scholarly journals Research on the formulation and effects of teaching methods that enhance learning motivation in Arabic language

Impact ◽  
2021 ◽  
Vol 2021 (4) ◽  
pp. 22-23
Author(s):  
Akiko Sumi ◽  
Katsunori Sumi

Although Arabic language learners and opportunities for learning the language gradually increased in Japan from 1925 when formal Arabic education began until the beginning of the 21st century, there is little research on Arabic language teaching and learning. To fill this gap, Akiko Sumi, Kyoto Notre Dame University, Japan, is working to better understand the learning environment of the Arabic language and social characteristics of Arabic language learners in Japan. Her ultimate goal is to increase autonomous motivation for Arabic language learning among learners in Japan. Akiko Sumi specialises in Arabic literature and language and is collaborating with Professor Katsunori Sumi of the Graduate School of Engineering, Nagoya Institute of Technology, Japan, who specialises in applied psychology. Together, the two researchers are working to develop a new hypothetical model and refine instructional methods for teaching Arabic language. A psychological element of this work involves assessing the psychological characteristics of Arabic language learners in Japanese universities. The researchers also held an intensive Arabic language camp in Rurikei, Kyoto, at which around 100 students were offered an appropriate environment to support and satisfy autonomy, competence, and relatedness. The researchers are investigating Arabic language learning as part of foreign language learning and second language acquisition, with a keen focus on learning motivation as this is a key factor influencing language learning and teaching.

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.


2015 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Françoise Raby

Abstract Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.


2021 ◽  
Vol 11 (4) ◽  
pp. 579-606
Author(s):  
Raees Calafato

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.


2016 ◽  
Vol 3 (2) ◽  
pp. 196-212 ◽  
Author(s):  
Brian Rubrecht

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.


2012 ◽  
Author(s):  
Kamarul Shukri Mat Teh ◽  
Mohamed Amin Embi ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Zamri Mahamod

Beberapa kajian menunjukkan penggunaan Strategi Pembelajaran Bahasa (SPB) dipengaruhi oleh Motivasi Pembelajaran Bahasa (Oxford dan Nyikos, 1989; Prokop, 1989; Okada et al. 1999). Kertas ini memerihalkan dapatan kajian mengenai penggunaan SPB oleh pelajar bahasa Arab berdasarkan tahap motivasi pembelajaran bahasa. Subjek kajian yang dipilih secara rawak terdiri daripada 457 orang pelajar di 13 buah sekolah menengah agama di Terengganu. Data dikumpulkan dengan menggunakan soal selidik yang diubah suai daripada SILL (Oxford, 1990) dan bahagian soal selidik motivasi daripada Affective Survey (Ehrman & Oxford, 1991). Hasil kajian menunjukkan bahawa tahap motivasi pelajar adalah sederhana dan pelajar bermotivasi tinggi lebih kerap menggunakan SPB berbanding pelajar bermotivasi rendah. Kata kunci: Strategi pembelajaran bahasa; motivasi pembelajaran bahasa; bahasa Arab; sekolah menengah agama A few studies have indicated that use of Language Learning Strategy (LLS) was influenced by language learning motivation (Oxford dan Nyikos, 1989; Prokop, 1989; Okada et al. 1999). This paper reports on one study that sets out to investigate the employment of LLS by students of Arabic language based on level of language learning motivation. A total of 457 students from thirteen Religious Secondary Schools in Terengganu participated in this study. Data was collected by using a questionnaire adapted and modified from SILL (Oxford, 1990) and Language Learning Motivation part of the Affective Survey (Ehrman & Oxford, 1991). The results indicate that students were moderately motivated and language learners with higher level of motivation use LLS more frequently than less motivated language learners. Key words: Language learning strategies, language learning motivation; Arabic language, religious secondary school


2019 ◽  
pp. 138-151

Globalization has entailed a growth in importance of the second/foreign language teaching and learning all over the world with the number of both voluntary and involuntary language learners increasing on daily basis. There is, however,a widely attested discrepancy in actual results achieved by those engaged in second/foreign language learning usually explained by means of invocation of a specialized talent that certain individuals have, whilst others lack. Such a talent is thought to be measurable and the results obtained are regarded as valid predictors of success for intensive foreign language programs. The present article deals with critical appraisal of one of such instruments in terms of both its theoretical and practical validity. A number of points to be addressed for the purpose of the instrument improvement are demonstrated via referral to both basic statistic techniques and scientific consensus in the field of language learning aptitude research.


2021 ◽  
Vol 12 ◽  
Author(s):  
Fan Fang ◽  
Xiaofei Tang

Many studies have explored learner psychology in relation to second language acquisition (SLA) in order to understand the effectiveness and difficulties of language learning. In the last two decades, emotional factors in students' language learning have garnered much attention in the field of SLA. However, more recently, studies have begun to focus on enjoyment and its relationship with anxiety. By collecting data at a provincial key university in southeast China, the study discussed in this paper investigated English major university students' emotions related to learning English. By collecting questionnaire responses from 140 English major undergraduates and conducting interviews with six students, the findings revealed that the participants' levels of foreign language enjoyment (FLE) were significantly higher than their levels of foreign language classroom anxiety (FLCA) and that they experienced FLE more frequently than FLCA. It was also found that the participants' FLE was more related to their teachers and peers and their FLCA was more related to their emotions, such as fear of a negative evaluation and speaking without sufficient preparation. In addition, this study also provides a few pedagogical implications for improving foreign language learning outcomes and teaching efficiency in English teaching and learning.


ReCALL ◽  
2005 ◽  
Vol 17 (1) ◽  
pp. 4-17 ◽  
Author(s):  
UDO O. H. JUNG

A bibliometric approach is used not only to sketch out the development of CALL during the last 25 years, but also to assess the contribution of educational technology to 21st century foreign-language teaching and learning. This study is based on the six instalments of the author’s International (and multilingual) Bibliography of Computer Assisted Language Learning and the 5,301 entries contained therein. The once text-based bibliography has been transformed into a searchable database. Since index terms to describe both the contents and the nature of individual publications have been attached to the bibliographic data, it is now possible to query whether the 25,000 descriptors cluster around certain topics and to depict developments chronologically. The statistical evaluation of a large corpus also avoids the pitfalls of selective interpretation. Recent controversies about the chronologisation of CALL events as well as the internal consistency of such time chunks are addressed. The data suggest that the online/offline divide occurs around 1993 and that the latest additions to the foreign language teacher’s tool box – from e-mails to voicechats – overcome the language acquisition/language learning barrier. New and student-oriented forms of dealing with foreign language learning come to the fore. This has induced some researchers to concentrate on events where conversation breaks down, because learners must then ask for modified input or negotiate the meanings of lexical items. Such a strategy promises success in instructed second-language acquisition. It is suggested, however, that the foreign language teacher’s intervention is a necessary complement to second-language developmental processes. Educational technology may allow the teacher to let nature run its course nowadays. But when nature is unsympathetic to the cause of foreign language learning the teacher must rein in the student’s language acquisition device to protect him or her from certain sanctions the target community holds in store for the unsuccessful learner.


ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 241-258 ◽  
Author(s):  
Ana Niño

AbstractThis paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in the form of translation memories, pre-editing and post-editing), and MT as a “CALL tool”. Subsequently, some of the implications of the use of MT and of free online MT for FL learning are outlined and discussed along with practical examples for language teaching purposes. Finally, qualitative data, drawn from our empirical investigation are presented as synthesized findings pertaining to the perceptions of language learners and tutors in relation to the use of MT and, in particular, free online MT as a language tool.


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