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 .

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 Students' Self-Assessment of Arabic Speaking Skill

2021 ◽  
Vol 3 (02) ◽  
pp. 185
Author(s):  
Matrokhim Matrokhim
Keyword(s):  
Language Learners ◽  
Arabic Language ◽  
Moderate Level ◽  
Self Assessment ◽  
Speaking Skill ◽  
Speaking Performance ◽  
Arabic Speaking ◽  
Speaking Skills

Abstract: This study was aimed at determining students’ self-assessment of their Arabic speaking skills. The data was gathered through distributing speaking rubric to 92 Arabic language learners. The rubric was adapted from Cherice Montgomery and was consisted of six aspects of speaking, namely pronunciation, fluency, vocabulary, content, accuracy, and comperehension and startegic competence. The data was analysed using Winstep to determine their self-assessment of speaking and how they perceive those six aspects of speaking skills. The result showed that the students identify their speaking performance as moderate level. The Wright Map revealed that content was the most difficult aspect of speaking, while pronunciation was the easiest aspect of it.

scholarly journals The Significant Connection between Communicative Competence and Cognitive Ability in Speaking English of English Debating Team

Humaniora ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 149
Author(s):  
Prima Dona Hapsari ◽  
F.A. Wisnu Wirawan
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Quantitative Research ◽  
Communicative Competence ◽  
Qualitative And Quantitative ◽  
Depth Interview ◽  
Speaking Skill ◽  
English Speaking ◽  
Descriptive Method ◽  
Speaking Skills

The purposes of the research were to find out whether the communicative competence in English speaking skills had a significant relationship with students' cognitive abilities was English speaking skill the most important achievement. How cognitive abilities and communicative competencies in English speaking skills were managed for the primary purposes of the English debating team. This research combined both qualitative and quantitative research. It used a descriptive method by distributing questionnaire, doing a survey, using observation, and doing an in-depth interview as the methods to collect data. The informants were twelve students who participated in the national teams of English Debating Championship of Institut Seni Indonesia Yogyakarta from 2013-2017. The results of this research reveal that there is a significant connection between communicative competence and cognitive ability in which cognitive ability has an important impact on thinking, critical analysis, and creativity. Furthermore, cognitive ability gives a direct influence on communicative competence in speaking English. This communicative competence is reflected in the ability to produce critical-intellectual andcommunicative-factual sentences in doing the analysis and giving the argumentation.

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 البيئة العربية ودورها في تنمية مهارة الكلام ( دراسة متعددة في معهد الأمانة الحديث كريان سيدووارجو و معهد دار الحكمة الحديث تاوانج ساري تولونج أجونج

ASALIBUNA ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Putri Kholida Faiqoh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Speaking Skill ◽  
Language Environment ◽  
Teaching Learning ◽  
Arabic Speaking ◽  
Speaking Skills

Language Environment Approach (Bi’ah Lughowiyah) is a language learning approach that aims to enhance the ability of learners in a foreign language through the utilization of the environment as a learning resource. Speaking skills (Maharah Kalam) are one type of productive skills of learners who require the ability to pronounce sounds correctly, it is a major part of the curriculum of foreign language learning. The Al-Amanah Islamic Boarding School and Darul Hikmah Islamic Boarding School is two of the cottages that there are several activities that aim to develop the ability to speak with students in Arabic, such as Mufrodat Kulla Yaum, Usbu' al-'Araby, Muhadharah, and all of activities about daily speaking skills until monthly. But unfortunately, most students of this cottage did not speak Arabic correctly because mixed by language of their region (Jawa). This research uses a qualitative approach, as well as the type of Multisite research. The results of this study are: 1) The role of Bi'ah Arobiyah in developing Maharah Kalam at the cottage, in terms of the psychological, the role is very helpful, but less. In terms of pedagogic, the role is ineffective. In terms of instructional, there is major role. 2) Supporting factors of Bi'ah Arobiyah that affect the ability of students to speaking Arabic, the position and the positive appreciation of all the inhabitants of the cottage to the Arabic language, Arabic learning materials, Language Activator Division of cottage, rules and punishment, the implementation of the teaching-learning processing a fun atmosphere, and strong motivation of most students. And the inhibiting factors are: the lack of a good education funding for the implementation of Bi'ah Arobiyah, at least media language learning, and most students of this cottage did not speak Arabic correctly because mixed by language of their region. And to solve the problems, intensive evaluation followed by corrections in learning is needed. Keywords: Arabic Environment, Arabic Speaking Skill

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 Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills

2020 ◽  
Vol 6 (1) ◽  
pp. 35-47
Author(s):  
Nita henita Koesoemah
Keyword(s):  
Higher Education ◽  
Error Analysis ◽  
Video Recording ◽  
Education Students ◽  
Diary Writing ◽  
Speaking Skill ◽  
English Speaking ◽  
Writing Practice ◽  
Descriptive Method ◽  
Speaking Skills

ABSTRACT Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week  in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary. Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method

Grammar and pragmatics

2005 ◽  
Vol 5 ◽  
pp. 137-161 ◽  
Author(s):  
Gisela Håkansson ◽  
Catrin Elisabeth Norrby
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Control Group ◽  
Pragmatic Development ◽  
Foreign Language Learners ◽  
Completion Task ◽  
Pragmatic Analysis ◽  
Syntactic Development ◽  
High Level

This paper compares grammatical and pragmatic development in foreign language learners of Swedish. For the analysis of grammatical proficiency, data from translation tasks and essays were tested against the stage model proposed in Processability Theory, which identifies five stages of morpho-syntactic development for Swedish (Pienemann 1998, Pienemann and Håkansson 1999). For the pragmatic analysis a gap-fill task was used, inspired by the discourse completion task (Blum-Kulka 1982, Kasper and Roever 2005), but taking into consideration sequential aspects of the interaction. All tasks were piloted with a control group of Swedish native speakers. The results indicate a relationship between native-like pragmatic command and a high level of morpho-syntactic processability. The findings suggest that students whose grammatical processing capacity is restricted to lower levels find it difficult to contextualise their utterances in a pragmatically appropriate way.

acceptability of American politeness from a native and non-native comparative perspective

2018 ◽  
Vol 3 (2) ◽  
pp. 263-287 ◽  
Author(s):  
Yi Sun
Keyword(s):  
Second Language ◽  
Language Learners ◽  
English Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Mainland China ◽  
Comparative Perspective ◽  
Quantitative Results ◽  
High Level ◽  
Qualitative Exploration

This article examines the American politeness phenomena from a comparative perspective between American native speakers and intermediate- or high-level second language learners in mainland China. Both groups are invited to inspect the same ten conversations randomly elicited from the Oral Corpus of California University at San Barbara and evaluate the politeness acceptability in terms of a questionnaire. In that questionnaire, Likert scaling as a bipolar scaling method, also called summative scales, measures either positive or negative responses to a conversation in judging whether it is polite or not. With the assistance of statistical software SPSS 21, it continues to discuss the discrepant understanding of the groups towards the same politeness phenomena. It is found that all the Chinese subjects, though already intermediate- or high-level English learners for at least ten years, are somewhat weak in evaluating American politeness. There is an apparent blocking ‘plateau’ in their accurately interpreting politeness in naturally occurring American English conversations. The article then conducts a closed follow-up structured review to discuss why Chinese interviewees exhibit strikingly low scores in the questionnaire comparatively so as to complement the quantitative results of politeness judgment with an in-depth qualitative exploration. The main focus was in revealing the panoramic status of second-language learners’ politeness acceptability, their underlying explanatory motivations, as well as possible implications for pragmatic teaching

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