Author: Shadia K. Ghosheh
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 376

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Author: Kathleen M. Bailey
Publisher: Routledge
ISBN: 1317818121
Category : Foreign Language Study
Languages : en
Pages : 217

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Co-published with The International Research Foundation for English Language Education (TIRF) An important contribution to the emerging body of research-based knowledge about teaching English to native speakers of Arabic, this volume presents empirical studies carried out in Egypt, Lebanon, Oman, Palestine, Saudi Arabia, and the United Arab Emirates (UAE)—a region which has gained notable attention in the past few decades. Each chapter addresses an issue of current concern, and each includes implications for policy, practice, and future research. Nine chapter authors are Sheikh Nahayan Fellows—recipients of doctoral fellowships from The International Research Foundation for English Language Education (TIRF). This volume is the first in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

Author: Dr. M. Solainman Ali
Publisher: Author House
ISBN: 1481704591
Category : Foreign Language Study
Languages : en
Pages : 327

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Purpose and Scope: This text has been produced to alert learners of English using Arabic as L1 to the most typical problem areas that tend to hinder their progress as they endeavor to overcome native language interference in the process of growing into the target language. The functions of capitalization and syntax have received special emphasis. The analytical perspective takes precedence over its pedagogical counterpart. Learner Focus: The primary readership is expected to grow beyond Arabic speakers per se and is most likely to include learners using Farsi, Urdu, or Turkish as L1. In addition, even a broad spectrum of learners using reference languages with various different alphabets (e.g. Bengali, Hangul, Hebrew, Hindi, Japanese, Mandarin) will find the text useful to a considerable extent. Appendices: The exercises included in the three appendices are ambitiously written and intended to reveal to the learner the formidable amount of lexical material that will have to be internalized on the road to solid proficiency. ESL instructors teaching Arabic speakers are aware of the difficult and time-consuming effort involved in the acquisition of vocabulary.

Author: Bharat Koirala
Publisher: GRIN Verlag
ISBN: 3668323941
Category : Literary Collections
Languages : en
Pages : 20

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Seminar paper from the year 2016 in the subject English Language and Literature Studies - Linguistics, , language: English, abstract: The use of English as a language within the Arab-speaking countries gained significant attraction at the turn of the millennium. In most of the schools and Universities, the official language has been Arabic while English has always been taught as a secondary language or a foreign language. This is mostly true in the gulf countries. Each year, the assessment of English language to various cohorts of students involves a complex social phenomenon that has a very deep impact on both the students and the stakeholders within the education sector. Although most of the students pass these assessment tests in their foundational years, they still fail to cope with the enormous amount of academic requirements within the departments in which they are admitted. This is because of their lower understanding levels of the English Language. The main aim of this chapter is to explore the role played by the education stakeholders, more so focusing on teachers and instructors, in the assessment of the English language in the Arab Gulf countries and the North Africa; specifically in the Kingdom of Saudi Arabia. The chapter examines the beliefs and role of instructors and teachers towards the assessment of the English Language in Saudi Arabia’s learning institutions. The assessment is based on two primary research questions: 1. What roles do the teachers and tutors offering English language assessment play in the implementation of practices at the foundation? and 2. How do the teachers and instructors perceive English language assessment program? The research methodology included the use of both primary data and secondary data. Based on the findings of the study in this chapter, there is a need for further research into the beliefs and practices of teachers in the assessment of specific language skills within the various contexts. The research in this area is found to be very limited.

Author: Kassem Wahba
Publisher: Routledge
ISBN: 1136781633
Category : Education
Languages : en
Pages : 512

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This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need. The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: *Background of Arabic Language Teaching; *Contexts of Arabic Language Teaching; *Communicative Competence in Arabic; *The Learners; *Assessment; *Technology Applications; *Curriculum Development, Design, and Models; *Arabic Language Program Administration and Management; and *Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

Author: Salah Ayari
Publisher:
ISBN:
Category :
Languages : en
Pages : 408

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Author: Cris Deanna Fisher
Publisher:
ISBN:
Category :
Languages : en
Pages : 276

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This study explores the English language needs and weaknesses of Arabic-speaking students at Iowa State University with regard to reading, writing, listening, and speaking. For this purpose, three methods of needs analysis were used. First, separate but similar questionnaires for students and faculty were developed, piloted, and distributed (Students, N=37; Faculty, N=15). The student questionnaire investigated three main issues: experiences of students in their English language programs prior to beginning study at ISU, English language requirements students faced in their current academic program, and perceptions of both English language needs and weaknesses faced by Arabic-speaking students upon entering university. The faculty questionnaire investigated English language needs in faculty courses and English language weaknesses of Arabic-speaking students as perceived by faculty. Second, interviews of students and faculty were conducted (Students, N=20; Faculty, N=21). The interviews investigated English language needs and weaknesses of Arabic-speaking students as well as suggestions for addressing the same. Third, observation of five classes was conducted to determine the English language needs faced by students. The study identifies particular needs with regard to sub-skills in the language categories of reading, writing, listening, and speaking. It shows which sub-skills students had been exposed to and which were most important and required most often in their then-current degree programs. It points out weaknesses of Arabic-speaking students in all four language categories and, in addition, identifies weaknesses related to English language. It also identifies particular challenges teachers may face when relating to and teaching Arabic-speaking students and how to deal with those challenges. Finally, the study provides insight into life coping skill needs Arabic-speaking students have when coming to the U.S. to study. The findings lend themselves well to pedagogical applications including curriculum development, assessment of Arabic-speaking learners, and instructor education.

Author: Hashim H. Noor
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
ISBN: 9783034321112
Category : Arab students
Languages : en
Pages : 0

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A Course in Applied Linguistics for Arab EFL/ESL Students has been developed keeping in view the academic needs of native-Arabic speakers learning English as a second/foreign language. The book has a rich glossary to provide students with the definitions of the most important terms.

Author: Swiyya A.. Haqq
Publisher:
ISBN:
Category : Arabic language
Languages : en
Pages : 83

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Throughout the history of English Language teaching, the pendulum of L1 use has shifted drastically depending on the method that had gained prominence during a particular period of time. Today, that pendulum has yet to settle and the use of a learner's first language during instruction in a second language classroom continues to be an issue of serious debate. This study aimed to examine the effect of L1 use in instruction on the performance of low proficiency level learners on a grammar task of the present and progressives tenses in an ESL/IEP environment. To determine its effect, the 24 Arabic speaking English learners participating in the study were divided into two groups, an English-Only instruction group and an English & Arabic instruction group and an instrument with three item types (items with adverbials, non-action verbs and context clues that determined tense use) was created. The participants were given the instrument as a pre-and post-test before and after instruction on present and progressive tense use in either English only or English and Arabic according to the group. After the post-test, the students took a survey intended to ascertain their perceptions of the instruction they received. The quantitative data was analyzed using descriptive statistics and independent and dependent t-tests to draw comparisons between the means of the performance scores of both groups and within each group over the pre- and post-tests. Additionally, the quantitative data from the survey underwent content analysis to discover themes for student preference for instructional language use in the classroom. The resultant findings showed that the participants in the English & Arabic Group performed better on the grammar task and had greater percent increases from the pre-test to the post-test than the English-Only Group. The means of the total performance score and of the question types exhibited these same increases. The surveys indicated that the participants in the English & Arabic Group understood their instruction better and a majority of the participants preferred the use of both English and Arabic during grammar instruction irrespective of language instructional group during the treatment. This study showed that the use of L1 in the classroom has measurable positive effects on the learning of the students. Moreover, it has contributed to the growing body of research in favor of L1 use in the classroom and has considerable implications for the field of second language teaching.

Author: Rahma Al-Mahrooqi
Publisher: Cambridge Scholars Publishing
ISBN: 1443871508
Category : Language Arts & Disciplines
Languages : en
Pages : 350

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Though diverse, the Arab world boasts a unique culture and native language, both of which are unlike those found in English-speaking countries. Perhaps due to the nature of these differences, Arab-Western relations have been described as existing on one of the world’s great cultural fault-lines. Debate about the potential effects, both positive and negative, of English-medium education and the learning of English in the region’s schools and universities is one expression of this. Even as debate continues, issues of politics, culture, social mobility, and identity are played out in the English language classrooms of the Arab world on a daily basis. The current volume explores some of the concerns related to the place of English and English-medium education in the Arab world. It examines issues of the relationship between English, Arabic, cultural identity and power in the region within a historical and contemporary framework; the experiences of learners from Arabic-medium secondary schools adjusting to English-medium colleges; and the challenges and potential rewards of promoting student-centered classrooms and technology in traditionally teacher-centered environments. These issues are explored from the perspectives of teachers, students, researchers and other stakeholders in Oman, Saudi Arabia, the UAE, and Sudan.