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Tabsit Nusus li l-Qira'at al-Muwassa'a li l-Natiqin bi Ghair al-Arabiya = Simplification of texts for expanded reading for the benefit of non-Arabic speakersAhmedou, Mohamed Youssouf Ould 30 September 2006 (has links)
This study comprises an introduction and six chapters. The introduction presents a
chronological synopsis of the development of Arabic language teaching up to now.
Chapter One presents a broad framework for this study as well as the problem and
associated questions whose resolution is being sought, namely treating shortcomings relating
to the teaching of Arabic to non-Arabic speakers as regards reading.
Chapter Two is a survey of the theoretical study that classifies the most psychological,
pedagogic, cultural, linguistic and reading competence principles needing compliance in
the compilation and simplification of texts.
Chapter Three comprises texts that have been simplified by this researcher.
Chapter Four analyses and appraises simplified texts by providing mechanisms used for that
purpose.
Chapter Five comprises a model lesson, based on the principles outlined above.
Chapter Six reviews the most important findings in terms of the ideal time needed for realising
the hypothesis of the research and provides other proposals and concluding comments. / Religious Studies and Arabic / M.A. (Arabic)
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Key components in a successful Arabic immersion program for high school students : a case studyMilliman, Britten Moya Jo 04 November 2010 (has links)
As more second-language acquisition research is published about the optimal age to begin foreign language instruction, and the best methods for teaching foreign languages, many colleges and universities are seeking to create intensive immersion programs which would prepare prospective students for the rigors of their language programs and serve as a productive language-learning environment. One such program, the Middlebury-Monterey Language Academy, is based on the highly successful summer language schools model.
This research isolates the components which would help create successful, intensive Arabic immersion programs. Specifically, this thesis asks: How can an institution create a successful Arabic immersion learning environment for high school students? To answer this question, this thesis reviews current literature in the field of Second Language Acquisition (SLA), includes personal observations about the program and analyzes responses to surveys administered to two groups of stakeholders, namely students, and teachers/resident assistants. After the descriptive section, the thesis proposes a curricular framework which encompasses the main components of the curriculum (including goals, teacher and learner training, instructional materials, and native versus target language use). This framework is presented as a model to help teachers and other administrators as they try to set up new Arabic programs for high school students. / text
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Tabsit Nusus li l-Qira'at al-Muwassa'a li l-Natiqin bi Ghair al-Arabiya = Simplification of texts for expanded reading for the benefit of non-Arabic speakersAhmedou, Mohamed Youssouf Ould 30 September 2006 (has links)
This study comprises an introduction and six chapters. The introduction presents a
chronological synopsis of the development of Arabic language teaching up to now.
Chapter One presents a broad framework for this study as well as the problem and
associated questions whose resolution is being sought, namely treating shortcomings relating
to the teaching of Arabic to non-Arabic speakers as regards reading.
Chapter Two is a survey of the theoretical study that classifies the most psychological,
pedagogic, cultural, linguistic and reading competence principles needing compliance in
the compilation and simplification of texts.
Chapter Three comprises texts that have been simplified by this researcher.
Chapter Four analyses and appraises simplified texts by providing mechanisms used for that
purpose.
Chapter Five comprises a model lesson, based on the principles outlined above.
Chapter Six reviews the most important findings in terms of the ideal time needed for realising
the hypothesis of the research and provides other proposals and concluding comments. / Religious Studies and Arabic / M.A. (Arabic)
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Baḥt fī al-ṣuʻūbāt al-tīyah tawājahhān ṭalāb al-lugat al-ʻArabīyat bi-al-ṣaff al-khāmis al-thānawī fī jumhūrīya Maurīshīwas / An investigation into the difficulties faced by students of Arabic language at school certificate level in the Republic of MauritiusNazīr, ʻAbdu al-Ṣammad 03 January 2013 (has links)
Based on the examiners’ reports of the University of Cambridge on the
shortcomings of the students of form V (school certificate level) in Arabic language
in the international examinations of year 2008 and 2009 and on the proposals and
recommendations therein, the researcher started this research work to address the
difficulties faced by students in Arabic language in the grammatical rules when
writing essays and in translation from Arabic to English and vice versa in form V
(school certificate level) and chose Doha Academy (secondary department) in
Mauritius as model.
The research work in fact confirmed the errors of students in the grammatical
rules after analyzing the examination scripts of the mock examinations run at the
school during the year 2009 and 2010 and the researcher came to know about the
causes of errors which were also confirmed by means of a questionnaire distributed
to the students at this level.
The researcher’s interviews with the male and female teachers of Arabic
language at School certificate level on the issue were of great benefits and they in
fact made mention of the grammatical errors which the researcher came across in
the mock examinations’ scripts after close study and analysis.
The researcher also considered the importance of the contrastive analysis
between Arabic and English due to its effect in learning Arabic as a second
language.
ط
After analysis of the questionnaire and interviews, the researcher came
across a number of important issues which he mentioned in details among the
results which he concluded.
The researcher concluded that most of the errors in grammar are due to the
influence of the English language on the Arabic language through linguistic
interference, transfer of experience, generalization, as well as errors related to the
target language itself like hypercorrection and intralingual phenomenon etc. And
that the errors found in translation are caused mainly because of lack of Arabic
vocabularies as well as literal translation and a lack of fluency and confidence in
using Arabic structures and grammar.
Finally, the researcher mentioned a number of recommendations and
suggestions which he considers to be a priority and should be executed if we really
wish to eliminate difficulties and problems in the process of teaching and learning
of the Arabic language at this level and to see the progress of this language in this
island. / على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج
قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002
8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي –
يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى
الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية
الدوحة في موريشيوس نموذجا.
لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين
8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين
تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى.
وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث
أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد
الدراسة والتحليل.
رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم
الطلبة اللغة العربية كلغة ثانية.
بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل
في النتائج في آخر البحث.
وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل
في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة
في التصويب وتداخل اللغة نفسها.
وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية
وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي.
وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات
والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم
اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة. / Religious Sudies & Arabic / D.Litt. et Phil. (Arabic)
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Baḥt fī al-ṣuʻūbāt al-tīyah tawājahhān ṭalāb al-lugat al-ʻArabīyat bi-al-ṣaff al-khāmis al-thānawī fī jumhūrīya Maurīshīwas / An investigation into the difficulties faced by students of Arabic language at school certificate level in the Republic of MauritiusNazīr, ʻAbdu al-Ṣammad 03 January 2013 (has links)
Based on the examiners’ reports of the University of Cambridge on the
shortcomings of the students of form V (school certificate level) in Arabic language
in the international examinations of year 2008 and 2009 and on the proposals and
recommendations therein, the researcher started this research work to address the
difficulties faced by students in Arabic language in the grammatical rules when
writing essays and in translation from Arabic to English and vice versa in form V
(school certificate level) and chose Doha Academy (secondary department) in
Mauritius as model.
The research work in fact confirmed the errors of students in the grammatical
rules after analyzing the examination scripts of the mock examinations run at the
school during the year 2009 and 2010 and the researcher came to know about the
causes of errors which were also confirmed by means of a questionnaire distributed
to the students at this level.
The researcher’s interviews with the male and female teachers of Arabic
language at School certificate level on the issue were of great benefits and they in
fact made mention of the grammatical errors which the researcher came across in
the mock examinations’ scripts after close study and analysis.
The researcher also considered the importance of the contrastive analysis
between Arabic and English due to its effect in learning Arabic as a second
language.
ط
After analysis of the questionnaire and interviews, the researcher came
across a number of important issues which he mentioned in details among the
results which he concluded.
The researcher concluded that most of the errors in grammar are due to the
influence of the English language on the Arabic language through linguistic
interference, transfer of experience, generalization, as well as errors related to the
target language itself like hypercorrection and intralingual phenomenon etc. And
that the errors found in translation are caused mainly because of lack of Arabic
vocabularies as well as literal translation and a lack of fluency and confidence in
using Arabic structures and grammar.
Finally, the researcher mentioned a number of recommendations and
suggestions which he considers to be a priority and should be executed if we really
wish to eliminate difficulties and problems in the process of teaching and learning
of the Arabic language at this level and to see the progress of this language in this
island. / على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج
قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002
8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي –
يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى
الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية
الدوحة في موريشيوس نموذجا.
لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين
8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين
تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى.
وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث
أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد
الدراسة والتحليل.
رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم
الطلبة اللغة العربية كلغة ثانية.
بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل
في النتائج في آخر البحث.
وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل
في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة
في التصويب وتداخل اللغة نفسها.
وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية
وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي.
وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات
والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم
اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة. / Religious Sudies and Arabic / D.Litt. et Phil. (Arabic)
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Teaching of Arabic to learners in Muslim private schools in South Africa and BotswanaMall, Munira Ahmed 06 1900 (has links)
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)
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Teaching of Arabic to learners in Muslim private schools in South Africa and BotswanaMall, Munira Ahmed 06 1900 (has links)
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)
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