جستجوی مقالات مرتبط با کلیدواژه « arabic language teaching » در نشریات گروه « ادبیات و زبان ها »

Tourism is an important area for local and international organizations and it can help to reach prosperity and development. One of the most important areas of tourism is medical and health tourism, which attracts a lot of foreign currency to the target countries, therefore it’s so important for governments and private sector. Universities are among the most important institutions to help tourism by hardware and software, and besides that, this field can provide job opportunities for their graduates. The Department of Arabic Language and Literature, especially the Department of Arabic Language Translation can help in medical and heath tourism in Iran, given the important role of Iraqi tourists in Iran. Accordingly, with a descriptive-analytical approach, this paper aims to study the possibilities and issues of teaching the language, especially the teaching of the Iraqi dialect, and proposes task-based language teaching model with three levels: Pre-task includes learning about topics related to medical tourism and the teacher talks about them. The task level includes the learner carrying out communicative tasks, in a team format about the topics he has learned about, and post-task, includes talking about the topic and the teacher playing the role of supervising, carrying out activities due to their effectiveness. In addition to teaching the Iraqi dialect, linguistic and translation skills and   providing useful sources and research, note writing and summarizing skills, enhance short-term memory.

One of the elements of foreign language teaching materials is that they should include the foreign language culture. Experts have reached consensus on cultural recognition in learning any language, because language is the product of culture and it is impossible to separate them. In recent decades, linguistic studies – all of its branches – have witnessed the fact that the study of culture is a necessary capability in addition to linguistic and communicative competencies. Due to its importance, cultural efficiency has become an essential part in international authorities dealing with criteria for learning foreign languages. Despite the significance of the fact that cultural efficiency provides the highest levels of language learning, we still notice shortcomings in presenting Arabic culture to non-native speakers through Arabic language teaching methods. Teaching culture and integrating it within the context of textbooks and special educational materials in teaching Arabic to non-native speakers is still an issue that provokes a lot of challenges. This study seeks to investigate and evaluate the cultural content of instructional collection Sadal Hayat based on an analytic-descriptive approach and by using a statistical content analysis tool. The collection has unprecedentedly been spread at various levels of Persian-speaking Arabic learners and has been well received by Iranian universities. This study was conducted by taking advantage of common criteria among the Rushdi Taima criteria, American Council of Foreign Language Teachers, and European Common Framework, because the mentioned criteria have widely been spread in teaching foreign languages and Arabic language to non-native speakers. The study has obtained significant results, including: The importance of the selected Arabic, American and European criteria for the evaluation of cultural content of the book; and the collection’s focus on Arab’s and Islamic cultures and its inattention to international culture, except in some rare instances. It is concluded that all the examined books aced with lack of balanced cultural elements, and the book’s cultural contents need some modifications for removing their shortcomings.

Books are fundamental tools in teaching and learning. Therefore, preparing and editing educational materials need to be evaluated so that the education process can be executed efficiently. In this research, the book entitled Linguistic evaluation in programs for teaching Arabic to non-native speakers by Khalid Hosein Abu Amsheh et al. has been analyzed based on the evaluation model of McDonough and Shaw (2003). The goal is to identify the strengths and weaknesses of the aforementioned book in teaching Arabic language to non-native speakers of this language. The research method is descriptive-analytical and is applied by using a questionnaire compatible with the criteria of the McDonough and Shaw evaluation model. The findings of the research are supported by statistical methods. In the research process, 10 instructors of Arabic language skills courses were selected, who completed the review questionnaire of Abu Amsheh’s book. Their answers were analyzed by SPSS software. Findings of the research show that the structure and content of this book are organized according to what is mentioned in its introduction, and this is one of the factors that made the book get an acceptable score in terms of external evaluation. In terms of internal assessment, the authors have been successful in creating appropriate content for each discussed topic. For example, they have taught the method of teaching four language skills in an innovative way and have designed creative related exercises. The book also received an acceptable score in the overall evaluation, since based on language skills teachers, the contents of the mentioned book are practical and can be implemented in the classroom. Finally, the fact that the book is collectively authored is one of its most important strengths, because each one of the language skills in this book is written by an expert of the said skill.

The current research deals with the role of language learning strategies (LLSP) in teaching Arabic language to undergraduate students at Yazd University, and it is one of the topics that applied scientific research in teaching the Arabic language has not significantly touched yet, as most of the scientific efforts are concentrated on researching the problems of teaching without learning. This research aims to know the strategies for learning Arabic language and applying them in order to benefit Yazd University language learners. The positive results of the previous research conducted about English language and the unique approaches and integrated strategies of language learners in using language learning strategies for more effective language learning prompted us to investigate the role of this instructional strategy in learning Arabic. The present study sample consisted of 40 Arabic language undergraduate students at Yazd University. The data was collected based on a survey-analytical method through questionnaire and interview. The results showed that the study sample students tended to have a holistic view of the learning task by looking at their personal lives and academic experiences. They also chose interaction strategies with their teacher, speaking and flash cards as their preferred applied learning strategies. These choices indicated that Arabic language students at Yazd University were trying to strengthen their language skills by choosing a concrete and more functional strategy to make the language more relevant to everyday life. Thus, advanced students preferred the strategies of interaction with the teacher, speaking, flash cards and individual work, respectively, while the beginner students preferred the strategies of learning grammar and group work. Thus, the empirical evidence obtained from this study may yield positive results with regard to theoretical methods for teaching Arabic language effectively, training teachers of the Arabic language, developing curriculum in this field, and reducing its shortcomings.

Arabic language, like all other languages, has many features, including textual texture or harmony, which plays an important role in creating different structures and meanings according to different conditions. One of the linguistic sciences that helps reveal meaning is semantics, which is defined as the scientific study of meaning. There are many semantic fields in semantics, including what is called "collocation", which is the association between two words or words in a permanent or fixed manner according to different contexts, or what is called the tendency of certain words to be associated with something. Is known. The aim of this research is to classify, examine and analyze "Atfei collocations " in the "Basic Arabic Dictionary" issued by the Organization of Arabic Education, Culture and Science, according to the grammatical structure and based on the descriptive-analytical approach. There is no doubt that verbal combinations in the Arabic language have a prominent position and great variety. Therefore, the researcher was interested in collecting and studying them in a descriptive-semantic study. Because the use of semantics in the study of language topics, including verbal combinations or structures and common expressions that are used frequently, facilitates the process of language education; For this, after collecting the syndromes, according to the semantic relations between the syndromes and their implicit concepts, they were grammatically categorized. .On the one hand, the study of similarities plays a fundamental and important role in the teaching of the contemporary Arabic language and on the other hand in finding a close connection between the contemporary and ancient Arabic language and the Arabic-Islamic heritage

Culture as an important element has been intensively used by textbook authors recently. Culture is one of the most intriguing criteria encouraging students to learn a foreign language. Sadi Alhayat textbook series written for non-Arabic language learners in Iran are considered the most popular educational series in this field. This textbook has been written for all Arabic language learners all over the world, which is why the researchers have focused on this collection. The researchers have studied various elements and the most prominent criteria of world culture as well as the extent to which these cultural elements have been embedded in Sadi Al-Hayat. A mixed-method approach was adopted to tap into this research’s questions. All the 13 volumes of Sadi Al-Hayat were scrutinized and all the pictures, texts, audio files related to world culture were collected and analyzed qualitatively. The findings showed that the authors of Sadi Al-Hayat  textbook series have used only 57 items which refer to world culture, including names, information about countries and cities, personality traits, sports, events as well as some general global information.

Language learners’ use of metacognitive strategies as one of the most important factors for developing thinking plays an important role in improving their understanding of audio texts. Therefore, the current research tries to identify the use of metacognitive strategies of audio text comprehension by Iranian Arabic learners on the one hand by using the descriptive-survey method, and on the other hand, the presence or absence of a significant difference in the use to evaluate these strategies based on two variables: academic semester and gender. In order to research these goals, a questionnaire called (MALQ) was prepared which was completed by 180 students of Arabic language and literature in Iran’s public universities as a statistical sample. The findings showed: students have used all metacognitive strategies related to understanding audio texts to a great extent. Students have benefited most from problem solving strategies, planning-evaluation, mental translation, directed attention and individual knowledge respectively in understanding the audio text. Statistically, there is no significant difference between the opinions of male and female students of different academic semesters regarding the use of metacognitive strategies to understand the audio text.

The psychological factors, relationships with colleagues and the culture of the target language, play an active role in academic achievement. The main issue of this study is to determine the psychometric properties of the scale of these factors in learning Arabic for Iranian students at the undergraduate level. This study used the mixed exploratory sequential design. The initial items were designed in the form of a qualitative research and semi-structured interviews with specialists in teaching the Arabic language and literature and experts in educational psychology. The final form which contains (83) of items was determined. To ensure its validity and reliability, a sample of (100) students at undergraduate level was conducted through the official virtual educational spaces and the sampling method. Results (83) essential items were selected based on the Lawshe criterion with (CVR) above (0.6), and the total (CVI), by using software (SPSS), was equal to (0.83) which is acceptable. The internal reliability of the scale was calculated through Cronbach's alpha, and all values were higher than (0.8), which indicates the internal reliability of the scale factors. The (CR) and the (AVE) of the scale factors were higher than (0.8) and (0.5) which Shows the scale’s convergent validity. (CCV) indicates a significant relationship between scale factors and averages of the research sample. In total, the final scale has (32) items with (64.22) of the variance of the total scale. Accordingly, the scale has the appropriate psychometric properties to determine the essential factors that affecting the academic achievement.

Some people attribute successful language learning to an innate and invariable aptitude while others believe that the ability to learn a language can be improved. The present paper, which is applied and field research in nature, aims to describe the 18 components involved in Language Mindsets Inventory (containing entity and incremental beliefs in three areas of language intelligence, empowerment/aptitude and age sensitivity in learning a second language) in adult Arabic learners studying at Iran Language Institute (ILI) and investigates the relationship among four variables of age, gender, language level and multilingualism (their familiarity with other languages) and the participants’ language mindsets. The statistical population of this study consisted all adult language learners of ILI from which a statistical sample comprised of 103 Arabic students was extracted who were learning Arabic at the elementary, intermediate and advanced levels. The data collection tool of this research was the standard questionnaire of Language Mindsets Inventory (LMI), proposed by Lou and Noels (2017b), in which the items are designed based on the Likert scale. For the statistical analysis, SPSS software version 26 and various parametric and non-parametric tests were employed. The findings of the present research indicated that there was no significant t relationship between age and none of the components of entity and incremental beliefs. However, there was a relationship among three variables of age, gender, and familiarity with other languages with entity and incremental beliefs. Moreover, higher language levels and the number of languages learned were found to have a direct relationship with incremental beliefs.

Arabic Language Teaching has become an important issue in many countries around the world, because Arabic is the official language of Islam. The main purpose of this article is to study the teaching of Arabic language in the educational system of Iran and Malaysia in terms of logic, reasons, and goals, so that assessing the situation of Arabic language teaching in Iran according to the standards of an almost successful educational system in which Arabic language has almost the same conditions as in Iran helps to identify its problems and harms. To achieve this goal, original sources related to Arabic language teaching in Iran and Malaysia have been studied and compared. In this research, Bereday’s approach is the main basis of work as the method of comparative research which first describes the current situation of the two countries and then compares and analyzes it. Then we try to answer the main research questions. And finally, we have reached to the conclusion that Malaysia and Iran have exactly the same situation in terms of logic and reasons for teaching Arabic, but in terms of goals, the difference between the two countries is very noticeable. Malaysia has set its educational goals based on a specific scientific standard (CEFR), but in Iran there is a kind of ambiguity in the goal of teaching Arabic language. And the authors of the textbooks have not made it clear what their purpose is in teaching Arabic language. And in order to properly understand the Qur’an and Islamic texts, we must first learn Arabic language correctly and in a scientific way, then use it to understand the Qur’an and religious concepts or other purposes such as tourism, economics, and so on. This is an important issue that has not been taken into account in writing Arabic textbooks in Iran.

Language teachers are among the most important components in the language teaching enterprise, and their pivotal role is accentuated in almost all the prestigious language teaching methods. The present study aims to investigate the instructor’s function(s) in improving the listening and speaking skills of Arabic Language and Literature students; plus, it attempts to seek (and hopefully offer) possible strategies to improve these two skills. In order to address the research objectives and questions, (semi-structured) interviews were conducted with the university instructors and the data were qualitatively analyzed utilizing ATLAS ti qualitative software. The results point to some factors which are deemed among the major contributing factors to the students’ unsatisfactory listening competency (e.g. students' lack of motivation, unavailability of appropriate textbooks, limited hours devoted to these two skills compared to other courses, and some professed doubts about the expertise of a few instructors when it comes to the practical teaching of these two skills). The paper concludes with a discussion of the professors’ recommended strategies to improve the students' speaking and listening skills (e.g., motivating students, designing practical instructional booklets, and attending off-campus skill learning classes and courses).

The relationship between Iran and the Arab countries and the divergence of these two languages from each other has led to many similarities in the bilingual language system. One of the important issues in this regard is the phenomenon of "linguistic interference" that occurs when using the Arabic language and affects the process of teaching and learning Arabic. The linguistic interference between these two languages has two effects: 1- Positive effect 2- Negative effect. In addition to the negative effect, interference also has a positive effect, which can facilitate the positive aspects of interference to facilitate the teaching and learning of the Arabic language. In this research, by extracting the similarities in phonology, words and grammar of two languages and putting them together, we want to examine the fact that the interaction between the two languages is not only negative but also positive and the learner knows These linguistic similarities can better learn some concepts (from phonology to grammar) in Arabic. Thus, have deeper and more conscious learning. The results show that many Arabic words in Persian have not undergone a semantic change and have the same meaning in both languages that this lack of semantic change will make it easier to learn some of the words involved. On the other hand, there are some grammatical similarities between the two languages, which facilitate teaching and learning by using Arabic language teachers and instructors of these similar grammatical interactions between the two languages in the teaching process.

With regard to the purpose of analyzing the content of each textbook, the objective of the book content and the coordination of its educational goals with the empowerment of stakeholders in the scale of critique is thoroughly investigated. Since it is important to identify strengths and weaknesses to produce knowledge and use it in practice, it is possible to find the necessity to evaluate the content of textbooks in order to reveal the strengths and weaknesses of these resources and eliminate objections in them, there is an opportunity to book targeted books for achieving educational programs, consequently, positive effects will be observed in the curriculum. For this reason, in this paper, the three - volume Al-Arabiytu Bayna Yadayk book which is one of the most important and known sources of Arabic language training is evaluated through the William Romey's Method. The research method of this paper is description and critical analysis of content and the units of analysis include the sentences of the courses, the questions of the exercises and the images of the book. The results show that the literature review of the topic is passive and not sufficient enough to engage the students' minds. But the images included in the book are active and pave the way for the mental engagement of the learners. Moreover, its analysis and questioning is satisfactory. While study and comparing the evolution of the content of the three volumes of the book, this can be concluded that the development of the exercises from the first chapter to the second chapter of this books is dynamic enough, whereas this this ascending trend is not to be seen in the texts and the images of the second and third volume of the book.

The present study examines the representation of gender in two series of Arabic language teaching textbooks, namely, “ للعالم العربیه ” and “ العربیه ابنائها لغیر ” quantitatively using Lee’s framework and qualitatively using Fairclough’s framework. To this aim, all contents including texts, exercises, conversations and images were closely examined and gender representations were recorded by the researchers. Then, the data were quantitatively analyzed using frequencies and percentages. They were also qualitatively investigated. Findings indicated that gender is represented unevenly in these two series. Moreover, the presence of women and men in images was uneven too and men were represented in more active roles and more open environments compared to their female counterparts. In both series, family roles were also considered for both genders although the role of women as mothers and spouses was emphasized. In general, both series seem to have a stereotypical view towards the female gender and have failed to convey gender balance in a standard manner.

An achievement of information technology in humanities realm, is using technology in teaching and learning. this study focuses on Arabic language students’ viewpoints on the impact of attitude toward technology on academic stress and Arabic language teaching. The method of this research is descriptive and the data collection instruments included Information and Communication Technology (ICT) Attitude Questionnaire and the Academic Stress Scale. 118 Arabic language students from state and Payame noor universities of Gilan, Golestan and Mazandaran filled out the scales. SPSS analyses indicated that more than 73% of the students favor ICT, more than 55% of the students disagreed that ICT makes doing thing more attractive. 65% of the students thought that using ICT in teaching is attractive. 75% of the students believed that ICT is entertaining and more than 70% believed that using ICT has a direct connection with students’ attitude. More than 51% preferred virtual teaching. Arab language teaching students, generally, had a positive attitude about using ICT in the process of Arabic teaching and learning.

The most important factor in designing a textbook is the goals that are defined for the lesson. Achieving these goals results in selection of appropriate content and specific method. In addition, reviewing the earlier textbooks is always a key to recognize the weaknesses and strengths of the textbooks and inspire new ideas and innovation. In 1940, “Arabic Grammar and Reading” book, in three volumes, has been used for teaching Arabic in Iranian high schools. It is the first book written for teaching in all high schools in Iran. This research has examined the aims, content and method of such books with a content analysis approach. The content of the book focuses on cultural categories and the reflection of such cultural components. The research revealed that the main purpose of the book was to teach Arabic to understand literary and ancient texts. To achieve these goals, deep learning of Arabic grammar and choosing the literary and ancient texts were focused upon. Accordingly, the method used in this textbook is grammar translation method. Regarding the cultural components, the results indicated that the authors paid special attention to the religious  figures. Authors introduced political and religious figures without considering appraising and valuing them. Their approach to introducing these figures was positive and natural in which no specific religious and ethnical viewpoint was adopted.

Teachers, as one of the effective factors in the educational process, have an important role in creating civilizations, because the learner gains experiences, knowledge, attitudes and values through interaction with him. The issue of teacher preparation and training is of interest to Farhangian University and their professional preparation and professional development is one of the basic principles in improving education. Farhangian University started the field of "Arabic language teaching" in 2012 to meet the educational needs of the "Arabic teacher" and made extensive changes in the curriculum, the most important of which can be quantitative and qualitative changes in the internship. Student-teachers pointed out. This study aims to identify the areas of student-teacher preparation and professional development related to Arabic language teaching, and is an applied research with a descriptive-analytical method. The results show that the internship course has a great effect on improving the teacher competencies of student teachers in the field of Arabic language teaching. Students Teachers who do internships in schools teach with more confidence after graduation and have the ability to implement science in practice and educational situations. It is suggested that at Farhangian University, a program be provided for the activities of student-Arabic teachers to learn about the internships of Arab countries and their professional development, and to learn how to learn Arabic and how to organize their learning in education.

In the teaching-learning process, evaluation is always an important, necessary and effective element, but it is this kind of view of evaluation that is very important. So that if we summarize the evaluation only in holding a virtual test, we will face various challenges, such as invalid reply. But if we consider evaluation as a process, it also serves and complements education. With this kind of view, measurement and evaluation will be more valid. The emergence of infectious diseases such as Covid 19 and its epidemic has not only shifted learning to E-learning and virtual learning, but has also made evaluation inevitably virtual. Now the main question is how can a proper virtual evaluation be done with the traditional and conventional approaches of assessment and evaluation. What alternative methods can be used to achieve this? The present study wants to investigate the challenges and opportunities in the virtual evaluation path by a descriptive-analytical method, especially in the critical days of Corona. It seems that conventional pre-corona assessment methods, including end-of-term tests, are not appropriate, accurate and useful criteria for evaluating and measuring training during the corona, but in this regard, other types of assessment should be used and it is necessary to change the view of virtual evaluation.

The development of research culture is very important in the education system; in such a way that without conducting research, educational affairs will not have the necessary dynamism and vitality. Now, paying attention to research in Farhangian University is doubly important; because research skills lead to the empowerment of student-teachers during their studies and ultimately teaching and solving educational problems. The Arabic language and culture has always been of interest to Iranian scholars and linguists due to its many similarities with the Persian language and culture, as well as its religious significance in Iran. This research intends to investigate the importance of research in the Arabic language curriculum of Farhangian University. The method of the present research is descriptive and analytical content analysis in terms of data collection method. The purpose of this study is a complete description of research-oriented courses and a careful look and serious attention to status of research in the official curriculum of Arabic language teaching at Farhangian University. Findings showed that only 5% of the curriculum of Arabic language teaching at Farhangian University are research courses and the dominant approach in the curriculum of this field is a qualitative approach. The results of this study can provide a coherent profile for course planners and help the authorities eliminate the shortcomings, pay more attention to the enrichment and implementation of the curriculum of this field.

Arabic and Persian are two languages of Islamic world and choosing second language references to achieve pedagogical goals is important. Using Cunningworth indices (2007), this study examines and compares Al-’Arabiya Lale’alam and Mina series. In particular, the question as to what extent the content of these books confirmed Cunningworth indices from Arabic and Persian language teachers’ point of view and which textbook outperforms and achieves a better rank. A developmental and survey research method was adopted in this study. 10 Arabic teachers and 10 Persian teachers filled out a scale. Findings of this study indicated that teachers of Al-’Arabiya Lale’alam and Mina series described both textbooks as appropriate textbooks. Al-’Arabiya Lale’alam was considered to be presenting decent grammatical lessons, vocabulary teaching, phonology and pronunciation. Mina was considered to be better in covering discourse issues, grading index, methods of teaching, methods of learning. Regarding formal writing and speaking indexes, the textbooks obtained the same ranks. Also, the content appears to be the more important in Arabic textbooks. The content analyses of the textbooks showed that communicative approach was followed in both textbook. In general, Al-’Arabiya Lale’alam received more positive comments and evaluation than Mina.