The Teaching Methodology of Arabic Speaking Skills: Learners’ Perspectives

Haron, Sueraya Che

doi:10.5539/ies.v6n2p55

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…The ability to interact fluently in spoken communication is the ultimate ISSN 1948-5476 2019 goal for most foreign language learners. However, learning to speak in a second/other language can be a hard task, especially for adult learners (Haron, 2013;Haron et al, 2016).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The development of all four language skills is outlined as one of the goals of Arabic instruction in many Arabic programmes. Nonetheless, a closer analysis uncovers the lack of a systematic approach to the teaching of speaking, since there are no activities or materials that specifically address the development of this skill (Awang et al, 2013, Haron, 2013Haron et al, 2016).…”

Section: International Journal Of Educationmentioning

confidence: 99%

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“The Words Disappeared When Faced with Real Life Situations”: Communication Difficulties of Non-Native Speakers of Arabic in the Sultanate of Oman

Al-Busaidi

2019

IJE

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The learning of Arabic as a foreign language (AFL) is increasing around the world. Even so, non-native speakers learners of Arabic face an array of communication difficulties. The present study is intended to explore some of the possible communication difficulties encountered by adult learners of Arabic in the Sultanate of Oman. An interpretive approach was adopted for the study, using in-depth interviewing and participants’ diaries. The findings of the study revealed that non-native Arabic speakers face four distinct difficulties when they attempt to communicate in Arabic. These difficulties are categorized as: putting thoughts into words, maintaining continuous speaking, pronunciation-related issues and applying grammar in their speech. These findings call for improved teaching programs, bridging the gap between classroom teaching activities and authentic life situations and the placing of parallel emphasis on both standard (written) Arabic and vernacular spoken Arabic in its different contextual communities. It is recommended that more studies investigating the dichotomy between colloquial Arabic varieties and standard Arabic should be undertaken.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: International Journal Of Educationmentioning

confidence: 99%

“The Words Disappeared When Faced with Real Life Situations”: Communication Difficulties of Non-Native Speakers of Arabic in the Sultanate of Oman

Al-Busaidi

2019

IJE

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“…Besides the weaknesses above according to the writer's observation is due to the weakness of students' Arabic learning motivation caused by the lack of variety of methods and approaches made by lecturers in teaching Arabic and material that tends to be monotonous and less desirable to students, while currently there are various methods of teaching Arabic language, For example, grammar-translation method, direct method, reading method, oral-aural method, audiolingual method, and communicative approach / method [2]. Therefore, it is necessary to apply effective methods that can improve students' Arabic ability [3].…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Arabic Utilization as a Course Language in Islamic Subjects

Buska¹,

Prihartini²,

Us³

et al. 2021

Advances in Social Science, Education and Humanities Research

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This study aims to describe the application of Arabic as the language of instruction in Islamic subjects at the Sulthan Thaha Saifuddin State Islamic University of Jambi. This research is qualitative research, and the data was collected using observation, interview, documentation, and questionnaires. The findings showed that Arabic cannot be applied to the maximum and only a few lecturers have started to implement it even though it is not in full. The models of Islamic subject lecturers using Arabic as the language of instruction vary greatly. Some constraints were faced in the use of Arabic as the language of instruction in Islamic subjects, including various abilities of students, lecturers' lack of ability to speak Arabic actively, limited books and literature on Islamic subjects in Arabic, and lack of training to improve the skills of lecturers who teach Islamic subjects. The implementation of Arabic as an introductory language of Islamic subjects has not been effective.

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“…Most of the teachers use old and conventional ways and that is one of the reasons for students to perceive the AL as an uninteresting and an unwanted subject [8,22]. Besides, most of the teachers were more concerned about finishing the curriculum on time without taking into consideration the students' interest and motivation or the method used to handle students' differences and needs [23,24,25].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Differentiated Learning Method in Teaching Arabic Language on Students Motivation

Meyad

Roslan

Abdullah

et al. 2014

JSSR

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This paper investigates the effect of Differentiated Learning Method (DLM) on students motivation towards studying the Arabic language (AL) as a foreign language in Malaysia. The participants in this study were 100 (47 males and 53 females) Malaysian form four students attending secondary school in Kolej Islam Sultan Alam Shah (KISAS). They were selected for this study to determine the effect of DLM on their motivation towards studying AL. The pre-and post-questionnaire comparison groups design was used to determine if there were significant differences between the experimental and control groups. The experimental group was taught using DLM based on the Universal Design of Learning model (UDL) and Differentiated Instruction model (DI), while the control group was taught using the Teacher Centered Method (TCM). Descriptive statistics were used to determine the effect of DLM on students motivation towards studying AL. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=155.740, SD=12 .663) and the control group (M=145.280, SD= 14.405); t (3.856); p<.05). The experimental group was generally more motivated than the control group which proves that the DLM is an effective approach in improving students motivation towards studying the Arabic Language as a foreign language in Malaysia.

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The Teaching Methodology of Arabic Speaking Skills: Learners’ Perspectives

Cited by 6 publications

References 5 publications

“The Words Disappeared When Faced with Real Life Situations”: Communication Difficulties of Non-Native Speakers of Arabic in the Sultanate of Oman

“The Words Disappeared When Faced with Real Life Situations”: Communication Difficulties of Non-Native Speakers of Arabic in the Sultanate of Oman

The Implementation of Arabic Utilization as a Course Language in Islamic Subjects

The Effect of Differentiated Learning Method in Teaching Arabic Language on Students Motivation

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