Since gaining academic status in South African schools, the Arabic language has always been under the spotlight. In Gauteng schools, the focus of discussion is the validity of the Nāšiٓēn as a prescribed text book and the methodology best suited to achieve linguistic competence in the language. In order to teach the language, an accurate observation of the Arabic language by means of phonetics and psychology is a prerequisite, hence the practical study of language or the study of philology is scrutinized. In the literature study, the research discusses different interconnected themes i.e. how the brain acquires language; developments into teaching methods; it asks can language be learnt by imitating native speakers; are we born with the innate ability to learn a second language. A review of current methodology is undertaken. Suggestions are pragmatically motivated rather than being theoretically motivated. The eclectic approach is preferred with the intention of providing the most efficient access to Arabic forms and structures. The educational implications are discussed with a view to formulate language principles on which recommendations and suggestions can be formulated. / Religious Studies and Arabic / M.A. (Arabic)

Since gaining academic status in South African schools, the Arabic language has always been under the spotlight. In Gauteng schools, the focus of discussion is the validity of the Nāšiٓēn as a prescribed text book and the methodology best suited to achieve linguistic competence in the language. In order to teach the language, an accurate observation of the Arabic language by means of phonetics and psychology is a prerequisite, hence the practical study of language or the study of philology is scrutinized. In the literature study, the research discusses different interconnected themes i.e. how the brain acquires language; developments into teaching methods; it asks can language be learnt by imitating native speakers; are we born with the innate ability to learn a second language. A review of current methodology is undertaken. Suggestions are pragmatically motivated rather than being theoretically motivated. The eclectic approach is preferred with the intention of providing the most efficient access to Arabic forms and structures. The educational implications are discussed with a view to formulate language principles on which recommendations and suggestions can be formulated. / Religious Studies and Arabic / M.A. (Arabic)

Summaries in Engish and Afrikaans / Many learners of Arabic in Southern Africa have been unable to achieve communicative competence. An investigation into a possible link between teaching methodology and Arabic acquisition was undertaken. In the literature study, theories of language acquisition and related teaching methodologies and approaches were scrutinized. A questionnaire was developed to determine current practices in the teaching of Arabic. The results of the empirical investigation indicated that grammar-translation is the dominant teaching method. Majority of the learners are taught in a medium other than Arabic, have inadequate exposure to Arabic native speakers, are given very little opportunity to communicate in the language and spend the largest proportion of time translating to and from Arabic. The educational implications of the findings are discussed, and guidelines regarding methods of improving the acquisition of all four skills in Arabic are provided, both for teachers at schools and at tertiary academic institutions. / Meeste leerders van Arabies in Suidelike Afrika bereik nie komrnunikatiewe bevoegdheid in Arabies nie. 'n Ondersoek na 'n moontlike verband tussen die onderrigmetodes wat tans gebruik word en die verwerwing van Arabies is in hierdie studie ondemeem. In die literatuuroorsig is 'n aantal taalverwerwingsteoriee en verbandhoudende onderrigmetodologiee ondersoek. 'n Vraelys is ontwikkel om huidige praktyke met betrekking tot die onderrig van Arabies te bepaal. Die resultate van die empiriese ondersoek het aangedui dat die grammatika-vertaalmetode die dominante onderrigmetode is. Die meerderheid leerders word nie deur middel van Arabies onderrig nie, word nie voldoende aan Arabiese moedertaalsprekers blootgestel nie, het min of geen geleentheid om in Arabies te komrnunikeer nie en bestee die meeste van hul tyd aan die vertaling uit en na Arabies. Die opvoedkundige implikasies van die bevindinge is bespreek en voorstelle vir die verbetering van onderrigmetodes in Arabies is gemaak vir sowel onderwysers by skole en vir tersiere onderwysinstellings. / Educational Studies / M. Ed. (Didactics)

Summaries in Engish and Afrikaans / Many learners of Arabic in Southern Africa have been unable to achieve communicative competence. An investigation into a possible link between teaching methodology and Arabic acquisition was undertaken. In the literature study, theories of language acquisition and related teaching methodologies and approaches were scrutinized. A questionnaire was developed to determine current practices in the teaching of Arabic. The results of the empirical investigation indicated that grammar-translation is the dominant teaching method. Majority of the learners are taught in a medium other than Arabic, have inadequate exposure to Arabic native speakers, are given very little opportunity to communicate in the language and spend the largest proportion of time translating to and from Arabic. The educational implications of the findings are discussed, and guidelines regarding methods of improving the acquisition of all four skills in Arabic are provided, both for teachers at schools and at tertiary academic institutions. / Meeste leerders van Arabies in Suidelike Afrika bereik nie komrnunikatiewe bevoegdheid in Arabies nie. 'n Ondersoek na 'n moontlike verband tussen die onderrigmetodes wat tans gebruik word en die verwerwing van Arabies is in hierdie studie ondemeem. In die literatuuroorsig is 'n aantal taalverwerwingsteoriee en verbandhoudende onderrigmetodologiee ondersoek. 'n Vraelys is ontwikkel om huidige praktyke met betrekking tot die onderrig van Arabies te bepaal. Die resultate van die empiriese ondersoek het aangedui dat die grammatika-vertaalmetode die dominante onderrigmetode is. Die meerderheid leerders word nie deur middel van Arabies onderrig nie, word nie voldoende aan Arabiese moedertaalsprekers blootgestel nie, het min of geen geleentheid om in Arabies te komrnunikeer nie en bestee die meeste van hul tyd aan die vertaling uit en na Arabies. Die opvoedkundige implikasies van die bevindinge is bespreek en voorstelle vir die verbetering van onderrigmetodes in Arabies is gemaak vir sowel onderwysers by skole en vir tersiere onderwysinstellings. / Educational Studies / M. Ed. (Didactics)