نشریه دراسات فی تعلیم اللغه العربیه و تعلمها
پیاپی 14 (خریف و شتاء 2023)

It seems that one of the reasons Iranian students have problems in writing in Arabic is that their experiences do not activate their prior knowledge or consolidate their new knowledge. Having the experience does not active or consolidate unless it follows feedback that is given by the teacher, classmates, or the learner themselves. This paper focuses on the second type, peer feedback, explaining that peers greatly influence each other, and that peer feedback gives many opportunities to remember a person’s prior knowledge to identify, correct, and explain their classmates’ errors. This paper is based on the assumption that peer feedback reduces Iranian students’ writing errors; therefore, 23 undergraduate female students in Arabic Literature & Language were selected at Isfahan University during online second semester 2021-2022 for Writing II as an available sample in the experimental group using the quasi-experimental method. The pre-test was conducted by writing a short text before the first session, which showed that the female student were used to making mistakes in the correct writing of alhamze, adjective + noun, noun + noun phrases, and in conjugation. Every session, a few assignments were presented to the class to identify errors and explain them as a class activity, in addition to studying the example made by classmates of the new structure when it was being taught. A post-test was conducted after the last session by everyone writing a short story on a chosen picture. Finally, the post-test showed that the focus on encouraging female students to correct their classmates’ words and structures leads to reducing linguistic errors in their writing as well.

Fundamental changes in traditional teaching methods and the use of new methods and techniques for teaching second languages have become a major pillar in teaching any foreign language to students. To this aim, this research investigated Arabic vocabulary learning among students using the virtual learning program Autoplay. This applied research was quasi-experimental with a pre-test-post-test design with one experimental and one control group. The statistical population was seventh grade students of girls' schools from three schools in the city of Qeydar, who were studying in the academic year of 2021-2022. One school was randomly selected, and the sample size was determined to be 30. It included an experimental group that consisted of 15 people for class A (Autoplay software) and 15 people for class B (control group - traditional method). The pre-test-post-test method was used to collect information. The tests were paper-and-pencil and contained 10 questions with a total weight of 20 points, and the pre-test percentage was 81% and the post-test result was 90% for Autoplay. To analyse the data, the ANOVA was used to check the effect, and then according to the difference between the pre-test and post-test scores for both groups, independent group t-test was used in SPSS. The findings showed that the effect of the content produced through Autoplay on the learning of the Arabic lesson was confirmed and there was a difference between the average scores of the two groups. Also, in the pre-test stage, the average scores of both test groups were lower than the post-test stage. In other words, in the post-test phase, students performed better in learning Arabic.

Mastery of rhetoric is fundamental to the linguistic arts, exerting significant influence on language learners. It stands as a core subject within Arabic language and literature departments at all educational levels, underscoring its criticality for undergraduate students. The effectiveness of teaching methodologies employed in classrooms greatly impacts students' proficiency in this domain and serves to ignite their interest in further exploration. This study aims to examine the effectiveness of the PQ4R strategy versus the inductive method in enhancing rhetorical proficiency among Arabic language learners. The quasi-experimental method was chosen as it aligns with the research objectives, hypothesis, and procedures. The study involved 20 students applying the PQ4R strategy and 20 students using the inductive teaching strategy, selected through rigorous sampling techniques at Shiraz University and Al-Mustafa International University in Isfahan. The findings of this study suggest that there are notable significant statistical variances differences in dimensional assessment outcomes in support of the group that practiced practised rhetoric through the PQ4R approach. Moreover, the results indicate that the effect size of this strategy on grade disparities was substantial compared to the grades obtained by the group that learned rhetoric through the inductive teaching method

Language anxiety is a significant issue in learning foreign languages, and this research aims to assess the impact of metacognitive strategies for reducing language anxiety among Persian-speaking children in learning Arabic speaking skills. The study focuses on comprehending the effect of metacognitive strategies and substantiating their significance in enhancing Arabic language speaking skills for Iranian children. Researchers chose a field methodology to reach conclusive results. Two groups were evaluated – an experimental and a control group – using a quasi-experimental method to uncover the influence of metacognitive strategies on language anxiety among children aged 8 to 12. The research also discussed gender differences as a factor affecting language anxiety. The study used the Foreign Language Classroom Anxiety Scale to address these enquiries. The results illustrated a significant impact of metacognitive strategies in teaching Arabic language speaking skills compared to traditional methods. The study affirmed that the concept of metacognition and its strategies positively affect the level of language anxiety in Persian-speaking children. Moreover, there were no statistically significant differences between genders in lower language anxiety after using metacognitive strategies as a primary tool in learning the Arabic language

In textbooks and educational texts, images play an important role and provide significant opportunities for authors of second language educational texts such as Arabic. The effectiveness of images requires familiarity with different image patterns and how to use them in educational books in order to provide a better learning environment. Therefore, in the present research, a quantitative and qualitative investigation and analysis was made of the images of second secondary Arabic books (10th to 12th grade) based on the different dimensions of Kress and Van Leeuwen's social semiotic representational meta-function, including the dimension of process, personality, and environment. Moreover, how the ontogenical process changed in the represented concept of images in accordance with the cognitive and perceptional development and knowledge of the learners was probed by the ontogenical perspective of Guo and Feng. The results showed that, according to the mental growth process and the knowledge of the learners, there is no highly suitable model in choosing pictures in the 10th to 12th grades. Examining the three dimensions of representational meta-function—proces, character, and environment—showed there was a lack of representing developmental changes from narrative to conceptual, from individual to group or part-to-whole, from cartoon to photo, and from native environments to non-native environments in the images of the three textbooks under investigation. According to this research, in the future editions, by choosing appropriate images based on the developmental and perceptual process of the learners, these textbooks will have better efficiency and will contain purposeful images to facilitate learning and delivery of content

The purpose of current study is to examine the content of the findings of expressive writing studies conducted among Arabic language departments students at Iranian universities. In order to achieve this, the researchers examined a number of Iranian studies and researches that dealt with expressive writing among Iranian undergraduate students in Arabic language departments between 2008 to 2022, using the descriptive analytical research approach. The areas of agreement between the studies were found and verified by creating a cognitive map in order to determine the most prevalent and recurring causes for the phenomena of students' weakness in expressive writing skills. What the article concluded is that not taking into account the linguistic, grammatical, morphological and semantic aspects of words, errors in expressing masculine and feminine in writing, errors in writing the Hamza and identifying its types, and frequent errors when writing words that end with a long or connected T letter(taa”) are the most common and recurring reasons for the Iranian students' weakness in Arabic language departments at the undergraduate level in expressive writing skills. The most crucial expressive writing abilities that students should develop in order to overcome their weaknesses are dividing the subject into an engaging introduction that accurately and clearly presents the topic’s main ideas, considering the logical order and sequence in presenting ideas from general to specific, taking into account the linguistic aspect with its grammatical, morphological and semantic aspects of terms, taking into account certain spelling rules for Arabic letters, and employing vocabulary and structures correctly, and the necessity of mastering punctuation marks, masculinity and femininity, definition and indefiniteness.

The present study examines the level of difficulty in learning the four language skills of Arabic from the perspective of male and female students at Farhangian University (West Azerbaijan Province). Data collection was based on a researcher-made questionnaire, which, after obtaining the opinions of the research sample, was analysed using a descriptive-analytical approach and statistical analysis methods. The study sample in the present research includes 100 male and female students in different academic terms who were randomly selected. SPSS software was used to analyse the data. This research includes several axes: First, a theoretical framework focusing on language skills and the difficulties facing language learners and proposed strategies to improve them. Second, research method and tools. Third, statistical analysis of the data obtained from the responses of the study sample to identify the most important weaknesses and difficulties in teaching Arabic at Farhangian University, and to analyse the results. In the end, the most important result was that male and female students of Farhangian University have many difficulties in learning language skills such as speaking and writing, and among them, the difficulties of male students are much greater than female students, indicating that females have better language abilities compared to males

Arabic syntax, as one of the key processes of learning Arabic, is always one of the most challenging courses, especially in non-Arabic-speaking countries. However, no doubt, modeling new educational approaches can somehow influence the effectiveness and efficiency of this course, and remove the shortcomings of the traditional approach. Therefore, this research is based on Vygotsky's theory of constructivism and deals with the lived experience of the student teachers of Arabic at Farhangian University of Hormozgan in a grammar course. According to the nature of the research, the phenomenological method and purposeful sampling were used, and with semi-structured interviews with 20 subjects, including 10 male students and 10 female students, the obtained data reached the saturation stage. To analyse the collected data and codings, thematic analysis was used, and the data was analysed using the Collaizi method. To validate the research findings and their validity and reliability, Guba and Lincoln’s criteria were used. Findings from the lived experience of student teachers regarding the educational and behavioural implications of flipped learning, in four main individual and personal themes, social, educational, and time environment skills and four sub-themes of desire to learn, creating a spirit of cooperation and empathy, deep and practical understanding of the syntax course, and optimal use of environment and time were summarised. The results indicate that the application of the reverse teaching approach, in addition to being a positive step towards improving the educational level of grammar, can also be effective and useful in the efficiency and effectiveness of students’ personal and social skills.

Project-based pedagogy is considered one of the effective teaching strategies in the education process, and is considered one of the modern theoretical approaches in educational curricula from several aspects. It is an important strategy due to the practical and analytical sides of the subject and the educational tools used. Furthermore, as it represents the applied aspect of the field, it is a method through which the acquired scientific knowledge is applied. Therefore, the current study aims to analyse the effectiveness and suitability of project-based pedagogy in teaching Arabic based on John Dewey’s theory in the first intermediate grade in the Republic of Iraq, where educational levels were built on the basis of the integrative theory in education. The study applied the descriptive and survey-analytical method. The population consisted of government middle and high schools in Dhi Qar Governorate. The research sample was limited to 200 teachers and schools in 30 schools. As for the tool, it relied on interviews and questionnaires for teachers, with 20 indicators of three issues. Each item contained a graduated weight according to the tripartite scale Agree, Disagree, and I don't know. What the study found was that most of the teachers encouraged field work, and class and extracurricular projects. The results of the effectiveness of this method were demonstrated through the questionnaire, as it indicated the highest percentage of acceptability scores among professors in terms of the effectiveness of the method in achieving educational skills, the learner’s eagerness for them, and helping them to hone talents and develop learning capabilities. And understanding of the material within the second and third axes at a rate of (94%, 84%, 82%). As for those professors who believe that the scale (I do not agree) is not devoid of difficulty and the need to develop self-skills, it constitutes the highest percentage (39.5%), while the highest percentage was for the scale (I do not know), which constitutes a percentage (27.5%), which relates  to the hourly size of the class.

Compliment is one of the practical speech acts, and how it is used plays an important role in the success or failure of communication with Arabic speakers. The use of compliments depends on factors that must be recognized, including the situation, speakers' position, and goals-factors that are relevant to pragmatic skills and cultural issues. This research chose the speech act of compliment for study, after extracting it from eight Arabic narrative texts and studying it according to the Dell Hymes’ SPEAKING model and the descriptive-analytical method. This research aims to identify how to use compliments in the Arabic language, and to reveal the importance of paying attention to pragmatic and cultural matters in successful communication with Arabic speakers. The results showed the coordination between the parts of Hymes’ model, where the nature of each part depends on the others. Using compliments in informal situations was higher than in formal situations. Most compliments occurred in equal and friendly situations. Nine purposes for using compliments were extracted, and the most-used was praise. The research revealed six tones that played an important role in communication. The tone of joy was used more than the others. Seven rules for compliment were also extracted, where positive features were more than the others. Furthermore, explicit compliments occurred more than implicit compliments. Five topics for compliments were extracted, where people's personalities and appearances occurred more frequently. There were seven linguistic styles for compliments, most of which were adjectives

Colour, as one of the high-frequency concepts, constitutes an important part of the expressive realm of any language. Given that language, thought, and culture are inextricably linked, studying language while considering this inseparable connection can influence the way language is viewed and taught. This research focuses on the educational and cognitive study of the aforementioned languages, with an emphasis on the field of colour. The colour words studied are the equivalents of the eleven colour words proposed by Berlin and Kay (1969). The authors' goal is to examine and compare the conceptual metaphors of "colour" in Persian and Arabic, define the target domains, key maps, and similarities and differences. The research method is descriptive-analytical, and the data were analysed within the framework of the cognitive semantics approach. Data analysis indicated that: 1- The basic colour terms (BCTs) in Persian correspond to their Arabic equivalents, with the difference that "آبی" in Persian, unlike "ازرق" in Arabic, is not considered one of the colour terms that have a metaphorical-linguistic representation. 2- The assumption that metaphorical compounds are only made with the main colour words is reinforced, because no model has been found for brown, violet, pink, and grey in the two languages, in addition to blue in Persian. 3- Most of the metaphors related to colours in both languages have a cultural nature, and it does not seem very realistic to imagine them as being equivalent.

Teaching translation, as one of the categories of acquired learning, requires the use of experts’ knowledge and expertise. Among the problems of teaching Arabic language in Nongasht books (2013) is related to the translation section, which includes things such as morphological and syntactic problems, vocabulary, incorrect reading of texts by students, and lack of facilities. The present study aims to help learners to translate texts correctly by providing suggested solutions, introducing them to the translation of standard texts, and encouraging them to study various types of texts. Also, by teaching in a game style and using group and workshop-based translation methods and appropriate exercises, an effective step was taken in the direction of teaching translation techniques. The current research method was descriptive-analytical with a field approach and the research tool was a questionnaire. The statistical population of the research was selected high schools of Malard in Tehran province, where the people were selected using a purposeful sampling method based on the criterion technique. The results of the research showed that the main translation problems of students in Malard region were related to morphological and syntactical rules, lack of teaching facilities, lack of attention to modern teaching methods, and incorrect reading of texts by students.