scholarly journals Challenges of Writing Dissertation among University Students: Based on South Eastern University of Sri Lanka

2021 ◽  
Vol 9 (2) ◽  
pp. 89-92
Author(s):  
M S Zunoomy ◽  
F H A Shibly
Keyword(s):  
Sri Lanka ◽  
Foreign Language ◽  
Mother Tongue ◽  
Arabic Language ◽  
Research Writing ◽  
Language Fluency ◽  
Islamic Studies ◽  
South Eastern ◽  
Bachelor Of Arts ◽  
The Common

The undergraduates of Bachelor of Arts Honours degree have to write a dissertation in their fields. When they write it, they have been facing challenges. Therefore, this research sought to investigate the challenges of writing a dissertation as a requirement of the specialisation Bachelor Degree in the Arabic Language among those who are speaking Tamil as a mother tongue and who learning Arabic as a foreign language. This research is a qualitative study through the descriptive methodology. The researchers selected 30 dissertations randomly from the Faculty of Islamic Studies and Arabic Language, the South Eastern University of Sri Lanka and analysed them. The review of the documents focuses on students’ abilities to write dissertations. Also, 25 students who submitted their dissertations were selected randomly to fill the questionnaire to reveal the challenges they faced. Writing a dissertation in a foreign or second language is difficult than writing in a native language. As pointed out in the previous sections, there are challenges in writing dissertations such as the influence of the Tamil language, Lack of knowledge in research writing, Selecting a new topic, Lack of reading, Experience of using the software. At the same time, findings of the review of the dissertations reveal that language fluency and data analysis are the common errors observed in the dissertations.

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 Modern standard Arabic interference in Algerian English as a foreign language students’ writings

2020 ◽  
Vol 10 (2) ◽  
pp. 93-100 ◽  
Author(s):  
Chamseddine Lamri ◽  
Amira Cherifi
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Arabic Language ◽  
Modern Standard Arabic ◽  
Authentic Materials ◽  
Standard Arabic ◽  
Foreign Language Learners ◽  
Linguistic Interference ◽  
Semantic Errors ◽  
Modern Standard

Linguistic interference is a phenomenon which occurs when the learners’ knowledge of his first language or the mother tongue interferes with the knowledge of the language that is being learnt. This problem is recurrent among foreign language learners, a case in point in Algeria, Modern Standard Arabic interfere with English in students oral and written productions. Hence, stylistic errors are produced by the learners because the knowledge about the foreign language is established incorrectly. Accordingly,   this paper will explore the   types of linguistic interference errors done by pupils on their English writings at Bouazza Miloud high school in Tlemcen-Algeria. The quantitative and qualitative analysis of pupils’ productions revealed the existence of syntactic, lexical and semantic errors. These findings underline the need for a detailed analysis to propose pedagogical solutions as using authentic materials and the focus on reading to write correctly and coherently.   Keywords: Modern Standard Arabic; language interference; Negative transfer; interlingual errors; writing.

scholarly journals IMPACT OF MACHINE TRANSLATION ON UNIVERSITY STUDENTS’ TRANSLATION ABILITY: SOUTH EASTERN UNIVERSITY OF SRI LANKA AS A MODEL

2021 ◽  
Vol 3 (2) ◽  
pp. 121-127
Author(s):  
M.S. Zunoomy ◽  
F.H.A. Shibly
Keyword(s):  
Sri Lanka ◽  
Machine Translation ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Arabic Language ◽  
Primary Data ◽  
South Eastern ◽  
Text Understanding ◽  
Unknown Words ◽  
The Impact

Machine Translation (MT) is a unique tool in the field of translation. It is used all over the world. In accordance with, the undergraduates who are following Specialization in Linguistics and Translation at the department of Arabic language from South Eastern University of Sri Lanka face obstacles when they translate between Tamil, English & Arabic. Due to, they focus on MT to translate. According to this, the current research aims to identify the impact of MT on their translation activities. This research uses the descriptive analysis methodology. Primary data were collected from observation and questionnaire that was given to the undergraduates who are following Specialization in Linguistics and Translation at the department of Arabic language from South Eastern University of Sri Lanka in the academic year 2018/2019. Secondary data were gathered from research papers, books, research articles, and websites. The findings of this research declares that the undergraduates in the selected area have desires in the translation field and face the obstacles when translating. Thus, they try to use MT for getting accurate translation, idea of the source text, understanding the unknown words. Due to it, they couldn’t omit the MT in their translation activities. Because, it is easy to use and helps to save the time. At the time, they assume that non-use of MT will effect negatively in their translation ability.

scholarly journals Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing

2021 ◽  
Vol 11 (2) ◽  
pp. 94-100
Author(s):  
Joaquim Guerra
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Learning Activities ◽  
Teaching Writing ◽  
European Portuguese ◽  
Language Classes ◽  
The Common ◽  
Language Textbooks ◽  
Writing Competence

Textbooks are a resource that is widely used in language classes. For this reason, they are also one of the principal topics in research on the field of didactics. Several studies were conducted about Portuguese as mother tongue textbooks, but there is a lack of researches and information concerning the textbooks of Portuguese as a foreign language. In this study, the researcher analyses the discourse of the authors/editors in the ‘opening texts’ of textbooks for (European) Portuguese as a foreign language, for levels A1 and A2 of the Common European Framework of Reference. The study shows that writing competence is relatively neglected by the authors, and infers that might reflect the way that teaching and learning activities for writing are put into practice. Further research will allow to verify if there are indeed activities for learning to write and how they were thought out and organised.   Keywords: Language teaching, writing competencies, Portuguese, foreign language, textbooks, writing competencies.

scholarly journals Common Mistakes in Creating Sentences Consisting of a Subject and Predicate and in Translating them to Tamil: A Case Study of Undergraduates of the Department of Arabic Language of South Eastern University of Sri Lanka

2021 ◽  
Vol 4 (12) ◽  
pp. 152-157
Author(s):  
Zunoomy M.S. ◽  
Munas M.H.A.
Keyword(s):  
Sri Lanka ◽  
Language Learners ◽  
Second Language Learners ◽  
Secondary Data ◽  
Arabic Language ◽  
Specific Aspect ◽  
Primary Data ◽  
Sri Lankan ◽  
Analytical Methodology ◽  
South Eastern

Nominal sentence is a specific aspect of a language. It consists of a subject and predicate. The predicate reflects the subject. Second language learners of Arabic at the level university face difficulties in creating sentences consisting of a subject and predicate and in translating them into Tamil. At the same time, they have learned Arabic grammar in Sri Lankan Arabic Colleges with the 5 – 7 years and also Tamil is their native language. Thus, this research aims to identify the grammar errors when writing nominal sentences and to translate them to Tamil and to rely on the reasons for them. To this, the research uses descriptive analytical methodology through a quantitative approach. It uses a questionnaire for primary data among the undergraduates of the Department of Arabic Language, South Eastern University of Sri Lanka. At the same time, secondary data were gathered from researches, books, articles, website articles. The research finds that the undergraduate has the enough theoretical knowledge about the nominal sentence and they have no confuse to develop a nominal sentence. At the same time, in the practical part, they are neutral level in writing a nominal sentence, in finding the error from them a, and in translating them into Tamil. Hence, the practical part is difficult for the undergraduates than the theoretical part.

scholarly journals Kebolehbacaan Buku Teks Maharat Al-Qira’ah Berasaskan Ujian Kloz Dalam Kalangan Pelajar Universiti Kebangsaan Malaysia

2017 ◽  
Vol 21 ◽  
pp. 61-73
Author(s):  
Aisyah Sjahrony ◽  
Maimun Aqsha Lubis Abdin Lubis
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Average Score ◽  
Islamic Studies ◽  
Factors Associated ◽  
Low Level ◽  
National University

Textbooks are one of the reference materials in the teaching of Arabic in Malaysia. In line with the current development, the Arabic language has become an important foreign language after English. Arabic language achievement of students in the country is still at a low level. Among the factors associated with the weakness issues of Arabic language proficiency among students is the suitability of the language level in the textbooks. The objective of this study was to determine the level of readability of a textbook, Maharat al-Qira’ah at the Faculty of Islamic Studies, National University of Malaysia. The respondents comprised of 162 students. Data was collected through cloze tests and questionnaires and later analyzed using descriptive analysis. The average score for cloze test of textbook Maharat al-Qira’ah is defined by 65%, which translates that the level still remain at a low level and not appropriate for the purposes of teaching and learning. Therefore, the authorities should take into account the level of readability before any textbook is used as the learning resource so that it corresponds to the students’ level of language skills.   Abstrak Buku teks merupakan salah satu bahan rujukan utama dalam proses pengajaran dan pembelajaran bahasa Arab di Malaysia. Seiring dengan perkembangan semasa, bahasa Arab telah menjadi bahasa asing yang penting selepas bahasa Inggeris. Pencapaian bahasa Arab pelajar di negara ini masih di tahap lemah. Antara faktor dikaitkan dengan isu kelemahan bahasa Arab dalam kalangan pelajar adalah aras bahasa buku teks yang kurang sesuai dengan mereka. Oleh itu kajian ini bertujuan menentukan tahap kebolehbacaan buku teks Maharat al-Qira’ah yang dijadikan buku teks di Fakulti Pengajian Islam, Universiti Kebangsaan Malaysia (UKM). Buku teks ini digunakan oleh pelajar Ijazah Sarjana Muda bagi subjek kemahiran bahasa Arab di universiti tersebut. Dalam mengukur tahap kebolehbacaan ujian Kloz dijalankan dalam kalangan pelajar dan melihat perbezaan skor ujian Kloz yang diperoleh dari aspek jantina pelajar, teksteks bacaan yang diuji dan pencapaian pelajar dalam peperiksaan akhir semester. Bagi mencapai objektif tersebut, satu tinjauan berupa ujian melalui satu set ujian Kloz telah dijalankan ke atas 162 orang pelajar. Data kajian dianalisis secara kuantitatif dekskriptif. Hasil ujian yang dijalankan mendapati skor purata ujian Kloz bagi buku teks Maharat al-Qira’ah adalah sebanyak 65% yang ditafsirkan masih berada pada tahap rendah, iaitu kurang sesuai untuk tujuan pengajaran dan pembelajaran di kelas. Oleh itu pihak yang berwajib seharusnya mengambil kira tahap kebolehbacaan teks yang disediakan sebelum dijadikan bahan pembelajaran pelajar agar sesuai dengan tahap kemahiran bahasa pelajar tersebut.

scholarly journals KESALAHAN PEMBENTUKAN FRASE NOMINAL BAHASA ARAB OLEH PEMBELAJAR BAHASA ARAB (Studi Kasus pada Mahasiswa Fakultas Adab)

2009 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Ubaidillah Ubaidillah
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Noun Phrases ◽  
Arabic Language ◽  
Head Noun ◽  
The Other ◽  
State University ◽  
Islamic Studies ◽  
Language And Literature ◽  
Grammatical Errors

The research is aimed to describe the types of grammatical errors, especially the process of forming Arabic noun phrases (NP) done by students of Department of Arabic Language and Literature of State University for Islamic Studies Sunan Kalijaga Yogyakarta, and to explain the factors that influence those errors. The data of this study is taken from the result of writing exam in the class of kitābah muhakkamah or 'academic formal writing' of the fifth semester. The method, which is used to describe the grammatical errors, especially the making process of Arabic NPs, is the method of error analysis. The result of the analysis shows that the frequency of errors in the process of forming the Arabic NPs, which happens repeatedly, is when the patterns of NP are noun+noun (N+N) and noun+adjective (N+Adj). The error of NP with a pattern of N+N happens when the article (al-) at head noun is used, while the error of NP with a pattern of N+Adj happens when the article (al-) at head noun, which has definite modifier, is omitted. The factors, which influence the making errors of Arabic NP, are grammatical factors. The grammatical factors are caused by the different rules between the Indonesian and Arabic NP. On the other hand, the process of language acquisition of second or foreign language makes these problems worse. 

scholarly journals Zum Bekanntheitsgrad erwerbsrelevanter Phraseme des Deutschen. Eine Untersuchung bei Germanistik-Studierenden an der Nationalen Kapodistrias-Universität Athen

2018 ◽  
Vol 89 (2) ◽  
Author(s):  
Marios Chrissou ◽  
Evangelos Makos
Keyword(s):  
Foreign Language ◽  
Questionnaire Survey ◽  
High Frequency ◽  
Negative Impact ◽  
German Language ◽  
Language Fluency ◽  
Formulaic Language ◽  
Learning Materials ◽  
Language And Literature ◽  
The Common

It is a common place in the phraseodidactic research that collocational fluency is a significant factor of language fluency. Nevertheless, formulaic language is not focused systematically in the Common European Framework of Reference for Languages and in learning materials for German as a foreign language. The lack of transparency and fragmentary treatment of set phrases have a negative impact over the development of collocational fluency.The present paper focuses on the extent that students of German Language and Literature at the National Kapodistrian University of Athens master high-frequency and common set phrases of German based on a questionnaire survey conducted. The results of the survey are discussed in terms of the deficiencies of institutional guidelines and learning materials. In line with this, proposals are formulated for the improvement of the institutional framework and the teaching of set phrases.

scholarly journals „Be on the right track“ – phraseodidactic approaches in teaching German as a foreign language

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 365-379
Author(s):  
Urška Valenčič Arh
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Language Teaching ◽  
The Common ◽  
Lexical Competence ◽  
The Right

Phraseological units are common linguistic elements, which have seen an upturn in phraseological research as well as in phraseodidactics of foreign language. Phraseo­logy is used to expand the students’ vocabulary and to enhance their communicative competence. Phraseodidactics deals with  the treatment of phraseological vocabulary in language teaching practice and in course books. Its scope ranges from identifying phraseological units to developing students’ phraseological competence in their mother tongue and/or foreign languages.The article deals with some aspects of the acquisition of phraseological competence in German as a foreign language. Special attention is given to the place phraseological units occupyin the coursebook and workbook for teaching German as a foreign language studio d – Die Mittelstufe B2. The focus is not only on the frequency of phraseological units, but on the didactic approach employed in dealing with such units as elements which should be systematically taken into consideration in teaching German as a foreign language. The article also discusses the importance of  careful integration of phraseology into the Common European Framework of Reference for Languages as an important part of students’ lexical competence at all levels from A1 to C2.

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

Sign in / Sign up

Export Citation Format

Share Document