scholarly journals دور الصور في تعليم المفردات والتراكيب العربيّة للناطقين بغيرها (The usage of pictures in teaching vocabularies and Arabic structural sentences to the non - native speakers of Arabic)

1970 ◽  
Vol 3 (2) ◽  
Author(s):  
صوفي بن مان الأمـة (Saupi Bin Man al-Ummah) ◽  
روحيزاف ميزاني بن مت ز (Rohaizaf Mizani Bin Mat Zain)
Keyword(s):  
Significant Role ◽  
Native Speakers ◽  
Arabic Language ◽  
Native Students ◽  
Listening Skills ◽  
Conversation Skills ◽  
Role Of Teachers ◽  
Research Show

ملخص البحث:تهدف هذه الدراسة إلى عرض الخبرة السابقة في تعليم المفردات والتراكيب والجمل  باستخدام الصور التعليمية للطلبة الناطقين بغير العربية، وأن الصور التعليمية تؤدي دورا كبيرا في تدريب الطلبة على التعبير الحر والتعبير المقيد، وتهدف إلى ذكر خطوات التدريس المتبعة التي يرى فيها الباحثان نجاح برنامج الخبرة السابقة بصورة مقنعة، وأن الطلبة قادرون على التعبير عن الصور المدروسة بصورة مقبولة جدا ومناسبة بمستواهم التعليمي والعمري. ومن نتائج هذه الدراسة أن ثمة ضرورة في تعليم اللغة العربية للناطقين بغيرها عن طريق الصور التعليمية؛وأهمية دور المعلم في مناقشة المفردات، ووصف الصورة، ويتعلم الدارسون مهارة الاستماع عن طريق مناقشة المعلم شفاهة، ويتعلم الدارسون مهارة الكلام عبر الممارسة اللغوية التي يقومون بها في الأنشطة التعليمية.الكلمات المفتاحية: فرضية الدراسة-الصور التعليمية-التجربة-التدريس-الكتابةAbstract:This research aims to present previous experiences in teaching vocabularies and structural sentences with the usage of pictures to the non - native students of Arabic. The use of  pictures has a significant role in training students in making expressions. The research also aims to point out  the teaching steps that were successful in the view of the two researchers as students were able to make expressions based on the pictures in an accepted way and in the manner suitable to their level of studies and age. The findings of this research show that there is a necessity in teaching non - native speakers of Arabic Language with the use of pictures. The role of teachers in discussing vocabularies and explaining the pictures is also highly significant since the students will be able to acquire listening skills from the discussion of the teacher verbally. Furthermore, they also will be able to learn conversation skills by practicing the language in the activities that are carried out.Keywords: Hypothesis of the research – Pictures – Experiment –Teaching – WritingAbstrak:Kajian ini bertujuan mendedahkan pengalaman dalam pengajaran kosa kata serta ayat-ayat dalam bahasa Arab dengan menggunakan gambar-gambar pendidikan kepada pelajar bukan penutur berbahasa Arab. Sesungguhnya gambar-gambar pendidikan memainkan peranan besar dalam melatih pelajar tentang pernyataan bebas serta pernyataan berkait. Kajian ini juga bertujuan menyatakan langkah-langkah pengajaran yang diikuti yang dilihat oleh para pengkaji sebagai berjaya dan berkesan. Para pelajar didapati berupaya mengemukakan pernyataan tentang gambar-gambar yang telah dipelajari dengan baik bersesuaian dengan tahap pembelajaran dan usia masing-masing. Antara dapatan kajian ialah terdapat keperluan terhadap cara pengajaran bahasa Arab kepada bukan penutur berbahasa Arab dengan menggunakan gambar pendidikan, kepentingan peranan guru dalam membincangkan kosa kata dan menerangkan gambar di mana pelajar dapat menguasai kemahiran mendengar melalui perbincangan secara lisan, seterusnya menguasai kemahiran bertutur melalui amalan bahasa semasa melaksanakan aktiviti-aktiviti pengajaran.Kata kunci: hipotesis kajian – gambar-gambar pendidikan – pengalaman – pengajaran - penulisan

scholarly journals Istikhdâm al-Ta’līm al-Ta’âwuny li Tarqiyyah Ta’līm al-Lughah al-‘Arabiyyah li Ghayr al-Nâthiqīn Biha

Taqdir ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 15-32
Author(s):  
Nur Faiz
Keyword(s):  
Cooperative Learning ◽  
Native Speakers ◽  
Cooperative Education ◽  
Language Skills ◽  
Skills Training ◽  
Arabic Language ◽  
Primary Data ◽  
Analysis Technique ◽  
Learning Centered

This research aims to present the role of cooperative education in promoting Arabic language skills for non-native speakers, what is its status, how its procedures, and its results. The researcher uses the qualitative approach through the desk study with the content analysis technique. The primary data sources are collaborative learning research published in Google Cendekia Five years ago. The results of this research indicate that the cooperative learning is more applied in the skill of reading, speaking, and writing. And that its procedures or steps use on cooperation and learning centered on students. And its results are upgrade all Arabic language skills and workers that influence the success of skills training. Keyword : Cooperative Learning, Arabic Language, and Language 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 Al Ta'liim al Mudammaj fii Tarqiyyah Mahaaraat al Lughah al 'Arabiyyah li Ghair al Nathiqiin bihaa

Arabia ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 101
Author(s):  
Himatul Istiqomah ◽  
Nur Faiz Kholidiah
Keyword(s):  
Blended Learning ◽  
Native Speakers ◽  
Language Skills ◽  
Arabic Language ◽  
Qualitative Approach ◽  
Data Sources ◽  
Primary Data ◽  
Analysis Technique ◽  
Two Factors

<p dir="RTL" align="center"> </p><p><em>This research aims to present the role of blended learning in upgrading the skills of the Arabic language to non-native speakers, what are its forms, how it works, and what are its results. The researchers use the qualitative approach through desk study with the content analysis technique. The primary data sources are the research on blended education published in Google Cendekia ten years ago. The results of this research indicate that the forms of blended learning, including the use of applications and the use of e-tools. Its procedures mostly use on the second design model in Zaitun’s perspective. Its results upgrade all the Arabic language skills and two factors that influence the success of qualification skills.</em></p><p dir="RTL" align="center"><strong>الملخص</strong></p><p dir="RTL">هذا البحث يهدف لعرض دور التعليم المدمج في ترقية مهارات اللغة العربية لغير الناطقين بها، ما أشكاله وكيف إجراءاته وما نتائجه. تستخدم الباحثتان المدخل الكيفي من خلال الدراسة المكتبية مع تقنية تحليل المحتوى. ومصادر البيانات الأساسية هي البحوث عن التعليم المدمج المنشورة في Google Cendekia العشر سنوات الحديثة. ونتائج هذا البحث تدل على أن أشكال التعليم المدمج منها: استخدام التطبيقات واستخدام الأدوات الإلكترونية. وأن إجراءاته استخدام على نموذج التصميم الثاني عند زيتون معظما. وأن نتائجه ترقية جميع مهارات اللغة العربية والعاملين المؤثرين على نجاح تأهيل المهارات.</p>

scholarly journals معايير تقييم معلمي اللغة العربية لغير الناطقين بها

Al-Ma rifah ◽  
2018 ◽  
Vol 15 (02) ◽  
pp. 73-94
Author(s):  
عارف بن شجعان العصيمي
Keyword(s):  
Native Speakers ◽  
Language Education ◽  
Arabic Language ◽  
Educational Process ◽  
Foreign Languages ◽  
Standards Of Learning ◽  
Need To Evaluate ◽  
The Subject ◽  
Descriptive Method

The aim of this research is to understand and establish criteria for evaluating the performance of the Arabic teacher for non-native speakers. The standards of learning foreign languages ​​and integrating them into the curriculum and its applications in the field of language education. The researcher also pointed to the most important standards in the field of teaching Arabic to non-native speakers. In order to achieve the objectives set for this study, the researcher followed the descriptive method based on the development of the data required to answer the questions of the study describing the phenomenon under study and derived and analyzed to reach tangible results. The researcher chose this approach because it is comprehensive and provides the researcher with a lot of information about the phenomenon and its relevance to the subject studying. The researcher concluded from this study the results of the most important of which is to prove the role of the educational assessment of the teacher of the Arabic language for non-native speakers and how to achieve the goals of education effectively and strive to provide him with what helps to reflect his ideas abstraction and transfer it to knowledge and planning and application in the best ways to modify the environment of education and the need for educational renewal The need to evaluate the teacher according to basic and functional standards in the educational process such as ACTFI standards, CEFR standards, TESOL standards, Stralah AFMLTA. The need for teaching Arabic language curricula for non-native speakers to the development and activation.

scholarly journals Role of Educational Tools and Aids in Teaching and Learning Arabic Language and Its Basics Skills for Non-Native Speakers

2021 ◽  
Vol 4 ◽  
pp. 334-352
Author(s):  
Ibrahim Babikir Elhag Abd ElGadir
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Arabic Language ◽  
Educational Tools

الحمدُ لله الذي خلق السموات والأرض جعل الظلمات والنور، مَنْ يهد الله فهو المهتد ومن يضلل فلن تجد له وليّا مرشدا، والصلاة والسلام على أشرف خلق الله سيدنا محمد بن عبد الله، وعلى آله وأصحابه الطيبين الطاهرين ومن تبعهم بإحسان إلى يوم الدين وبعد. الناطقون بغير العربية يواجهون مشكلات متعددة في تعلّم المهارات الأساسية للغة العربية، فكثيرٌ منهم ليس لديهم الكفايات اللازمة في إتقان مهارات اللغة العربية وممارستها، وقد أثبتت الدراسات والبحوث الحديث أن المهارات اللغوية لها دورٌ كبير ومهم في هذا العصر، الذي تطورت فيه أدوات التواصال الاجتماعي  والتكنولوجي،  على الرغم من أن المهارات تؤثرُ في بعضها البعض، إلا أنّ كثيرا من الطلاب تواجههم  مشكلات وصعوبات في التواصل اللغوي مع الآخرين، وكيفية اختيار الجمل والتراكيب وفهم المعنى، ويرى الباحث أن الحدّ من صعوبة تعلّم المهارات الأساسية للغة العربية يرجعُ إلى عدم استخدام الوسائل التعليمية بدقة وتوظيفها التوظيف الصحيح في تعليم المهارات خاصة مهارة المحادثة، وكذلك دقة عرضها على الطلاب حتى تؤثرَ تأثيرا إيجابيا في نفوس الطلاب ومستوى إداراكهم وتفكيرهم، وحتى يستطيعَ المعلم  أنْ يصلَ إلى النتائج المرجوة التي يسعى لتحقيقها، ومن الأمور ذات الصلة بموضوع تعليم مهارات وتعلّمها مما يستدعي إيجاد الحلول لها ومعالجتها، تتمثل في المفاهيم الخاطئة والنظرة السالبة لدى المعلم تجاه الوسائل التعليمية وإهمال استخدامها، بالإضافة لعدم قدرة بعض المعلمين على كيفية استخدام الأدوات والوسائل الاستخدام الأمثل خلال العملية التعليمية وتوظيف خصائصها ومميزاتها لتعليم المهارات، فلكل وسيلة تعليمية خصائصها ومميزاتها التي تميزها عن الأخرى، خاصة الوسائل التعليمية الحديثة التي لها قدرة كبيرة في إثارة انتباه الطلاب وترغيبهم في تعليم وتعلم اللغة العربية ومهاراتها. 

scholarly journals Daur ʻIlm al-Lugah an-Nafsī fī Taʻlīm al-Lugah al-ʻArabiyyah li Gair an-Nāṭiqīn Bihā

2021 ◽  
Vol 3 (1) ◽  
pp. 11-20
Author(s):  
Imam Wahyudi ◽  
Zainuri Zainuri
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Language Learners ◽  
Language Production ◽  
Second Language Learners ◽  
Native Speakers ◽  
Arabic Language ◽  
Teacher Factors ◽  
And Linguistics

Learning is a unit consisting of various factors that support each other. In learning Arabic, it is not only teacher factors and Arabic language material that must be considered, students as second language learners also need attention for the success of learning. The purpose of this article was to describe the role of psycholinguistics in learning Arabic for non-native speakers. Researchers used literature review to extract data from various sources. From the data obtained, it was known that the role of psycholinguistics in learning Arabic makes teachers able to understand the processes that occur in students when they listen, speak, read, or write. Psycholinguistics as an applied science between psychology and linguistics can be used to understand the behavior of second language learners, language acquisition, and language production and the processes that occur in it.

scholarly journals ISTIHDAAMU MUSYAGHILAAT AL WASAITH 3 (MP3) LITANMIYATI MAHAARAH AL ISTIMA’

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Abqoriya Rifqi
Keyword(s):  
Hearing Loss ◽  
Native Speakers ◽  
Arabic Language ◽  
Language Teachers ◽  
Hearing Disorder ◽  
Listening Skills ◽  
Listening Skill ◽  
Advanced Students ◽  
The Media ◽  
The Voice

We desperately need a good hearing in this life, because if we have a hearing disorder or just a little hearing loss then we will have difficulty in communicating with others. Many language teachers, especially Arabic, ignore the skill of listening lesson.With this research, can be known how far the effectiveness of MP3 usage in learning listening skills of Arabic language, to distinguish the sound of that language. By using the media players 3 (MP3), the researcher can carry out learning listening skill with a nice and fun with the evidence of the students who are more enthusiastic when following the lesson. This medium can only be effective for advanced students with 6% increase in outcomes, but for notice students who have the ability to think slowly it will be ineffective, as evidenced by a decline in value of -6,5%. It is due to the lack of students ability to listen to the voice of native speakers who tend to be fast, and also the dialect used by native speakers is different from the dialect they use every day.

INDIVIDUALISM AND COLLECTIVISM: THE CASE OF LEBANON

2001 ◽  
Vol 29 (5) ◽  
pp. 503-518 ◽  
Author(s):  
Huda Ayyash-Abdo
Keyword(s):  
College Students ◽  
Second Language ◽  
Native Speakers ◽  
Arabic Language ◽  
Primary Role ◽  
Religious Groups ◽  
Independent Variables ◽  
Individualism And Collectivism ◽  
Using Data

This study focused on whether people with different individualistic and collectivistic (I-C) tendencies speak different languages, belong to different religious groups and are of different gender. These three independent variables were examined using data from 517 college students in Lebanon: a multi-lingual society where both worldviews (I and C) co-exist. The Twenty Statement Test, Triandis' Attitude items, and ten of Schwartz's Value items were used to empirically test the I-C orientations and the above variables. Results indicated that language plays a primary role in individuals' orientations; respondents who used the Arabic language were consistently more collectivist than those who used either English or French. The discussion focused on the role of second language, specifically, English or French, which when learned by Arabic native speakers, enhanced the accessibility of private self-cognitions. Religion seemed to impact individuals' orientations in certain domains, but not consistently. Gender did not appear to be of significance in I-C orientation in this study.

scholarly journals Ta'lîmu Ashwâti al-Lughah bi at-Tharîqah al-Tarkîbiyyah al-Tahlîlîyyah li Mahârati al-Istimâ' li al-Thullâb al-Mubtadiîn

2021 ◽  
Vol 2 (1) ◽  
pp. 75-91
Author(s):  
Khozaimah Khozaimah
Keyword(s):  
Native Speakers ◽  
First Graders ◽  
Boarding School ◽  
First Grade ◽  
Arabic Language ◽  
Listening Skills ◽  
Listening Skill ◽  
Phonetic Learning ◽  
Development Institutions ◽  
The Face

Dar al-Lughah Wa Dirasat al-Islamiyyah Pamekasan Islamic boarding school is an Arabic language development institutions which applies phonetics learning to students at the first grade. Phonetic learning is important in learning Arabic especially for listening skill. Arabic phonetics and listening skill are an inseparable unity. First graders need to learn phonetics to support their listening skills in learning Arabic. At Dar al-Lughah, this is taught using synthetic-analytical methods (al-thariqah al-tarkibiyyah al-tahliliyyah) as it is considered very effective. The results of observations, interviews, questionnaires and document examination through descriptive qualitative methods show that the use of synthetic-analtical method is very suitable for phonetics subject learning among first graders of Dar al-Lughah. Moreover, several media are used. One of with is schematic drawing of the face (rasm al-takhthithi li al-wajhi). However, some problems arise in the process of phonetics learning, including:1) First graders are not accustomed to recite any sounds of Arabic letters, words or sentences in good and right pronounciation.2) First graders find it difficult to harden the tongue in pronouncing some specific sounds of Arabic letters, especially those which do not exist in Indonesian language, 3) Most of first graders come from schools where they were not used to listen to Arabic letter pronunciation from native speakers.

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