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Littérature scientifique sur le sujet « Teaching of Arabic »

Auteur : Grafiati

Publié le 10 mars 2023

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Articles de revues sur le sujet "Teaching of Arabic"

Baharudin, Ismail. « EFEKTIVITAS METODE PENGAJARAN BAHASA ARAB ». Thariqah Ilmiah : Jurnal ilmu-ilmu kependidikan dan Bahasa Arab 6, n^o 2 (29 septembre 2020) : 103–19. http://dx.doi.org/10.24952/thariqahilmiah.v6i2.2809.

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Arabic is the language of the holy book Quran for mankind. Altough the Arabic language in Indonesia is a foreign language, but for muslim should not make foreign language in his tounge. Arabic for a Muslim is the fundamental key to unclock the deepening of knowledge of the religion of Islam. With a key that he can learn the basic teachings of religion and also be able to know the basic teaching of his religion, history, science, and culture of Islam that had reached the lighthouse internasional civilization before crushed by modern civilization today.Language teaching purposes, according to its name to grow and develop language skills. Skilled language means listening, skilled reading, and skilled writing in Arabic is good and right. Arabic language teaching methods have four forms taught to students. Teaching is in Arabic in this study is teaching Istima’ (listening), teacing Kalam (speaking), teaching Qiro’ah (reading), and teaching Kitabah (writing).

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Suhaimi, Suhaimi. « MU`JAM `ARABĪ DAN URGENSINYA DALAM PEMBELAJARAN BAHASA ARAB DI PERGURUAN TINGGI AGAMA ISLAM ». Jurnal Ilmiah Didaktika 12, n^o 1 (1 août 2011) : 134. http://dx.doi.org/10.22373/jid.v12i1.443.

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Among the latest problems encountered in the Arabic teaching in Islamic University is the poor ability of students in comprehending Arabic texts, either classic or contemporary ones. This is not only caused by the insufficiency of student ability in understanding sentence structure, but also the scantiness vocabulary mastery. The use of mu’jam ‘arabi as one of the language learning methods is very important. Unfortunately in Islamic university, there is no exclusive Arabic encyclopedia. This paper explores the urgency of mu’jam in coping with some problems of Arabic teaching in Islamic university, such as IAIN, STAIN and others.

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Al-Harbi and, Amal Nasser, et Wafa Al-Owaidi. « Arabic Language Teachers’ Training Needs for Implementing Cognitive Trips Strategy when Teaching Arabic Language Courses in the Kingdom of Saudi Arabia ». Journal of the College of Education for Women 32, n^o 3 (24 septembre 2021) : 12–24. http://dx.doi.org/10.36231/coedw.v32i3.1512.

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The present work focuses on examining the strategy of cognitive trips and the Arabic language teachers’ training needs of such a strategy when teaching Arabic language courses in the Saudi Arabia Kingdom. To achieve the objective of the study, and check whether this strategy is used in lesson planning, lesson teaching, or lesson assessment, a descriptive approach and a questionnaire have been adopted. The researchers used a number of statistical tools, and chose a purposive sample, which consists of (58) Arabic language teachers from Saudi Arabia Kingdom. Results have shown that the training needs of Arabic language teachers for implemining the strategy of cognitive journeys while teaching Arabic language courses came in the following order: the area of lesson planning with 63.8%, lesson implementation with 60.3%, and then evaluating the lesson with 56.9%. Besides, the strategy of cognitive trips that has been applied on learners needs to be used virtually, and to maintain its origins. Finally, the researchers have recommended identifying the strategy of knowledge trips and employing it in the educational process. The researchers have further suggested to provide laboratories equipped with smart devices and the Internet, and to encourage teachers to have intensive training to master the strategy of knowledge trips, and adopt it as an effective method of teaching. They have further suggested to arrange training courses all over the kingdom to improve teacher’ educational results.

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Permana, Farid. « REFLEKSI DAURAH TADRIBIYAH DI UNIVERSITAS UMM AL QURA MEKKAH SAUDI ARABIA ». Al Mi'yar : Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 3, n^o 1 (20 mars 2020) : 91. http://dx.doi.org/10.35931/am.v3i1.201.

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Almost of all universities in Saudi Arabia have Arabic learning program for non Arab student, one of them is Arabic language institute for non Arabic speakers at Umm Alqura university in Mecca. As a holders responsibility for developing and expanding the Arabic language, this Institute in collaboration with the kingdom of Saudi Arabia has implemented a training program to strengthen Arabic learning for Islamic boarding school teachers, teachers and Arabic lecturers from Indonesia and Senegal.on 13 Shawwal - 20 Dzulqaidah 1439 coincides with June 28 - August 4, 2018. The various learning activities in this program include Arabic language, Islam and cultural insights that designed professionally. Based on the author's observations during became a participant in this program 2018. It’s can be a very good reflection for developing Arabic learning programs in Indonesia, especially from attitude aspects, and teaching management. The author also recommends Arabic educators in Indonesia to take part in the Daurah to enrich Arabic learning techniques.

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Ali, Nur. « The Role of the Arabic Teacher in the Spread of Islam in Nusantara ». Ilomata International Journal of Social Science 2, n^o 2 (29 avril 2021) : 105–12. http://dx.doi.org/10.52728/ijss.v2i2.214.

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The entry of the people of the archipelago into Islam is the ability of Islamic broadcasters to use attractive packaging, especially by emphasizing conformity with Islam or continuity with local beliefs. This continuity does not mean changes in local religious beliefs or practices but adjustments through teaching. There are many methods used by Islamic broadcasters to get the people of the archipelago to accept Islamic teachings, such as a recitation teacher who teaches Arabic either directly or indirectly. Because the Al-Qur'an, the Prophet's Hadith and Islamic teachings use Arabic, the teachers try to teach Arabic well and professionally. Arabic was first taught with the aim that Islamic teachings could be understood and practiced properly. By practicing Islamic teachings properly and correctly, it becomes an attraction for people who have not embraced Islam. After the teachings of Islam have been well and correctly accepted, the aim of teaching Arabic has changed, namely to communicate with other nations.

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Wafaa Alowaydhi, Sara Omar, Wafaa Alowaydhi, Sara Omar. « Identifying the Instructional Strategies Used in Teaching the Reading Skill in Teaching the Arabic Language Courses in Kingdom of Saudi Arabia : تحديد استراتيجيات مهارة القراءة المستخدمة في تعليم مقررات اللغة العربية بالمملكة العربية السعودية ». مجلة العلوم التربوية و النفسية 5, n^o 26 (28 juillet 2021) : 126–05. http://dx.doi.org/10.26389/ajsrp.r140221.

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This study aimed at identifying the instructional strategies used in teaching the reading skill in teaching the Arabic language courses in Kingdom of Saudi Arabia at the different grades of the elementary, intermediate and secondary stages. To achieve this aim, the survey method was used by surveying the literature and related studies that dealt with methods of teaching the reading skill. The results of the study revealed some strategies that are suitable for the reading skill and its aims in education in Kingdom of Saudi Arabia. These strategies are the correct reading skill and the quality of the reading performance, the strategies of vocabulary acquisition, and the strategies of reading comprehension skill and its analysis and evaluation. The study recommended conducting similar studies that deal with identifying the strategies suitable for teaching the other Arabic language skills: writing, speaking and listening.

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Abdullah, Rais. « Teaching Media in the Teaching of Arabic Language to Non-Native Arabic Speakers ». DINAMIKA ILMU 16, n^o 1 (1 juin 2016) : 93. http://dx.doi.org/10.21093/di.v16i1.294.

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Gemilang, Damar, et Hastuti Listiana. « Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab ». ATHLA : Journal of Arabic Teaching, Linguistic and Literature 1, n^o 1 (23 décembre 2020) : 49–64. http://dx.doi.org/10.22515/athla.v1i1.3048.

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This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

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Rusydi, Muhammad. « Communicative Arabic and Structure of Its Philosophical Teaching ». Langkawi : Journal of The Association for Arabic and English 4, n^o 1 (8 juin 2018) : 46. http://dx.doi.org/10.31332/lkw.v4i1.764.

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This article orients to expose the philosophical frame of communicative Arabic teaching. Communicative Arabic teaching has a strong philosophical framework because this modern teaching approach directs the Arabic language to its original position as a tool to communicate. In this context, the ontology dealing with the essence of Arabic teaching as a pedagogical reality, the epistemology dealing with its procedural framework and the ontology dealing with its value framework see that communicative Arabic teaching should be developed with a suitable educational philosophy reinforcing the Arabic to its functional-communicative framework. This article, finally, presents an alternative analysis to perceive communicative Arabic teaching.

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Bahy, Moh Buny Andaru, Kamal Yusuf et Ahmad Dzulkifli Rif'at. « Exploring Public Health Arabic Vocabulary For Arabic Teaching Materials ». An Nabighoh 24, n^o 1 (30 juin 2022) : 33. http://dx.doi.org/10.32332/an-nabighoh.v24i1.4574.

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The emergence of new vocabulary related to public health is very important for the public to know, especially the new vocabulary about the Covid-19 pandemic in Arabic. This study aims to promote Arabic vocabulary - based teaching materials related to public health to introduce Arabic learners to new vocabulary. This study uses a descriptive qualitative approach based on library research by using the steps of preparing teaching materials using the Dick and Carey model. The data for this research is sourced from the online electronic media of the BBC Arabic, using vocabulary adaptation techniques to compile Arabic teaching materials. The results of this study confirm that in the preparation of Arabic teaching materials, the four basic principles of fhe foreign language learning approach are used. Based on the research that has been carried out, it was found that there are several of new vocabularies related to the Covid-19 pandemic in Arabic. Furthermore, the adaptation of the development of new Arabic vocabulary teaching materials is arranged according to the principles and concepts of language learning, so that in the implementation and teaching of new vocabulary students are expected to achieve maximum results.

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Thèses sur le sujet "Teaching of Arabic"

Facchin, Andrea <1986&gt. « Teaching Arabic as a foreign language ». Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/10303.

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La presente ricerca si colloca nel campo della didattica dell’arabo come lingua straniera (TAFL) ed intende passare in rassegna le tappe fondamentali di tale materia dall’inizio degli anni Sessanta ai giorni nostri nel mondo arabo e nello specifico in tre paesi: Tunisia, Egitto, Arabia Saudita. Nella ricerca presta particolare attenzione alla produzione TAFL in materia di sistemi di qualificazione linguistica quali scale di livello, esami di piazzamento, test in generale.

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Ferrari, Giorgia. « Teaching and learning Arabic variation through vocabulary ». Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34217.

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The field of Teaching Arabic as a Foreign Language (TAFL) has seen in recent decades a growing interest in portraying and teaching one of the most salient and intrinsic features of Arabic: language variation. This thesis takes a position in contrast to approaches that portray the two varieties as being distinct and well-defined dichotomic units, in favour of an approach that interprets them as two heterogeneous language varieties within one singular linguistic system. The two language varieties are embodied by Standard and Colloquial Arabic and it is argued here for the teaching of both varieties to students of Arabic as a foreign language. In this light, this thesis sets out to investigate the development of two language skills, vocabulary knowledge and language awareness, in a diglossic learning environment. Moreover, it explores the attitudes and perceptions of the students towards Arabic variation. Two experimental methods based on focus-on-form instruction are used in this research to teach Colloquial Arabic to students of Arabic as a foreign language at higher-education level, and the empirical research is conducted within a semi-embedded research design in which qualitative and quantitative data are collected. Students from three universities participate in this research: the Universities of Exeter, Genoa and Milan. This allows for the comparison of results from students of different mother tongues. The main research question that this thesis sets out to answer is: does focus-on-form instruction lead to vocabulary development in two diglossic varieties, namely Standard and Colloquial Arabic, more effectively when it focuses on the two varieties separately or when it links their forms? Two sub-questions investigate which of the two methods of focus-on-form instruction lead more efficiently to the development of language awareness, and the impact they have on students’ attitudes towards Arabic variation. The last sub-question asks to what extent the development of the diglossic language skills and attitudes is a consequence of the method of instruction received. The results of this study suggest that the answer lies in focusing predominantly on one variety at a time with additional consolidation exercises that compare the forms of the two varieties. The main contributions of this thesis are both theoretical, to the literature of TAFL, and empirical, regarding the development of the language skills and attitudes measured.

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Kseibat, Dawod. « Adaptive intelligent tutoring for teaching modern standard Arabic ». Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134371.

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The aim of this PhD thesis is to develop a framework for adaptive intelligent tutoring systems (ITS) in the domain of Modern Standard Arabic language. This framework will comprise of a new approach to using a fuzzy inference mechanism and generic rules in guiding the learning process. In addition, the framework will demonstrate another contribution in which the system can be adapted to be used in the teaching of different languages. A prototype system will be developed to demonstrate these features. This system is targeted at adult English-speaking casual learners with no pre-knowledge of the Arabic language. It will consist of two parts: an ITS for learners to use and a teachers‘ tool for configuring and customising the teaching rules and artificial intelligence components among other configuration operations. The system also provides a diverse teaching-strategies‘ environment based on multiple instructional strategies. This approach is based on general rules that provide means to a reconfigurable prediction. The ITS determines the learner‘s learning characteristics using multiple fuzzy inferences. It has a reconfigurable design that can be altered by the teacher at runtime via a teacher-interface. A framework for an independent domain (i.e. pluggable-domain) for foreign language tutoring systems is introduced in this research. This approach allows the system to adapt to the teaching of a different language with little changes required. Such a feature has the advantages of reducing the time and cost required for building intelligent language tutoring systems. To evaluate the proposed system, two experiments are conducted with two versions of the software: the ITS and a cut down version with no artificial intelligence components. The learners used the ITS had shown an increase in scores between the post-test and the pre-test with learning gain of 35% compared to 25% of the learners from the cut down version.

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Shaheen, Muhammad. « Theories of translation and their applications to the teaching of English/Arabic-Arabic/English translating ». Thesis, Connect to e-thesis, 1991. http://theses.gla.ac.uk/637.

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Soliman, Rasha Kadry Abdelatti Mohamed. « Arabic cross-dialectal conversations with implications for the teaching of Arabic as a second language ». Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/9119/.

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This research is divided into two interlinked parts. The first part reviews literature on the diglossia and variability of the Arabic language and investigates how mutual intelligibility is achieved in informal conversations between speakers of different Arabic dialects. 11 conversations were recorded between speakers of 12 Arabic dialects. Instances of borrowing from Modern Standard Arabic were observed and analysed. The participants were also interviewed after the recorded conversations in order to get more insight into the listening comprehension strategies that they applied to achieve intelligibility. The results show that the native speakers tend to rely mostly on their native dialect in cross-dialectal interaction with a much smaller number of borrowings from Modern Standard Arabic in comparison with previous studies. A number of listening strategies were observed to be used in order to aid intelligibility. These strategies included making use of the context, ignoring non-content words and making use of their linguistic knowledge and the root and pattern system in Arabic as a frame of reference in comprehending unfamiliar cognates. The analysis also showed that dialect familiarity has a major role in aiding comprehension between the native speakers of different Arabic dialects. The second part, first, examines the needs of learning Arabic as a second language in Higher Education, then presents a case study that tests the advanced Arabic learners’ level of cognate recognition in unfamiliar dialects and whether explicit strategy teaching and lexical training can improve their dialectal lexical comprehension. Five final year university students of Arabic with an advanced level in MSA and exposure to a dialect participated in this study. Pre and post-tests of dialectal listening comprehension were administered. The results of a higher score in the post-test confirmed that the explicit strategy training helped the Arabic students to achieve better comprehension of cognates in unfamiliar dialects.

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Masood, Munazzah. « ARABIC IN PAKISTAN PROBLEMS AND SOLUTIONS IN THE FIELD OF TEACHING AND TESTING : ARABIC IN PAKISTANPROBLEMS AND SOLUTIONS IN THE FIELD OF TEACHING AND TESTING ». Doctoral thesis, Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-156200.

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This dissertation discusses with both the teaching and testing systems associated with the language of Arabic in Pakistan. This study does not only discuss the pedagogical issues of teaching this language in Pakistan, but it also highlights the importance of it being a symbolic language and the resultant symbolic interpretation. The focus of the study is the translation and interpretation of the Arabic language and how it has affected socio-political aspects, in general, and linguistic issues, in particular, in Pakistan. Due to the Arabic language, linguistic symbolism has brought a distinctive intervention in the society. Arabic, as a symbolic language, has promoted a parallel ideological perspective in Pakistan. This study was conducted in four phases. The first phase was empirical and it started in 2009 with the translation and teaching of the book entitled, “Modern Stan-dard Arabic: An Elementary-Intermediate Course” to the Arabic-language students in Lahore, Pakistan. The second phase was to evaluate the translation and teaching of the book with the help of pre- teaching and post-teaching assessments. The third phase of the research was to understand the scope of the Arabic language as it exists in Pakistan with the help of the survey method. The researcher interviewed 220 conveniently selected respondents in Lahore and Multan, Pakistan. The Statistical Package for the Social Sciences (SPSS) was used to analyze the three types of data (pre-teaching, post-teaching and the scope of the Arabic language). The fourth phase of the research was to analyze the data that comprised the research report. The study revealed that a significant majority (80%) of the respondents were interested in learning Arabic because it is the language of the Holy Qur’an and Islam. It also showed that people also wish to learn the Arabic language in order to secure employment in the Middle-Eastern and in the Arabian Gulf countries. The respondents also reported that they want to learn the Arabic language because of its rich literature of history, science and culture. However, the respondents were at odds with the traditional method of teaching and testing the Arabic language. As a result, these students were learning less language but more ideological construct in the name of Arabic. This pedagogical problem has serious consequences. The study also found that the “Modern-Standard Arabic: An Elementary-Intermediate Course” is an excellent resource to use to change the traditional peda-gogical skills. It ascertained that people shifted their traditional perspective of the Arabic learning for religious purposes to the “living language”, the language of everyday conversation. The students of the course ranked the “Modern Standard Arabic” high as compared to the traditional methods of teaching. However, they also had trouble and these were highlighted in the dissertation. This research gleaned that Madrasas (religious schools) in Pakistan were the major source of the Arabic-language teaching in Pakistan. These Madrasas teach with traditional methods and imparted a vested interest-based interpretation of the religion. In this way, the Arabic language as it existed in Pakistan did not give real linguistic meaning to the students but rather give a single-dimension perspective of the religion to the students. This inadequate teaching of the language has simultaneously promoted less tolerance and has expanded the extremist point of view in Pakistan. The language, in other words, seems to be a breeding ground of the extremism that appears to prevalent in Pakistan and thereby gives a misguided version of the language to the members of the society. The second source of Arabic-language teaching in Pakistan was the public-sector universities. These universities were training students to become religious scholars rather than linguistics or translators/interpreters of the Arabic language. The focus of the syllabi of the universities promoted Islamic Arabic literature and the Middle-Eastern perspective of Islam. However, a few of the universities were promoting some level of standard Arabic and Arabic language. Nevertheless, linguistic Arabic as such was virtually non-existent and people regard the language of English as a linguistic subject. Theoretically, ‘Arabic’ has not been treated as a living language in Pakistan. On the one hand, even native-Arabic societies did not take into account the importance of the Arabic language and they hardly emphasize the standardization of it. Native-speaking Arabic scholars have rarely developed theoretical perspectives of the Arabic language or have contributed to its linguistic theory, on the other hand. This state of affairs has developed pedagogical illusions regarding language and linguistics. This dissertation argues that Arabic is a ‘living language’ and that to incorporate it as such a lot of work needs to be done. A standardization of both the language itself and the systems of teaching and testing it needs to be developped. This language re-quires a modernized perspective, both pedagogically as well as linguistically. Theatrically, Arabic requires linguistic perspectives in order to address the pedagogical illusion. Generally, these scientific developments are lacking in the Arabic language. The result is the misinterpretation, confusion and vagueness that have left space for Arabic to be regarded simply as a symbolic language. This symbolic perspective has promoted a single dimension of the language, i.e. the ideological construct, but has also reduced the role as a language of translation and linguistic vigour.

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Alghamdi, Abdulmajeed Mohammed B. « Exploring Secondary School Principals’ and Arabic Language Teachers’ Beliefs and Practices with Technology in Saudi Arabia ». Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367707.

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This study explores the uses of educational technology as echoed in principals’ and Arabic language teachers’ beliefs and classroom practices. The research is conducted in Saudi Arabia, where the integration of information and communication technologies (ICT) in schools is still at its infancy. Previous research indicates that the use of ICT in education has been limited. This thesis is based on the argument that these limitations result from the lack of the pedagogical use of technology. Understanding principals’ and teachers’ pedagogical rationales and in-depth responses is important for the successful integration of ICT. This research investigates teachers’ ICT beliefs and practices. In particular, this research endeavours to identify the relationship between teachers’ technology beliefs and practices in the classroom and the factors influencing this relationship. This study also investigates school principals’ beliefs on the use of technology and on teachers’ ICT practices. The study aims to identify the relationship between principals’ beliefs and teachers’ beliefs and practices with regard to ICT, as well as to confirm or determine other factors influencing teachers’ technology practices. With the abundant studies measuring teachers’ self-reported attitudes and practices, and taking into consideration that teachers’ practices do not always reflect their beliefs, the researcher considers direct evidence of practice beyond self-reported practice as crucial in bridging research into school reality. Additionally, the nature of this study’s focus requires in-depth understanding and exploration.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Al-Alawi, Bader. « Web based learning system : teaching Arabic language for beginners / ». Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/al-alawi.pdf.

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Al-Osaimi, Saleh. « Beliefs about Arabic Language Learning Held by Students and Their Teachers at ITANA (Institute for the Teaching of Arabic to Non-Arabs) Riyadh, Saudi Arabia ». Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515437.

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Alosh, Muhammad Mahdi. « The perception and acquisition of pharyngealized fricatives by American learners of Arabic and implications for teaching Arabic phonology ». The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239970783.

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Livres sur le sujet "Teaching of Arabic"

Wahba, Kassem M., Zeinab A. Taha et Manuela E. B. Giolfo. Teaching and Learning Arabic Grammar. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003034209.

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Goussous, Widad J. Spoken Arabic. Bochum : Brockmeyer, 1985.

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Centre for Information on Language Teaching and Research., dir. Arabic. London : Centre for Information on Language Teaching and Research, 1985.

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Sheikh, Al-Shabab Omar, et Baka Farida, dir. Linguistic applications : Teaching English in Arabic context. Damascus, Syria : DEBS, 1997.

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Sheikh, Al-Shabab Omar, et Baka Farida, dir. Linguistic applications : Teaching English in Arabic context. Damascus : C. Omar Sheikh Al-Shabab and Farida Baka, 1997.

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al-Dīn, ʻAbd Allāh Nāṣir. A new approach to teaching Arabic grammar. Bloomington, Ind : Authorhouse, 2009.

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al-Dīn, ʻAbd Allāh Nāṣir. A new approach to teaching Arabic grammar. Bloomington, Ind : Authorhouse, 2009.

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Muḥammad Ibrāhīm Ḥāfiz Ismā`īl Surty. Towards understanding Quranic Arabic : A manual teaching Arabic through the Qu`rān. 3^e éd. Birmingham : Quranic Arabic Foundation, 2001.

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Gateway to Arabic. Greenford : Anglo-Arabic Graphics, 2002.

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Wightwick, Jane. Mastering Arabic. 2^e éd. New York : Hippocrene Books, 2009.

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Chapitres de livres sur le sujet "Teaching of Arabic"

Facchin, Andrea. « Arabic Grammar Materials ». Dans Teaching and Learning Arabic Grammar, 150–67. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003034209-9.

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Sacks, Jeffrey. « Teaching Mahmoud Darwish ». Dans Arabic Literature for the Classroom, 171–88. Abingdon, Oxon ; New York, NY : Routledge, 2017. : Routledge, 2017. http://dx.doi.org/10.4324/9781315451657-12.

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Lancioni, Giuliano. « Modern Written Arabic Grammar ». Dans Teaching and Learning Arabic Grammar, 66–82. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003034209-4.

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al-Musawi, Muhsin. « Teaching the Arabian Nights ». Dans Arabic Literature for the Classroom, 287–311. Abingdon, Oxon ; New York, NY : Routledge, 2017. : Routledge, 2017. http://dx.doi.org/10.4324/9781315451657-19.

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Khaldi, Boutheina. « Teaching Arab women’s letters ». Dans Arabic Literature for the Classroom, 24–39. Abingdon, Oxon ; New York, NY : Routledge, 2017. : Routledge, 2017. http://dx.doi.org/10.4324/9781315451657-2.

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Huntley, Elizabeth. « Arabic Grammar Pedagogy and SLA ». Dans Teaching and Learning Arabic Grammar, 85–102. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003034209-6.

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Giolfo, Manuela E. B. « Grammar of Contemporary Spoken Arabic ». Dans Teaching and Learning Arabic Grammar, 37–65. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003034209-3.

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Soliman, Rasha K. « Learners' Perception of Arabic Grammar ». Dans Teaching and Learning Arabic Grammar, 122–49. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003034209-8.

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Alzahrani, Mohammed. « Reading Arabic Texts in English Translation ». Dans Teaching Literature in Translation, 111–22. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003105220-16.

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Alzahrani, Mohammed. « Reading Arabic Texts in English Translation ». Dans Teaching Literature in Translation, 111–22. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003105220-16.

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Actes de conférences sur le sujet "Teaching of Arabic"

Mukhametshina, Evelina, Tatiana Morozova et Farida Shigapova. « TEACHING ARABIC LANGUAGE VIA ENGLISH ». Dans 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

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Nirwansyah. « Educated Spoken Arabic (ESA) in the Teaching of Arabic in Indonesia ». Dans 2nd International Conference on Technology and Educational Science (ICTES 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.221.

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Ishraf Shuib, Ahmad Hasanul, Normaziah Abdul Aziz, Nuraihan Md Daud et Haslina Hasan. « CART — ; An Arabic teaching-learning tool for non-native Arabic speakers ». Dans 2014 5th International Conference on Information and Communication Technology for The Muslim World (ICT4M). IEEE, 2014. http://dx.doi.org/10.1109/ict4m.2014.7020585.

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Ali, Mad, et Asep Sopian. « The Integrative Teaching Problem of Arabic Morphosyntax - Descriptive Analysis Study on Integrative Sharaf-Nahwu Teaching of Arabic Language ». Dans Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007175007800785.

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Suryawati, Dessy, et Nuril Mufidah. « Online Teaching : Model and Perspective in Arabic Class ». Dans International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.004.

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Rahimi, Nik Azimah Zainab Nik Mohd, Noor Hazrin Hany Mohamad Hanif et Zuriati Janin. « Mobile Applications for Teaching and Learning Arabic Braille ». Dans 2018 IEEE 5th International Conference on Smart Instrumentation, Measurement and Application (ICSIMA). IEEE, 2018. http://dx.doi.org/10.1109/icsima.2018.8688763.

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Yurisa, Penny Respati, et Muassomah Muassomah. « Skillful Lecturers : Arabic Teaching Experiences during COVID 19 Pandemic ». Dans International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.122.

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Qomari, Nur, et Khafid Roziki. « Implementing Problem based Learning Method in Teaching Arabic Syntax ». Dans International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009913806480651.

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Zulharby, P., et Y. Nuruddin. « Implementing Higher Order Thinking Skills in Teaching of Arabic Sociolinguistics ». Dans First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284959.

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Vavichkina, Tatiana, Yulia Vlasova et Elena Paymakova. « PROBLEMS OF SCRIPT SKILLS FORMATION IN TEACHING THE ARABIC LANGUAGE ». Dans 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2128.

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