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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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Sulaiman, Aisha Merghani Abdurrahim. "Usus wa-Ru’á fī Tadrīs al-Lughah al-‘Arabīyah li-Ghayr al-Nāṭiqīna bi-hā." Al-Ma‘rifah 16, no. 2 (October 30, 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. The results show that (1) Learners of the Arabic language in general, their education must be based on confirming the four language skills and their learners from non-native speakers in particular, it must be trained and practiced on these skills; (2) There is no complete and imperfect teaching method, but it is the educational position that imposes a certain type of method; (3) Some learners of the Arabic language who are not their children have reached a stage of mastery that may exceed their children. This is due to his keen desire to learn it. (4) The teacher of the Arabic language for non-native speakers of it must be broad-educated, familiar with the cultures of the people who study Arabic, to know the differences between the voices of the Arabic language and the sounds of the learner’s mother language, as well as the significance of the vocabulary that differs from one people to another.
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Mahmuddin, Ronny, and Zulfiah Sam. "دراسة تحليلية عن كتاب النحو من سلسلة تعليم اللغة العربية في تعليم القواعد ومهارات اللغة العربية." البصيرة: مجلة الدراسات الإسلامية 2, no. 1 (April 27, 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 account the teaching of grammar rules to non-native speakers, and the quality of this book is as follows: (For the first) this book uses the direct method in teaching Arabic language skills, taking into account the teaching of grammar rules to non-native speakers, (second) this book uses the audio-verbal method with a multiplication of mechanical exercises through listening and speaking, in order to form the habit of students while learning the grammar rules Through Alsaqq, (the third): This book uses the inductive method, which is the method that made the dialogic text the focus of language activities in speech or reading related to grammatical rules, with the use of the three language exercises based on the axial or reciting text, which are the (mechanical), semantic and communicative exercises, taking into account Theoretical grammar and (Fourth) Use the communicative method in teaching Arabic language skills, taking into account the teaching of grammar.
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Omari, Fatima Mohammad Amin. "Teaching Syntax for Non-Arabic Speakers." Procedia - Social and Behavioral Sciences 185 (May 2015): 388–91. http://dx.doi.org/10.1016/j.sbspro.2015.03.436.
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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 (June 7, 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 are categorized as: putting thoughts into words, maintaining continuous speaking, pronunciation-related issues and applying grammar in their speech. These findings call for improved teaching programs, bridging the gap between classroom teaching activities and authentic life situations and the placing of parallel emphasis on both standard (written) Arabic and vernacular spoken Arabic in its different contextual communities. It is recommended that more studies investigating the dichotomy between colloquial Arabic varieties and standard Arabic should be undertaken.
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Wahyudi, Imam, and Ahmad Mizan Rosyadi Abdul Jalil Manan. "الكفاءة اللازمة توافرها لمعلم اللغة العربية لغير الناطقين بها." Al-Fusha : Arabic Language Education Journal 2, no. 2 (September 4, 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 full comprehension in the characteristic of language he teaches.Therefore, the competence of Arabic teacher to non-native speakers is compulsory to have for anyone who teaches the language. There are at least three competences to have by an Arabic teacher to non-native speakers including, first, academic competence, that covers the language mastery learned for approximately four years during undergraduate study and includes the branches of linguistics, like Grammar, Morphology, Phonology, etc;. Second, professional education competence, that includes understanding and mastering various methods and teaching strategies of second language, learning children-related fundamental theory, like Education Psychology, Developmental Psychology, Education Evaluation, etc; and, Third, culture competence.
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DRAME, Abdoulaye. "SCHOOL DICTIONARY FOR TEACHING ARABIC TO NON-NATIVE SPEAKERS AT BASIC LEVELS IN MALI." RIMAK International Journal of Humanities and Social Sciences 03, no. 03 (March 1, 2021): 221–31. http://dx.doi.org/10.47832/2717-8293.3-3.19.
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School dictionary is one of the tools for language teaching to foreigners. It provides the foreign learner with linguistic vocabulary along with its etymological, social and figurative meanings. It develops his communication skills, especially if the dictionary is designed for foreigners, written according to the standards and principles of language teaching to non-native speakers; it contains words that correspond to the age and age group, and to the objectives of Arabic language teaching. These words feature social and cultural meanings, general information, local and Arabic civilizational expressions. The dictionary has structures, expressions and words that meet the linguistic, cultural and scientific needs of learners suitable for their age, cultural and scientific level.
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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 Arabic and standard written English through contrastive analysis. The concept of contrastive analysis (CA) is initially called upon the fact that Arabic is a language of productive derivation while English is a language of more than one source of word-formation; borrowing, compounding and derivation. Moreover, productivity in English is not high. Secondly, morphology is subject to avoidance phenomenon by foreign learners. Hence, the predictive value of CA and also its testing in this paper should be very helpful for English teachers to native-Arabic speakers learning English and other foreign learners, language acquisition researchers, applied linguists, methodologists and textbook-writers.
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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 (December 28, 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 preparation of the Arabic language teachers and the most important training mechanisms used in that Institute?What problems faced the implementation of the experiment of preparing an Arabic language teacher at the language Institute? To present the experiment, the study used the descriptive method. The study is important for program planners of higher education studies, course designers, and for people interested in teaching strategies and teacher training. It also provides Arabic language teachers for non-native speakers to diploma institutions. The study has found that the university experiment is distinguished as it adopts the practical track to form the cumulative experience that helps to solve teacher preparation problems.
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العصيمي, عارف بن شجعان. "معايير تقييم معلمي اللغة العربية لغير الناطقين بها." Al-Ma'rifah 15, no. 02 (October 20, 2018): 73–94. http://dx.doi.org/10.21009/almakrifah.15.02.04.
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The aim of this research is to understand and establish criteria for evaluating the performance of the Arabic teacher for non-native speakers. The standards of learning foreign languages ​​and integrating them into the curriculum and its applications in the field of language education. The researcher also pointed to the most important standards in the field of teaching Arabic to non-native speakers. In order to achieve the objectives set for this study, the researcher followed the descriptive method based on the development of the data required to answer the questions of the study describing the phenomenon under study and derived and analyzed to reach tangible results. The researcher chose this approach because it is comprehensive and provides the researcher with a lot of information about the phenomenon and its relevance to the subject studying.
The researcher concluded from this study the results of the most important of which is to prove the role of the educational assessment of the teacher of the Arabic language for non-native speakers and how to achieve the goals of education effectively and strive to provide him with what helps to reflect his ideas abstraction and transfer it to knowledge and planning and application in the best ways to modify the environment of education and the need for educational renewal The need to evaluate the teacher according to basic and functional standards in the educational process such as ACTFI standards, CEFR standards, TESOL standards, Stralah AFMLTA. The need for teaching Arabic language curricula for non-native speakers to the development and activation.
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Dajani, Basma Ahmad Sedki, and Fatima Mohammad Amin Omari. "A Critical Study of Three Textbooks for Teaching Arabic to Non-native Speakers." Procedia - Social and Behavioral Sciences 114 (February 2014): 476–81. http://dx.doi.org/10.1016/j.sbspro.2013.12.732.
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السلمي, ميمون بن أحمد. "تقويم متعلمي اللغة العربية لغير الناطقين بها في ضوء الكفايات المطلوبة منهم." Al-Ma'rifah 15, no. 02 (October 20, 2018): 49–72. http://dx.doi.org/10.21009/almakrifah.15.02.03.
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The improvement of Non native Arabic learners and the required adequacies needed for improvement are linked, also with the outcomes and previously stated adequacies; hence the effect of these adeqaucies or ineffect are built upon the improvement of the learners.
The outcome of this study is to famaliarise ourselves with the required adeqaucies needed to ground a Non native Arabic speaker in the language, the methods used for improvement in the light if these adequacies, for this a descriptive method of research was used.
The research concluded: The goal of teaching the Arabic Language to Non native speakers was grounding them in the adequacies of linguistics, communication, culture, with a concordance between learner improvement according to the previously mentioned three adequacies, language activities playing a role in appraisals and enhancement of the adequacies, and examinations of all kinds being a part of learner improvement and not the only method used in development.
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Haial, Dr Ahmed Hussien. "The impact of Linguistics In teaching Arabic language." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 1 (December 1, 2017): 135–52. http://dx.doi.org/10.36473/ujhss.v223i1.322.
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Almost linguistics and language approach differ from those defined by the global history of linguistic studies, Including Arabic linguistic studies, I decided that the language linguistics subject of scientific study material, In this lesson linguistic began nearly shoved another contributed to the breadth of the research department, Accordingly God widened cognitive extents in most universities in the world, and its impact in the overall Linguistics Humanities. The pedagogical and teaching aids frontrunner in this effect, and as the teaching language is situated in the heart of the pedagogical department. It was the linguistics major impact on the development of Arabic language teaching, both speakers in Arab universities and secondary schools, or for non-native speakers.
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Mohamed Zawahir, Mohamed Nafeel. "Problems of Teaching Arabic to Non-Native Speakers in Religious Schools in Sri Lanka." IJAS: Indonesian Journal of Arabic Studies 3, no. 1 (May 7, 2021): 37. http://dx.doi.org/10.24235/ijas.v3i1.8168.
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Elbasre, Hidaya Tag Elasfia Hassan. "Teaching Arabic to Non-Native Speakers between Communication and Pragmatics:Qualitative Approach in Light of the Common European Framework of Reference for Teaching Foreign Languages." Journal of the College of Education for Women 32, no. 2 (June 28, 2021): 55–65. http://dx.doi.org/10.36231/coedw.v32i2.1490.
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This research is qualitative in nature. It aims to investigate descriptively, analytically, and comparatively the modern AK model represented by the Sudan Open University Series, and the European framework, the common reference for Teaching Foreign Languages, to uncover what was achieved in them in terms of communication and language use. Accordingly, an integrated, multi-media approach has been adopted to enable the production and reception activities, and the spread of Arabic in vast areas of the world. Such a spread helps Arabic language to be in a hegemonic position with the other living languages. The study is based on getting benefit from human experiences and joint work in the field of teaching Arabic to non-Arabic speakers to meet the needs of learners. Such knowledge helps to overcome the pragmatic dimension dilemmas, and the duality between formal and colloquial, leading as a result to have a global recognition of its outputs. The study revealed the importance of building the communication and pragmatic capabilities of language learners since they both represent the life and vitality of language. It further necessitates rebuilding curricula and updating them in a way that makes communication and the use of language a reality. The research recommended eliminating any difficulties that face the Arabic language learner from the non-speakers, by making use of what was provided by the Common European Framework of Reference for Teaching Foreign Languages.
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القرني, عبد الرحمن بن عبد الله. "أثر استخدام القصة الإلكترونية في تنمية مهارات الكتابة الناقدة لدى متعلمي اللغة العربية الناطقين بلغات أخرى." Al-Ma'rifah 15, no. 01 (April 20, 2018): 91–109. http://dx.doi.org/10.21009/almakrifah.15.01.06.
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This research aims to help teachers identify the methods of how to develop critical writing skills among students enrolled in the second level of the Bachelor program which is offered by the Institute of Teaching Arabic to non-native speakers at Umm Al-Qura University. The research also aims at investigating the effects of using electronic story in developing Critical writing skills and keep pace with modern trends that rely on the use of technology in the development of critical writing skills.
Research Problem: Lack of use of modern technology in developing the critical writing skills in addition to the lack of use of other skills related to the critical writing such as inference, investigation ,conclusion, observation and evaluation in writing.
Research Methodology: The researcher used a semi-experimental approach.
Results:The research is resulted in creating a list of critical writing skills which is suitable for the second level of students enrolled in the Bachelor's program which is designed to prepare teachers of Arabic language to teach non-native Arabic speakers. There is a remarkable result also exist here, which is the effective impact on the use of electronic story in teaching non-native students enrolled in the Bachelor program of Arabic language teachers. Also, There are statistically significant differences at (0.05) among the average scores of the Arabic-speaking learners whose first language is not Arabic. These differences are between the control group and the experimental group in favor of the experimental group when testing the skills of critical writing.
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البار, ابتهال محمد. "تعليم النحو العربي لغير الناطقين بالعربية على ضوء نظرية تشومسكي." Al-Ma‘rifah 15, no. 1 (April 20, 2018): 57–73. http://dx.doi.org/10.21009/almakrifah.15.01.04.
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This research aims to study the concept of transformational-generative grammar by Noam Chomsky as well as the foundation of this theory and its actional principles in terms of language acquisition, and try to use the theoretical data in teaching Arabic grammar to non-native Arabic speakers. This can be done by using the analytical descriptive approach. This research is considered important because it deals with a modern linguistic theory which has a scientific value in the modern language lesson and employs it in the field of teaching Arabic grammar. The study has benefited from data of the transformational-generative grammar in the case of coping with teaching the rules of Arabic grammar to answer fundamental questions, which are: what are the foundations of transformational-generative grammar theory? What are the rules of transformational in Arabic grammar? What are the benefits of the transformational-generative grammar theory non-native Arabic speakers? The research concluded that the conscious practice of language takes place from a constructional point of view within the meaning and not just to the practical. Second language learner must be familiar with the vocal, and grammatical system in order to be able to practice the language with its rules. Finally, the aim is not to limit the linguistic attitudes in the educational process; as the generative grammar believes that a person has a tremendous ability to produce unlimited linguistic patterns of limited linguistic elements.
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Husein, Sudi Yahya, and H. Djuaini. "TAHSIN AL-ADA’ AL-TA’LIMI LI MUDARRISI AL-LUGAH AL-ARABIYAH LI GAIRI AL-NATHIQINA BIHA." El-Tsaqafah : Jurnal Jurusan PBA 18, no. 2 (December 30, 2019): 115–30. http://dx.doi.org/10.20414/tsaqafah.v18i2.1852.
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This articleaims to answer the following questions. (1)What isthe educational performance in teaching Arabic to non-native speakers? (2)What is the scope of educational performance in teaching Arabic to nonnativespeakers? (3) What requires educational performance in teachingArabic to non-native speakers? To reach the objectives of the interview, theresearcher used the descriptive analytical method, starting from gatheringinformation and data about the concept of the educational process and itselements, then analyzing and arranging them according to the requirementsand the research hypothesis. After presenting and analyzing, the researcherobtained the results of this research as follows: (1) It defines the concept ofeducational performance, but it revolves around three things, namely: theeffort and the teacher performing the system, the rules, and the scope ofthe performance work. (2) The scope of educational performance is all theperformance of the teacher in the educational field, from mastery and masteryof teaching methods, teaching methods and educational material, knowledgeof individual differences for learners, classroom management, calendar andmethods of performance. (3) That a well-performing teacher is the one whoperformed his educational tasks according to educational standards, who isable in education and has the ability to awaken the attention of learners andraise their motivation towards learning and achieving educational goals, andhas a positive impact personally and professionally for his children learners.
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Saleh bin Ayad al - Hagory, Saleh bin Ayad al Hagory. "False Friends in Foreign Language Teaching and Learning: Arabic as an Example." journal of king abdulaziz university arts and humanities 26, no. 2 (February 10, 2018): 145–89. http://dx.doi.org/10.4197/art.26-2.8.
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This research aims at discussing the false friends in teaching and learning Arabic. This is shown by means of a theoretical approach which explicates the false friends concept origin, and types . It also presents the western implication of the false friends, their origin in the languages, as well as their influence upon teaching and learning a language. The research then presents an applied approach of those false friends in five languages, compared to the Arabic language, namely: Urdu, Indonesian, Turkish, Malay, and Hosa based on the analytical descriptive approach. The false friends are mostly common among languages that have relationship –or from the same language family- and are less common in the diverged languages. Furthermore, false friends emerged as a result of borrowing among languages, by hairing an effect on teaching Arabic to non-native speakers of Arabic in five languages.
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Talqis Nurdianto and Noor Azizi bin Ismail. "Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 1–22. http://dx.doi.org/10.14421/almahara.2020.061.01.
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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government.
Keywords: CEFR, Arabic learning.
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Roslan, Nur Najhah Akmal, and Muhammad Sabri Sahrir. "The Effectiveness of ThingLink in Teaching New Vocabulary to Non-Native Beginners of the Arabic Language." IIUM Journal of Educational Studies 8, no. 1 (October 7, 2020): 32–52. http://dx.doi.org/10.31436/ijes.v8i1.274.
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Low proficiency in the Arabic language, specifically in vocabulary learning, has been a long-standing issue for non-native Arabic speakers. Traditional language pedagogy, such as chalk and talk and memorization, continues to be a widely-known cause of low proficiency that affects 21st century students. Thus, this study sought to investigate the effectiveness of using ThingLink, an interactive image annotation tool, as an intervention to teach Arabic vocabulary to beginners of the language at a public university in Malaysia. The study adopted a pre-experimental design, i.e., the pretest-posttest one group design, involving 30 students who were beginners of Arabic. The Vocabulary Knowledge Scale (VKS) and a modified TAM questionnaire were utilized to examine ThingLink’s effectiveness in three aspects, i.e., perceived usefulness, perceived ease of use and students’ vocabulary achievement. The data were analyzed descriptively and with a paired samples t-test. The results showed a statistically significant increase in vocabulary achievement among the subjects, but the effect of the intervention was only moderate at Cohen’s d = 0.42. The subjects rated ThingLink positively on both usefulness and ease of use, although their endorsement of the app’s ease of use was higher than their rating of its usefulness. The subjects’ reactions to ThingLink indicate that it is an effective tool for language teachers and students to use. The results of the study support the use of ThingLink as language learning app capable of meeting the needs and goals of 21st century education.
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Al Masaeed, Khaled, Naoko Taguchi, and Mohammed Tamimi. "Proficiency effects on L2 Arabic refusals." Applied Pragmatics 2, no. 1 (March 10, 2020): 26–53. http://dx.doi.org/10.1075/ap.19007.mas.
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Abstract This study examined the relationship between L2 proficiency and (1) appropriateness of refusals, (2) use of refusal strategies, and (3) multidialectal practices in performing refusals in Arabic. Using a spoken discourse completion task (spoken DCT), data were collected from 45 learners of Arabic at three different proficiency levels and from 15 Arabic native speakers. The situations used in the spoken DCT varied in power and social distance (i.e., refusing a friend’s request to lend money, refusing a neighbor’s request to lend a car, and refusing a boss’s request to stay late to work extra hours). Findings generally revealed a positive relationship between proficiency and L2 Arabic learners’ appropriateness, use of refusal strategies, and multidialectal practices in their refusals. However, results showed that native speakers solely employed spoken Arabic (i.e., the dialect), while learners relied heavily on Modern Standard Arabic. Analysis of refusal strategies showed that native speakers tended to provide vague explanations in their refusals except when refusing the neighbor’s request, whereas the learners preferred to provide specific reasons for their refusals. Moreover, advanced-level learners were substantially verbose; as a result, their refusals could be perceived as lecturing or criticizing their interlocutor. This paper concludes with implications for researching and teaching L2 Arabic refusals with special attention to multidialectal practices.
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السلميِّ, ياسر بن عبد العزيز بن عوض. "تَوَقُّفُ فَهْمِ نصوص الوحي على معرفة العربيَّة أمثلة تطبيقية على المستويات الأربع: (الصوت والبنية والتركيب والدلالة)." Al-Ma'rifah 15, no. 02 (October 20, 2018): 95–117. http://dx.doi.org/10.21009/almakrifah.15.02.05.
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This article reports the significance of Arabic phonology, morphology, syntax and semantics in understanding the texts of The Holy Quran and the Prophet Mohammed’s says (peace be up him). It presents a variety of phonological, morphological, syntactical and semantic examples to illustrate their significance to correctly understand the meaning of the holy texts. It was concluded that it is very vital to put all these four linguistic levels in the consideration to understand the correct interpretation of the texts especially when it comes to teaching Arabic to non-native speakers
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Huneety, Anas, Bassil Al Mashaqba, Majed Al-Quran, and Jehan Hishma Mail. "Stress production by Cebuano learners of Arabic: A metrical analysis." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 517–25. http://dx.doi.org/10.17509/ijal.v9i3.23201.
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Stress is one of the most neglected components of the Arabic language in classrooms (Lin, 2018; Ryding, 2013).This study is devoted to analyzing stress production in Arabic as produced by Cebuano learners in order to highlight the challenges so that teachers can address them in the best way. The data have been examined within the metrical theory of word stress elaborated in Hayes (1995). A sample of 100 words has been considered, spoken by six non-native speakers of Arabic, three females and three males, whose first language is Cebuano, the national language of the Philippines. Data analysis shows that native Cebuano speakers have an iambic foot, where the foot involves left-to-right parsing, satisfies the End Rule Right Principle by which the main stress lands on the head of the rightmost visible foot, and imposes a weak ban on the degenerate foot. Intriguingly, foot iambicity observed in the produced words is regarded as a reflection of the speakers’ source language (L1) that has an iambic foot. Arabic words spoken by Cebuano non-natives conform to the bimoraic condition for the minimal phonological word that takes the primary stress, and is repaired only through vowel lengthening; whereas gemination, as a main strategy for creating bimoraicity, is totally absent. Similarly, vowel lengthening is seen as a transfer effect of L1, where stress always attracts a long vowel. The results point to the great importance of prosody in teaching Arabic as a foreign language, since prosodic features significantly contribute to the communication intelligibility.
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Hanifah, Dita. "The Foundations in the Development of Educational Materials for the Arabic Language for Non-Native Speakers/الأسس في تطوير المواد التعليمية للغة العربية لغير الناطقين بها." IJ-ATL (International Journal of Arabic Teaching and Learning) 1, no. 1 (August 23, 2018): 52–60. http://dx.doi.org/10.33650/ijatl.v1i2.283.
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As well know together, teaching learning material improvement is one of the studying processes in acheaving certain educator target. This mean for creating an effective success teaching learning as the chose aim. Spiritual elements must be focused on Arabic language teaching material improvement. Because the students are creatures having sense of feeling. Like wikes, culture elements have an important role in developing teaching material in order that Arabic language can be accepted by the students. And futher Arabic language education graduate is as society's demand.كما لا يخفى علينا، أن تطوير المواد التعليمية هي أحد من عملية التعليمية للحصول على أفضل نتيجة ممكنة من حالة تعليمية معينة، فهو يهدف إلى جعل التعليم ذو فعالية، بمعنى النجاح في الوصول إلى المؤمل إنجازه، وفعال بمعنى الاستخدام الأمثل للموارد المتاحة والزمن.وارتبطت الأسس النفسية بالمواد التعليمية للغة العربية لكون الطفل كخلق ذي شعور وعاطفة. وللثقافة قيم خالدة ونتائج قيمة ولها دور هام في تطوير المواد التعليمية للغة العربية، ذلك كي تقرب اللغة العربية من نفوس الطلبة ويستجيبون بمتطلبات المجتمع الذي يعيشونها فيما بعد.
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Mardliyyah, Aisyam. "The Implementation of Arabic E-Learning through Arabic-Online.net." LISANIA: Journal of Arabic Education and Literature 4, no. 1 (June 22, 2020): 37–48. http://dx.doi.org/10.18326/lisania.v4i1.37-48.
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This study aims to describe Arabic-Online.net and to find out how it is used in the implementation of Arabic learning. Applying a qualitative approach, this research was of literature study. The main object is e-learning site i.e. Arabic-Online.net which can be accessed openly to learn Arabic. Further, this study found that Arabic-Online.net is an Arabic learning model provided to non-native speakers, which is offered by the Saudi Electronic University. Its teaching is based on the General European reference framework by using four language skills and the main components in Arabic. There are 16 levels in the stages ranging from beginner, elementary, intermediate, upper intermediate, advanced, to mastery which contain as many as 796 main interactive videos, 12.000 audio files, 6.320 images and 10.076 exercises. Each level consists of 6 modules (units), each of which includes 24 lessons. E-learning implementation using Arabic-Online.net is conducted in the form of blended learning.
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Abd ElGadir, Ibrahim Babikir Elhag. "The Role of Educational Tools and Aids in Teaching and Learning Arabic Language and Its Basics Skills for Non-Native Speakers." Al Hikmah International Journal of Islamic Studies and Human Sciences 4, Special Issue (June 28, 2021): 334–52. http://dx.doi.org/10.46722/hkmh.4.si.21l.
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All Praises to Almighty Allah, who created the heavens and the earth, made the darkness and light. He is the Allah who guides whomever he wants and deviate from right path whomever he wants and that person will not find a guardian for himself better than Allah. In addition, blessings and peace be upon the most honorable creation of Allah, our master Muhammad bin Abdullah, and upon his beloved family and devoted companions, and upon those who followed them with gracefully until the Day of Judgment. Non-Arabic speaking students face multiple problems in learning basic skills of the Arabic language. Many of them do not have the necessary competencies in mastering and practicing Arabic language skills. Recent studies and research have proven that language skills play a large and important role in this era, where social and technological communication tools have developed surprisingly. Although the skills affect each other, many students face problems and difficulties in linguistic communication with others as well as how to choose sentences and structures and understand the meaning. The researcher believes that the difficulty of learning basic skills in the Arabic language is because of the lack of accurate use of educational aids and their proper employment in teaching skills, especially speaking skill. As well as the accuracy of presenting and displaying it to the students, so that it positively affects the students' minds and their level of understanding and thinking. So that the teacher can reach out to the desired results that he seeks to achieve. Among the matters related to the subject of teaching and learning skills (which calls for finding solutions and addressing them) is represented in the misconceptions and the negative perception of the teacher towards educational aids and neglecting their use. In addition to the inability of some teachers to how to use the tools and methods of optimal use during the educational process and to employ their characteristics and advantages to teach skills. Each educational method has its own characteristics and advantages that distinguish it from others, especially modern educational methods that have a great ability to motivate and inspire students and to grab their attention and encourage them to teach and learn the Arabic language and its skills.
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Al-Assaf, Dalal Moh'd. "Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic." Journal of Language Teaching and Research 12, no. 3 (May 1, 2021): 444–51. http://dx.doi.org/10.17507/jltr.1203.15.
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This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.
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Belmihoub, Kamal. "Language attitudes in Algeria." Language Problems and Language Planning 42, no. 2 (June 21, 2018): 144–72. http://dx.doi.org/10.1075/lplp.00017.bel.
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Abstract This article examines language attitudes among Algerian first and second year engineering students at an Algerian university. A sample of 101 participants responded to a 51-item questionnaire. The results of the questionnaire showed a strong preference of Modern Standard Arabic (MSA), English, and French by native speakers of Algerian Arabic (Derja). Native speakers of Tamazight (a Berber language) preferred MSA, English, French, and Tamazight. Participants were divided on many questions regarding MSA and Tamazight. It was also found that respondents favored English as a useful vehicle of economic opportunity and knowledge transfer. An overwhelming majority of respondents viewed multilingualism in Algeria positively. Interestingly, both Derja and Tamazight native speakers unanimously rejected promoting Derja to an official political status, and they indicated support for the teaching of English and French in school. Possible motives behind the attitudes are discussed and implications are suggested.
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Alghamdi, Ayman, and Eric Atwell. "Constructing a corpus-informed list of Arabic formulaic sequences (ArFSs) for language pedagogy and technology." International Journal of Corpus Linguistics 24, no. 2 (August 5, 2019): 202–28. http://dx.doi.org/10.1075/ijcl.16088.alg.
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Abstract This study aims to construct a corpus-informed list of Arabic Formulaic Sequences (ArFSs) for use in language pedagogy (LP) and Natural Language Processing (NLP) applications. A hybrid mixed methods model was adopted for extracting ArFSs from a corpus, that combined automatic and manual extracting methods, based on well-established quantitative and qualitative criteria that are relevant from the perspective of LP and NLP. The pedagogical implications of this list are examined to facilitate the inclusion of ArFSs in the process of learning and teaching Arabic, particularly for non-native speakers. The computational implications of the ArFSs list are related to the key role of the ArFSs as a novel language resource in the improvement of various Arabic NLP tasks.
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Yitzhaki, Dafna. "Attitudes to Arabic language policies in Israel." Language Problems and Language Planning 35, no. 2 (October 12, 2011): 95–116. http://dx.doi.org/10.1075/lplp.35.2.01yit.
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The paper reports the findings of a survey study which examined attitudes towards a range of language policies for the Arabic language in Israel. Arabic is an official language in Israel as a result of a Mandatory Order (1922) which dictates comprehensive Hebrew-Arabic bilingual conduct by state authorities. In practice, Arabic’s public position in Israel is marginal, and Hebrew is the dominant language in Israeli public spheres. Arabic speakers, a national indigenous minority, and Jewish immigrants from the Former Soviet Union, form the two largest language-minority groups in Israel. The study explored attitudes concerning (1) the use of Arabic in three public domains (government services, public television, and teaching of Arabic in Jewish schools), (2) a Hebrew-Arabic bilingual model, and (3) a multilingual model addressing language minorities in Israel in general. Respondents were 466 university and college students, Jews and Arabs, divided into five subgroups along linguistic, ethnic and religious lines. The main findings indicated (1) a clear hierarchy of language policy domains among all five subgroups, with ‘government services’ being the most favored domain; (2) a tendency among Jewish respondents to favor a multilingual policy over a Hebrew-Arabic bilingual one; and (3) a language minority element (non-native Hebrew speakers), overshadowed by the ethnic-religious (Jewish-Arab) element.
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Jenkins, Sulaiman. "Examining the (im)mobility of African American Muslim TESOL teachers in Saudi Arabia." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 157–75. http://dx.doi.org/10.1386/tjtm_00005_1.
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Abstract Through the lens of raciolinguistics, this nascent study examines the mobility/immobility of two African American Muslim TESOL teachers (AAMTT) working in the Saudi Arabian higher education (HE) context. The data were collected through interviews and autobiographies in order to examine the participants' lived experiences and their stories. It also explores the paradoxes, tensions and duplicities in treatment experienced by these two TESOL teachers while teaching English as a foreign language (EFL) in Saudi Arabia. These teachers moved to the Gulf region with diverse forms of cultural, symbolic, linguistic, economic and social capital, including being 'native speakers' with excellent command of the English language, identifying (and being identified) with the culture of hip hop and Hollywood (which is replete with famous African Americans), and representing American ideals of individualism, freedom of expression, open mindedness and upward mobility. Conversely, navigating through Saudi Arabia, these AAMTT have also experienced marginalization by consistent questioning of their national origins, failure to secure employment or being flatly rejected due to colour, and scepticism by students and administrators about the level of linguistic competence, accent, rhetoric and accuracy in delivering English lessons. Likewise, subscribers to the Islamic faith, their lofty expectations of what life would be like in the Gulf have been further complicated by experiences of direct and indirect racism (a direct contradiction of Islamic teachings of universal inclusion), and they have also striven to learn the Arabic language to gain religious and social capital while simultaneously fending off perceptions that Arabic speakers cannot be 'native speakers' of English. Therapeutically, the researcher reflects on his own experiences with transnationalism as well as the experiences of these two TESOL teachers and their struggles with constantly re-conceptualizing identity and self as new challenges present themselves in the Saudi Arabia. The paradox of possessing the cultural tools for mobility while also having features that hinder mobility is explored and the researcher discusses the strategies ultimately adopted and employed to navigate living in the Gulf.
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Permana, Farid. "REFLEKSI DAURAH TADRIBIYAH DI UNIVERSITAS UMM AL QURA MEKKAH SAUDI ARABIA." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 3, no. 1 (March 20, 2020): 91. http://dx.doi.org/10.35931/am.v3i1.201.
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Almost of all universities in Saudi Arabia have Arabic learning program for non Arab student, one of them is Arabic language institute for non Arabic speakers at Umm Alqura university in Mecca. As a holders responsibility for developing and expanding the Arabic language, this Institute in collaboration with the kingdom of Saudi Arabia has implemented a training program to strengthen Arabic learning for Islamic boarding school teachers, teachers and Arabic lecturers from Indonesia and Senegal.on 13 Shawwal - 20 Dzulqaidah 1439 coincides with June 28 - August 4, 2018. The various learning activities in this program include Arabic language, Islam and cultural insights that designed professionally. Based on the author's observations during became a participant in this program 2018. It’s can be a very good reflection for developing Arabic learning programs in Indonesia, especially from attitude aspects, and teaching management. The author also recommends Arabic educators in Indonesia to take part in the Daurah to enrich Arabic learning techniques.
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Elyas, Tariq, and Noor Motlaq Alghofaili. "NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 27. http://dx.doi.org/10.25134/erjee.v7i2.1773.
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In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��
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Long, Michael H., Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee, and Payman Vafaee. "A micro process-product study of a CLIL lesson l." Instructed Second Language Acquisition 2, no. 1 (March 16, 2018): 3–38. http://dx.doi.org/10.1558/isla.33605.
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We begin by comparing two models for the simultaneous teaching of language and content: immersion, and content and language integrated learning (CLIL). Following a brief summary and critique of research on CLIL, we describe a micro process-product laboratory experiment with young adult native speakers of Arabic for whom English was the L2. The same fifteen-minute lesson about an amateur anthropologist’s alleged discovery of a hitherto unknown indigenous tribe in the Amazonian jungle was delivered by nine surrogate teachers to nine groups of four surrogate students in three baseline English native speaker groups, three baseline Arabic native speaker groups and three CLIL groups. Findings on language use in the nine lessons are related to content learning and vocabulary knowledge. The short-term, artificial nature of the study precludes generalisations to real CLIL programs, which was not our intention. Rather, we wish to suggest that process-product laboratory studies of larger scale and longer duration, paired with classroom studies employing a similar design and research methodology, offer a useful approach to identifying strengths and weaknesses of CLIL programs largely ignored to date.
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Alharbi, Lafi. "Local and ENS Rating of EFL Composition." ITL - International Journal of Applied Linguistics 123-124 (January 1, 1999): 79–124. http://dx.doi.org/10.1075/itl.123-124.04alh.
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Abstract This paper reports on an empirical examination of the effect of instructors' formal training, professional experience, culturo-linguistic background, and exposure to the local context on the evaluation of EFL composition. A total of 106 English-native and Arabic-native instructors, with varying academic training, teaching experience, and exposure to the local context of EFL instruction, evaluated the language, the contents, and the rhetorical structures of two EFL compositions - written by Arabic-native speakers - using 10-point scales. Findings show that instructor's culturo-linguistic background was evidently the most influential factor on the evaluation of EFL composition. Instructor 's exposure to the local Arabic context of EFL instruction testified to confirm this effect. With respect to the effect of instructor's teaching experience on the evaluation of EFL composition, the findings reveal that expe-rienced instructors appear to be more rigid in their evaluation of EFL composition than their less experienced counterparts. The effect of instructor's formal training on the evaluation of EFL composition is generally inconsistent.
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Abdul Ghani, Mohammad Taufiq, and Wan Ab Aziz Wan Dau. "Arabic for Tourism Purpose Via Web-Based Learning." International Journal of Modern Languages And Applied Linguistics 2, no. 1 (June 4, 2018): 6. http://dx.doi.org/10.24191/ijmal.v2i1.7501.
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The use of technology is not a new phenomenon in education nowadays. There are numerous research on learning through technology which is deemed to result in a more effective, interesting and dynamic teaching and learning process. This project discusses the potential of an educational website for learning Arabic for tourism purpose in higher educational institution. The educational website was designed for non-native Arabic speakers, specifically diploma students of MARA Poly-Tech College (KPTM), Kota Bharu, Kelantan. This website was developed by using the Grav CMS® platform, along with implementation of the ADDIE instructional design model. The website was designed based on the needs, opinions, and suggestions obtained from the participants involved in this study which are tourism students studying Arabic. The study found that a majority of the students have positive response towards learning Arabic language for tourism purposes through a website. It is claimed to increase the students’ desire and motivation to learn Arabic provide them with the opportunities to practice self-learning.
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Suleiman, Mahmoud. "Standards of Teaching Vocabulary in Arabic Language Instruction Programs for Non-native Speakers in Light of Semantic Field Theory." International Journal of research in Educational Sciences 02, no. 02 (March 1, 2019): 85–122. http://dx.doi.org/10.29009/ijres.2.2.3.
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Alkhalaf, Mohamad. "A Proposed Vision for designing the Phonetic System in the Curricula of Arabic language Teaching to Non-Native Speakers." darulfunun ilahiyat 32, no. 1 (June 2, 2021): 147–77. http://dx.doi.org/10.26650/di.2021.32.1.832960.
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Lanteigne, Betty, and Peter Crompton. "Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts." Research in Language 9, no. 2 (December 30, 2011): 29–50. http://dx.doi.org/10.2478/v10015-011-0018-9.
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This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating “because of you” positively, and communicating “because of you” negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.
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Basa, Ali, Intan Afriati, and Fadhilah Fadhilah. "استخدام كتاب العربية بين يديك بالمدخل الإتصالي بدار اللغة العربية بندا أتشيه." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 10, no. 2 (January 31, 2021): 178. http://dx.doi.org/10.22373/ls.v10i2.8818.
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Many factors influence the success of learning Arabic for non-native speakers. One of the textbooks is the Al-Arabiyyah Baina Yadaik book. Darul Lughah Al-Arabiyyah Banda Aceh uses this book in learning four language skills and their elements with a communicative approach. This research focuses on learning Arabic using the “Al-Arabiyyah Baina Yadaik” in Darul Lughah Al-Arabiyyah Banda Aceh. This research is descriptive, where the data is collected through interview and documentation. The resource persons in this study were the Director and one of the teachers at Darul Lughah Al-Arabiyyah Banda Aceh. The result shows that: The process Arabic teaching learning uses direct methods, where the teacher and students communication in Arabic, again the teacher encourages students to be involved in the Arabic learning process. In addition, The teacher is in use himself to speak Arabic with the student outside the classroom. The teacher explains the Arabic language skills learning material and its elements well and uses many exercises to master the materials being studied.