فاعلية نموذج بايبي البنائي في تنمية مهارات الاستماع والتحدث لدى متعلمي اللغة العربية الناطقين بغيرها = The Effectiveness of Constructivist Bybee Model on Developing Listening and Speaking Skills for Non-Native Speakers of Arabic Language Learners

2017 ◽  
pp. 165-196
Author(s):  
فاتن عطية محمد العربي ◽  
شاكر عبد العظيم محمد قناوي ◽  
صفاء عبد العزيز محمد سلطان
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Arabic Language ◽  
Listening And Speaking ◽  
Speaking Skills

scholarly journals A guide to use flipped classroom strategy to develop speaking skill for Arabic language learners for non-native speakers the high level : دليل إرشادي لاستخدام استراتيجية الفصل المقلوب لتنمية مهارة التحدث عند متعلمات اللغة العربية للناطقين بغيرها للمستوى المتقدم

2020 ◽  
Vol 4 (40) ◽  
Author(s):  
Wafaa Hafez Alayaidi, Bayan Nair Alsubhi
Keyword(s):  
Language Learners ◽  
Flipped Classroom ◽  
Performance Indicator ◽  
Native Speakers ◽  
Arabic Language ◽  
Speaking Skill ◽  
High Level ◽  
The Voice ◽  
Descriptive Method ◽  
Speaking Skills

The aim of the current research is to prepare a guide to develop speaking skills for Arabic language learners of non-native speakers with using a flipped classroom strategy, where it included an introduction and the goal of that guide, and profile of the strategy and implementation steps, and also included three of the speaking skills that necessary to teach Arabic language to non-native speakers it is a skill of fluency - and the skill of varying the tone of the voice – and the skill of body language, each skill has its own performance indicator, and the researcher has used the descriptive method, and to achieve this objective the researcher used questionnaire tool for the guide to make sure it is usable, and the sample amounted to (7) specialists in teaching Arabic language and teaching Arabic language to non-native speakers, then the opinions of the arbitrators were statistically treated using percentages and all of them agreed on the validity of that guide with proposed amendments .

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals [The Effect of Using The Thinking out Loud Strategy to Improve Speaking Skills I Have Arabic Language Learners in Malaysia] Athar istikhdam al-tafkir bi sawt ‘al fi tahsin maharat al-tahaddath lada muta‘allimi al-Lughah al-‘Arabiyyah fi Malizyya

2018 ◽  
Vol 18 (1) ◽  
pp. 71-93
Author(s):  
Siti Salwa Mohd Noor
Keyword(s):  
Language Learners ◽  
Traditional Method ◽  
Arabic Language ◽  
Control Group ◽  
Thinking Aloud ◽  
Speaking Test ◽  
Speaking Skill ◽  
Experimental Group ◽  
Speaking Skills ◽  
Thinking Out Loud

This study aimed to identify the effect of using thinking aloud strategy to improve speaking skill among learners of Arabic language in Malaysia. To achieve the objectives of the study, several Arabic language learners from University Sultan Zainal Abidin (UniSZA) in Malaysia have been chosen to participate in this study. The study sample consists of (30) students, they are then divided into two groups; the first experimental group consists of (15) students studied the Arabic language using the thinking aloud strategy, and the control group consists of (15) students studied using traditional method of teaching. A test has been used in this study; the test speaking skills (pre and post). Results of the study indicate significant differences at (α=0.05) due to the instruction strategy used in favour of those taught through thinking aloud strategy in the speaking test.   Keywords: Thinking Aloud Strategy, Speaking Skills, Arabic Learners.   تركز هذه الدّراسة على معرفة أثر استخدام استراتيجية التفكير بصوت عال في تحسين مهارات التحدث لدى متعلمي اللغة العربية في ماليزيا. ولتحقيق أهداف الدّراسة اختارت الباحثة متعلمي اللغة العربية في جامعة السلطان زين العابدين في ماليزيا ليكونوا ميدانًا لتجربة الدّراسة. وقد تكونت عينة الدّراسة من (30) طالبًا وطالبة، موزعين على مجموعتين؛ تكونت المجموعة الأولى من (15) طالبًا وطالبة درسوا مادة اللغة العربية باستخدام استراتيجية التفكير بصوت عال، وتكونت المجموعة الضابطة من (15) طالبًا وطالبة درسوا المادة بالطريقة الاعتيادية. واستخدمت الدّراسة اختبار مهارات التحدث (القبلي والبعدي). وقد أسفرت النتائج عن وجود فروق ذات دلالة إحصائية عند مستوى (α=0.05) لصالح المجموعة التجريبية التي استخدمت استراتيجية التفكير بصوت عال في اختبار مهارات التحدث.   كلمات مفتاحية: استرتيجية التفكير بصوت عال، مهارات التحدث، متعلمو اللغة العربية

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

scholarly journals البيئة اللغوية العربية في تعليم اللغة العربية لغير الناطقين بها

2017 ◽  
Vol 2 (1) ◽  
pp. 28-41
Author(s):  
Mabruroh Maburoh
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Language Skills ◽  
Arabic Language ◽  
Hard Work ◽  
The World ◽  
Language Environment

Arabic is a language studied in various parts of the world. Learning Arabic is not an easy one, but it takes hard work from various parties, wether from the teacher or students. Especially if the Arabic language learners are not from native speakers, of course this will be a tough challenge for an Arabic teacher. The existence an Arabic language environment will greatly help learning Arabic for non-native speakers, either in their own learning or in improving language skills. The Arabic environment consists of two types, namely the formal Arabic environment and the non-formal Arabic environment. Each of them play a very important role in learning Arabic, inside or outside the classroom, because everything around the student, whether audio or visual, will greatly influence the success of learning Arabic. So, it is very important for researchers to know about what is the Arabic environment and what is the role in helping Arabic learning for non-native speakers.

scholarly journals COLLABORATIVE LEARNING TO ENHANCE ARABIC SPEECH SKILLS AMONG STUDENTS OF BACHELOR’S DEGREE (ISM) IN ARABIC LANGUAGE WITH EDUCATION AT SULTAN IDRIS EDUCATION UNIVERSITY

2021 ◽  
Vol 58 (2) ◽  
pp. 1854-1860
Author(s):  
Saipolbarin Ramli Et al.
Keyword(s):  
Collaborative Learning ◽  
Native Speakers ◽  
Positive Impact ◽  
Field Studies ◽  
Arabic Language ◽  
Bachelor's Degree ◽  
Before And After ◽  
Arabic Speaking ◽  
Speaking Skills

Collaborative learning refers to learning activities that involve two or more people who learn something together. This learning requires no teacher supervision and is not structured. This is the opposite to the cooperative learning where the role of the teacher as facilitator is to structure and monitor group activities to achieve their objectives. This study aimed to identify the issues faced by the students of bachelor’s degree (ISM) in Arabic Language with Education at Universiti Pendidikan Sultan Idris (UPSI) to master Arabic speaking skills. This study also aimed to analyze the effectiveness of collaborative learning to enhance speaking skills and to analyze the degree of differences in the speaking skills before and after the implementation of collaborative learning. This quantitative study used a questionnaire and diagnostic test involving 29 Arabic language student respondents of the second semester in UPSI. In addition to conducting field studies, this study also made references to books, journals and theses on speaking skills and collaborative learning. The findings showed that collaborative learning methods could help students improve their proficiency in speaking Arabic. The results of this study are expected to have a positive impact and contribute to the teaching pedagogy of Arabic speaking skills for non-native speakers.

scholarly journals تعليم اللغة العربية للناطقين بغيرها بين الأغراض الخاصة وأغراض الحياة: مقاربة نظرية وتطبيقية وآفاق مستقبلية/Teaching the Arabic Language for Non-native speakers in between Special and General Life purposes: A theoretical and applied approaches, and future

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Rijan Abduh Obeidat ◽  
Mohammed, A. Al-Qudah
Keyword(s):  
Field Study ◽  
Language Learners ◽  
Analytical Methods ◽  
Ad Hoc ◽  
Native Speakers ◽  
Language Teaching ◽  
Detailed Comparison ◽  
Arabic Language ◽  
Teaching Programs ◽  
Research Centres

ملخص البحث: يهدف هذا البحث إلى إجراء مقارنة تفصيليّة بين تعليم اللغة العربية للناطقين بلغات أخرى، للأغراض الخاصة، وتعليمها لأغراض الحياة (الأغراض العامة)، مع إجراء دراسة ميدانية على عينة من متعلمي العربية من غير الناطقين بها، في مركز اللغات في جامعة اليرموك للوقوف عند مدى قدرة الطلبة على تحديد الغرض من تعلّمهم للغة العربية، وتحديد حاجاتهم لها. وقد اُعتمد في البحث على المنهج الوصفي التحليلي المستند إلى دراسة تطبيقية تعتمد على استبانة محدَّدة الأسئلة. وكان من أبرز النتائج التي توصّل إليها البحث: غياب الاستراتيجية العربية الموحَّدة على غرار الاستراتيجية الأوروبية في تعليم اللغات الحية (ومنها العربية)، وغلبة الرؤى الفردية التي يقدّمها دارسون مختصون، أو مراكز بحثية صغيرة، فيما يتعلق بالجانب النظري والتطبيقي على صعيد بناء البرامج، وغياب الجهود الجماعيّة المتكاملة التي تراكم الخبرات وتستفيد منها، والقصور الواضح في الدراسات التطبيقية التي تقدّم برامج لتعليم العربية لأغراض خاصة، والتداخل بين المفهومات الاصطلاحية، ولاسيّما العربية للحياة والعربية لأغراض خاصة، وغلبة الطابع الاجتهادي لبرامج العربية لكافة برامج تعليم العربية لغير الناطقين بها، نتيجة غياب الاستراتيجية العربية الموحدة. الكلمات المفتاحية: الناطقين بلغات أخرى-العربية للحياة-العربية لأغراض خاصّة-الفروق.   Abstract The study aims at conducting a detailed comparison between the teaching of Arabic language for non-native speakers for special and general purposes. A field study was conducted on a sample of non-native Arabic language learners at the Languages Center at Yarmouk university to identify the learners’ ability to determine their purpose and need of studying the Arabic language. The descriptive analytical methods were used in the applied part of the study through a limited number of questionnaires. The most salient conclusions  of the study are: lack of unified Arab strategy similar to European strategy for teaching live languages (including Arabic); dominance of individual visions, provided by specialized scholars or small research centres, concerning theoretical and applied aspects on creating programs as well as the lack of integrated and collective efforts that accumulate experiences to benefit from them; the clear shortage in applied studies that offer programs for teaching Arabic, for special purposes; overlapping between concept to understand teaching Arabic for life and Arabic for special purposes; dominance of ad hoc approach in Arabic language for all Arabic language teaching programs for foreigners, as a result of the lack of unified Arab strategy. Keywords: teaching Arabic language, non-native speakers, special purposes, life purposes.   Abstrak Kajian ini bertujuan membandingkan di antara mengajar bahasa Arab kepada bukan penutur asli untuk tujuan umum dan khusus. Satu kajian lapangan telah dijalankan terhadap pelajar-pelajar bukan Arab di Pusat Bahasa Universiti Yarmouk untuk mengenalpasti kebolehan mereka untuk menentukan tujuan dan keperluan mempelajari bahasa Arab. Metod deskriptif dan analitikal digunakan untuk bahagian practical kajian melalui agihan soal selidik. Di antara dapatan terpenting kajian ialah: kekurangan strategi bersama Arab yang serupa dengan strategi negara Eropah untuk mengajar bahasa hidup (termasuk bahasa Arab) ; penguasaan visi individu yang diberikan oleh pakar atau pusat-pusat kajian yang kecil berkenaan aspek-aspek teori dan praktikal dalam membuat program juga kekurangan kerjasama untuk memanfaatkan pengalaman masing-masing sebaik mungkin; kekurangan yang jelas dalam kajian gunaan yang menawarkan kursus-kursus dalam pengajaran Bahasa Arab untuk tujuan khas; pertindihan di antara konsep untuk memahami pengajaran bahasa Arab untuk tujuan kehidupan dan khas; banyaknya pendekatan tidak terancang dalam program pengajaran Bahasa Arab kepada bukan Arab kerana ketiadaan inisiatif strategik untuk mengisi jurang tersebut. Kata kunci: Pengajaran Bahasa Arab – bukan penutur Arab asal – tujuan khas – tujuan kehidupan  

scholarly journals Fostering Learners’ Language Proficiency in Oral Class: A Lesson Plan for Integrated Instruction of English Listening and Speaking Skills

2020 ◽  
Vol 9 (1) ◽  
pp. p1
Author(s):  
Wenjin Qi ◽  
Yan Liu
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Lesson Plan ◽  
Target Language ◽  
First Year ◽  
Language Fluency ◽  
Integrated Instruction ◽  
English Major ◽  
Listening And Speaking ◽  
Speaking Skills

This paper aims to foster language learners’ English proficiency by means of integrated instruction of listening and speaking skills in English oral class. It develops a comprehensive lesson plan from the selected textbook, which is applied to first-year English-major students in a northern university in China. The findings of the study are that students’ language accuracy and metacognitive awareness would be significantly improved through perception practice in the listening process. In addition, sufficient input previous to listening exercises enables students to produce spoken output more effectively and efficiently. An integrated lesson plan, emphasizing both English listening and speaking skills, helps language learners in improving language fluency and complexities, and eventually in enhancing their pragmatic competence to develop into strategic listeners and competent speakers in the target language.

scholarly journals MODERN VIEWS ON TEACHING LANGUAGE THROUGH LITERATURE

2019 ◽  
pp. 138-145
Keyword(s):  
Language Learners ◽  
Communication Skills ◽  
Language Skills ◽  
Current Paper ◽  
Teaching Language ◽  
Basic Language ◽  
Language And Communication ◽  
Literature Class ◽  
Listening And Speaking ◽  
Speaking Skills

The current paper aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and supporting the potential values of literature in enhancing language and communication skills for the language learners in our times. The research is in its quest for the issues on how to effectively teach communication skills in a literature class as well as how to develop students’ inspirations in studying literature. Moreover, the work studies specific features of the use of different techniques and activities to develop speaking skills by using literature texts at practical English lessons.

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