scholarly journals The Correlation Between Spiritual Practices And Foreign Language Achievements Among Students

2021 ◽  
Vol 58 (2) ◽  
pp. 1885-1895
Author(s):  
Afandi Yusoff, Nik Mohd Rahimi Nik Yusoff Harun Baharudin
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Arabic Language ◽  
Foreign Languages ◽  
Spiritual Practices ◽  
Spiritual Support ◽  
Quantitative Survey ◽  
Research Findings ◽  
Research Implication

Students are often faced with physical and psychological challenges when learning foreign languages. Besides having to need a delineated physical willingness, they also require spiritual support that can improve the accomplishments in that languages. This study aims to identify the levels of spiritual practices and the correlation in students’ achievements in Arabic as a foreign language. This quantitative survey used questionnaires on spiritual practices and end-of-year results of Arabic language. 399 students of Religious Secondary Schools in Malaysia were chosen as respondents. Research findings showed that the level of spiritual practices were high, yet the achievements was moderate. There was a significant correlation between spiritual practices and achievements in Arabic language. The findings indicated that spiritual practices were to help one’s performance in learning foreign languages. Therefore, the research implication is that the absorbance of spiritual practices in curriculum and teachings must be done in order to obtain good Arabic language achievements.

De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 58-71
Author(s):  
Maria Oud-de Glas
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Technical Schools ◽  
Different Types ◽  
Actual Use ◽  
Language Needs ◽  
The University

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation. The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English. The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.

scholarly journals Evaluating Student Mentoring As an Intervention to Support Modern Foreign Language Learning in Secondary Schools in Wales

2019 ◽  
Vol 21 (1) ◽  
pp. 24-45 ◽  
Author(s):  
Sally Blake ◽  
Claire Gorrara
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Curriculum Reform ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
British Council ◽  
Strategic Policy ◽  
Two Phases ◽  
The Impact

Commissioned annually by the British Council, the third Language Trends Wales report (2017) paints a worrying picture for non- indigenous languages in schools in Wales. Between 2002 and 2016, entries for modern foreign language qualifications at age sixteen (GCSE) dropped by 48%. Entries for advanced qualifications (A Level) at age eighteen have seen a similar drop, with the number today now half that of 2005. Funded by the Welsh Government, a student mentoring project is working in Wales to improve the uptake of modern foreign languages at GCSE in schools where uptake is low or in decline. This article evaluates the outcomes of this mentoring project over its first two phases (2015 16 and 2016 17). It analyses this mentoring initiative from two perspectives. Firstly, it examines the project as a strategic policy intervention, targeted at increasing uptake of modern foreign languages at GCSE and supporting curriculum reform in Wales. Secondly, the article assesses mentoring as a personal and professional intervention, supporting the lifelong learning of university students who were trained as mentors to work in secondary schools. By reviewing the impact of the project on both mentees and mentors, the article makes a case for mentoring as an intervention with capacity to build partnerships, broaden horizons and improve attitudes to language learning at a time of uncertainty about the UK's and Wales's place in the world.

scholarly journals The Effectiveness of Gadget in Speaking Arabic as a Foreign Language During the Covid 19

2021 ◽  
Vol 6 (1) ◽  
pp. 39-46
Author(s):  
Mohd Ieruwan Mohamed Mokhtar
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Qualitative Method ◽  
Industrial Revolution ◽  
Theoretical Study ◽  
Native Speakers ◽  
Arabic Language ◽  
Foreign Languages ◽  
Technological Barriers ◽  
Negative Perceptions

In the 4th Industrial Revolution (IR 4.0) era, learning a foreign language including Arabic has continued to become challenging for non-native speakers besides it has been identified as one of the difficult foreign languages around the world, according to the UNESCO report. To overcome this, the contemporary Arabic language students are practically being engaged with different technological gadgets in mastering the language. Nevertheless, the story is different for students facing connectivity and technological barriers. In general, the advancement of technology in line with IR 4.0 has undoubtedly helped in making the learning process more resourceful than usual. The technology equipment has been helping educators to communicate knowledge effectively. The use of technological tools is essential in facilitating learning processes, especially in languages which is a productive skill. However, many parties have been facing challenges of coping with the frequent changes and advancements in technology as it moves fast. Likewise, ethics in education while using these gadgets during the learning process must be observed. As the objectives of this study is to investigate and identify the effects that contribute to the difficulties in learning Arabic, the implementation of technological gadgets in learning a language is significant. It empowers the learners to practice throughout the learning process while addressing their needs. This helps educators change their negative perceptions of teaching the Arabic language as a foreign language by using any technological gadget. This paper is a theoretical study (conceptual) and not a research paper. The methodology used was the descriptive qualitative method.

The Teaching of Science Subjects Through Foreign Languages in Moroccan Secondary Schools: Science Teachers’ Perceptions and Experiences

RELC Journal ◽  
2021 ◽  
pp. 003368822110358
Author(s):  
Salah Ben Hammou ◽  
Abdelaziz Kesbi
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Science Teachers ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Medium Of Instruction ◽  
Language Of Instruction ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Axial Coding

The present study explores Moroccan science teachers’ perceptions of teaching science subjects through foreign languages, mainly French, in Moroccan secondary schools. Seventeen science and technology teachers have been interviewed and data were analysed following the grounded theory methodology. The researcher constructs hypotheses based on data collection and analysis following axial coding. The findings of the study reveal that although science teachers hold positive attitudes towards the change in the language of instruction, they do not agree with the way this new initiative is being implemented. According to them, neither teachers nor students have been prepared to cope with a foreign language as a medium of instruction. They think students’ low French proficiency is the major challenge in this new initiative. Hence, they admit to resorting to the mother tongue to facilitate students’ content learning. Also, they have expressed their dissatisfaction with the prioritization of French as a foreign language and as a language of instruction. Instead, they suggest preparing young generations to switch to English as a medium of instruction through introducing English as a first foreign language at the primary and middle schools instead of French. The study ends up with some implications to overcome the challenges of the new policy.

scholarly journals Developing students’ cognitive and communicative skills when learning foreign languages

2019 ◽  
Vol 69 ◽  
pp. 00037
Author(s):  
Helena Tsoupikova ◽  
Margarita Tsyguleva ◽  
Maria Fedorova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Different Types ◽  
Research Findings ◽  
Independent Work ◽  
Development Of Students

The article is devoted to the problem of forming and improving students’ cognitive skills in connection with development of communicative skills. The aim of the article is to study the effects of designing supporting schemes of different types on development of students’ cognitive and communicative skills in the process of learning a foreign language. The authors summarized research findings on regularities of foreign language learning by university students and revealed conditions of enhancing the effectiveness of this process. The authors have justified the necessity and appropriateness of supporting schemes application when teaching foreign languages that are analogues of inner speech universal subject codes. The authors came to the conclusion that one of the most efficient ways to form and develop students’ cognitive and communicative skills is to involve them in self-education, provide them with an appropriate algorithm of conscious and independent work with information, with each stage being constantly self-controlled.

scholarly journals A case on Thai students in EFL program in Indonesia (learning problems and strategies)

ATTARBIYAH ◽  
2017 ◽  
Vol 27 ◽  
pp. 43
Author(s):  
Hakimee Samalee ◽  
Roko Patria Jati
Keyword(s):  
Foreign Language ◽  
Female Students ◽  
Foreign Languages ◽  
Learning Problems ◽  
Descriptive Data ◽  
Language Program ◽  
English As Foreign Language ◽  
Depth Interview ◽  
Thai Students ◽  
Research Findings

This research aims to investigate Thai students in EFL (English as Foreign Language) Program in Indonesia, focusing on the learning problems and strategies of nine Thai female students who study in English Department of IAIN Salatiga. This study uses descriptive qualitative design. The descriptive data analysis is employed to describe the research findings which are primarily mined from the transcriptions of in-depth interview. The results show that all Thai students have various problems during their study in Indonesia. The complication emerges when they must learn foreign languages and use them to learn at the same time. They must learn language skills (listening, reading, writing, speaking) on one hand and use those skills for practical or functional purposes on the other hand. It seems like one is not yet finished but they have to simultaneously practice it for functional purposes of communicating with the lecturers, understanding the tasks given, etc. We indicated that most strategies used by 6 participants were asking friends instead of teachers. Further, we also found distinct strategies personally preferred by the participants to learn EFL in their convenience.

scholarly journals المستويات اللغوية في المعاجم الحديثة بين المحافظة والتطوّر

Jurnal CMES ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 7
Author(s):  
Megawer Sayyid Megawer Sakran
Keyword(s):  
Foreign Language ◽  
Arabic Language ◽  
Foreign Languages ◽  
Language Level ◽  
Modern Period ◽  
Al Ain ◽  
Colloquial Arabic ◽  
Four Levels ◽  
Modern Arabic ◽  
Classical Arabic

<p>Arabic scholars from the classical to the modern period paid attention to the disciplines of Arabic lexicography. A great attention was given to lexicography, which was fundamentally helpful for active users and speakers of the Arabic language since the era of Khalil bin Ahmad (786 AD) who wrote the Al-‘Ain dictionary to Ahmad Mukhtar Umar's (2003) period with his dictionary Muʻjamu al-Lughah al-‘Arabiyyah al-Muʻāshirah. Modern linguistic studies then produce language levels found in Arabic dictionaries. This level of language is certainly different in the view of Arab lexicographers. Some see it from the perspective of a language level that includes syntax, morphology and phonology, mostly referred to by classical and modern dictionaries. Some others see the language levels typically a variety of languages ammiyyah (al-‘āmmī/colloquial Arabic) and various foreign languages (al-aʻjamī/foreign language). Both of these varieties have seized the attention of Arabic dictionaries through a number of explanations either explicitly or implicitly in these dictionaries. Language levels <br />additionally includes the treasure of language (turāts) literary works are assessed as the basic foundation for language users and reviewers. In addition to turāts, the level of spoken language used daily is also found in Arabic dictionaries. This language level undergoes articulation changes in a number of vocabularies in the form of changes at the vowel marks (charakat). This article outlines these four levels of language by modern Arabic dictionaries which aim to show the extent to which modern Arabic dictionaries make use of the classical Arabic lexicography paradigm and its contribution to the development of descriptions of language vocabulary for current language speakers and modern Arabic dictionary users.</p>

Een poging tot leergangontwikkeling 'Nederlands als vreemde taal voor buitenlandse tieners

1977 ◽  
Vol 2 ◽  
pp. 51-63
Author(s):  
Henny van Egmond-van Helten
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Large Scale ◽  
Industrial Area ◽  
Language Teachers ◽  
Foreign Languages ◽  
Small Scale ◽  
New Words ◽  
French Speaking ◽  
Working Method

In secondary schools in the industrial area in and around Rotterdam an experimental curriculum 'Dutch as a foreign language' for teen-agers is being developed in cooperation with teachers and linguists. The process started in 1975 with: 1. A study of literature (concerning psychology in teaching foreign languages, curriculum development and applied linguistics). 2. Analysis of existing methods 'Dutch as a foreign language'. 3. Visits to secondary schools with so-called international prepa-ratory classes and interviews with the language teachers. The experimental material Starting points were: - the experiences of the teachers - four courses Dutch as a foreign language for adults - one Dutch course for French speaking Belgian teenagers. Each lesson of the experimental material consists of an A-, B- and C- part. The A- part introduces new words and structures, includes exercises and ends with a test. The B- part introduces more words, structures and exercises and also ends with a test. The C- part starts with a dialogue and repeats what is introduced in the A- and B- part in various contexts and in 4-phase drills on tape. The procedure An experiment on a small scale '75-'76. It involved 3 schools, 3 language teachers and 75 students. Ten lessons were designed and then criticized by the teachers and two linguists, before being introduced in the classroom. After that the material was revised with the help of teachers and linguists. Now an experiment on a large scale is in progress. This involves 12 secondary schools, 22 teachers and 400 students of 20 different nationalities. The revised material is printed on loose leaves. - The instruction sheets for the teacher are in pink, explaining the aim of the lesson and giving a working method in three phases: 1. Introduction - with emphasis on visual aspects, 2. Demonstration - with emphasis on oral aspects, 3. Repetition - oral and written assimilation. - The material for the students, on white sheets, has simple illustrations. - The tests are on yellow sheets. As yet little is known about the psychological and linguistic background of Dutch as a foreign language in an environment where Dutch is the only medium of instruction. The teachers and author of this experimental curriculum have not yet been able to find any support from scientific research in this field.

scholarly journals تعليم الحوار بالتمثيل لترقية قدرة الطلبة على التكلم باللغة العربية دراسة تجريبية بمعهد باب النجاح العصري بندا أتشيه

2020 ◽  
Vol 1 (2) ◽  
pp. 85-111
Author(s):  
Zikrullah Nuzuli ◽  
Azman Ismail
Keyword(s):  
Foreign Language ◽  
Social Relations ◽  
Research Method ◽  
Boarding School ◽  
Arabic Language ◽  
Foreign Languages ◽  
Cause And Effect ◽  
Class 1 ◽  
Relationship Of ◽  
The Relationship

The method of dialog (conversational Method) is one method of teaching foreign languages ​​such as Arabic, English, or other languages ​​by directly inviting students to dialogue / speak with the foreign language being taught. Playing drama is one way to make it easier for students to remember Arabic vocab. The conversational method intended here is a way of teaching by dramatizing behavior in the form of social relations. As for the problems that researchers get at the modern Babun Najah boarding school, some students at the Modern Pesantren Babun Najah are less able to understand the language when dialoguing with Arabic with their friends well and it is also difficult to pronounce the Arabic language. From these problems the researcher wants to discuss research entitled "Muhadatsah learning through the dramatization method to improve students' ability to engage in dialogue using Arabic."  The research method used by researchers in writing this thesis is an quasi experiment, this method which launches the design of a study, which aims to examine the relationship of cause and effect to the cause of the phenomenon. The mujtama 'in this study were students of class 1 Aliyah Modern Islamic Boarding School Babun Najah Ulee Kareng where students numbered 151 people, and the sample was class 1 MIA 4 students, amounting to 32 people, viewed from the learning aspects and the results of research has been done on that class is increasing. The Muhadatsah learning through the method of dramatization can improve students' ability in dialogue by using Arabic language because it can be seen through the value of to and it is clear that the value of 22.03% is higher than the percentage value of 5% = 2.04 and 1% 2.75. While the motivation of students in dialogue by using drama achieves excellent value categories.

scholarly journals Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective

2020 ◽  
Vol 8 (4) ◽  
pp. 33
Author(s):  
Mohd Ieruwan Mohamed Mokhtar
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Arabic Language ◽  
Language Teachers ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
And Performance

Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language, especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students’ anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.

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