Arabic, Grammar, and Teaching: An Islamic Historical Perspective

Selim, Nadia

doi:10.24035/ijit.06.2018.008

Cited by 4 publications

(5 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…8 The GTM is not based on a particular theory of learning and is known to frustrate learners (Richards and Rodgers 2001). The overwhelming dislike for lessons corroborates suggestions that this approach is not suited to teaching children Arabic (Berbeco 2018;Selim 2018a). L2LE rarely involved the use of supplementary resources, audio-visual content, activities, conversations, or collaborative work.…”

Section: Experiencesmentioning

confidence: 90%

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

Selim

2023

Religions

View full text Add to dashboard Cite

Recent research into Arabic learning at Australian Islamic schools presented evidence of non-Arab Muslim learners’ dissatisfaction with Arabic learning. This article explores the Arabic learning experiences of non-Arab Muslim learners of Arabic (a-MLA) at Australian Islamic schools (AIS). This research gave voice to students and used a basic interpretive qualitative approach. Semi-structured interviews were triangulated using supplementary classroom observations. The data presented draw from the analysis of 40 participants’ interviews. Findings suggest that students expected learning to yield the acquisition of all language macro-skills and a capacity to read with comprehension, but that experiences and outcomes fell short of expectations. This led to disengagement, disruptions, and overall disillusionment and attrition in senior secondary. Students revealed a general dissatisfaction with the way programs were structured and with core aspects of their learning experience. Repetitive lessons focused on reading, translating and grammar study were connected to disruptions. The motivational implications of these negative learning experiences are discussed.

show abstract

Section: Experiencesmentioning

confidence: 90%

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

Selim

2023

Religions

View full text Add to dashboard Cite

show abstract

“…He also asserts that approximately 80% of written texts comprise collocations. Therefore, collocations serve as an illustration of how words are commonly combined in language, making it crucial for language learners to learn them proficiently (Sadeghi, 2010). The current study offers a more effective approach for the participants to learn Arabic vocabulary, comprehend their meanings, and utilize them appropriately in the form of collocations rather than individual words.…”

Section: Introductionmentioning

confidence: 94%

Use of Collocations in Learning Arabic Vocabulary

Abubakar Garba,

Hassan,

Abdul Jabar

2023

IJARPED

View full text Add to dashboard Cite

The use of collocations is considered a highly effective means of learning new vocabulary, as it has been demonstrated to substantially enhance students' proficiency and fluency in the target language. This study aims to investigate the impact of collocations on learning Arabic language vocabulary among the learners of Arabic as a foreign language in the Department of Arabic Language at Umaru Musa Yar'adua University, Katsina, Nigeria. A quasiexperimental design was employed, with a pre-test and post-test approach, using an intact class of 70 undergraduate students, which was divided into experimental (n=35) and control (n=35). A collocation test was used for data collection. After the data analysis, the study found that the p-value level of significance between the two groups was less than . 05 (p=.000, df=68, t=4.673). This suggests that there was a significant difference between learning Arabic vocabulary through collocations in the experimental group and the Grammar and vocabulary method in the control group. Consequently, to effectively teach Arabic vocabulary, it is crucial for teachers of Arabic as a foreign language to prioritize collocations in their lesson content. Moreover, the study provides theoretical and pedagogical implications and recommendations for future research.

show abstract

“…Several studies on Arabic teaching and learning exist in Australia; however, the voices of adolescent non-Arab Muslims are practically absent from all of these, given their broad focus on language maintenance in the Arab-Australian communities (Abdelhadi 2016(Abdelhadi , 2017Cruickshank 2008;Maadad and Thomas 2013;Taft and Cahill 1989). Selim published several important studies on Arabic teaching and learning (Selim 2017a(Selim , 2017b(Selim , 2018a(Selim , 2018b(Selim , 2019a(Selim , 2019b(Selim , 2022, but none of these focused on the motivation or engagement among non-Arab learners in AIS, hence the significance of this work.…”

Section: The Need For Research Focused On Arabic At Aismentioning

confidence: 99%

“…Additionally, Muslims use Arabic to practice their religion (e.g., Arabic is used in the five daily prayers). Therefore, from the inception of Islam, Muslims have expended great energy in promoting Arabic learning and literacy (Lydon 2010;Selim 2018a). Today, Arabic remains part of the Islamic educational agenda in many contexts.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Exploring Motivation and Engagement: Voices of Adolescent Non-Arab Muslim Learners of Arabic at Australian Islamic Schools

Selim

Abdalla

2022

Religions

Self Cite

View full text Add to dashboard Cite

This article explores the motivation and engagement of adolescent non-Arab Muslim learners of Arabic (a-MLA) enrolled at Australian Islamic Schools (AIS). To this end, the ‘L2 Motivational Self System’ was used as a theoretical lens. This research gives ‘voice’ to learners and is dialogic, ‘speaking with’ rather than ‘speaking for’ learners in Islamic schools. It also responds to calls for the ‘renewal’ of Islamic Schools in the Western context, including in Australia, through a focus on Arabic learning. A basic interpretive qualitative approach was used, and data were collected from 40 participants using semi-structured interviews. The interviews were supplemented by classroom observations. In keeping with the emphasis placed on learners’ voices, the data presented focus on the students’ own words and perspectives. The findings suggest the presence of predominantly religious orientations to learning Arabic, but that a subset of other orientations also exists. The findings also indicate that several contextual factors can lead to disengagement and that the L2 Motivational Self System might not fully explain the situation of these learners. Nonetheless, these findings can inform the practice of teachers engaged with a-MLA and provide grounds for further research.

show abstract

Arabic, Grammar, and Teaching: An Islamic Historical Perspective

Cited by 4 publications

References 11 publications

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

Use of Collocations in Learning Arabic Vocabulary

Exploring Motivation and Engagement: Voices of Adolescent Non-Arab Muslim Learners of Arabic at Australian Islamic Schools

Contact Info

Product

Resources

About