نشریه دراسات فی تعلیم اللغه العربیه و تعلمها
پیاپی 9 (بهار و تابستان 1400)

Studying the second language from a pragmatic perspective, which is called Interlanguage Pragmatic, is an important issue that must be taken into consideration, especially for second language learners; As mastery of pragmatic issues in the target language will ensure a successful communication when interacting with the native speakers of the language. This research has benefited from the theory of speech acts, including the request, which is one of the most important speech acts.  Current research deals with different forms of request (e.g. direct, indirect request, and the use of supportive strategies for it), according to the politeness theory that searches for elements of polite dialogue, in addition to how to teach speech acts in the classes based on Brock & Nagasaka curriculum, and through the modern technologies. Among the most prominent results of this research paper is the need to teach pragmatic functions in Arabic language and its literature in Iran, because despite the similarities that exist between Arabic and Persian from the linguistic and cultural aspects, there are differences in the use of speech acts between the two languages. Moreover, using Brock & Nagasaka’s curriculum to teach request leads to teaching pragmatic skills in a functional way. Because this method involves learners with process of pedagogy and learning and using modern technologies to solve problems of learning and maximize the motivation to learn Arabic

Need is an impulsive force creating motivation for a person to develop a certain behavior and achieve a goal. A person is normally aware of the motivations directing him/her to learn a second language. Language learning is a cognitive process involving internal processing of information. According to Maslow’s hierarchy of needs, the need to belong to a social group is one of the basic psychological needs of individuals. The purpose of this study is to investigate the impact of social community members, attitudes and orientations of a cultural society on language learning. In this study, cultural motivation and the need to be accepted by the target group was considered to be the fundamental factor for language learning. Using Bruner’s approach, the study sought to answer the extent to which learners’ sense of belonging and cultural-acquisition motivation can increase the level of language learning among ILI (Iran language learning institute). Bruner believes that learning is a discovery process through active search and the more a learner knows about the target culture, the more sense of belonging about target culture is created and higher level of abilities will be developed to learn a second language. Sample of this study included Iran language learning institute (ILI) students at advanced level of proficiency. Through purposeful sampling method, 30 students were selected for data collection. Results indicated that the motivation circle will be complete and meaningful if a person finds himself in a proper condition to learn about the culture and feels the sense of belonging. Results of this study showed that an unpredictable atmosphere for learners that their language learning motivation does not fall in Maslow’s pyramid. In general, being deprived from the target community and sense of belonging and believing that learning Arabic can fulfil a tangible need play a significant role in learning this language.

New studies show particular attention to the linguistic phenomena which is a need for academia. Linguistic phenomena are as important as other areas in Arabic language (e.g. rhetoric, syntax, semantics etc.). This study focuses on linguistic and semantic phenomena dealing with the connection between words and meaning. To show the connection, examples of examples and evidence in Arabic textbooks of all majors in second stage of high school were taken into account. A table describing the statistics of the verbal commonalities was presented. The semantic phenomenon of verbal commonality addresses the start point of this issue from idiomatic and word perspective. Also, the semantic value and conceptualization of verbal commonality with a particular focus on theology and language was discussed in this study. Therefore, the scholars in theology were more careful about this issue. The final part of this study was devoted to some practical suggestions. This paper has two main sections: a) Introducing most of semantic sharing and b) practical examples of high schools’ Arabic textbooks. As this issue is important in textbook, most of teachers can use the content. Expressions signifying semantic sharing concept is multiple and vowels play a key role in this regard, yet the correct pronunciation is not taught. Teachers, however, can use tables and charts to teach semantic sharing in an easy and understandable manner.