Journal articles on the topic 'Arabic language – Study and teaching – English speakers'
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1
Talqis Nurdianto and Noor Azizi bin Ismail. "Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 1–22. http://dx.doi.org/10.14421/almahara.2020.061.01.
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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government.
Keywords: CEFR, Arabic learning.
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Lanteigne, Betty, and Peter Crompton. "Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts." Research in Language 9, no. 2 (December 30, 2011): 29–50. http://dx.doi.org/10.2478/v10015-011-0018-9.
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This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating “because of you” positively, and communicating “because of you” negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.
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Long, Michael H., Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee, and Payman Vafaee. "A micro process-product study of a CLIL lesson l." Instructed Second Language Acquisition 2, no. 1 (March 16, 2018): 3–38. http://dx.doi.org/10.1558/isla.33605.
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We begin by comparing two models for the simultaneous teaching of language and content: immersion, and content and language integrated learning (CLIL). Following a brief summary and critique of research on CLIL, we describe a micro process-product laboratory experiment with young adult native speakers of Arabic for whom English was the L2. The same fifteen-minute lesson about an amateur anthropologist’s alleged discovery of a hitherto unknown indigenous tribe in the Amazonian jungle was delivered by nine surrogate teachers to nine groups of four surrogate students in three baseline English native speaker groups, three baseline Arabic native speaker groups and three CLIL groups. Findings on language use in the nine lessons are related to content learning and vocabulary knowledge. The short-term, artificial nature of the study precludes generalisations to real CLIL programs, which was not our intention. Rather, we wish to suggest that process-product laboratory studies of larger scale and longer duration, paired with classroom studies employing a similar design and research methodology, offer a useful approach to identifying strengths and weaknesses of CLIL programs largely ignored to date.
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Harahap, Partomuan. "Perbandingan Pengajaran Keterampilan Berbicara Bahasa Arab dan Bahasa Inggris di Sekolah Tinggi Agama Islam Negeri Curup." Arabiyatuna : Jurnal Bahasa Arab 1, no. 2 (December 29, 2017): 153. http://dx.doi.org/10.29240/jba.v1i2.323.
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At STAIN Curup, Arabic development is not as fast as English development. This can be seen from the holding of international seminars by presenting speakers from Middle Eastern countries but the language used in the seminar is English. Students' interest in admission to the English Tadris Study Program is higher than that of the Arabic Education Studies Program. They consider English easier than Arabic. This research focuses more on the implementation of teaching Arabic and English in STAIN Curup covering objectives, materials, methods, media and evaluation. The research method used is descriptive qualitative. Data collection uses observation, interviews, and documentation. Data analysis techniques are data reduction, data display, data analysis, and narrative analysis results. The research result is Muhadatsah teaching and Speaking teaching equally train the students ability in using those languages in communication and interaction with the other person. In teaching not only using the book as a reference but also gives freedom to students in practicing foreign languages by finding new ideas outside reference books that are used as a reference. The learning of Muhadatsah and Speaking in STAIN Curup is Student Centris, by presenting various methods. In learning Muhadatsah only utilize audio media, while in learning Speaking in addition to audio media also use audio-visual media. Overall it can be seen that the teaching of Muhadatsah and Speaking as the teaching of Arabic and English speaking skills is emphasized by the learning process that is learning rather than emphasizing the evaluation.
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Shehata, Ahmed Maher Khafaga. "Understanding academic reading behavior of Arab postgraduate students." Journal of Librarianship and Information Science 51, no. 3 (November 26, 2017): 814–22. http://dx.doi.org/10.1177/0961000617742468.
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The purpose of this paper is to report the findings of a study to investigate academic reading behavior among a group of Arab postgraduate students in social science disciplines. The paper also explores the difference between reading strategies used with Arabic and English text. The study deployed a qualitative research approach. A sample of 33 participants was interviewed to elucidate the reading behavior of the Arabic language speakers. The analysis of the interviews revealed that the participants use various reading strategies to familiarize themselves with the Arabic and the English scholarly content. The data showed that there is a need to train Arab postgraduates on academic reading skills. The results also indicate that reading the English text represents a challenge for the social sciences and humanities Arab postgraduates. This study was conducted on social science and humanities postgraduates. The reading behavior of science disciplines may differ as the teaching language is mainly in English. This study contributes to the field by expanding our understanding of how non-English language speakers read and comprehend the academic text. The value of the current study lies in being the first study that explores Arab postgraduate students’ reading behavior.
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Jenkins, Sulaiman. "Examining the (im)mobility of African American Muslim TESOL teachers in Saudi Arabia." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 157–75. http://dx.doi.org/10.1386/tjtm_00005_1.
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Abstract Through the lens of raciolinguistics, this nascent study examines the mobility/immobility of two African American Muslim TESOL teachers (AAMTT) working in the Saudi Arabian higher education (HE) context. The data were collected through interviews and autobiographies in order to examine the participants' lived experiences and their stories. It also explores the paradoxes, tensions and duplicities in treatment experienced by these two TESOL teachers while teaching English as a foreign language (EFL) in Saudi Arabia. These teachers moved to the Gulf region with diverse forms of cultural, symbolic, linguistic, economic and social capital, including being 'native speakers' with excellent command of the English language, identifying (and being identified) with the culture of hip hop and Hollywood (which is replete with famous African Americans), and representing American ideals of individualism, freedom of expression, open mindedness and upward mobility. Conversely, navigating through Saudi Arabia, these AAMTT have also experienced marginalization by consistent questioning of their national origins, failure to secure employment or being flatly rejected due to colour, and scepticism by students and administrators about the level of linguistic competence, accent, rhetoric and accuracy in delivering English lessons. Likewise, subscribers to the Islamic faith, their lofty expectations of what life would be like in the Gulf have been further complicated by experiences of direct and indirect racism (a direct contradiction of Islamic teachings of universal inclusion), and they have also striven to learn the Arabic language to gain religious and social capital while simultaneously fending off perceptions that Arabic speakers cannot be 'native speakers' of English. Therapeutically, the researcher reflects on his own experiences with transnationalism as well as the experiences of these two TESOL teachers and their struggles with constantly re-conceptualizing identity and self as new challenges present themselves in the Saudi Arabia. The paradox of possessing the cultural tools for mobility while also having features that hinder mobility is explored and the researcher discusses the strategies ultimately adopted and employed to navigate living in the Gulf.
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Alzaben, Naser M. N., Abdulfattah Omar, and Mohamed Ali Mohamed Kassem. "The Implications of Global English for Language Endangerment and Linguistic Identity: The Case of Arabic in the GCC States." International Journal of English Linguistics 9, no. 6 (November 12, 2019): 382. http://dx.doi.org/10.5539/ijel.v9n6p382.
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Numerous sociolinguistic studies have been concerned with investigating the factors that pose challenges to the position of Arabic in the Arab Gulf countries including the demographic structure, migrant labor, bilingual education, and the unique diaglossic nature of Arabic. However, thus far, there has been no conceptual framework for addressing the implications of the increasing use of English for the position and future of Arabic in these countries. A number of studies concluded that English has superseded Gulf Arabic and dominated the linguistic identity of its native speakers without providing empirical evidence for such claims. In the face of this limitation, this study adopts a sociolinguistic framework using language planning and language policy (LPP) methods in order to investigate the effects and implications of the use of English as a global language and lingua franca in the Arab Gulf states and propose workable, reliable and effective language policies that can help in maintaining Arabic as the first language in the Gulf Cooperation Council (GCC) states and addressing problems of language endangerment and death. Results indicate that the disappearance of a language and the loss of its status cannot be solely attributed to the widespread of global English. Global English, on the contrary, should not be considered as a threat to the linguistic and national identity in the GCC countries. The real threat that Arabic faces is the failure to meet the increasing needs of its users and speakers which has its implications for the status and future of Arabic. It is suggested then that more descriptive approaches should be adopted in the analysis and teaching of Arabic. Linguistic changes of Arabic should be considered inevitable and not be resisted in order for Arabic to address the changing needs of its users. Arabic should also be more involved in today’s globalised world. Finally, the sense of linguistic identity should be promoted among citizens and students.
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Khalaf Abu-Snoubar, Tamador, and Bandar Khlil Mukattash. "The Place of Arabic in English as a Foreign Language University Level Classes in Jordan." Arab World English Journal 12, no. 2 (June 15, 2021): 251–67. http://dx.doi.org/10.24093/awej/vol12no2.17.
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Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.
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Sabir, Mona. "Specificity and article use." Instructed Second Language Acquisition 2, no. 2 (October 9, 2018): 137–63. http://dx.doi.org/10.1558/isla.35617.
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This study reports the findings of a classroom intervention experiment investigating the effectiveness of explicit instruction in teaching the English articles’ semantic properties (definiteness and specificity) to Hejazi Arabic-speaking learners. Additionally, the study explores whether learners fluctuate (use the instead of a/ an and vice versa) in contexts where the taught semantic properties do not match. Fifty-four Hejazi Arabic-speaking participants were divided into two groups (instructed and control/uninstructed). The instructed group received explicit instruction on specificity and definiteness, since specificity is currently not taught to learners of English whereas definiteness is. The control group received traditional English language lessons with no explicit instruction on article semantics. By comparing the participants’ performance with twenty-three native English speakers, the findings of the study show learners’ sensitivity to specificity in article choice. They further show evidence supporting explicit instruction. The instructed group outperformed the uninstructed group and this effect was sustained until the delayed post-test with respect to average effects. The paper concludes that generative linguistics can inform the language classroom by predicting areas of acquisition difficulty. It also stresses that explicit language instruction is more beneficial than standard classroom instruction in teaching articles. On the basis of the findings, theoretical and pedagogical implications are discussed.
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Sabir, Mona. "Specificity and article use." Instructed Second Language Acquisition 2, no. 2 (October 9, 2018): 137–63. http://dx.doi.org/10.1558/35617.
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This study reports the findings of a classroom intervention experiment investigating the effectiveness of explicit instruction in teaching the English articles’ semantic properties (definiteness and specificity) to Hejazi Arabic-speaking learners. Additionally, the study explores whether learners fluctuate (use the instead of a/ an and vice versa) in contexts where the taught semantic properties do not match. Fifty-four Hejazi Arabic-speaking participants were divided into two groups (instructed and control/uninstructed). The instructed group received explicit instruction on specificity and definiteness, since specificity is currently not taught to learners of English whereas definiteness is. The control group received traditional English language lessons with no explicit instruction on article semantics. By comparing the participants’ performance with twenty-three native English speakers, the findings of the study show learners’ sensitivity to specificity in article choice. They further show evidence supporting explicit instruction. The instructed group outperformed the uninstructed group and this effect was sustained until the delayed post-test with respect to average effects. The paper concludes that generative linguistics can inform the language classroom by predicting areas of acquisition difficulty. It also stresses that explicit language instruction is more beneficial than standard classroom instruction in teaching articles. On the basis of the findings, theoretical and pedagogical implications are discussed.
11
Aldawsari, Mohammed. "Exploring Saudi University English Teachers' Perceptions of Global Englishes." World Journal of English Language 12, no. 8 (November 10, 2022): 426. http://dx.doi.org/10.5430/wjel.v12n8p426.
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This paper aims to explore the paradigm of Global Englishes through the perceptions held towards it by university English teachers in Saudi Arabia. Due to reasons, such as globalization and colonization, the presence of English can be found in all countries throughout the world. Some countries, such as Saudi Arabia have not yet fully institutionalized the language which places them in the expanding circle, where English is currently seen and pedagogically taught as a foreign language. There are currently more non-native speakers of English than native English speakers worldwide, presenting a wide array of English varieties, influenced by native languages and local dialects. International teachers and students of English have presented a common theme and that is their desire to speak English with native like proficiency. Thus, in turn, the current method through which English language teaching takes place is typically a standard nativism approach using American or British English as a benchmark. The concern is that the standard nativism model may not accurately reflect the variety of English that is practiced and used specifically in Saudi Arabia in the case of this study, nor within the world as countless people use English as their second or even third language. Global Englishes offers a diversified and inclusive way of accepting varieties of English and it offers a framework for English to be taught within. The current study sought to explore the perceptions held by Saudi university teachers towards Global Englishes. The study made use of focus group interview discussions with university English teachers in Saudi Arabia from which three dominant themes emerged through thematic analysis. Firstly, it was clear that the teachers were not fully aware of the notion of Global Englishes before the study, and therefore did not realize that alternative methods of English language teaching were being developed to include and accept different varieties of English. In addition, the teachers did not view Global Englishes as a legitimate framework for teaching English, for reasons such as it navigates from the “pure” form of standard English. In conclusion, the teachers seemed to be some-what apprehensive about incorporating Global Englishes into their teaching curriculum. Similar results have been found in other studies of a comparable nature.
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Al-Harbi, Mohammed S., and Hussain Ahmad. "English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan." Theory and Practice in Language Studies 12, no. 3 (March 1, 2022): 596–604. http://dx.doi.org/10.17507/tpls.1203.21.
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English teacher professional development (PD) follows different pathways in different contexts depending on local classroom ecology; however, the main goal of PD is to improve learners’ academic achievements. For this purpose, the current study provides a comparative analysis of Teaching of English to the Speakers of Other Languages (TESOL) teacher professional development perspectives from Canada, Saudi Arabia, and Pakistan. Data was collected from seven teachers who had EFL/ESL teaching experience in Canada, Saudi Arabia and Pakistan. The study attempted to find out dominant English teacher professional development pathways in the three contexts and investigated how these pathways influence teacher classroom practices.
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Ngarsou, Voudina. "First Language and Second Language in the Multilingual Context." J-Lalite: Journal of English Studies 3, no. 2 (December 31, 2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.
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Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, and English is given the status of a foreign language. Many studies in English in non-native English speaking environment considered the students’ mother tongue as L1, but the current research aimed to show that the first language could refer to the second language and rethink what are called first language and second language in research on English language learning by contextualising the situation. Qualitative method was used. It did not involve the collection of data. It was based on literature: books, articles, and opinions. So, from the body of the paper, the findings showed that many studies in English referred to the first language not as the speaker’s mother tongue, but the second language. This meant that L1 in terms of the students’ native languages (indigenous languages) should not be included in studies that involve the influence of L1 on English, unless the L1 that refers to the native language is made clear in the study.
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Iniutina, Liudmila Alexandrovna, and Tatiana Sergeevna Shilnikova. "Teaching russian as a foreign language in the modern educational paradigm: training dictionaries." SHS Web of Conferences 97 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219701012.
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The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi - English batttle, combat; French combat (m); Portuguese combate) and Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.
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Mustikawati, Diyah Atiek. "Code-Mixing and Code Switchingin The Process of Learning." Register Journal 9, no. 1 (September 23, 2016): 24. http://dx.doi.org/10.18326/rgt.v9i1.24-51.
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This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.
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Mustikawati, Diyah Atiek. "Code-Mixing and Code Switchingin The Process of Learning." Register Journal 9, no. 1 (September 23, 2016): 24. http://dx.doi.org/10.18326/rgt.v9i1.517.
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This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.
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Kabli, Hanan Mohammed. "The Effect of the Positive and the Negative Evidences in Learning English ‘to’ with Manner-of-Motion to Goal Constructions by L1 Saudi Arabic Speakers." English Language Teaching 13, no. 6 (May 15, 2020): 20. http://dx.doi.org/10.5539/elt.v13n6p20.
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The present study investigates the effect of the first language (L1) on learners by using the negative and the positive evidence in the classrooms while teaching English directional prepositions such as ‘to’ and ‘into’. It is assumed that Arabic has two versions of ‘to’. It has the directional interpretation without boundary-crossing which is equivalent to the English ‘to’; whereas, it also denotes a similar interpretation to English directional preposition ‘into’ which is unavailable in Arabic and involves boundary-crossing. The study considers two groups to examine the effect of the overlaps, who are at an intermediate stage of development; the experiment group (E.G.) and the control group (C.G.). The control group is the base to measure the effectiveness of the treatments on the experiment groups’ judgments. Hence, an Acceptability Judgment Task is devised to elicit participants’ judgments on the task items in the pretest and the posttest. Results show clear advantage of the negative evidence in the experiment group’s performance in the posttest in learning ‘to’ with and without boundary-crossing. There is a difference in the experiment group’s performance in the posttest in learning ‘into’ with the boundary-crossing event after receiving the positive evidence. Similarly, a difference was observed in the experiment group’s judgment with those of the control group in the comparison between ‘to’ and ‘into’ with the boundary-crossing event in the posttest.
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Obeid, Rana. "Second Language Writing and Assessment: Voices from Within the Saudi EFL Context." English Language Teaching 10, no. 6 (May 27, 2017): 174. http://dx.doi.org/10.5539/elt.v10n6p174.
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This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations for future research.
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Alghamdi, Amani, Michael Daller, and James Milton. "The Persistence of L1 Patterns in SLA: the Boundary Crossing Constraint and Incidental Learning." Vigo International Journal of Applied Linguistics, no. 16 (May 3, 2019): 81–106. http://dx.doi.org/10.35869/vial.v0i16.94.
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Based on the theoretical framework of Talmy (1985 et passim) and Slobin (1987 et passim) the present study analyses the influence of L1 patterns on the description of motion events with boundary crossings. Arab speakers avoid the use of manner of motion verbs in the description of these events and use simple path verbs (e.g. enter, go etc.), whereas speakers of English mostly use manner verbs (run, crawl etc.). These deeply engrained differences between L1 and L2 are a learning challenge in SLA. We analyse the use of manner verbs by an intermediate and an advanced group of Arab EFL learners, who live in the UK. Most learners either avoid the description or use path verbs as in Arabic. As the learners do not produce ungrammatical sentences, they will not receive negative feedback (e.g. from a teacher) and rely entirely on incidental learning from the input. However, despite the high frequency of these manner verbs in the daily input of the learners, they do not acquire the patterns of the target language even at a high proficiency level. Implicit learning in this context is hardly possible and explicit teaching and learning is needed to overcome the influence of the first language.
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Iwuchukwu, Matthew O. "LANGUAGE EDUCATION IN NIGERIA: CONTEMPORARY ISSUES AND WAY FORWARD." Cognizance Journal of Multidisciplinary Studies 1, no. 2 (February 28, 2021): 1–20. http://dx.doi.org/10.47760/cognizance.2021.v01i02.001.
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Nigeria is a highly multiethnic and multilingual African country that speaks over 500 indigenous languages and two official languages, English and French, some of which are taught and learned at the primary, secondary and tertiary levels of education. This descriptive study has attempted to discuss the state of language education and related issues in the education sector, involving the mother tongue, English, French and Arabic languages. The paper elucidates a few omissions in the National Policy on Education (NPE) and other factors that militate against effective implementation of the language curriculum such as negative perception, inadequate teaching staff and instructional resources, falling students' enrolment and performance, year abroad challenges, lack of funds and controversies generated by debates on a good lingua franca, etc. Based on the findings and their implications for achieving the objectives of the NPE, some recommendations have also been made for a way forward, for example, the need to review the existing NPE and language curriculum, implement trilingual education, compulsory and free basic education, provide sufficient funds, constitute internal quality assurance committees, carry out research and publish standard textbooks for pupils and students, and create umbrella associations of language teachers at the primary, secondary and tertiary levels of education.
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Almarshedi, Raniyah Mohammad. "Metalinguistic Awareness and Language Dominance: How Do Bilingual Saudi Graduate EFL Learners Use These in Learning?" World Journal of English Language 12, no. 7 (October 28, 2022): 148. http://dx.doi.org/10.5430/wjel.v12n7p148.
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The present study addresses the research gap in studies on the role of metalinguistic awareness and language dominance amongst EFL learners in the Saudi context. It empirically contributes to the research context on metalinguistic awareness and its association to the phenomenon of language dominance in the language development of EFL learners. The study was conducted in the English Department of Hail University, Saudi Arabia. Using systematic random sampling set at 95% level of confidence with proper observance of the assumptions in inferential statistics, results revealed that most of the respondents were Bilingual English Dominant (BED). Moreover, there is a highly favorable level of metalinguistic awareness on learning L2, knowledge and regulation categories were registered among the respondents. In like manner, the respondents reported a medium level of language dominance on use and exposure which is a sign of their departure from the full dominance of their L1 into mastering English language. Further, test of correlation showed a high direct and positive interaction between metalinguistic awareness and language dominance (r= .923) indicating that the higher the level of metalinguistic awareness the more the students manifest a favorable adherence to their dominant language. Findings positively contribute on how curriculum and language experts may adopt English language teaching strategies to prepare Saudi EFL learners become proficient speakers to participate in the global market and set them firmly on their career path.
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Al-Mutairy, Muna, and Nadia Shukri. "Patterns of Interactions in a Synchronous Computer Mediated Communication (CMC) Collaborative Activity in the Saudi EFL Context." Studies in English Language Teaching 5, no. 2 (May 18, 2017): 307. http://dx.doi.org/10.22158/selt.v5n2p307.
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<p><em>This study explored patterns of interaction in a synchronous Computer Mediated Communication (CMC) collaborative activity in an English as a Foreign Language (EFL) setting in the Saudi Arabian context. The study focused on the use of synchronous Chat in teaching and learning. Collaborative learning is considered to lead to a deeper level of learning, enhanced critical thinking, shared understanding and long-term recognition of the learned material.</em><em> A qualitative approach was used in the data collection process. </em><em>Participants were 20 high school students, native speakers of Arabic, in Jeddah, Saudi Arabia. The study examined participants’ English usage in conversation, a quiz, and a discussion, all of which took place online, in a CMC format. There was also a paired work presentation of 25 minutes’ duration. Results revealed that CMC enabled learners to further their understanding of instructional content and to better apply what they had learned when they were placed in a group. The results from the online discussion showed that participants’ linguistic performance improved, including better utilization of words. Although grammatical usages lack certain accuracy, the use of CMC to a larger extent contributed to enhanced communication skills and autonomy. </em><em>Based on the findings some suggestions and recommendations were provided</em><em> as to aid teachers as well as students in implementing the Internet technology in EFL classrooms.</em><em></em></p>
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Jalal, Fuad Ali, and Shawkat Taha Mahmood. "The Effect of Phonological and Phonological Disorders in Learning Arabic Language Second." Journal of University of Human Development 3, no. 3 (August 31, 2017): 396. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp396-423.
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This study is derived from two main branches: the first is the books that deal with the problems of voice and pronunciation, and the second is the verbal problems observed by the researchers from the mouths of the speakers and a close look at the institutes and colleges where the Arabic language is taught. And has not received sufficient care in terms of application, and if found in the sound is often referred to non-people, has been dominated the theoretical curriculum dry classrooms in the students with the emergence of a deficit in the face of speech problems that are not addressed by those theoretical lessons, These problems are the functional and logical chaos, ie, the lack of commitment of Arabic speakers to a sound and unified sound system. The most important thing that the university teaching suffers today is that the specialists occupied the written pages of the living speech and the detailed performance. They left the conversation, reading, A large number of university students, many of whom are not very good at speaking and do not improve performance. And the strange today is the ears of the teachers on the errors of speech, do not find them denial or blame corresponds to the error in the grammar, the teachers find that the teachers do not notice the students only some grammatical errors without the attention of the student (the student), not distinguish between example, Or oppression. What is even more strange is that in the faculties of languages, literature and education where languages are taught, they offer labs and laboratories to teach English; And the problem of speech defects and exit, and access to this speech to the level of aesthetic required of the most important problems of modern acoustics, and the emergence of schools, centers and hospitals in most countries of the world, and language does not function in the cases of disruptions and distortion, because the listener in certain circumstances does not differentiate Between (Saar Ali) and (Thar Ali), and (Del Said) and (Dil Said), and (Say Ya Hassan) and (all good), and (the shadow of so and so) and (Zell so) ... and so on . Each sound has a specific template, and a special function. If the sound comes out of this mold, its character is lost, and its function is gone. Confusion, ambiguity, and verbal imperatives necessitated cooperation between linguists, orthodontics, orthodontists, plastic surgeons and psychiatrists. Based on the above, this research sheds light on the vocal, physiological, and psychological difficulties that prevent the learning of the first and second languages (mother tongue and foreign language) and provides a necessary input on the most important vocal issues that revolve around it. The most important factors that cause these disorders, as well as the research identifies the most important vocal and psychological disorders related to the psychological side, noting the most important reasons behind these disorders. The language of the sound rules that govern the method of pronunciation of sounds and sound clips and words, and it is necessary to follow the controls for learning the Arabic language, especially from the logical side of the process of pronunciation And the words as required and without disruption or malfunction or the replacement of a letter with a letter or delete or increase or distort or distortion of what our members have addressed the pronunciation to come true correct structure.
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Wilson, Kenesha, Eddia Copeland Solas, and Natalie Guthrie-Dixon. "A Preliminary study on the use of Mind Mapping as a Visual-Learning Strategy, in General Education Science classes for Arabic speakers in the United Arab Emirates." Journal of the Scholarship of Teaching and Learning 16, no. 1 (February 26, 2016): 31–52. http://dx.doi.org/10.14434/josotl.v16i1.19181.
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Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to integrate an intervention that would incorporate Emirati artistic and collaborative practices, in an effort to engage them on all levels, such that their academic attainment is positively affected. Preliminary results based on a group of 60 students, from on-going active research, suggest that this method is quite useful in helping pupils to summarise lengthy lessons and increase student engagement and communication amongst peers, which helps them to reinforce scientific theories and concepts. This method further facilitates on the spot identification of misconceptions that students may have, as the instructor can proffer an immediate feedback. Students seem more responsive and motivated as they positively contribute to their learning environment, which is believed, can only further strengthen their internal locus of control. The results satisfy paucity in the literature on effective pedagogic strategies for Arabic ELLs in science.
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Namukwaya, Harriett. "Beyond Translating French into English: Experiences of a Non-Native Translator." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (March 23, 2014): 61. http://dx.doi.org/10.21992/t9r906.
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This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.
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Connor, Owen, and Ahmad Nazari. "EFL TEACHERS� AND LEARNERS� PERSPECTIVES ON THE PRINCIPLES OF INSTRUCTED LANGUAGE LEARNING: CONFLICT OR CONSENSUS?" LLT Journal: A Journal on Language and Language Teaching 23, no. 1 (February 14, 2020): 58–79. http://dx.doi.org/10.24071/llt.v23i1.2359.
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The developmental nature of second language acquisition research has resulted in various and at times seemingly contradictory theories, methods and approaches. In 2005, Rod Ellis published his Principles of Instructed Language Learning, which he considered to be a set of teaching generalisations that could stimulate debate and reflection among teachers in the post-methods era (Richards Rodgers, 2014). The purpose of this study was to investigate Elliss principles in terms of their perceived relevance and applicability in an adult EFL learning environment. In order to achieve this aim, a mixed methods research approach was utilised. Separate questionnaires were administered to seventy-one students and eight teachers employed in the English Language Department of a Training Institute in Doha, Qatar. Additionally, thirteen students participated in two single sex focus group sessions. The results revealed consensus between students and teachers regarding the importance they placed on some principles, but not others, particularly the contentious issue of meaning vs. form. Furthermore, while both groups emphasised the importance of interaction, many students nonetheless felt uneasy interacting in English with other Arabic speakers. A further key finding was that neither party clearly understood the concept of the learners built-in syllabus. The principal conclusion is that the best way to deal with the aforementioned anomalies involves experimentation with task-based approaches as these allow for a focus on meaning, opportunities for interaction, and a retrospective focus on form via corrective feedback, which takes into account the learners built-in syllabus.DOI: doi.org/10.24071/llt.2020.230105
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Mahmoud Hamdoun, Waleed. "Academic English Program Evaluation of the Foundation Year at Saudi Petroleum Services Polytechnic College: Trainees and EFL Instructors’ Perceptions." International Journal of Applied Linguistics and English Literature 10, no. 4 (July 31, 2021): 24. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.4p.24.
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The main reason of conducting this study is grounded on my rational to provide further guidance to curriculum staff in my professional context, College of Saudi Petroleum Services Polytechnic (SPSP), to develop the current English program taught to vocational trainees to prepare them to their future jobs at petroleum services industry in Saudi Arabia. Unfortunately, the graduates’ spoken language is inadequate at their worksites and therefore their employers are relatively dissatisfied with the language quality of their manpower. Accordingly, I have decided to explore the speaking skill aspects in the existing English curriculum to value its effectiveness in improving and helping the academic staff to produce fluent speakers of English at oil industry workplaces. Based on my study findings, I have found that it is relatively difficult to assign a language course book which meets all the needs of trainees at vocational training institutions because their working environment needs specific learning objectives for learning job-related language. In my research and professional experience, as a researcher in language curriculum development as well as being a language instructor at a vocational training college, I can conclude that the solution to solve language learning and its implication at workplace is to develop EAP/ESP language program based on specific instructional objectives driven from the actual needs assessment at the target workplaces and their intended learning outcomes could be aligned with both learning and teaching activities and assessment tasks using the constructive alignment principles as the constructive alignment framework could be effective in structuring and designing aligned curriculum to meet the intended goals of these contexts, especially vocational training centers and higher education institutions.
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Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 6, no. 4 (December 30, 2016): 559–60. http://dx.doi.org/10.14746/ssllt.2016.6.4.1.
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The last 2016 issue of Studies in Second Language Learning and Teaching includes six papers, five of which are reports of original research projects and one is a conceptual piece. The initial two contributions are concerned with different aspects of pragmatics, both with respect to the teaching of this subsystem and the process of its acquisition. In the first of these, Andrew D. Cohen addresses the crucial issue of how native and non-native teachers of second and foreign languages deal with sociopragmatic and pragmalinguistic features in their classes. He reports the findings of an online survey of 113 teachers of different additional languages from across the world, which demonstrated that while there exist many similarities between the native and non-native instructors, the former are often at an advantage, although they by no means confine themselves to reliance on their intuition. In the second, Qiong Li undertakes a synthesis of 26 original longitudinal research studies on naturalistic pragmatic development in adult learners with the purpose of identifying patterns of variation in the acquisition of pragmatic features and providing potential explanations for the occurrence of such variation. The analysis showed that there are differences in the rate of development of various aspects of pragmatics (e.g., speech acts vs. lexical features), which can be accounted for in terms of factors related to the target language (e.g., the frequency of the feature in the input), the situation (e.g., social status) and the learner (e.g., initial knowledge about the target feature). The following two papers shift the emphasis to the role of individual factors in the process of second language acquisition, more specifically the contributions of motivation and willingness to communicate (WTC). Ali Al-Hoorie reports the results of a survey study conducted among 311 young Arabic adult learners of English as a foreign language, providing evidence, somewhat in contrast to much previous research, that achievement in second language learning is a function of implicit attitudes to L2 speakers and L2 learning experience rather than the ought-to self or attachment to the L1 group, with such constructs as the ideal L2 self or intended effort being unrelated to success. The study by Mystkowska-Wiertelak investigated fluctuations in WTC of advanced learners of English during seven conversation classes which she taught over the period of one semester. Quantitative and qualitative analysis of the data gathered by means of self-assessment girds, interviews, questionnaires and detailed lesson plans indicated that WTC was indeed in a state of flux, both within single lessons and over time, with such changes being attributed to an intricate interplay of contextual and individual factors. The last two contributions focus on the role of critical thinking in foreign language learning. Jelena Bobkina and Svetlana Stefanova present a model of teaching critical thinking skills with the help of literature, arguing that such skills can be fostered through encouraging critical reader response to fictional work embedded in social phenomena as well as illustrating how this model can be applied to classroom practice. In the last paper, Paweł Sobkowiak underscores the interdependence of critical thinking and the development of intercultural competence, discussing the findings of a study of 20 coursebooks used in the Polish contexts and concluding that activities used in these coursebooks fall short of achieving either goal. As always, I am confident that all of the papers included in the present issue will provide food for thought to the readers and serve as a springboard for future empirical investigations that will help us better understand the exceedingly complex processes of second language learning and teaching.
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Oyler, Dianne White. "The N'ko Alphabet as a Vehicle of Indigenist Historiography." History in Africa 24 (January 1997): 239–56. http://dx.doi.org/10.2307/3172028.
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The N'ko alphabet made its first appearance in Bingerville, Côte d'Ivoire, on 14 April 1949? The invention of Souleymane Kanté of Kankan, Republic of Guinea, this alphabet constituted an attempt to provide a truly indigenous written form for Mande languages. Since its invention, a grassroots movement promoting literacy in the N'ko alphabet has spread across West Africa from the Gambia to Nigeria. A significant number of the speakers of Mande languages in Francophone as well as Anglophone West Africa have learned the N'ko alphabet, even though their governments use French or English as official languages and Muslim Mande-speaking religious leaders use Arabic in prayers and for study and teaching. The number of those who are literate in N'ko has increased without government intervention or support during the colonial and independence periods and without official support from the Islamic religious community. N'ko spread at the grassroots level because it met practical needs and enabled speakers of Mande languages to take pride in their cultural heritage. Informants from Kankan and its vicinity, one small part of the large region of N'ko's spread, said that their motivation to learn the alphabet was due to pride in their culture.Here I examine the emergence of the N'ko alphabet as an indigenously created writing system currently used by speakers of Mande languages in the Republic of Guinea and in other countries across West Africa; the reasons behind the alphabet's creation and the process by which the alphabet evolved; seeks briefly to identify the process by which the alphabet was disseminated under the guidance of its creator in a grassroots movement fueled by individual initiative, I offer some indications as to the depth and breath of N'ko literacy within the Mande-speaking community. Finally, it discusses the motivation for learning the N'ko alphabet and the problems it poses for one local community.
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Alsharidi, Norah K. M. "The Use of Twitter Amongst Female Saudi EFL Learners." International Journal of Applied Linguistics and English Literature 7, no. 4 (July 1, 2018): 198. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.198.
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Twitter is a popular microblogging site amongst the Saudi population, which means that Saudi EFL learners are now increasingly connected with millions of native English speakers and other EFL/ESL students. This paper shed light on the use of Twitter by female Saudi EFL learners to determine their English learning practices and their perceptions beyond formal learning contexts. Specifically, the research determined the manner by which the participants’ social interactions over Twitter can help with second language (L2) development and the factors that drove them to choose this site to support their L2 learning. To this end, 25 Saudi adult females who were at different levels of study at a local health sciences university in Saudi Arabia were recruited. Underlain by a mixed methods approach, data collection was implemented through survey questionnaires administered to the EFL learners, amongst whom three participated in additional semi-structured interviews. The researcher has provided few recommendations for the future research where use of Twitter in education and its implications for the purpose of teaching.
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Saleh, Alaa Mamoun, and Abeer Sultan Ahmed Althaqafi. "The Effect of Using Educational Games as a Tool in Teaching English Vocabulary to Arab Young Children: A Quasi-Experimental Study in a Kindergarten School in Saudi Arabia." SAGE Open 12, no. 1 (January 2022): 215824402210798. http://dx.doi.org/10.1177/21582440221079806.
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Vocabulary is an essential element of English language learning. There are many strategies, which teachers can use in teaching vocabulary, especially to young learners. One of these strategies is using educational games to teach vocabulary more effectively. The aim of this quasi-experimental study is to investigate the effect of using educational games on the vocabulary learning of young children. The research was conducted at a kindergarten in Saudi Arabia, in which the participants were 40 Arab young learners. They were between 5 and 6 years old, and all of them were nonnative speakers. Participants were divided into two groups, control, and experimental group. The experimental and control group comprised of twenty students each. The experimental group was taught using games in which the children were involved. On the other hand, the control group was taught using a more “traditional” method by repetition. A vocabulary-based test, presenting as a pre-test, post-test, and delayed post-test, was assigned to both groups. The study revealed that applying educational games as a learning technique with young learners, increased learner engagement, improved knowledge absorption and retention, and gave learners the opportunity to see real word application. Accordingly, this study recommends using educational games in teaching vocabulary more creatively with young learners.
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Arthur, Jo. "Language at the margins." Language Problems and Language Planning 28, no. 3 (November 5, 2004): 217–40. http://dx.doi.org/10.1075/lplp.28.3.01art.
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Drawing on a recent ethnographic research project conducted in an urban neighbourhood of Liverpool, England, this paper focuses on Somali speakers, relating the experience of members of this minority language community to the local linguistic and cultural ecology of the city. The community forms part of a Somali diaspora created largely as a consequence of civil war in Somalia towards the end of the twentieth century. The paper opens with an account of the context of the languages and cultures of Liverpool, going on to explore the communicative roles of languages and literacies — Somali, English and Arabic — in the lives of members of the Somali community. Also reported are insights, gained in interviews, into the symbolic values which these languages and literacies hold for them. These data indicate unresolved tensions felt by the interviewees in relation to issues both of cultural identity and of social and educational aspirations — tensions which are closely linked to widespread concern in the community over what is perceived as inter-generational language shift, from Somali to English. This concern has led to the setting up of Somali literacy teaching for young people in the community, and the study included observation of these classes. The paper considers the contribution of such affirmative action to the maintenance and valorisation of Somali, as the language of community heritage, before concluding with discussion of the implications of the Somali community experience in Liverpool — of both marginalisation and resistance — for the management of multilingualism in this modern city. Sommaire Les langues dans la marge: Le cas du somalien à Liverpool Cet article se concentre sur les locuteurs somaliens. Les informations obtenues se rapportent à l’expérience des membres de cette communauté linguistique minoritaire et s’inspirent des conclusions d’une étude ethnographique menée dans un quartier urbain de Liverpool, en Angleterre. La communauté fait partie de la diaspora somalienne, créée principalement à la suite de la guerre civile en Somalie vers la fin du 20ème siècle. L’article présente le contexte des langues et cultures de Liverpool ainsi que les rôles de communication des langues et des taux d’alphabétisation pour les langues — somalien, anglais, arabe — dans la vie des membres de la communauté somalienne. En s’appuyant sur des entretiens effectués, cet article donne aussi un aperçu des valeurs symboliques que représentent pour eux ces langues et leur taux d’alphabétisation. Ces données révèlent les tensions irrésolues ressenties par les personnes interviewées en ce qui concerne les questions à la fois de culture identitaire et d’aspirations sociales et en matière d’éducation. Ces tensions sont intimement liées à une inquiétude répandue parmi la communauté en ce qui concerne les changements qui semblent intervenir au niveau du somalien et de l’anglais entre les générations. Cette inquiétude a mené à la création d’un enseignement du somalien pour les jeunes de la communauté et cette étude inclus les observations de ces classes. L’article prend en considération la contribution d’une action si affirmative pour le maintien et la valorisation du somalien, en qualité de langue du patrimoine de la communauté, et termine en conclusion par une discussion des implications — à la fois de la marginalisation et de la résistance de la communauté somalienne à Liverpool — en ce qui concerne la gestion du multilinguisme de cette ville moderne. [Cette étude se base sur des recherches effectuées en 2001–2002 avec le soutien du Leverhulme Trust. L’auteur remercie l’aide de Cabdillaahi Cawed Cige, Mariam Salah et Samsam Saleh.] Resumo Lingvo marĝena: La kazo de la somalia en Liverpool Surbaze de lastatempa etnografia esplorprojekto farita en urba kvartalo de Liverpool, Anglio, tiu ĉi artikolo fokusiĝas je somaliparolantoj, ligante la sperton de anoj de tiu ĉi lingvominoritata komunumo al la kultura ekologio de la urbo. La komunumo formas parton de somalia diasporo kreita plejparte rezulte de la civila milito en Somalio fine de la dudeka jarcento. La artikolo komenciĝas per prezento de la lingva kaj kultura kunteksto de Liverpool, kaj poste esploras la komunikajn rolojn de lingvoj kaj leg- kaj skribkapabloj — somaliaj, anglaj kaj arabaj — en la vivoj de anoj de la somalia komunumo. Oni ankaŭ raportas pri perceptoj, gajnitaj el intervjuoj, pri ilia sento de la simbolaj valoroj entenataj en tiuj lingvoj kaj kapabloj. Tiuj datenoj indikas, ke la intervjuatoj sentis nesolvitajn streĉitecojn rilate demandojn kaj de kultura identeco kaj de sociaj kaj edukaj aspiroj — streĉitecojn proksime ligitajn al disvastiĝinta maltrankvilo en la komunumo pri tio, kion oni perceptas kiel intergeneracian lingvoŝoviĝon de la somalia al la angla. Tiu maltrankvilo kondukis al starigo de somalia alfabetiga instruado por komunumaj gejunuloj, kaj la studo enhavis ankaŭ observadon de tiuj klasoj. La artikolo konsideras la kontribuon de tia pozitiva agado al konservado kaj valorigo de la somalia, kiel la lingvo de la komuna heredaĵo. La artikolo finiĝas per diskuto de la implicoj de la spertoj de la somalia komunumo en Liverpool — spertoj kaj de marĝenigo kaj de rezistado — por la mastrumado de multlingvismo en tiu moderna urbo. [La studo baziĝas sur esploroj subtenataj en 2001–2 de Leverhulme Trust. La aŭtoro danke rekonas la helpon de Cabdillaahi Cawed Cige, Mariam Salah kaj Samsam Saleh.]
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Al-qadi, Nassir Saleh. "Testing the acquisition of English productive and non-productive derivatives by native-Arabic speakers." ITL - International Journal of Applied Linguistics 113-114 (January 1, 1996): 203–20. http://dx.doi.org/10.1075/itl.113-114.01alq.
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Abstract Vocabulary development can be achieved by helping the foreign learner of English to acquire productivity and non-productivity in English derivation. In addition, the English productive derivatives should be given special attention in teaching to and learning by native-Arabic speakers because the Arabic language is a language of derivation and it is highly productive. This paper tests how the adult native-Arabic speakers learning English as a foreign language acquire English productive and non-productive derivatives. This will be done by comparing productivity in standard written Arabic and standard written English through contrastive analysis. The concept of contrastive analysis (CA) is initially called upon the fact that Arabic is a language of productive derivation while English is a language of more than one source of word-formation; borrowing, compounding and derivation. Moreover, productivity in English is not high. Secondly, morphology is subject to avoidance phenomenon by foreign learners. Hence, the predictive value of CA and also its testing in this paper should be very helpful for English teachers to native-Arabic speakers learning English and other foreign learners, language acquisition researchers, applied linguists, methodologists and textbook-writers.
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Belmihoub, Kamal. "Language attitudes in Algeria." Language Problems and Language Planning 42, no. 2 (June 21, 2018): 144–72. http://dx.doi.org/10.1075/lplp.00017.bel.
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Abstract This article examines language attitudes among Algerian first and second year engineering students at an Algerian university. A sample of 101 participants responded to a 51-item questionnaire. The results of the questionnaire showed a strong preference of Modern Standard Arabic (MSA), English, and French by native speakers of Algerian Arabic (Derja). Native speakers of Tamazight (a Berber language) preferred MSA, English, French, and Tamazight. Participants were divided on many questions regarding MSA and Tamazight. It was also found that respondents favored English as a useful vehicle of economic opportunity and knowledge transfer. An overwhelming majority of respondents viewed multilingualism in Algeria positively. Interestingly, both Derja and Tamazight native speakers unanimously rejected promoting Derja to an official political status, and they indicated support for the teaching of English and French in school. Possible motives behind the attitudes are discussed and implications are suggested.
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Mochamad Hasyim. "مناهج تعليم اللغة العربية للناطقين بلغات أخرى." Studi Arab 8, no. 2 (December 26, 2017): 91–102. http://dx.doi.org/10.35891/sa.v8i2.1758.
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Arabic has officially become the sixth world language with English, French, Spanish, Russian and Chinese, with the recognition of the United Nations and many international organizations that they have realized the role of the Arabic language in the dissemination and preservation of human civilization. It is in this context that there has been a great deal of interest in the dissemination of Arabic to non-speakers around the world. And opened a number of scientific institutions and institutes play an important role in this area, and specialists in the development of curricula and teaching materials and methods of teaching Arabic to non-children. In this matter, the language should determine their goals, plans, curricula and teaching methods. These things differ when teaching Arabic to their children and non-speakers. In addition, this research includes the concept of curriculum, the types of curricula for teaching Arabic to its children and speakers in other languages, in addition to the types of curricula for learning the language as a second language and the budget in that.
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Azizah, Alfiyatul. "The Differences Between Arabic Language Teaching for Single Rooted Foreign Speakers and Multiple Rooted Foreign Speakers." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 26–39. http://dx.doi.org/10.51425/ierj.v1i1.9.
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The Arabic language teaching has been developed rapidly through this modern era as a result of the world wide acceptance to study this language. Language enthusiasts as well as the scholars have noticed some development of Arabic language on several ways as well as its advancement according to the linguistic and geographic condition of learners. This study aims to understand some differences of Arabic language teaching for students who speak in single rooted language and students who speak in multiple rooted language. The single rooted language one took a sample from Assalam Islamic Boarding School where all of the student came from single rooted language, Malay language. While another one took a sample from An-Nile Center of Arabic Language Study for Foreigner, Cairo where the students came from several roots of languages, such as Malay, European, Russian, Turkish, African, and so on. In addition, this study aims to understand some difficulties and challenges the students and teachers face, and compare the percentage results of 4 language development skills between the two groups. The result of this study, based on those two institutions’ Arabic teaching methods, it is concluded that the comparison result of 4 language skills shows that the Arabic teaching method for Multiple Rooted Foreign Speakers (Taken from An-Nile Arabic Language Center) is better than Arabic teaching for the single rooted language speakers, especially on the speaking skill. In another side, we found that one of reasons why Arabic teaching method for foreigners from single rooted language speakers is weaker— is due to the tendency of language teachers to perform translation for Arabic words into their own particular language and the less of creative media invention uses which allow them to explain Arabic words with Arabic language.
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Alzamil, Abdulrahman. "The Use of English Articles in Adjective-modified Contexts." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 9. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.9.
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English articles are thought to be complex, ambiguous and not salient in spoken language, which is why second language (L2) learners of English exhibit usage variability. Much of the L2 acquisition literature seems to agree that L2 learners are affected, one way or another, by their first language (L1). However, the debatable and controversial issue is whether there are other factors that affect article use, independent of potential L1 effects. The present study examines whether the presence or absence of adjectives in noun phrases influences article choice among Saudi Arabic learners of English. Both Arabic and English have articles, but Arabic adjectives are different from English adjectives to the extent that they agree with nouns in definiteness, case and gender. The study was conducted with 24 L1 Saudi Arabic speakers and 6 native English speakers. A 42-item fill-in-the-blanks task was administered. The results showed that a) native speakers of English outperformed L2 Arabic speakers in all contexts except indefinite plural contexts not modified by adjectives; and b) L2 Arabic speakers were more accurate in indefinite contexts that were not modified by adjectives than those that were. These findings show that L1 Arabic speakers are sensitive to the presence or absence of adjectives in noun phrases.
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Elaimam, Amal Mussa Abbass. "Using the Image in Teaching Arabic Language Vocabulary to Non-Native Speakers: The Experience of the Arabic Language Institute - King Abdul-Aziz University - as a Model." Journal of the College of Education for Women 31, no. 4 (December 27, 2020): 50–59. http://dx.doi.org/10.36231/coedw.v31i4.1429.
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The study aims to demonstrate the importance of instructional methods in teaching Arabic language as a second language or teaching the Arabic language to non-native speakers. The study is in line with the tremendous development in the field of knowledge, especially in the field of technology and communication, and the emergence of many electronic media in education in general and language teaching in particular. It employs an image in teaching vocabulary and presenting the experience of the Arabic Language Institute for Non-Speakers-King Abdul-Aziz University. The study follows the descriptive approach to solve the problem represented by the lack of interest in the educational methods when teaching Arabic as a second language. Accordingly, the study is to answer the following questions: What is the importance of using teaching aids when teaching Arabic to non-Arabic speakers?What are the methods of employing (an image) as an instructional tool in teaching vocabulary? The study has reached that teaching aids are of great importance in studying the Arabic language for the non-native, the image of the audio and visual aids plays a great role in teaching vocabulary to the beginners. In its modern version, it helps directly in teaching the language from a distance and thus fulfills the hopes of many in teaching Arabic language and covers the acute shortage of a language teacher.
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Freynik, Suzanne, Kira Gor, and Polly O’Rourke. "L2 processing of Arabic derivational morphology." Mental Lexicon 12, no. 1 (June 18, 2017): 21–50. http://dx.doi.org/10.1075/ml.12.1.02fre.
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Abstract The current study examined how non-native speakers process the highly productive derivational morphology of Arabic in which, in contrast to Indo-European languages, word formation involves interleaving a root and template structure. Previous research shows that native speakers of Arabic decompose morphologically complex words in lexical processing. Using cross-modal priming, the current study shows that non-native speakers of Arabic (L1 English) also decompose derived forms such that there is priming between words that share a common root which is not due to semantic or phonological overlap. In spite of the typological distance, native English speakers organize their L2 Arabic lexicons in a manner similar to native Arabic speakers.
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Mei, Fatimah Suo Yan, Saipolbarin Bin Ramli, and Nahla A. K. Alhirtani. "Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI)." European Journal of Language and Literature 3, no. 1 (December 30, 2015): 32. http://dx.doi.org/10.26417/ejls.v3i1.p32-37.
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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.
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KISSLING, ELIZABETH M. "Cross-linguistic differences in the immediate serial recall of consonants versus vowels." Applied Psycholinguistics 33, no. 3 (August 5, 2011): 605–21. http://dx.doi.org/10.1017/s014271641100049x.
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ABSTRACTThe current study investigated native English and native Arabic speakers’ phonological short-term memory for sequences of consonants and vowels. Phonological short-term memory was assessed in immediate serial recall tasks conducted in Arabic and English for both groups. Participants (n= 39) heard series of six consonant–vowel syllables and wrote down what they recalled. Native speakers of English recalled the vowel series better than consonant series in English and in Arabic, which was not true of native Arabic speakers. An analysis of variance showed that there was an interaction between first language and phoneme type. The results are discussed in light of current research on consonant and vowel processing.
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Ibrahim, Mahmoud Thabet. "The Common between Malay Language and the Qur'an A model of curriculum for teaching Arabic to Malay speakers." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 6, no. 2 (December 20, 2022): 125. http://dx.doi.org/10.29300/im.v6i2.8170.
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AbstractThe Arabic language has a high position in the hearts of Muslims and their conscience, and there is no surprise in that; as it is the language of the holy Quran and the language of the noble hadith that the Noble Prophet uttered, and it is also the language of the honourable people of Paradise, and it is no wonder, then, that Muslims like learning the Arabic language. Study Problem: It is known that teaching Arabic to native speakers is different from the way it is taught to native speakers. It is also known that learning Arabic for Muslims is very important to master the recitation of the Holy Qur'an, and understand its secrets; so this study came to try to walk the way to teach Arabic and teach the Qur'an at the same time. "Multiple statistics have shown that the majority of the main reasons behind the turnout of non-Arabic speakers depend on the desire to learn the language of the Qur'an."[1] Study Methodology: In preparing this study, the researchers relied on the descriptive approach. Objectives of the study: This study aims to prepare a list of common vocabulary between Malay and Qur'anic words for use in building an integrated educational curriculum, to teach Arabic to Malay speakers. Study Results: The results of this study show that the use of common vocabulary between Malay and Qur'anic words in building a curriculum to teach Arabic to Malay speakers, has implications for the development of students' language skills and the development of their trends towards the study of ArabicKeywords: common vocabulary list - Malay - language skills - non-native speakers - trends. [1] - Abdel-Ati, Muhammad Rajab, and Al-Khatib Muhammad. (2009). Technical employment of the Holy Quran in teaching Arabic to non-native speakers. Kingdom of Saudi Arabia, Medina: King Fahd Complex for Printing. p 1
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Aljasser, Faisal M., Keonya T. Jackson, Michael S. Vitevitch, and Joan A. Sereno. "The influence of phoneme inventory on elicited speech errors in Arabic speakers of English." Mental Lexicon 13, no. 1 (August 10, 2018): 26–37. http://dx.doi.org/10.1075/ml.17014.alj.
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Abstract Previous studies have shown that nonnative phonemic contrasts pose perceptual difficulties for L2 learners, but less is known about how these contrasts affect speech production in L2 learners. In the present study, we elicited speech errors in a tongue twister task investigating L1 Arabic speakers producing L2 English words. Two sets of word productions were contrasted: words with phonemic contrasts existing in both L1 Arabic and L2 English (e.g. tip vs dip, sing vs zing) or words with phonemic contrasts existing in English alone (pit vs bit, fat vs vat). Results showed that phonemic contrasts that do not exist in Arabic induced significantly more speech errors in L2 Arabic speakers of English compared to native English speakers than did phonemic contrasts found in both languages. Implications of these findings for representations in L2 learners are discussed.
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Haial, Dr Ahmed Hussien. "The impact of Linguistics In teaching Arabic language." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 1 (December 1, 2017): 135–52. http://dx.doi.org/10.36473/ujhss.v223i1.322.
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Almost linguistics and language approach differ from those defined by the global history of linguistic studies, Including Arabic linguistic studies, I decided that the language linguistics subject of scientific study material, In this lesson linguistic began nearly shoved another contributed to the breadth of the research department, Accordingly God widened cognitive extents in most universities in the world, and its impact in the overall Linguistics Humanities. The pedagogical and teaching aids frontrunner in this effect, and as the teaching language is situated in the heart of the pedagogical department. It was the linguistics major impact on the development of Arabic language teaching, both speakers in Arab universities and secondary schools, or for non-native speakers.
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Ashwaq Mohammad Salleh Kenali, Hanan Salleh, Manal Jusoh, and Nawal Abdullah. "تحديات التعليم الرقمي للغة العربية بالجامعات الماليزية في زمن جائحة فيروس كورونا." Ulum Islamiyyah 33, S4 (December 17, 2021): 345–62. http://dx.doi.org/10.33102/uij.vol33nos4.432.
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The goal of the study was to determine the challenges that Arabic language lecturers in Malaysian universities face when teaching Arabic to non-native speakers using digital education during the Coronavirus pandemic, as well as the extent of the effectiveness of digital education in teaching Arabic to non-Arabic-speaking students, and what challenges they face. In order to suit the nature of the research and its objectives, the researchers resorted to employing the descriptive approach based on the identified problem of the study. The current study aims to define and analyze the digital education situations for teaching Arabic in Malaysian universities. The data was obtained utilizing an interview method to access the intended metadata, and it was conducted with (6) lecturers from various Malaysian universities that used digital education to teach Arabic to non-native speakers during their home isolation. The NVIVO program was also used to evaluate the interview data in order to determine the issues they confront. According to the findings of the study, the use of digital education in teaching Arabic to non-native speakers has encountered numerous challenges in asynchronous education, educational platforms, fees and costs, updating information, cooperative learning, scalability, awareness, low adoption rate, communication problem, digital illiteracy, electronic content, participation and interaction during the lesson. According to the findings, it is critical to keep up with the changes and use technology and digital in teaching Arabic to non-native speakers. The challenges of digital education that the Arabic language faces today in terms of teaching the language to non-Arabic speakers is a reality that everyone faces in all modern and emerging aspects that leave an effective imprint in the future.
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Widyasari, Hesti, and Hanandyo Dardjito. "Teaching Indonesian for other language speakers." Technium Social Sciences Journal 28 (February 9, 2022): 43–51. http://dx.doi.org/10.47577/tssj.v28i1.5887.
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Previous studies suggested immersing the language learners in the target language when learning a foreign language. It is, to some extent, difficult to apply because of several factors; therefore, English operates as a medium of instruction in the classroom where the learners have different cultures and different first languages. This study aimed at finding out the use of English as a medium of instruction in teaching Indonesian for foreign language speakers or Bahasa Indonesia bagi Penutur Asing (BIPA). It applied a qualitative design involving a semi-structured interview with three BIPA teachers selected using purposive sampling. The interview data were analysed interpretively. The findings revealed that English was employed when giving instruction, explaining complex concepts and grammar, defining vocabulary, checking the students’ comprehension, and keeping the classroom interaction. However, English was used limitedly because the learners needed to learn and practice the target language.
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Kamsinah, Kamsinah, Yuliyanah Sain, Nurazizah Aliah, and Nurasia Natsir. "Comparison of How Arabic and English Foreign Language Learners Compliment and Respond to Praises." REiLA : Journal of Research and Innovation in Language 4, no. 2 (July 18, 2022): 158–69. http://dx.doi.org/10.31849/reila.v4i2.9909.
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Researching the speech acts performed between Arabic and English speakers is one of the popular trends in pragmatic research. However, the majority of previous studies have only obtained data from native Arabic and English speakers, or Arabic natives who are learning English as a foreign language. This study intends to fill the research gap of comparing the speech acts of giving praise and responding to praise made by students who are studying both English and Arabic as their foreign languages. This descriptive study used two instruments, namely a discourse completion task questionnaire consisting of twelve scenarios and an interview, involving 70 English learners and 70 Arabic learners from UIN Alauddin Makassar which is the only university in Indonesia that offers the unique Foreign Language Intensification Development (PIBA) program. Results have determined that the dominant praise strategies of Arabic learners are awe and congratulating, while English learners tend to use surprise and congratulating strategies. Both language learners dominantly use the strategies of giving appreciation and reassigning praises as their praise response strategies. This study concluded that Arabic foreign language learners tend to have a small repertoire of praise and praise response strategies, while English foreign language learners’ arsenal of strategies is much more diverse.
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AlMurshidi, Ghadah. "The expression and conceptualization of motion through space and manner of motion in Arabic and English: A comparative analysis." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 57–76. http://dx.doi.org/10.14434/ijlcle.v2i0.26890.
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This paper is a comparative analysis of English and Arabic expressions of motion events using narratives of Chafe’s (1980) Pear Story elicited from native speakers of both languages. The native‐speaker English narratives were elicited by Feiz (2007). A discourse analytic approach is used to examine how speakers of Arabic and English indicate motion through path, manner, and ground. The data consist of 45 elicited oral narratives. The narratives are all based on Chafe’s (1990) Pear Film, which is a 6‐minute film with many characters, but no dialogue. Fifteen of these are in Arabic, fifteen in English by Arabic speakers, and fifteen in English by native English speakers. The findings of this study indicate that Arabic is a verb‐framed language (Talmy, 2007). It has a variety of path verbs such as yadheh “fall,” yamer “pass,” and yenzel “descend.” Furthermore, the stative verb is used frequently in Arabic by all the Arabic speakers to describe a static location (Feiz, 2007). The total number of uses of the stative verb in Arabic is 71 tokens. In addition, the verb yati “come” is used in Arabic to introduce newcomers, as it is in English (Feiz, 2007). However, the use of the manner verbs in Arabic, such as etkhardhaf “tumbles,” is rare. English is considered a typical satellite‐framed language. It has a large number of manner verbs (Slobin, 2003). Some deictic verbs are used with path satellites (e.g., comes along). Manner verbs are also used with path satellites (e.g., climb down and walk back). Multiple path satellites also appear in English (e.g., came down off and climbed back up in).
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Salih, Abeer Hadi. "Approval and Disapproval Expressions in English and Arabic: A Contrastive Study." European Journal of Interdisciplinary Studies 4, no. 3 (November 29, 2018): 14. http://dx.doi.org/10.26417/ejis.v4i3.p14-20.
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Any language in the world wide has different expressions and terms that convey approval or disapproval that language speakers may use in their daily life. English language for instance, is full of such expressions and can be found in any situation needs to. The present research studies approval and disapproval in English with their counterparts in Arabic as a contrastive study. It tries to search for those terms or sentences that are used to express approval and disapproval in English with their counterparts in Arabic. It aims to highlight the points of similarities and differences between those expressions that are used to state approval and disapproval in the two languages. Also the study includes a contrastive analysis to the expressions of approval and disapproval in English with their equivalents in Arabic in order to come up with the conclusions. It concluded that the approval and disapproval expressions in English language are similar to their counterparts in Arabic language but differ in two points. Firstly in Arabic language main verbs are used to convey approval and disapproval whereas in English are not. Secondly, in English language the exclamatory style is used to express approval in contrast, Arabic language is not. Researchers, teachers, translators and any who cares about English language and linguistics can get benefit from this study, precisely because it includes a comparison between two languages, English language and Arabic, with several types of expressions and terms that are being actually used to express approval and disapproval.
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Omar, Abdulfattah A. "THE IMPLICATIONS OF THE USE OF ENGLISH AS A LINGUAL FRANCA ON THE LINGUISTIC CHANGES OF THE COLLOQUIAL DIALECTS OF ARABIC." Cadernos de Linguagem e Sociedade 19, no. 2 (October 10, 2018): 115–40. http://dx.doi.org/10.26512/les.v19i2.16894.
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With the development of globalization and the emergence of global English, numerous studies have been concerned with the ways Arabic is influenced by English, the adoption of many English loanwords by Arab speakers and the dominance of English as a lingua franca in different Arab countries including Saudi Arabia. These studies generally investigate the effects of global English on the Arab linguistic and cultural identity. The majority of these studies tend to list what they refer to as risks of the dominance of English loanwords in Arabic and assert the importance of keeping Arabic pure from these words which are described asدخيل dakhil (literally meaning strange and outsider). Very few studies have been done on exploring the ways English loanwords are used in Saudi Colloquial Arabic (SCA) and the relationship between the use of English loanwords and some sociolinguistic variables such as sex, age, geographic location, and education. In the face of this, this article is concerned with exploring the relationship between sex and the use of English loanwords in Saudi Colloquial Arabic (SCA). In order to do this, the study is based on a corpus of English loanwords in Saudi Colloquial Arabic (SCA) with the purpose of investigating the frequency of English loanwords in the speeches of male and female speakers and describing the morphological adaptations used by male and female speakers. Results indicate that there are significant differences between Saudi male and female speakers in the use of English loanwords in terms of frequency, topics, and morphological adaptations. The sex or gender of the speaker is an important factor in determining the frequency, distribution, and the morphological adaptations of English loanwords in SCA.