آموزش زبان عربی

Children's stories have a unique place in contemporary literature with their unique features and are a source of inspiration for providing Arabic language teaching materials to Iranian children and adolescents. However, it has not been considered in the subject of Arabic language and literature in Iranian universities. Despite the importance of using literature in language teaching and the fact that the use of literature, especially children's stories, is rarely seen in Arabic language curricula for Iranian children and adolescents. Therefore, this article tries to study the application of children's Arabic story and its benefits in teaching Arabic reading skills to children with a descriptive-analytical and quasi-experimental method - based on scientific methods and criteria of language teaching - in teaching Arabic as a better and more useful language. Persian-speaking teenagers pay. To conduct this research, appropriate educational materials based on the criteria of Preset, selected, and taught to junior high school students. The results show gives that the child's story is appropriate to the level of learning of learners and it is easier to read and understand for this group of learners. In addition, the elements on which the child's story is based attract the child's attention more than any other type of literature, and this increases the child's motivation and focus on learning the language with more useful feedback.

Arabic syntax or grammar is considered one of the most important subjects in the undergraduate course as well as in additional courses for non-Arabic speakers. The way of teaching this subject has always been mixed with many difficulties, and students and learners always point to the strictness and uniformity of the rules, dry and inactive teaching methods, and issues like this. In this essay, while emphasizing on separating the two categories of scientific syntax and educational syntax, traditional strategies have been mentioned and their merits and demerits have been considered. In addition to that, new strategies have been proposed for the use of professors, and their advantages and disadvantages have also been investigated. The result of this research is that we should pay more attention to its practical aspects while avoiding teaching unnecessary syntactical topics, and use new and collaborative strategies to improve the teaching-learning process.Teaching Arabic language, syntax, teaching strategies

One of the main challenges in teaching Arabic language is teaching the phonetic system in a systematic method Because language learners need to understand different phonetic levels through practical training in order to establish communicate purposefully and interact properly with native speakers, so that in addition to acceptable and comprehensible pronunciation in their interactions, they can provide correct verbal and non-verbal reactions to the spoken word. Therefore, the present study intends to study the task-based approach in teaching the Arabic sounds with a descriptive-comparative method. The results indicate that main difference between Persian sounds and Arabic is in the fourth level of difficulty (θ /ħ /ð /sˤ /dˤ /tˤ /ðˤ /ʕ /ɣ) and then in the third level (z /s /ʃ /dʒ /k /q /w). the task-based approach with the “pre-task phase” makes the learner cognitively aware of these differences as well as the level of Suprasegmental and creates the necessary preparations, then in the stage During task with emphasis on all aspects of language at the level of Segmental and suprasegmental of speech and behaviorally reinforce them by engaging the learner in applied tasks based on their needs in communication situations, emphasizing pivotal interaction. So that by using real tasks and in the context of the audio text, in addition to placing the learner in areal communication situation, the challenge of changing the properties of sounds, is solved by accompaniment, and by stabilizing the cognitive dimension and repetition of tasks in quasi-real situations in the post-task phase. In creases the communication ability of language learners. Therefore, it can be said that the task-based approach is quite suitable for use in teaching the phonetic system of the Arabic language.

The psychological factors, relationships with colleagues and the culture of the target language, play an active role in academic achievement. The main issue of this study is to determine the psychometric properties of the scale of these factors in learning Arabic for Iranian students at the undergraduate level. This study used the mixed exploratory sequential design. The initial items were designed in the form of a qualitative research and semi-structured interviews with specialists in teaching the Arabic language and literature and experts in educational psychology. The final form which contains (83) of items was determined. To ensure its validity and reliability, a sample of (100) students at undergraduate level was conducted through the official virtual educational spaces and the sampling method. Results (83) essential items were selected based on the Lawshe criterion with (CVR) above (0.6), and the total (CVI), by using software (SPSS), was equal to (0.83) which is acceptable. The internal reliability of the scale was calculated through Cronbach's alpha, and all values were higher than (0.8), which indicates the internal reliability of the scale factors. The (CR) and the (AVE) of the scale factors were higher than (0.8) and (0.5) which Shows the scale’s convergent validity. (CCV) indicates a significant relationship between scale factors and averages of the research sample. In total, the final scale has (32) items with (64.22) of the variance of the total scale. Accordingly, the scale has the appropriate psychometric properties to determine the essential factors that affecting the academic achievement.

Language teachers are among the most important components in the language teaching enterprise, and their pivotal role is accentuated in almost all the prestigious language teaching methods. The present study aims to investigate the instructor’s function(s) in improving the listening and speaking skills of Arabic Language and Literature students; plus, it attempts to seek (and hopefully offer) possible strategies to improve these two skills. In order to address the research objectives and questions, (semi-structured) interviews were conducted with the university instructors and the data were qualitatively analyzed utilizing ATLAS ti qualitative software. The results point to some factors which are deemed among the major contributing factors to the students’ unsatisfactory listening competency (e.g. students' lack of motivation, unavailability of appropriate textbooks, limited hours devoted to these two skills compared to other courses, and some professed doubts about the expertise of a few instructors when it comes to the practical teaching of these two skills). The paper concludes with a discussion of the professors’ recommended strategies to improve the students' speaking and listening skills (e.g., motivating students, designing practical instructional booklets, and attending off-campus skill learning classes and courses).

The relationship between Iran and the Arab countries and the divergence of these two languages from each other has led to many similarities in the bilingual language system. One of the important issues in this regard is the phenomenon of "linguistic interference" that occurs when using the Arabic language and affects the process of teaching and learning Arabic. The linguistic interference between these two languages has two effects: 1- Positive effect 2- Negative effect. In addition to the negative effect, interference also has a positive effect, which can facilitate the positive aspects of interference to facilitate the teaching and learning of the Arabic language. In this research, by extracting the similarities in phonology, words and grammar of two languages and putting them together, we want to examine the fact that the interaction between the two languages is not only negative but also positive and the learner knows These linguistic similarities can better learn some concepts (from phonology to grammar) in Arabic. Thus, have deeper and more conscious learning. The results show that many Arabic words in Persian have not undergone a semantic change and have the same meaning in both languages that this lack of semantic change will make it easier to learn some of the words involved. On the other hand, there are some grammatical similarities between the two languages, which facilitate teaching and learning by using Arabic language teachers and instructors of these similar grammatical interactions between the two languages in the teaching process.

With regard to the purpose of analyzing the content of each textbook, the objective of the book content and the coordination of its educational goals with the empowerment of stakeholders in the scale of critique is thoroughly investigated. Since it is important to identify strengths and weaknesses to produce knowledge and use it in practice, it is possible to find the necessity to evaluate the content of textbooks in order to reveal the strengths and weaknesses of these resources and eliminate objections in them, there is an opportunity to book targeted books for achieving educational programs, consequently, positive effects will be observed in the curriculum. For this reason, in this paper, the three - volume Al-Arabiytu Bayna Yadayk book which is one of the most important and known sources of Arabic language training is evaluated through the William Romey's Method. The research method of this paper is description and critical analysis of content and the units of analysis include the sentences of the courses, the questions of the exercises and the images of the book. The results show that the literature review of the topic is passive and not sufficient enough to engage the students' minds. But the images included in the book are active and pave the way for the mental engagement of the learners. Moreover, its analysis and questioning is satisfactory. While study and comparing the evolution of the content of the three volumes of the book, this can be concluded that the development of the exercises from the first chapter to the second chapter of this books is dynamic enough, whereas this this ascending trend is not to be seen in the texts and the images of the second and third volume of the book.

Teachers, as one of the effective factors in the educational process, have an important role in creating civilizations, because the learner gains experiences, knowledge, attitudes and values through interaction with him. The issue of teacher preparation and training is of interest to Farhangian University and their professional preparation and professional development is one of the basic principles in improving education. Farhangian University started the field of "Arabic language teaching" in 2012 to meet the educational needs of the "Arabic teacher" and made extensive changes in the curriculum, the most important of which can be quantitative and qualitative changes in the internship. Student-teachers pointed out. This study aims to identify the areas of student-teacher preparation and professional development related to Arabic language teaching, and is an applied research with a descriptive-analytical method. The results show that the internship course has a great effect on improving the teacher competencies of student teachers in the field of Arabic language teaching. Students Teachers who do internships in schools teach with more confidence after graduation and have the ability to implement science in practice and educational situations. It is suggested that at Farhangian University, a program be provided for the activities of student-Arabic teachers to learn about the internships of Arab countries and their professional development, and to learn how to learn Arabic and how to organize their learning in education.

In the teaching-learning process, evaluation is always an important, necessary and effective element, but it is this kind of view of evaluation that is very important. So that if we summarize the evaluation only in holding a virtual test, we will face various challenges, such as invalid reply. But if we consider evaluation as a process, it also serves and complements education. With this kind of view, measurement and evaluation will be more valid. The emergence of infectious diseases such as Covid 19 and its epidemic has not only shifted learning to E-learning and virtual learning, but has also made evaluation inevitably virtual. Now the main question is how can a proper virtual evaluation be done with the traditional and conventional approaches of assessment and evaluation. What alternative methods can be used to achieve this? The present study wants to investigate the challenges and opportunities in the virtual evaluation path by a descriptive-analytical method, especially in the critical days of Corona. It seems that conventional pre-corona assessment methods, including end-of-term tests, are not appropriate, accurate and useful criteria for evaluating and measuring training during the corona, but in this regard, other types of assessment should be used and it is necessary to change the view of virtual evaluation.

The development of research culture is very important in the education system; in such a way that without conducting research, educational affairs will not have the necessary dynamism and vitality. Now, paying attention to research in Farhangian University is doubly important; because research skills lead to the empowerment of student-teachers during their studies and ultimately teaching and solving educational problems. The Arabic language and culture has always been of interest to Iranian scholars and linguists due to its many similarities with the Persian language and culture, as well as its religious significance in Iran. This research intends to investigate the importance of research in the Arabic language curriculum of Farhangian University. The method of the present research is descriptive and analytical content analysis in terms of data collection method. The purpose of this study is a complete description of research-oriented courses and a careful look and serious attention to status of research in the official curriculum of Arabic language teaching at Farhangian University. Findings showed that only 5% of the curriculum of Arabic language teaching at Farhangian University are research courses and the dominant approach in the curriculum of this field is a qualitative approach. The results of this study can provide a coherent profile for course planners and help the authorities eliminate the shortcomings, pay more attention to the enrichment and implementation of the curriculum of this field.

Comprehension is a mental process and its goal is to achieve the meaning of the text. This process is intertwined with several other sub-processes through which the reader understands the meaning and interprets the material according to their cognitive background and experiences. To improve comprehension skills, one must pay attention to the strategies used in language teaching and learning, because teaching methods are shaped by teaching strategies. The goal of the "reciprocal teaching" strategy is to develop the "comprehension" skills of Arabic learners, including students. Research is trying to find the answer to this question. To what extent has the application of the Reciprocal Teaching strategy been effective in improving the comprehension skills of Arabic language learners? This research has been done in a quasi-experimental way and in the process, pre-test and posttest have been used. The statistical population includes 60 female students of Imam Sadegh (AS) University of Tehran in the academic year 1397-1398 who are randomly divided into experimental and control groups. Each group consisted of 30 students, then the strategy of "reciprocal teaching" was implemented in the experimental group and the traditional method was implemented in the control group. After reviewing the data using appropriate statistical methods and SPSS statistical software, the results showed that the members of the experimental group (who studied according to the reciprocal teaching strategy) scored better than the members of the control group (who studied according to the traditional method). Suggestions for future research have been made, including the use of the reciprocal teaching strategy in teaching comprehension of specialized Arabic texts to non-Arabic speakers.

The aim of this study was to investigate the relationship between design creativity and production of Arabic course learning unit with female students' skills in teaching Arabic language in Farhangian University of Hazrat Fatemeh Zahra Campus in Ahvaz in 2017. In this study, targeting the female Arabic students of Farhangian University, which has a volume of 140 people, and also considering the sample of random sampling method with a volume of 60 people, to examine the effective factors for the relationship between creativity and design of learning unit. Deals with the skills of female students in teaching Arabic.To collect information, the researcher, considering the objectives of the research, examined a questionnaire consisting of 12 questions from Cronbach's alpha method, which was approved. In this study, while defining creativity and skill development from different perspectives and examining the relationship between learning unit design creativity and its dimensions (flexibility, risk and risk acceptance, self-confidence) on female students' skill development in Arabic language teaching, the issue was explained.

The importance of the Arabic textbook is in the role it plays in harmony with the other elements horizontally and vertically. Teaching Arabic in Iran has obstacles, problems and features, some of which are related to the way books are organized. Therefore, it can be said that content analysis can be an important step in recognizing the weaknesses and strengths of the book. In fact, content analysis is a technique for extracting data from text that has its own characteristics. The aim of this article is to examine the tenth year Arabic book based on content analysis patterns and content organization criteria, relying on the content analysis technique, and to determine whether the book's content is in the correct implementation of the principles of curriculum planning and organization. Has the giving of content, social realities and individual and useful needs, age realities and age and developmental requirements of students been successful? The research method is descriptive-analytical and the results of the article indicate that the book has been largely successful based on the patterns and criteria of analysis and organization of the content of the book. And the general evaluation of teachers of Arabic books is very high. The findings show that the problems associated with compiling and organizing the content of the book are acceptable in terms of curriculum regularities, social realities, and individual needs. the construction of effective methods in remembering students and encouraging them to self-confidence and self-confidence in remembering others is the result of this research.

the teaching of arabic language in iran is always done by relying on traditional methods such as grammar - translation method, direct method, silent method and so on, so it has never been considered the elements of the language of learning, the characteristics of the parties, the characteristics of the parties, the conversation process, and the acquisition of information by and. using analytical descriptive method, traditional methods and modern teaching methods. the teaching of arabic language in iran is always done by relying on traditional methods such as grammar - translation method, direct method, silent method and so on, so it has never been considered the elements of the language of learning, the characteristics of the parties, the characteristics of the parties, the conversation process, and the acquisition of information by and. using analytical descriptive method, traditional methods and modern teaching methods Arabic language training; new approaches; spontaneous learning; learning by assistance

Writing in a second language is usually considered as the last yet the most challenging skill to be learned. Similarly, learning to write in Arabic seems to have its own complications due to its unique grammar and sentence structures; hence, the present study attempted to investigate the effect of ‘Pattern Practice’ on developing Arabic students’ writing skill. However, pattern practice was not in the form of traditional mechanical drilling of the Arabic structures; instead, the learners participated in some awareness raising sessions including practicing the already identified and underlined structures of the texts through translating the similar structures from Persian into English. The present study attempted to answer the fundamental question of whether translation pattern practice had the potential to develop writing proficiency and reduce the learners’ errors when writing in Arabic as their L2. Writing errors were classified as grammatical, lexical and spelling. The study, hence, tried to identify the effect of practice on all such errors.The sample including 34 available Persian speaking students from Yazd University majoring in Arabic language and literature were selected and randomly assigned to a control and an experimental group. A proficiency test was given to ensure the groups’ homogeneity before the study started. Then, during the whole semester, both groups received several short Arabic stories. Arabic sentence structures, vocabulary and spelling of the stories were discussed in each class. However, the experimental group had the chance to rehearse sentence patterns through translation pattern practice. The results obtained at the end of the semester revealed a significant difference between the frequencies of the errors in their writing samples. In other words, the participants of the experimental group had significantly fewer structure and lexical errors, but the difference between the frequencies of spelling errors was not significant. The findings suggest that ‘Pattern Practice’ had the potential to improve the learners’ interlanguage and enhance their writing ability.It can be concluded that in awareness raising sessions of reading and analyzing the texts, learners noticed how the structures worked, and further translation practice followed by corrective feedback led to deeper retention of the structures. Therefore, the target translation practice can be identified as an efficient strategy on reducing the learners’ writing errors especially when writing Arabic sentences. The results had pedagogical implications for Arabic teachers when developing writing skill in universities and language institutes.

Today, with the advent of societies and the growing growth of knowledge and science, traditional teaching methods are no longer responsive to learners. Hence, it is necessary to turn to new educational approaches and interdisciplinary thinking in which the boundary between knowledge domains is set aside and learning opportunities are set in different ways through interdisciplinary approaches. The use of traditional methods in teaching Arabic language and its specialization has made the learners free from their elegance and capabilities, and faced with challenges in learning. Based on this, one of the essential requirements of the teachers is the development of interdisciplinary skills in the field of education and research. In the present paper, while studying the background and the nature and the interdisciplinary nature, attempts to combine the two theoretical and applied approaches, it examines it in the teaching of Arabic language and its weaknesses and strengths. The aim of the paper is to improve the quality of learning in Arabic language education through interdisciplinary programs. He believes that specialization and interdisciplinary thinking can be considered as a strategy for teaching Arabic language, which provides key experiences for learners in learning. Finally, it tries to consider the considerations that should be taken into consideration in Arabic language teaching, in the form of practical suggestions.

Sharḥe Ibn-Aghil has long been considered among the most selected texts in syntax and didactic literature in Islamic schools and scientific circles. This research seeks to conduct a formal and majorly a content-based critique of the given volume as a textbook and evaluate its functionality and appropriateness in the modern educational system. As regards the content, the focus of the study would be on scientific originality, congruence with the scientific needs of the students, updated information, order of presentation, and logical sequencing of the material, etc. The method of the research was descriptive and analytical with a view to teaching Arabic for specific purposes to the students of Persian Language and Literature. Original and valuable books like Sharhe Ibn-Aghil generally undergo some changes in the process of movement from traditional educational systems into new methods as a consequence of which some of its dimensions may not have the previous efficiency in the new environment. This book also does not seem to have the previous efficacy for the students of Persian Language and Literature and its sub-disciplines for various reasons such as deviation from the theme of syntax as well as its poetic instruction.

Reading comprehension skill is one of the fundamental and basic skill for understanding meanings and ideas available in the text. Attention to this skill especially for literary texts is one of the most important issues in the realm of language teaching. Using the right instruction methods for illuminating literary texts can confidently improve reading skills and reading comprehension of the students. Teaching reading comprehension texts based on critical thinking skills not only meets all the goals of literary texts, but also helps to improve the students’ reading comprehension. The aim of the current study is to investigate the effect of critical thinking skills on reading comprehension of Arabic literary texts among BA students of Arabic Language and Literature. The sample of the study consisted of 64 junior students of Arabic Language and Literature who were divided into two experimental and control groups. The experimental group was instructed based on critical thinking skills and the control group was instructed based on classical/traditional methods of teaching a text. The findings indicated that there is a significant difference between the performances of the groups and that critical thinking skills affects students’ reading comprehension skills.
The methodology for conducting this study followed a quasi- experimental design. The population of the study was all bachelor Arabic language and literature students of Iranian universities, among which 64 junior students of Shahid Beheshti and Yazd Universities were chosen as the experimental and control groups respectively.
The results showed that there is a significant relation between the incorporation of critical thinking skills in teaching Arabic literary text and an increase in the students’ comprehension. This means that using the sub-skills of the skills” inference, recognition of assumptions, interpretation, evaluating the arguments and deduction” which were covered in the literature can lead to increasing the students’ comprehension.