Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4777.

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The purpose of this study is to examine which language skills university professors believe are most essential for academic success in Portland State University classes. The study can shed light on a question for future research: Do current academic ESL classes at Portland State University teach the necessary skills to help international students maximize their second-language learning potential in university-level courses. Enrollment statistics for 1993 I 94 show 53 percent of the 815 international students declared majors in two programs: the school of Business Administration and the school

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Kelen, Christopher. "The story of writing Macao : a pedagogy for creative writing in a non-native context." Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/41476.

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The title of this thesis requires what some may find an unusual style of introduction; one elaborating its deictics. This is a pedagogy for Creative Writing in a non-native context. The two indefinite articles in the foregoing sentence ought to dispel any suspicion of a universalist agenda. The objective of this portfolio is not to tell anyone how something in general ought to be done; it’s to provide a particular example of how something has been done and is being done and in a particular set of circumstances. The hope is that the work will be exemplary; and so worth transmitting on that basi

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Booker, Barbara B. "Perceptions Of Hispanic Female ESL Students Toward First-Year College Writing Courses: A Phenomenological Examination Of Cultural Influences." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4292.

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The role of culture as a phenomenon guided this qualitative study, which examined the influence of diverse Hispanic cultures on the attitudes and perceptions towards college writing courses of female Hispanic students who are non-native speakers of English. With the increasing number of Hispanic immigrants coming to the U.S., the minority student population at our nation's colleges and universities has also risen. Community colleges have become the means through which many of these Hispanic immigrants obtain a college education. The eight women who participated in this study self-identified a

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Mahmood, Nafisa. "Using Google Docs to Support Collaborative Learning and Enhance English Language Skills among Non-Native English Speaking Students." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404538/.

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Collaborative writing technologies such as Google Docs is believed to be a helpful tool in supporting the development of constructivist learning environments. However, not much research has been done among special populations outside the United States. This dissertation examines how using google docs can enhance collaborative learning among non-native English-speaking students at a university in Oman. A total of 52 students participated in this study, where they completed a collaborative writing activity using Google Docs. This exploratory study yielded quantitative as well as qualitative data

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Yang, Kwo-Jen. "The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186805.

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A case study approach was adopted for this study. Four Taiwanese students enrolled in the writing program for international students at The University of Arizona were interviewed individually about (1) how they acquired the code of written English and what their L2 writing assumptions were upon entering The University of Arizona; and (2) what writing difficulties they experienced in a university writing program for international students and what their L2 writing assumptions were after completing a university writing program for international students. Findings from this research indicated tha

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David, Rosa Dene. "Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2298.

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One of most prevalent issues surrounding English education internationally is the differentiation between Native English-Speaking Teachers (NESTs) and Non-native English-Speaking Teachers (NNESTs). What is sometimes termed the "Native speaker fallacy" is the notion that in order to be a proficient teacher of the English language one must either be a native speaker or possess native like fluency (Phillipson, 1992). This position is furthered by Hollidays Native Speakerism (Holliday, 2006) which suggests that within the field of English Language Teaching (ELT) there is an assumption that NESTs a

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Dunn, Linda Carol Andrews. "An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/3969.

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Many programs exist across the United States to prepare non-native English speaking students for academic work. The effectiveness of these programs has been the subject of various research projects, with mixed results. Some have found that the programs they have examined seem to have led to higher achievement among participants. Others have found that it is difficult to show any effect. However, the amount of time and resources devoted to such programs warrants continuing efforts to evaluate their success. This study compares the academic records of non-native English speaking students who wer

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Almelhes, Sultan. "Teaching of Arabic language proficiency (pronunciation) to non-native speakers : designing interventions using ICT." Thesis, 2016. http://hdl.handle.net/1959.7/uws:38924.

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Knowledge of Arabic, the language of the Qur’an, is essential for Muslims globally because it is used for prayer, Qur’anic recitations and in other religious practices. Saudi Arabia, as the custodian of two of Islam’s three most sacred sites, believes it has a mission to protect the purity of classical Arabic and promote it amongst the world’s Muslim population. The country’s Ministry of Education operates many language institutes dedicated to delivering training to non-native speakers to improve the quality of classical Arabic pronunciation spoken across the world. This study endeavours to fi

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Mahmood, Nasir. "TEACHING OF ARABIC LANGUAGE IN PAKISTAN: AN ANALYTICAL STUDY OF SELECTED CURRICULA." Doctoral thesis, 2017. https://ul.qucosa.de/id/qucosa%3A16296.

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Die Bedeutsamkeit einer Sprache kann sowohl anhand ihres Gebrauchs als auch anhand der Bedürfnisse einer Gesellschaft gemessen werden. Wenn wir die arabische Sprache in der pakistanischen Gesellschaft betrachten, ist dies anhand mehrerer Aspekte feststellbar. Basierend auf der Bevölkerungsmehrheit ist der Islam ist die offizielle Religion Pakistans und entsprechend beruht auf ihm auch die Verfassung. Die arabische Sprache hingegen stellt das wichtigste Mittel dar, um den Islam und seine Lehren zu verstehen. Dadurch stellt sie einen wichtigen Teil des pakistanischen Bildungswesens und des alltä

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Ahmedou, Mohamed Youssouf Ould. "Tabsit Nusus li l-Qira'at al-Muwassa'a li l-Natiqin bi Ghair al-Arabiya = Simplification of texts for expanded reading for the benefit of non-Arabic speakers." Diss., 2006. http://hdl.handle.net/10500/2381.

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This study comprises an introduction and six chapters. The introduction presents a chronological synopsis of the development of Arabic language teaching up to now. Chapter One presents a broad framework for this study as well as the problem and associated questions whose resolution is being sought, namely treating shortcomings relating to the teaching of Arabic to non-Arabic speakers as regards reading. Chapter Two is a survey of the theoretical study that classifies the most psychological, pedagogic, cultural, linguistic and reading competence principles needing compliance in the compi

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Alsharbi, Bayan M. "Mobile technology and Islamic education for non-native Arabic children." Thesis, 2022. http://hdl.handle.net/1959.7/uws:67881.

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Most religions practised at present are grounded in deep history and tradition. Sculptures and writings have been passed on from generations and are integral to the sanctity of the religion. In addition, the use of digital technology can provide us with a mechanism to not only maintain the consistency of the teaching but also establish a real-time learning and understanding process for a variety of users. Islam is one of the largest religions in the world with almost 1/5th of the world’s population being of the Muslim faith. The Qur’an is the holy book for millions of Muslims around the world

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Caravita, Joanna Ruth. "Identity and anxiety in teachers of Arabic and Hebrew : the native vs. nonnative speaker question." 2013. http://hdl.handle.net/2152/21264.

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This study examines the beliefs of foreign language teachers regarding the relative positions of native and nonnative speakers in foreign and second language education. In particular, I am concerned with the idealization of the native speaker in this context and the foreign language anxiety that may occur in nonnative speaker language teachers if they internalize this idealization. I collected data from 29 college-level Arabic and Hebrew teachers using four methods: (1) a questionnaire on their background and beliefs regarding native and nonnative speaker language teachers, (2) a version of th

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Nakamura, Kikuko. "Problems encountered by non-native Japanese speakers in learning giving and receiving verbs in Japanese." Master's thesis, 1996. http://hdl.handle.net/1885/144409.

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"Accuracy and fluency: a comparison of native and non-native evaluation of compositions written by EFL learners in China." Chinese University of Hong Kong, 1986. http://library.cuhk.edu.hk/record=b5885713.

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Bearden, Rebecca Jo. "Chatting in a foreign language an interactional study of Spanish oral vs. computer-assisted discussion in native speaker and non-native learner dyads /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110749.

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Martin, Lynne Rohmerien. "A Model for Developing Law Lecture Comprehension Lessons for Non-Native Speakers of English from Video-taped Authentic Materials." Thesis, 2007. http://hdl.handle.net/1805/1087.

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Thesis (M.A.)--Indiana University, 2007.<br>Title from screen (viewed on June 27, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 77-80)

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"The attitude of university students in Hong Kong towards native and non-native teachers of English." 2002. http://library.cuhk.edu.hk/record=b5891264.

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Cheung Yin Ling.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.<br>Includes bibliographical references (leaves 115-125).<br>Abstracts in English and Chinese.<br>ABSTRACT (English version) --- p.i<br>ABSTRACT (Chinese version) --- p.ii<br>ACKNOWLEDGEMENTS --- p.iii<br>Chapter 1 --- INTRODUCTION --- p.1<br>Chapter 1.1 --- Background of the Present Study --- p.1<br>Chapter 1.2 --- Purpose of the Study --- p.3<br>Chapter 1.3 --- Significance of the Research --- p.3<br>Chapter 1.4 --- Organization of the Thesis --- p.4<br>Chapter 2 --- LITERATURE REVIEW --- p.5<br>Chapter 2.1

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Moyo, Joseph. "A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa." Thesis, 2010. http://hdl.handle.net/10210/3155.

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M.A.<br>The movement of former township learners to suburban schools has resulted in more non-native learners taking English as a Home Language (EHL). In some suburban schools, the former township learners are now in the majority, with implications for the conceptualization of EHL as a curriculum option. EHL classrooms in suburban schools with a majority non-native English learner population were investigated for their communicativeness. It might be expected that such classrooms will exhibit an affinity with English as a Second Language (ESL) classrooms. Therefore, ESL classrooms, which have a

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Χαϊδογιάννου, Χρυσούλα. "Σχεδιασμός γλωσσικού μαθήματος για μη φυσικούς ομιλητές : εφαρμογή στην Γ΄ και Δ΄ τάξη του δημοτικού". Thesis, 2012. http://hdl.handle.net/10889/5530.

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Αντικείμενο της παρούσας εργασίας αποτέλεσε ο σχεδιασμός του γλωσσικού μαθήματος για τους μη φυσικούς ομιλητές της ελληνικής γλώσσας που φοιτούν στο δημοτικό σχολείο με βάση τον αντίστοιχο σχεδιασμό του γλωσσικού μαθήματος που εκπονήθηκε στο πλαίσιο του Προγράμματος Εκπαίδευσης Μουσουλμανοπαίδων. Αρχικά εντοπίστηκαν και καταγράφηκαν οι κειμενικοί και γραμματικοί στόχοι των σχολικών εγχειριδίων της Γ και Δ τάξης του δημοτικού σχολείου που εκπονήθηκαν στο πλαίσιο του Π.Ε.Μ. Στη συνέχεια έγινε εφαρμογή αυτού του γλωσσικού σχεδιασμού στα σχολικά εγχειρίδια της Γ και Δ τάξης που διδάσκονται σε όλα

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