scholarly journals Perceptions of non-native speakers of Arabic language towards cloud-based educational activities based on the entrance of multiple intelligences.

2022 ◽  
pp. 98-114
Author(s):  
نهى عبد الكريم حسين ◽  
نور أحمد سبانو
Keyword(s):  
Multiple Intelligences ◽  
Language Learners ◽  
Native Speakers ◽  
Arabic Language ◽  
Foreign Languages ◽  
Educational Activities ◽  
Global Trends ◽  
Visual Spatial ◽  
Descriptive Approach ◽  
Educational Applications

The need to diversify educational cloud activities arose due to social distancing, the widening of individual differences between learners, and the need to employ the possibilities offered by cloud education to achieve language goals. This research identifies the perceptions of non-native Arabic language learners towards the cloud-based educational activities based on the entrance of multiple intelligences. The descriptive approach was used, and a questionnaire was designed, consisting of: (Linguistic, Musical, visual- Spatial, Interpersonal, and Interpersonal). The sample consisted of (33) male and female students. The results showed that learners' perceptions are highly positive on all areas of activities. The highest percentage was interpersonal intelligence activities. Also, there are no statistically significant differences due to the sex. The originality of the research presents a vision of the entrance of multiple intelligences; To benefit from its educational applications in teaching Arabic online to non-native speakers, and to keep pace with global trends in the adoption of cloud education and its activities. It is also expected that the results of this research will benefit the following groups: institutions concerned with teaching foreign languages, experts who prepare curricula for teaching Arabic, and teachers of Arabic for non-native speakers.

scholarly journals Teaching Arabic to Non-Native Speakers between Communication and Pragmatics:Qualitative Approach in Light of the Common European Framework of Reference for Teaching Foreign Languages

2021 ◽  
Vol 32 (2) ◽  
pp. 55-65
Author(s):  
Hidaya Tag Elasfia Hassan Elbasre
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Arabic Language ◽  
Language Learner ◽  
Foreign Languages ◽  
Joint Work ◽  
Common Reference ◽  
Arabic Speakers ◽  
The Common ◽  
Ak Model

This research is qualitative in nature. It aims to investigate descriptively, analytically, and comparatively the modern AK model represented by the Sudan Open University Series, and the European framework, the common reference for Teaching Foreign Languages, to uncover what was achieved in them in terms of communication and language use. Accordingly, an integrated, multi-media approach has been adopted to enable the production and reception activities, and the spread of Arabic in vast areas of the world. Such a spread helps Arabic language to be in a hegemonic position with the other living languages. The study is based on getting benefit from human experiences and joint work in the field of teaching Arabic to non-Arabic speakers to meet the needs of learners. Such knowledge helps to overcome the pragmatic dimension dilemmas, and the duality between formal and colloquial, leading as a result to have a global recognition of its outputs. The study revealed the importance of building the communication and pragmatic capabilities of language learners since they both represent the  life and vitality of language. It further necessitates rebuilding curricula and updating them in a way that makes communication and the use of language a reality. The research recommended eliminating any difficulties that face the Arabic language learner from the non-speakers, by making use of what was provided by the Common European Framework of Reference for Teaching Foreign Languages.

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 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 False Friends in Foreign Language Teaching and Learning: Arabic as an Example

2018 ◽  
Vol 26 (2) ◽  
pp. 145-189
Author(s):  
Saleh bin Ayad al - Hagory Saleh bin Ayad al - Hagory
Keyword(s):  
Foreign Language ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Arabic Language ◽  
Foreign Language Teaching ◽  
Language Family ◽  
Applied Approach ◽  
Descriptive Approach

This research aims at discussing the false friends in teaching and learning Arabic. This is shown by means of a theoretical approach which explicates the false friends concept origin, and types . It also presents the western implication of the false friends, their origin in the languages, as well as their influence upon teaching and learning a language. The research then presents an applied approach of those false friends in five languages, compared to the Arabic language, namely: Urdu, Indonesian, Turkish, Malay, and Hosa based on the analytical descriptive approach. The false friends are mostly common among languages that have relationship –or from the same language family- and are less common in the diverged languages. Furthermore, false friends emerged as a result of borrowing among languages, by hairing an effect on teaching Arabic to non-native speakers of Arabic in five languages.

scholarly journals تعليم اللغة العربية للناطقين بغيرها بين الأغراض الخاصة وأغراض الحياة: مقاربة نظرية وتطبيقية وآفاق مستقبلية/Teaching the Arabic Language for Non-native speakers in between Special and General Life purposes: A theoretical and applied approaches, and future

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Rijan Abduh Obeidat ◽  
Mohammed, A. Al-Qudah
Keyword(s):  
Field Study ◽  
Language Learners ◽  
Analytical Methods ◽  
Ad Hoc ◽  
Native Speakers ◽  
Language Teaching ◽  
Detailed Comparison ◽  
Arabic Language ◽  
Teaching Programs ◽  
Research Centres

ملخص البحث: يهدف هذا البحث إلى إجراء مقارنة تفصيليّة بين تعليم اللغة العربية للناطقين بلغات أخرى، للأغراض الخاصة، وتعليمها لأغراض الحياة (الأغراض العامة)، مع إجراء دراسة ميدانية على عينة من متعلمي العربية من غير الناطقين بها، في مركز اللغات في جامعة اليرموك للوقوف عند مدى قدرة الطلبة على تحديد الغرض من تعلّمهم للغة العربية، وتحديد حاجاتهم لها. وقد اُعتمد في البحث على المنهج الوصفي التحليلي المستند إلى دراسة تطبيقية تعتمد على استبانة محدَّدة الأسئلة. وكان من أبرز النتائج التي توصّل إليها البحث: غياب الاستراتيجية العربية الموحَّدة على غرار الاستراتيجية الأوروبية في تعليم اللغات الحية (ومنها العربية)، وغلبة الرؤى الفردية التي يقدّمها دارسون مختصون، أو مراكز بحثية صغيرة، فيما يتعلق بالجانب النظري والتطبيقي على صعيد بناء البرامج، وغياب الجهود الجماعيّة المتكاملة التي تراكم الخبرات وتستفيد منها، والقصور الواضح في الدراسات التطبيقية التي تقدّم برامج لتعليم العربية لأغراض خاصة، والتداخل بين المفهومات الاصطلاحية، ولاسيّما العربية للحياة والعربية لأغراض خاصة، وغلبة الطابع الاجتهادي لبرامج العربية لكافة برامج تعليم العربية لغير الناطقين بها، نتيجة غياب الاستراتيجية العربية الموحدة. الكلمات المفتاحية: الناطقين بلغات أخرى-العربية للحياة-العربية لأغراض خاصّة-الفروق.   Abstract The study aims at conducting a detailed comparison between the teaching of Arabic language for non-native speakers for special and general purposes. A field study was conducted on a sample of non-native Arabic language learners at the Languages Center at Yarmouk university to identify the learners’ ability to determine their purpose and need of studying the Arabic language. The descriptive analytical methods were used in the applied part of the study through a limited number of questionnaires. The most salient conclusions  of the study are: lack of unified Arab strategy similar to European strategy for teaching live languages (including Arabic); dominance of individual visions, provided by specialized scholars or small research centres, concerning theoretical and applied aspects on creating programs as well as the lack of integrated and collective efforts that accumulate experiences to benefit from them; the clear shortage in applied studies that offer programs for teaching Arabic, for special purposes; overlapping between concept to understand teaching Arabic for life and Arabic for special purposes; dominance of ad hoc approach in Arabic language for all Arabic language teaching programs for foreigners, as a result of the lack of unified Arab strategy. Keywords: teaching Arabic language, non-native speakers, special purposes, life purposes.   Abstrak Kajian ini bertujuan membandingkan di antara mengajar bahasa Arab kepada bukan penutur asli untuk tujuan umum dan khusus. Satu kajian lapangan telah dijalankan terhadap pelajar-pelajar bukan Arab di Pusat Bahasa Universiti Yarmouk untuk mengenalpasti kebolehan mereka untuk menentukan tujuan dan keperluan mempelajari bahasa Arab. Metod deskriptif dan analitikal digunakan untuk bahagian practical kajian melalui agihan soal selidik. Di antara dapatan terpenting kajian ialah: kekurangan strategi bersama Arab yang serupa dengan strategi negara Eropah untuk mengajar bahasa hidup (termasuk bahasa Arab) ; penguasaan visi individu yang diberikan oleh pakar atau pusat-pusat kajian yang kecil berkenaan aspek-aspek teori dan praktikal dalam membuat program juga kekurangan kerjasama untuk memanfaatkan pengalaman masing-masing sebaik mungkin; kekurangan yang jelas dalam kajian gunaan yang menawarkan kursus-kursus dalam pengajaran Bahasa Arab untuk tujuan khas; pertindihan di antara konsep untuk memahami pengajaran bahasa Arab untuk tujuan kehidupan dan khas; banyaknya pendekatan tidak terancang dalam program pengajaran Bahasa Arab kepada bukan Arab kerana ketiadaan inisiatif strategik untuk mengisi jurang tersebut. Kata kunci: Pengajaran Bahasa Arab – bukan penutur Arab asal – tujuan khas – tujuan kehidupan  

scholarly journals التداولية في تعليم اللغة العربية للناطقين بغيرها

Al-Ma rifah ◽  
2018 ◽  
Vol 15 (01) ◽  
pp. 74-90
Author(s):  
عائشة دالش العنزي
Keyword(s):  
Discourse Analysis ◽  
Native Speakers ◽  
Language Teaching ◽  
Arabic Language ◽  
Performance Level ◽  
Educational Institutions ◽  
Educational Strategies ◽  
Descriptive Approach

The importance of research lies on employing one of the deliberative procedures in the educational institutions , besides the Arabic language teaching institutes for non-native speakers, while examining the possibility of making it a method to raise the performance level of the teacher and the understanding for the learner , as well as creating affinity. It’s  also seek to frame the argument of example with educational and communicational standards and strategies. In addition, it aims to invest on the methods of discourse analysis, especially the ones concerning with persuasion in the place of teaching the language to non-speakers. Whereas the problem is reflected in this question: it has been known that the argument of example with education is unambiguous, and closer to knowledge between speakers in one language and on different communicational levels -including the educational institutions -does it give the same value when applied in the teaching of language to non-natives ? What are the modern educational strategies that are dealing with it? Thusly, how it can achieve the so-called aristotelian industrial arguments conversant with the communication poles? However, the descriptive approach was adopted. It was resulted that this procedure is flexible and is able to accommodate modern educational strategies and to adapt them to an educational pattern that serves a particular group

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 The Effectiveness of Gadget in Speaking Arabic as a Foreign Language During the Covid 19

2021 ◽  
Vol 6 (1) ◽  
pp. 39-46
Author(s):  
Mohd Ieruwan Mohamed Mokhtar
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Qualitative Method ◽  
Industrial Revolution ◽  
Theoretical Study ◽  
Native Speakers ◽  
Arabic Language ◽  
Foreign Languages ◽  
Technological Barriers ◽  
Negative Perceptions

In the 4th Industrial Revolution (IR 4.0) era, learning a foreign language including Arabic has continued to become challenging for non-native speakers besides it has been identified as one of the difficult foreign languages around the world, according to the UNESCO report. To overcome this, the contemporary Arabic language students are practically being engaged with different technological gadgets in mastering the language. Nevertheless, the story is different for students facing connectivity and technological barriers. In general, the advancement of technology in line with IR 4.0 has undoubtedly helped in making the learning process more resourceful than usual. The technology equipment has been helping educators to communicate knowledge effectively. The use of technological tools is essential in facilitating learning processes, especially in languages which is a productive skill. However, many parties have been facing challenges of coping with the frequent changes and advancements in technology as it moves fast. Likewise, ethics in education while using these gadgets during the learning process must be observed. As the objectives of this study is to investigate and identify the effects that contribute to the difficulties in learning Arabic, the implementation of technological gadgets in learning a language is significant. It empowers the learners to practice throughout the learning process while addressing their needs. This helps educators change their negative perceptions of teaching the Arabic language as a foreign language by using any technological gadget. This paper is a theoretical study (conceptual) and not a research paper. The methodology used was the descriptive qualitative method.

scholarly journals Language Games and Their Impact on the Development of Reading Skills among Non-Native Speakers of Arabic Language: An Analytical Study

2019 ◽  
Vol 13 (3) ◽  
pp. 23
Author(s):  
Ibrahim ALRababah
Keyword(s):  
Language Learners ◽  
Reading Skills ◽  
Native Speakers ◽  
Arabic Language ◽  
Control Group ◽  
Language Games ◽  
Normal Method ◽  
Level Of Significance ◽  
Positive Effect ◽  
Experimental Group

The aim of this study is to find out the effect of the use of language games in the development of reading skills among non-native Arabic language speakers. The study has consisted of 40 learners from the beginner level at the Language Center / University of Jordan. The participants were divided into two groups: experimental group which were taught using the strategy of language games and a control group taught using the normal method. To fulfill the purpose of the study, the researcher prepared a test to measure reading skills, and to verify the validity and stability of the test. After doing all the necessary processing and analyzing procedures, the results of the study showed that there were statistically significant differences at the level of significance (a = 00.5) for the experimental group. This indicates the positive effect of learning using language games in reading skills. Whereas, There were no statistically significant differences at the level of significance (a = 00.5) in the development of reading skills among non-speaking Arabic language learners attributed to gender (male, female). Therefore, the researcher recommended the need to use the strategy of language games for the development of reading skills among non-speaking Arabic language learners.

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