scholarly journals TEACHING THE ARABIC LANGUAGE TO NON-NATIVE SPEAKERS FROM A DISTANCE BETWEEN REALITY AND EXPECTATIONS

2021 ◽  
Vol 03 (05) ◽  
pp. 224-230
Author(s):  
Baeiman Jalal AHMED

The Arabic language is distinguished by its characteristics that distinguish it from other languages, as it is phonetically and symbolically characterized as well as being distinguished by the number of its letters, which reached twenty-eight letters, and also characterized by the letter “Dhad”. It uses this human device to its fullest and best, and does not neglect one of its functions. The Arabic language has a link with the Islamic religion that will remain until the Day of Resurrection because the one who pledges and cares for it is “Allah“ , the Almighty. Most of the non- native speakers teach the Arabic language in order for them to understand the Islam and Its message. Thus, the Arabic language is greatly concerned ad enjoyed by the non- native leaners . But this desire and demand hindered with difficulties, including the lack of a good teacher, as well as teaching methods, so hope for the development of teaching Arabic to non-native speakers remains possible if we benefit from modern technology in teaching Arabic to non- native leaners. This is what the current research will touch upon.

2019 ◽  
Vol 18 (2) ◽  
pp. 115-130
Author(s):  
Sudi Yahya Husein ◽  
H. Djuaini

This articleaims to answer the following questions. (1)What isthe educational performance in teaching Arabic to non-native speakers? (2)What is the scope of educational performance in teaching Arabic to nonnativespeakers? (3) What requires educational performance in teachingArabic to non-native speakers? To reach the objectives of the interview, theresearcher used the descriptive analytical method, starting from gatheringinformation and data about the concept of the educational process and itselements, then analyzing and arranging them according to the requirementsand the research hypothesis. After presenting and analyzing, the researcherobtained the results of this research as follows: (1) It defines the concept ofeducational performance, but it revolves around three things, namely: theeffort and the teacher performing the system, the rules, and the scope ofthe performance work. (2) The scope of educational performance is all theperformance of the teacher in the educational field, from mastery and masteryof teaching methods, teaching methods and educational material, knowledgeof individual differences for learners, classroom management, calendar andmethods of performance. (3) That a well-performing teacher is the one whoperformed his educational tasks according to educational standards, who isable in education and has the ability to awaken the attention of learners andraise their motivation towards learning and achieving educational goals, andhas a positive impact personally and professionally for his children learners.


Author(s):  
Arwa Mohammad Rabee

تعد اللغة العربية إحدى اللغات الأكثر انتشاراً في العالم، فهي لغة القرآن التي تتميز بفصاحتها وبلاغتها وجزالتها، وهي واحدة من اللغات الست الرسمية بالعالم، فاللغة وسيلة التواصل بين الشعوب التي شهدت تطوراً متسارعاً من خلال وسائل الإعلام بكافة صوره ولهذا استدعت الحاجة للناطقين بغيرها، ليبقوا على اتصال بالعالم من حولهم، وللاطلاع على ثقافات وحضارات وديانات الشعوب الأخرى تعلمها. يهدف البحث إلى دراسة توظيف وسائل الإعلام والتكنولوجيا الحديثة في تعليم اللغة العربية للناطقين بغيرها؛ لذا لا بدّ من تطوير آليات تعليم اللغة العربية بتقنيات حديثة تواكب العصر وتطوراته، مراعية عناصر العملية التعليمية القائمة على الطالب والمعلم والمنهاج. خلص البحث إلى أن تعليم اللغة العربية للناطقين بغيرها يواجه تحديات كبيرة في ظل العولمة، ولا يمكن مجابهة هذه التحديات إلا بتوظيف وسائل الإعلام والتكنولوجيا الحديثة في تعليم اللغة العربية بما يحفظ لها طبيعتها وخصوصيتها الدينية؛ لأن اللغة الإعلامية لغة سهلة قائمة على توظيف الفصحى المبسطة البعيدة عن التعقيد، والتي تركز على الدلالات الظاهرة البعيدة عن الانزياحات؛ ما يسهم في سهولة تعليم الناطقين بغيرها. الكلمات المفتاحية: اللغة- اللغة الإعلامية- آليات التطوير- وسائل التكنولوجيا- الناطقين بغيرها.


2020 ◽  
Vol 1 (1) ◽  
pp. 72-81
Author(s):  
Ilham Mukhtar ◽  
Jamal Fauzi

The Arabic language is a decent place in Indonesian society because it is a religious language that coincided with the entry of Islam in this country. The growing interest in it through the ages and continued to try to raise its status continuously until the field of education witnessed a remarkable development in the last decade. However, this status does not necessarily mean that this language has received what it deserves as a religious and foreign language from the engineering and policy of advanced education. The current status of Arabic language education in Indonesia is a transitional phase, as some promising developments are beginning to take place on the one hand, and it is still facing a number of thorny problems on the other. The teaching of Arabic in most institutes in Indonesia is done in a way that explains the rules and the translation of texts into the Indonesian language. In addition, the evaluation system used to measure the learner's linguistic achievement is largely focused on linguistic aspects. The teaching of Arabic language on such a method is a traditional trend and it has to be changed and developed, and since some of the significant shortcomings related to the curriculum, it requires searching for the places of this deficiency in the curriculum of teaching Arabic in the institutes. The framework of the study is determined in the problems of the curriculum of the Arabic language in terms of objectives, content, method and means of education and evaluation. The study will take its place in the language institutes of the Asia Muslims Charity Foundation (AMCF) in Indonesia.


2015 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
Fatimah Suo Yan Mei ◽  
Saipolbarin Bin Ramli ◽  
Nahla A. K. Alhirtani

The Arabic language is not an easy language to learn for non-native speakers if the teachers are not proficient in the teaching methods and strategies. Here, it is essential that teachers can benefit from Gagne’s nine approaches in the teaching for any subjects, especial, in teaching languages. Therefore, the learning outcome will be more effective if the teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of the application of Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to find the effective results of their experiences in the application of the nine approaches for Gagne in teaching Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to indicate the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in their teaching Arabic language. Among the most important results in the application of the nine events in teaching Arabic were to make teaching activities’ more effective and attractive, to help teachers how to facilitate the process of teaching Arabic in the classroom and to centralize the students focus during the lessons. The study concludes with some recommendations and suggestions.


2021 ◽  
Vol 8 (3) ◽  
pp. 63
Author(s):  
Li Qing Mei ◽  
Suo Yan Mei ◽  
Nazri Bin Atoh

Teaching methods for languages especial for Arabic language for non-native speakers always discussed by researchers, and the teaching methods for Arabic language at the female’s mosque of Henan Province, china still based on the traditional method without any update, but no one of researchers focused on this issue. however, this research aims to investigate the teaching method of Arabic language teaching in the female’s mosque of Henan of china to fill up the gap of research filed of teaching Arabic for non-native speakers. The study used the descriptive method to explore new information on Arabic teaching in China. and it was based on the field curriculum to highlight the teaching methods applied by female teachers when teaching Arabic at female mosques, analytical methods to analysis the Data collection which designed by questionnaires which distributed to 10 female teachers the five mosques for female’s Mosque in Henan Province China. The method of data analysis is percentage and frequency method using SPSS system. The research found that: teachers don’t have any clear ideal about teaching method for teaching Arabic language, and majorly of them only use translation and Grammar Method to teach Arabic. there are many aspects need to be improved. Hence, the researcher presented some recommendations and suggestions to improve the curriculum and methods of teaching Arabic language in mosques for female in Henan Province, China.


2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).


Author(s):  
علاء حسنى المزين (Alaa Hosni)

كان من أهم الآثار الإيجابية للصحوة الإسلامية التى عمت العالم الإسلامى بشكل ملحوظ منذ أوائل السبعينيات فى القرن العشرين زيادة إقبال الشعوب الإسلامية على تعلم اللغة العربية، وبدأ الاهتمام الحقيقى لجامعات العالم الإسلامى بتوفير مساقات متخصصة لهذا الغرض منذ أوائل الثمانينات، وكانت الجامعة الإسلامية العالمية بماليزيا التى أسست سنة 1983 من أنشط الجامعات فى هذا الصدد، وهو نشاط استلفت نظر الباحث إذ وجده يستحق الرصد والتوثيق العلمى، والمراجعة إذا اقتضت الضرورة لا بهدف الإشادة بالتجربة بل رغبة فى الإفادة والاستفادة من قبل المختصين من المهتمين بهذا الميدان الحيوى من ميادين خدمة اللغة العربية بل خدمة الإسلام، وحضارته نظرا للارتباط الوثيق بين اللغة العربية وهذا الدين الحنيف باعتبارها لغة كتابه الخالد، والمعلم الرئيس من معالم الهوية الإسلامية المميزة والصمود الحضارى.*****************************************************One of the most positive effects of the Islamic awakening since the early seventies, in the twentieth century, which spread across the Islamic world in a significant manner, has been the increased Muslims’ interest in learning the Arabic language all over the world. There began a real interest in the universities of the Muslim world for the Arabic language by providing specialized courses for this purpose since the early eighties and  the International Islamic University Malaysia established in 1983 has been the most active university in this regard. And this activity of the university drew the interest of the researcher who found it worthy of investigation and scientific documentation as well as of revision, if necessary, not in order to pay tribute to the experience, but for taking advantage and learning from specialists interested in this vital field of the fields of Arabic language service which is actually service of Islam and its civilization considering the strong connection between Islam and the Arabic language, the language of the Qur’Én , the most distinctive feature of Islamic identity and resilience of Islamic civilization.


2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Marine Vekua

The main goal of this research is to determine whether the journalism education of the leading media schools inGeorgia is adequate to modern media market’s demands and challenges. The right answer to this main questionwas found after analyzing Georgian media market’s demands, on the one hand, and, on the other hand, differentaspects of journalism education in Georgia: the historical background, development trends, evaluation ofeducational programs and curricula designs, reflection of international standards in teaching methods, studyingand working conditions.


Author(s):  
Spyros Armostis ◽  
Louiza Voniati ◽  
Konstantinos Drosos ◽  
Dionysios Tafiadis

The variety described here is Pontic Greek (ISO 639 name: pnt), and specifically the variety that originates from Trapezounta in Asia Minor (present-day Trabzon in Turkey) as spoken today in Etoloakarnania, Greece by second-generation refugees. The term ‘Pontic Greek’ (in Greek: ) was originally an etic term, while Pontians called their language by other names, mainly [ɾoˈmeika] ‘Romeika’ (Sitaridou 2016) but also [laziˈka] ‘Laz language’ (Drettas 1997: 19, 620), even though Pontians and Laz people do not share the same language, the latter being Caucasian. Nowadays, is the standard term used not only by researchers, but also by native speakers of Pontic Greek born in Greece to refer to their variety (but see Sitaridou 2013 for Romeyka in the Black Sea). Pontic Greek belongs to the Asia Minor Greek group along with other varieties, such as Cappadocian Greek (e.g. Horrocks 2010: 398–404; Sitaridou 2014: 31). According to Sitaridou (2014, 2016), on the basis of historical reconstruction, the Pontic branch of Asia Minor Greek is claimed to have been divided into two major dialectal groups: Pontic Greek as spoken by Christians until the 20th century in Turkey and Romeyka as spoken by Muslims to date in Turkey. Triantafyllidis (1938/1981: 288) divides Pontic varieties, as were spoken in Asia Minor, into three dialectal groups, namely Oinountian, Chaldiot, and Trapezountian, the latter consisting of the varieties that were spoken at Trapezounta, Kerasounta, Rizounta, Sourmena, Ofis, Livera, Tripolis, and Matsouka in Asia Minor (Trabzon, Giresun, Sürmene, Of, Yazlık, Tirebolu, and Maçka respectively in present-day Turkey). However, Triantafyllidis does not explain his criteria for this classification (Chatzissavidis 2012). According to one other classification (Papadopoulos 1955: 17–18; Papadopoulos 1958: $\upzeta$ ), the variety that was used in Trapezounta belongs to the dialectal group in which post-stressed /i/ and /u/ delete along other varieties, such as e.g. the ones that were spoken in Chaldia (present-day Gümüşhane), Sourmena, and Ofis (as opposed to the rest of Pontic varieties, such as the one of Kerasounta, in which those vowels are retained). Trapezountian Pontic Greek can also be classified with the group of varieties that retain word-final /n/, such as the varieties of Kerasounta and Chaldia, as opposed to the varieties that do not retain it, such as the ones of Oinoe (present-day Ünye) and (partially) Ofis (Papadopoulos 1958: θ).


Sign in / Sign up

Export Citation Format

Share Document