scholarly journals AL-MUSYKILÂT AL-TSAQÂFIYAH ALLATÎ TUJÂBAHU MUTA’ALLIMI AL-LUGHAH AL-‘ARABIYAH BI WASHFIHÂ LUGHAH TSÂNIYAH FÎ BILÂD AL-MALÂYÛ

2018 ◽  
Vol 3 (2) ◽  
pp. 196
Author(s):  
Adil Elshiekh Abdalla
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Mother Tongue ◽  
Arabic Language ◽  
Language Group ◽  
Islamic Culture ◽  
Malay Archipelago ◽  
Linguistic Level ◽  
Different Cultures

The Arabic language that Malay learns as a second language belongs to a language group other than that of the Malay language, which is the mother tongue of the Arabic language learners in the Malay archipelago. It is well known that the Linguistic Library was filled with many studies comparing the two languages at the linguistic level, and no study compares them to the cultural level. Therefore, this pioneering study was concerned with a comparison between the two cultural languages. The study adopted a descriptive analytical approach; comparing the Malay and Arabic cultures and describing the differences between them in this field. The method of interviewing Malay students who represented the archipelago region and Arab Arabic teachers was also used to identify the most important problems arising from the different cultures that confront the two parties in Arabic teaching. The findings show that the Malay culture was greatly influenced by the Arab-Islamic culture. But there are differences between cultural manifestation in Arabic and Malay languages that, in turn, give some problems in Arabic teaching and learning in the Malay Archipelago.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

scholarly journals The Impact of E-Learning in Teaching Arabic Language for Non-Native Speakers

2019 ◽  
Vol 8 (2S3) ◽  
pp. 1159-1162
Keyword(s):  
Teaching And Learning ◽  
Analytical Approach ◽  
Technology Development ◽  
Native Speakers ◽  
Language Teaching ◽  
Computer Software ◽  
Arabic Language ◽  
Technology Application ◽  
E Learning ◽  
The Impact

The effect of E-learning and computer software program utilization in the Arabic language teaching among non-native speakers on the students’ achievement in the Malaysian context, was examined in this study. The Malaysian Government’s interest towards Arabic language teaching and learning among the non-native Malaysian speakers, has increased the progress of this teaching. Meanwhile, technological advancements have obliged teachers to employ computer multimedia in reaching some key parameters within the process of education. Challenges that teachers face in information delivery are explored in this study. The application of multimedia in teaching has facilitated teachers in the course outline preparation. Further, technology application in numerous life scopes, teaching included, is essential, especially in Arabic language teaching, specifically for non-native speakers. In achieving the sought after results, inductive analytical approach was used in this study. Considering the nonstop technology development, all the technological aspects of the Malaysian language centers were exploited, especially on the optimal application of present-day E-learning methods. Lastly, several recommendations to expand this technology for easy teaching and learning process were presented in this study

scholarly journals SIMPLIFYING SHARF MATERIALS (EXPERIMENTAL STUDY AT AT-TAQWA ISLAMIC BOARDING SCHOOL, SUKABUMI, WEST JAVA) / تبسيط الـمواد الصرفية (دراسة تـجريبية في معهد التقوى الإسلامي سوكابومي جاوى الغربية)

2021 ◽  
Vol 3 (2) ◽  
pp. 83
Author(s):  
Istiya Rahayu Dwi Parwati
Keyword(s):  
Language Learners ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Boarding School ◽  
Arabic Language ◽  
Qualitative And Quantitative ◽  
Significant Difference ◽  
Short Time ◽  
And Control

This study aims to reveal the need for simplification of Sharf materials for Arabic language learners, what can be simplified, and to test the effectiveness of using simple Sharf materials on the success of Sharf learning. This research used mixed method by combining qualitative and quantitative method to collect the data in order to produce more comprehensive facts and researcher had a freedom to use all data collection tools to get all required data. The findings explained that the simplification of Sharf materials is an effort to facilitate the learning of Arabic language, so that the process of teaching and learning Sharf is easier and could be done in a relatively short time. The materials simplification focused on simplifying classical wazn sharf by only presenting functional wazn-wazn which is widely used in Arabic, namely 31 chapters of wazn fi’il is simplified into 14 chapters, as well as simplifying binyah kalimat from 11 patterns to 5 patterns. The simplification is present as a solution to the difficulty of learning sharf. The result of pretest and posttest showed a significant difference between the experimental and control class, as the result of the gain test, 0.35 for experimental class and 0.14 for control class, which means that the effectiveness level of experimental class is higher than control class.

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
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Autonomous Motivation ◽  
Arabic Language ◽  
Learning Motivation ◽  
Social Characteristics ◽  
Institute Of Technology

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.

scholarly journals How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?

2019 ◽  
Vol 2 (2) ◽  
pp. 36-43
Author(s):  
Silvanos Chirume
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Policy Formulation ◽  
School Level ◽  
Mathematics Attitudes ◽  
Language Group ◽  
Attitudes Towards Mathematics

This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.

scholarly journals تعليم وتعلّم القواعد العربية الأساسية عبر المدونة العربية القرآنية (Teaching and Learning Arabic Grammars by Quranic Arabic corpus)

2019 ◽  
Vol 16 (3) ◽  
pp. 1-36
Author(s):  
عاصم شحادة علي ◽  
ربيعة الفاطمة الزّهراء بنت رشيد
Keyword(s):  
Computational Model ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Arabic Language ◽  
Web Based ◽  
Holy Quran ◽  
The Holy Quran ◽  
The Relationship ◽  
Computer Studies ◽  
Grammatical Structures

يعد القرآن الكريم من مصادر المعرفة، وقد تولدت منه فروع واسعة؛ إذ نُزل القرآن الكريم باللغة العربية، ولا يوجد خيار آخر لإتقان المعرفة الواردة فيه إلا من خلال تعلم اللغة العربية. تهدف هذه الدراسة إلى بيان مفهوم المدونة العربية القرآنية ومكوناتها، والكشف عن علاقة تعلم اللغة العربية بالقرآن الكريم، وبيان كيفية تعليم وتعلم القواعد العربية الأساسية عبر المدونة العربية القرآنية، وستتبع الدراسة المنهج الوصفي والتحليلي. إن وجود العلاقة بين اللغة العربية والقرآن الكريم، يدفع الطلبة المتخصصين في اللغة العربية أن يربطوا اللغة العربية بالقرآن؛ لذلك نرى أن المدونة العربية القرآنية تساعدهم على فهم القواعد القرآنية بطريقة مثيرة للاهتمام. في نظرة شاملة يمكن أن نستنتج أن المدونة العربية القرآنية هي واحدة من أهم الأدوات الحسابية التي تم إنتاجها في خدمة اللغة العربية؛ حيث توفر للمتعلمين ما يحتاجون إليه في مجال اللغة واللغويات والدراسات الحاسوبية، كما تمهد الطريق للباحثين لدراسة الهياكل المورفولوجية والنحوية من خلال دراسات الحوسبة العميقة للقرآن. الكلمات المفتاحية: المصرف القرآني، نموذج حاسوبي، المدونة العربية القرآنية، المعجم القرآني. Abstract The Holy Quran is a source of knowledge and it has generated wide branches of knowledge. The Holy Quran was revealed in Arabic. Hence, there is no other option to master its knowledge except by learning the Arabic language. This study aims at explaining the concept of the Arabic Quranic Corpus and its components, revealing the relationship between learning the Arabic language and the Holy Quran, and showing how to teach and learn basic Arabic grammar through the Quranic Arabic Corpus. The study will follow the descriptive and analytical approach. The existence of the relationship between the Arabic language and the Holy Quran prompts Arabic learners to associate Arabic with the Qur'an. Therefore, we see that the Quranic Arabic Corpus helps them to understand Quranic rules in an interesting way.  In a comprehensive view, we can conclude that the Arabic Quranic Corpus is one of the most important web-based medium produced to serve the Arabic language. It provides learners with what they need in the field of language, linguistics and computer studies, and paves the way for researchers to study morphological and grammatical structures through technology with detail description of grammars. Keywords: Quranic Treebank, Computational Model, Arabic Quranic Corpus, Qur’anic Dictionary.

scholarly journals إعداد مواد تعليم اللغة

Studi Arab ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 189-222
Author(s):  
Miftachul Taubah
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Learning Systems ◽  
Official Language ◽  
Teaching Language ◽  
Teacher Student ◽  
Systems Learning ◽  
Linguistic Level ◽  
Education Process

In this article, we will discuss some of the preparations that must exist in meeting the criteria for making good textbooks to support Arabic language learning. We know from this article that preparation of language teaching materials consists of several elements: 1) Teaching material was created to complement the three elements of learning: teacher, student and subject of learning, 2) Distinguish between teaching language as a mother tongue and a second language, 3) The location of the textbook in the education process, 4) The language that must be taught is the official language of Arabic, 5) Linguistic level in education, 6) The selected text must match the theme, 7) Intermediary language, 8) Students and learning objectives, 9) Culture in languages, 10) Some basics of preparing a book, 11) Building books: unit systems, learning systems, unit and learning systems, and narrative systems, 12) Some companion books, 13) supporting elements in understanding textbooks: teacher guides and dictionaries.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2022 ◽  
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future r

scholarly journals Analisis Kontrastif Proses Morfofonologi Bahasa Jawa dan Bahasa Arab

2018 ◽  
Vol 2 (2) ◽  
pp. 175
Author(s):  
Muhammad Afif Amrulloh
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Mother Tongue ◽  
Arabic Language ◽  
Language System ◽  
Foreign Language Learners ◽  
Java Language ◽  
Library Research ◽  
The Difference ◽  
Communication Needs

Mastery of a foreign language is very important. The increasingly close relations between nations requires the availability of foreign language skills to meet communication needs. Moreover, there are often difficulties or difficulties experienced by foreign language learners with a mother tongue background who have a language system that is not the same as a foreign language system. The purpose of knowing the process morfofonemik in the Java Language and the Arabic language. Types of library research or library research, which takes a data source in the literature. This study includes the type of qualitative research. The research explained the data and then analyzed systematically. The results and findings of the study that the process of morphophonology in the Java language occur because of the appearance of phonemes, pelesapan phonemes, leaching phonemes and shifting phonemes. Whereas in Arabic occurs phonemeal dissolution, phoneme changes, the addition of phonemes and shifting phonemes. The equation of the process morfofonemik between the two languages, namely the same-the same happened phoneme dissolution, while the difference is in the Arabic language does not occur appearance and leaching phonemes as in the language of Java. Implications this study has contributed to the ease of learning in the mastery of foreign languages by learners of a foreign language, namely Arabic.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

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