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

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Hadj SAID, Souad. "TEACHING ARABIC TO NON-NATIVE SPEAKERS." International Journal of Humanities and Educational Research 5, no. 02 (2023): 123–33. http://dx.doi.org/10.47832/2757-5403.19.10.

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The demand for learning the Arabic language increases not only from the Muslim learners but also from non-Muslims. The Arabic is asked for economic and politic and many other purposes but the main and the most known reason is to learn more about the Islamic culture. Despite all the efforts being made to achieve and overcome a great level learning and teaching the language this field is still incomplete. Learning Arabic is no longer a question of grammar rules but learning it to be used in different real life and authentic situations. I tried in this research article to emphasize on the most im

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SACI, Dr Djalila. "TEACHING ARABIC TO NON-NATIVE SPEAKERS -TURKISH SPEAKERSA FIELD STUDY ON TURKISH EXPERIENCES." RIMAK International Journal of Humanities and Social Sciences 06, no. 02 (2024): 166–80. http://dx.doi.org/10.47832/2717-8293.28.10.

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This is a descriptive and analytical reading of the problem of teaching the Arabic language to non-native speakers. The focus was on the Turkish environment specifically, in order to present strategies for teaching the Arabic language to non-Turkish speakers and the most important obstacles facing those interested in this subject. The focus of the applied study dealt with the experience of teaching the Arabic language to non-native speakers at In the Faculty of Theology at Eskişehir Osman Gazi University and Sakarya University as a model Through which we examined the efforts made to achieve ef

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Safiya, Solihova Azamatovna. "Teaching Arabic Language to Non-native Speakers." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 1244–45. https://doi.org/10.5281/zenodo.15532093.

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Teaching is not a simple profession. It requires a considerable amount of  Effort and patience. English language is considered to be a lingua franca. English continues its impressive growth as a worldwide language, with an estimated 2 billion speakers worldwide. This includes a significant number of people who have adopted English as a second language, showcasing its expanding influence across cultures. Almost every second persons learns English language but what about Native English speakers? Apart from French and Spanish, Arabic is considered to be challenging  language for them. T

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Saad, Fathinul Fikri, and Omar Ahmed. "The Impact of Transliterative Deductive Method (Hud-Hud) and the Native Arabic Speakers on the Foreign Speakers: A Pilot Study." Jordan Journal for Arabic language and literature 18, no. 3 (2022): 143–66. http://dx.doi.org/10.35682/jjall.v18i3.534.

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There are few studies on the influence of the native Arabic speakers in enhancing the understanding among subjects residing in non-Arabic speaking language utilizing the deductive method in mediating teaching. The study aimed at evaluating the influence of the native speaker on the effectiveness of the “Hud-Hud” deductive teaching style among the non-Arabic speaking in Malaysia. The study was conducted on a selected group of urbanized Malaysians subjects (n=30), who were dichotomized into the control group (n=15) and the test group (n=15). All subjects underwent a-60-hour elementary Arabic tea

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Safitri, Eli, Fatimatuz Zahra, Siti Norazizah та Abul Maali. "نماذج تعليم القواعد العربية للناطقين بغيرها". Shaut al Arabiyyah 11, № 2 (2023): 441–52. http://dx.doi.org/10.24252/saa.v11i2.44122.

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Qawaid learning is one of the most important part in the methodology of learning Arabic. This paper examines the model of teaching Arabic grammar to non-native speakers. In order to know how the teaching process and what are the appropriate Arabic grammar teaching models for non-native speakers and also what solutions are being done so that the goals of teaching Arabic grammar can be achieved. This research is qualitative research with Miles and Huberman model analysis consisting of three flows, namely data reduction, data presentation and conclusions. The results of the study found that learn

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K. M. A. AHAMED ZUBAIR. "Developing a Curriculum for Non-Native Speakers of Arabic: Employing Thuaimah's Model as a Prototype." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 2, no. 11 (2024): 819–28. http://dx.doi.org/10.56778/jdlde.v2i11.231.

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Teaching Arabic to non-native speakers faces various difficulties, such as curriculum design, environment, and other things. Attention should be focused on the design of suitable Arabic language teaching curricula for non-native speakers. Curricula are a vital component in the Arabic language for achieving academic objectives. The researcher aimed to understand the written texts as reflections of the author's ideas by describing and analyzing them. The researcher aimed to understand the written texts as reflections of the author's ideas by describing and analyzing them. This differs significan

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Ismail, Ali Mahmud al-‘Usmu’i, and Intishar Muhammad Qasb. "Ta’zizu Daur al-Muallim ka ’Unsurin Basyari Muhimmin fi Ta’lim al-Lughah al-‘Arabiyyah li Al-Nathiqina bi Ghairiha." Al-Wazan: Journal of Arabic Education 1, no. 1 (2023): 1–15. http://dx.doi.org/10.58223/al-wazan.v1i1.16.

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The future vision of the educational systems concerned with teaching the Arabic language to non-native speakers requires basic skills that must be mastered, such as adaptation, flexibility, accommodating the rapid change in the local and global surrounding environment, the ability to convey ideas by the fastest and most accurate means, and work to develop the capabilities of the teacher and the learner in the educational and learning process, and the absorption of technological means. To develop the competence of the non-Arabic speaking learner and to promote the Arabic language and raise its

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AlAwfi, Ibrahim M. "Teaching Functional Morphology to Non-Native Arabic Learners: A Proposed Conceptualization." Theory and Practice in Language Studies 14, no. 11 (2024): 3515–24. http://dx.doi.org/10.17507/tpls.1411.20.

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This study aimed to identify appropriate morphological subjects for inclusion in Arabic language teaching programs for non-Arabic speakers. Through the development of a functional teaching morphology using a descriptive approach and employing questionnaires as research tools, the author assessed the relevance and precision of proposed morphological topics across beginner, intermediate, and advanced language levels. The research findings confirmed the suitability and significance of these topics for teaching Arabic to non-Arabic speakers. Additionally, a comprehensive proposal for teaching func

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Ashwaq Mohammad Salleh Kenali, Hanan Salleh, Manal Jusoh та Nawal Abdullah. "تحديات التعليم الرقمي للغة العربية بالجامعات الماليزية في زمن جائحة فيروس كورونا". Ulum Islamiyyah 33, S4 (2021): 345–62. http://dx.doi.org/10.33102/uij.vol33nos4.432.

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The goal of the study was to determine the challenges that Arabic language lecturers in Malaysian universities face when teaching Arabic to non-native speakers using digital education during the Coronavirus pandemic, as well as the extent of the effectiveness of digital education in teaching Arabic to non-Arabic-speaking students, and what challenges they face. In order to suit the nature of the research and its objectives, the researchers resorted to employing the descriptive approach based on the identified problem of the study. The current study aims to define and analyze the digital educat

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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 (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 la

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Naji, Mohammed, and Anas Malmus. "Ta’lim Al-Lughah Al-Arabiyah li An-Nathiqin bi Ghairiha Raqmiyan." HuRuf Journal : International Journal of Arabic Applied Linguistic 1, no. 1 (2022): 38. http://dx.doi.org/10.30983/huruf.v1i1.4982.

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<p>This paper seeks to shed light on the extent to which technological applications contribute to improving and improving the process of teaching Arabic to non-native speakers, in addition to measuring the extent to which the field of teaching Arabic to non-native speakers is open to technological developments, by presenting and presenting some digital applications that can be invested in Arabic language classes. For non-native speakers, which aims to improve and renew the process of teaching Arabic to non-native speakers with distinction. Based on the foregoing, this paper stems from tw

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Ibrahim, Mahmoud Thabet. "The Common between Malay Language and the Qur'an A model of curriculum for teaching Arabic to Malay speakers." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 6, no. 2 (2022): 125. http://dx.doi.org/10.29300/im.v6i2.8170.

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AbstractThe Arabic language has a high position in the hearts of Muslims and their conscience, and there is no surprise in that; as it is the language of the holy Quran and the language of the noble hadith that the Noble Prophet uttered, and it is also the language of the honourable people of Paradise, and it is no wonder, then, that Muslims like learning the Arabic language. Study Problem: It is known that teaching Arabic to native speakers is different from the way it is taught to native speakers. It is also known that learning Arabic for Muslims is very important to master the recitation of

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Mohamed, Thalib. "The Significance of the Language Laboratory for Arabic Non-Native Speakers in the Arabic Teaching Institutes of Sri Lanka." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 3, no. 1 (2024): 913–20. http://dx.doi.org/10.56778/jdlde.v3i1.262.

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In Sri Lanka, where Arabic is not a native language, the Establishment of Arabic language laboratories presents significant opportunities for enhancing linguistical proficiency among non-native speakers. This study aims to explore the impact of Arabic language laboratories on language proficiency and cultural understanding among non-native speakers in the Arabic teaching institutes of Sri Lanka and evaluate the effectiveness of technological tools in Arabic language laboratories for facilitating language acquisition among non-native speakers in the Arabic teaching institutes of Sri Lanka. This

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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 (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 Ara

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Abdullah, Rais. "Teaching Media in the Teaching of Arabic Language to Non-Native Arabic Speakers." DINAMIKA ILMU 16, no. 1 (2016): 93. http://dx.doi.org/10.21093/di.v16i1.294.

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ALrbihat, Lubna Ahmad, and Abdelkareem Saleem Alhaddad. "The Impact of Training Program Based on Kagan Structures in Improving the Instructional Competencies Among Non-Native Arabic Language Teachers in Jordan." Journal of Lifestyle and SDGs Review 5, no. 2 (2025): e02640. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe02640.

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Objective: This study aimed to reveal the effectiveness of the training program based on Kagan's structures in improving the teaching competencies of Arabic language teachers for non-native speakers. Theoretical Framework: Through the work of researchers in the field of teaching Arabic for other speakers, they have noted the weakness of Arabic language teachers for other speakers in teaching skills. This requires the design of a training programme to improve teaching skills among teachers and the inclusion of teachers in the atmosphere of successful teaching. Kagan structures are of great impo

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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 (2020): 105–10. http://dx.doi.org/10.31763/ijele.v3i1.157.

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Prof. Dr. Majdi Hinnawi, Assoc. Prof. Dr. Raed Abdel-Rahim, and Mrs. Sinan Azzam. "Effectiveness of Distance E-learning in Teaching and Learning Arabic for Non-Native Speakers: An-Najah's Arabic for Non-Native Speakers Institute as a Model." global journal al thaqafah 13, no. 2 (2023): 179–211. http://dx.doi.org/10.7187/gjat122023-11.

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The current study aimed to explore the effectiveness of distance e-learning in teaching and learning Arabic by non-native speakers at An-Najah's Arabic for Non-Native Speakers Institute. The study adopted a descriptive approach utilizing quantitative and qualitative methods. The study sample consisted of a focus group of students who participated in the distance education course held in the year 2020/2021, the number of which was (20) participants, who were participating remotely in their home countries (Britain, Spain, America, Italy, France, Denmark and Greece). The tools included a set of c

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Toha, Humayro, Rasyid Ridho, and Uril Bahruddin. "Ta`lîm Al-Lughat Al `Arabiat Li Al-Nâtiqîn Bighayrîha Fî Dûi Nazariât Al-Lughawiat Al-Nafsia." JALIE; Journal of Applied Linguistics and Islamic Education 6, no. 2 (2022): 160–83. https://doi.org/10.33754/jalie.v6i2.571.

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A good education is based on appropriate educational theories, but many of those concerned with teaching the Arabic language did not employ these theories in their education process. This research aims to describe two things, (1) psychological theories related to teaching Arabic to non-native speakers, (2) a proposal to employ psycholinguistic theory in teaching Arabic. The research approach is qualitative, with the type of desk study, and the data is taken from books, magazines, and pamphlets related to the subject of the research, which were collected through observations and document studie

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Al, Btoush Hussein Abdul Karim, Rababah Ibrahim Hassan Al, 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 (2020): 135.151. https://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 lear

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H.L.M. Mohideen and A. Abdul Rasheed. "Digitalizing Arabic Teaching for Non-Native Speakers in Sri Lanka: Challenges and Opportunities." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 3, no. 1 (2024): 902–12. http://dx.doi.org/10.56778/jdlde.v3i1.263.

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Arabic is an important language for Muslims, as it is the language of the Quran and essential religious texts. In Sri Lanka, the Muslim community prioritizes teaching and learning Arabic to ensure a deep connection with their faith. Arabic teaching is integrated across various sectors, including Madrasas, schools, universities, and community programs. However, in Sri Lanka, Arabic teaching traditionally depends on conventional methods, but there's a pressing need for digitalization. This study aims to find the challenges associated with integrating digital technologies in Arabic language teach

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Bashori, M., та Syaiful Syaiful. "استخدام أسلوب التعليم للمعلم الناطق الاصلي بالعربية". Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 8, № 1 (2023): 63–75. http://dx.doi.org/10.15642/alfazuna.v8i1.3700.

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Purpose- Each teacher (lecturer) has a characteristic teaching style in the learning process. This study shows that the teaching style used by native Arabic speaking lecturers is a discussion-dialogue style. This can be aligned with the teaching style classification theory, namely the interactional teaching style.  Design/Methodology/Approach- Researchers used a qualitative type method with a field approach. The aim is to describe directly in the field and then write about how to use the teaching style of native speaker lecturers and to review descriptively some of the student's opinions

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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 (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 th

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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 (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 Educat

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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 (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 p

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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 (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 lear

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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 (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

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Salim, Dr Mohammad Salim. "Challenges and Innovations in Teaching The Arabic Grammar to Non-Native Speakers." Integrated Journal for Research in Arts and Humanities 4, no. 5 (2024): 136–47. http://dx.doi.org/10.55544/ijrah.4.5.21.

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This study explores the challenges associated with teaching the Arabic grammar to non-native speakers and highlights educational and technological innovations aimed at improving teaching quality. The first chapter addresses the complexity of the Arabic morphological and syntactic system, the flexibility of syntactic order, and phonetic and orthographic challenges, alongside educational challenges such as curriculum design, teacher training, and assessment difficulties. The study aims to provide practical solutions to enhance the effectiveness of teaching the Arabic grammar through the developm

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Garba, Dr Mahmud Abubakar, та Munir Garba Abubakar. "تأثير المتلازمات اللفظية في تكوين البيئة اللغوية للناطقين بغير العربية". Tasambo Journal of Language, Literature, and Culture 3, № 02 (2024): 359–70. http://dx.doi.org/10.36349/tjllc.2024.v03i02.043.

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The absence of a linguistic environment in foreign language learning poses a significant challenge to achieving educational goals and impacts the effectiveness of students' learning. This article aims to highlight the role of collocations in shaping a linguistic environment for non-native Arabic learners to facilitate the achievement of their learning objectives. The importance of this study lies in clarifying and emphasizing the role of collocations in addressing the deficiency caused by the lack of a linguistic environment in teaching Arabic to non-native speakers, making their expressions m

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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 (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

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Sidik, Jafar, та Lina Husnul Karimah. "دور تعليم اللغة الأم كطريقة تعلم اللغة العربية لغير الناطقين بها". Albariq: Jurnal Pendidikan Bahasa Arab 3, № 1 (2022): 46–60. http://dx.doi.org/10.24239/albariq.v3i1.28.

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Mother tongue is the language that a person acquires when he or she knows a language for the first time. The Mother tongue has a strong influence on the sound formation and word formation in learning other languages. This research using the library research method aims to find out the role of mother tongue teaching that can be implemented as a method of teaching Arabic for non-native speakers. The results of this research found that mother’s tongue teaching can be implemented as a method of learning Arabic for non-native speakers.

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Almelhes, Sultan, Abdulah Alharbi, and Bandar Almailabi. "Factors Affecting Teachers’ Usage of Augmented Reality in Arabic Language to Non-Native Speakers Classroom." Dirasat: Human and Social Sciences 52, no. 3 (2025): 6078. https://doi.org/10.35516/hum.v52i3.6078.

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Objectives: Augmented reality is changing the service sectors, but there is paucity of research on its adoption in the education sector especially for Arabic language to non-native speakers institutes. Moreover, the adoption of augmented reality by teachers teaching Arabic to non-native speakers can help in improving the language learning. Therefore, this research aimed to examine the factors that affect the behavior intention of teachers towards augmented reality and actual use behavior of augmented reality. It could be the most appropriate model to predict technology adoption. Methods: The q

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Sulaiman, Aisha Merghani Abdurrahim. "Usus wa-Ru’á fī Tadrīs al-Lughah al-‘Arabīyah li-Ghayr al-Nāṭiqīna bi-hā". Al-Ma‘rifah 16, № 2 (2019): 205–20. http://dx.doi.org/10.21009/almakrifah.16.02.09.

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The research aims to explain (1) Teaching and disseminating the Arabic language among non-native speakers in a correct way; (2) Teaching language skills in a clear and integrated manner; (3) Choose the appropriate method of teaching; (4) Finding the most effective way to communicate the Arabic language to the whole world; (5) Keep the sounds of the Arabic language as is. Therefore, the researcher presents the problem of this research: the need of non-Arab societies for the Arabic language, and learning them in an often non-systematic way, which led to the spread of the language incorrectly. Th

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Alharizeh, Maram Farhan, and Sani Al Khasawneh. "Multimedia Effectiveness in Developing Arabic Language Listening and Speaking Skills for Non–Native Speakers." International Journal of Early Childhood Special Education 14, no. 1 (2022): 608–27. http://dx.doi.org/10.9756/int-jecse/v14i1.221074.

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The study investigates the Effectiveness of a Multimedia in Developing Arabic listening and speaking skills for the non –native speakers in Amman. To achieve the objectives of the study, a quasi-experimental approach was used, and the sample was chosen purposefully. The study sample consisted of (60) students from the beginners' students of Amiya Center in Amman for the second semester of the academic year 2019/2020. The study sample was distributed randomly in two groups: the experimental group which consisted of (30) students who were taught Arabic using the multimedia, and the control group

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DRAMA, Abdoulaye, and Oumar CISSE. "SPEECH DIFFICULTIES AMONG LEARNERS OF ARABIC TO NON-NATIVE SPEAKERS IN MALI (CAUSES AND SOLUTIONS)." RIMAK International Journal of Humanities and Social Sciences 4, no. 6 (2022): 242–56. http://dx.doi.org/10.47832/2717-8293.20.15.

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The difficulties of pronouncing the Arabic language sounds are one of the biggest and most complex learning problems that the learners of the Arabic language suffer from to non-native speakers of Mali. These difficulties appear in the case of the individual production of Arabic linguistic sounds when teaching because they do not master the articulation of the sounds This study aims to clarify the phonetic problems facing Arabic language learners in Mali during their study of the Arabic language, to identify their causes, and the impact of the mother tongue phonetic on the indoctrination of Ara

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Mahmuddin, Ronny, та Zulfiah Sam. "دراسة تحليلية عن كتاب النحو من سلسلة تعليم اللغة العربية في تعليم القواعد ومهارات اللغة العربية". البصيرة: مجلة الدراسات الإسلامية 2, № 1 (2021): 49–65. http://dx.doi.org/10.36701/bashirah.v2i1.329.

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This research aims to know and describe a good textbook in teaching Arabic language skills, taking into account the teaching of grammatical rules to non-native speakers. As for the type of this research, it is qualitative descriptive research using the office method by analytical study on a textbook "The Grammar Book in the Arabic Language Teaching Series" with finding On resources to collect information. The results of this research indicated that the textbook in the grammar book in the series of teaching the Arabic language is a good textbook for teaching Arabic language skills, taking into

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Ghalyoun, Safa Mohammad Abu, Ahmad Arifin Sapar, and Haji Mohammad Bin Seman. "Teaching Collocations to Non-Arabic Speakers: Challenges and Implications." Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam 7, no. 2 (2024): 252–75. https://doi.org/10.26555/insyirah.v7i2.11101.

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This study delves into the realm of collocations within Arabic language instruction for non-native speakers, focusing on the associated challenges, difficulties in comprehension, and the influence of their rhetorical and metaphorical intricacies on learners' lexical development. It also advocates for the integration of collocations into linguistic lessons. This research is crucial due to the scarcity of comprehensive studies addressing this subject, aiming to fill the existing gap by scrutinizing a problem often overlooked in its entirety. Given its profound impact on the attainment and lingui

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Mashaqba, Bassil, Anas Huneety, Mohammed Abu Guba, and Bara'ah Al-Duneibat. "Production of gutturals by non-native speakers of Arabic." Indonesian Journal of Applied Linguistics 12, no. 2 (2022): 334–47. http://dx.doi.org/10.17509/ijal.v12i2.26143.

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This paper investigates the production of Arabic gutturals by native (NSs) and non-native speakers (NNSs) of Arabic. A total of 40 participants, 20 NSs and 20 NNSs were recruited. 240 tokens were collected using two major methods: free speech and nonsense word testing. Using PRAAT software (version 6.1.01), the tokens were analyzed acoustically to measure F1 and F2 and to signal the (non)significance of the difference between the target groups and auditorily to rate gutturals’ production accuracy by NNSs. F1 and F2 of the vowels neighbouring the gutturals were normalized using the speaker extr

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Dévényi, Kinga. "ثلاث طرائق في تدريس اللغة العربية لغير الناطقين بها [Three Methods for Teaching Arabic to Non-Native Speakers]". Arabist: Budapest Studies in Arabic 11-12 (1994): 183–88. https://doi.org/10.58513/arabist.1994.11-12.10.

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Wahyudi, Imam, та Ahmad Mizan Rosyadi Abdul Jalil Manan. "الكفاءة اللازمة توافرها لمعلم اللغة العربية لغير الناطقين بها". Al-Fusha : Arabic Language Education Journal 2, № 2 (2020): 14–34. http://dx.doi.org/10.36835/alfusha.v2i2.355.

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Teacher is the foundation in teaching and learning process who plays the important roles of primary and secondary elements in learning process. By having experience and competence, a teacher can transfer language to students well. A purpose of learning will not be reached without the role of a teacher with relevant competence. In second language teaching, especially in teaching Arabic to non-native speakers, it requires a professional expert as the purpose of second language teaching will not meet success unless managed by a teacher who has experience, has learned the teaching method, and has

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Al-Busaidi, Fatma Yousuf. "“The Words Disappeared When Faced with Real Life Situations”: Communication Difficulties of Non-Native Speakers of Arabic in the Sultanate of Oman." International Journal of Education 11, no. 2 (2019): 68. http://dx.doi.org/10.5296/ije.v11i2.14616.

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The learning of Arabic as a foreign language (AFL) is increasing around the world. Even so, non-native speakers learners of Arabic face an array of communication difficulties. The present study is intended to explore some of the possible communication difficulties encountered by adult learners of Arabic in the Sultanate of Oman. An interpretive approach was adopted for the study, using in-depth interviewing and participants’ diaries. The findings of the study revealed that non-native Arabic speakers face four distinct difficulties when they attempt to communicate in Arabic. These difficulties

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Prihartini, Yogia, та Hakmi Wahyudi. "Musykilatu al Mudarrisi fī Ta’līmi al Lughati al ‘Arabiyyati bi al Madrasati al ‘Āliyati al Islāmiyyati al Ḥukūmiyyati Jāmbi". Al-Uslub: Journal of Arabic Linguistic and Literature 5, № 01 (2021): 124–63. http://dx.doi.org/10.30631/al-uslub.v5i01.103.

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The teaching profession is considered one of the important professions in any civilized people, and teaching Arabic in a non-Arab environment, as is the case in Indonesia, requires rehabilitation, training, and development. It starts from the previous stage of teaching in the Arabic language departments, whether in the College of Education or the College of Arts in Indonesian universities. During the teacher's work period, he continues to teach this noble language. The reality of teaching Arabic in Indonesia faces many problems, the most important of which are the linguistic weakness of Arabic

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Neissi, Ayad. "Revolutionizing Arabic Language Learning: Innovative Teaching Strategies for Non-Native Speakers." Journal of Humanities and Social Sciences Research 7, no. 1 (2025): 112–19. https://doi.org/10.37534/bp.jhssr.2025.v7.n1.id1287.p112.

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Mei, Li Qing, Suo Yan Mei, and Nazri Bin Atoh. "The Practical Teaching Methods of Arabic Language at female’s Mosque in Henan Province - China." European Journal of Social Science Education and Research 8, no. 3 (2021): 63. http://dx.doi.org/10.26417/708mcp20a.

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Teaching methods for languages especial for Arabic language for non-native speakers always discussed by researchers, and the teaching methods for Arabic language at the female’s mosque of Henan Province, china still based on the traditional method without any update, but no one of researchers focused on this issue. however, this research aims to investigate the teaching method of Arabic language teaching in the female’s mosque of Henan of china to fill up the gap of research filed of teaching Arabic for non-native speakers. The study used the descriptive method to explore new information on Ar

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Wagi Alla, Muna Yousif Mohamed. "Preparing the Arabic Language Teacher for Non-Native Speakers, Following the Experience of the Arabic Language Institute at the International University of Africa." Journal of the College of Education for Women 31, no. 4 (2020): 39–49. http://dx.doi.org/10.36231/coedw.v31i4.1426.

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The study aims to examine the reality of preparing the Arabic language teacher for non-native speakers by presenting the experience of the Arabic Language Institute at the International University of Africa. Thus, it addresses the following questions: How is it possible to invest the long scientific experiences in proposal and experiment preperations to qualify Arabic language teachers for non-native speakers? What is the reality of preparing an Arabic language teacher at the Institute? How did the Arabic Language Institute process teacher preparation? What are the problems facing the preparat

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Musdalifa and Kristiana. "Dirāsah Tahlīliyah Limanhaj Kitāb Ta’lim Allughah Al’arabiah Lilshafi Al ūla Altsanawī Biwizārah Alsyu`ūn Aldīniyah Al Indūnīsiyah ām 2020 alā Daw' Kitāb Ida'āt Limu’alimī Allughah Al’arabiah Lighayri Alnātiqīn Bihā." Mauriduna: Journal of Islamic Studies 3, no. 1 (2022): 73–83. http://dx.doi.org/10.37274/mauriduna.v3i1.552.

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Abstract This study aims to know the extent of the good curriculum standard in the Arabic language teaching book of the Indonesian Ministry of Religious Affairs in 2020 for the first secondary grade by referring to the book “Idoat Limuallimil Luqoh Al-Arabiyyah Li Goiri An-Natiqiina Biha", which is in this book to raise the professional competence of the teacher in teaching Arabic to non-native speakers. And this study adopts the descriptive-analytical approach with a qualitative approach, and the study proved that in the curriculum of the educational book of the Indonesian Ministry of R

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K. M. A. Ahamed Zubair. "An Analysis of Integrating Language Skills in Teaching Arabic to Non-Native Speakers." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 3, no. 6 (2024): 1108–16. https://doi.org/10.56778/jdlde.v3i6.348.

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This study explores the importance of integrating the four language skills- listening, speaking, reading, and writing teaching Arabic to non-native speakers, as opposed to the traditional methods that isolate these skills. The objective of this research is to demonstrate how an integrative approach to language instruction enhances learners’ overall proficiency and communicative competence. Using an analytical survey method, an electronic questionnaire was distributed to 120 students enrolled in the Post Graduate and Research Department of Arabic at The New College, Chennai, India. The findings

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Al-qadi, Nassir Saleh. "Testing the acquisition of English productive and non-productive derivatives by native-Arabic speakers." ITL - International Journal of Applied Linguistics 113-114 (January 1, 1996): 203–20. http://dx.doi.org/10.1075/itl.113-114.01alq.

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Abstract Vocabulary development can be achieved by helping the foreign learner of English to acquire productivity and non-productivity in English derivation. In addition, the English productive derivatives should be given special attention in teaching to and learning by native-Arabic speakers because the Arabic language is a language of derivation and it is highly productive. This paper tests how the adult native-Arabic speakers learning English as a foreign language acquire English productive and non-productive derivatives. This will be done by comparing productivity in standard written Arabi

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H. L. M. Mohideen. "Exploring the Opportunities of Implementing Artificial Intelligence (AI) Technology for Teaching Arabic to Non-Native Speakers: A Theoretical Approach." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 2, no. 10 (2024): 760–67. http://dx.doi.org/10.56778/jdlde.v2i9.225.

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Language is a tool through which humans exchange their ideas and thoughts among themselves. It helps humans express their feelings and needs. Because of the global pervasion of Islam, the Arabic language unites Arabs and non-Arab Muslims under one religion. In Islamic perception, the Arabic language holds vital importance in Muslims' lives. Thus, Muslims consider learning and teaching Arabic in their day-to-day lives. Learning Arabic presents several challenges due to its complex grammar, diverse dialects, unfamiliar script, and significant differences from many other languages in terms of str

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عبدالرازق, صادق د.هلال. "دور النظريات الدلالية في تلبية احتياجات المتعلمين للغات الأخرى العربية نموذجًا". Oriental Renaissance: Innovative, educational, natural and social sciences 5, № 20 (2025): 434–37. https://doi.org/10.5281/zenodo.14879769.

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Since I joined the work in the field of teaching Arabic to non-native speakers, I have been thinking of writing these papers in which I wanted to address the learning problems that confront the learners’ paths, trying to introduce a general vision for the proposed solutions, a vision resulting from practical interaction and personal experience in this field. The question that always arises in my mind is what do learners need to learn a language other than their native language, and in light of the discussion of those needs, should we differentiate between what is called language acquisit

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