تعلیم اللغه العربیه

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

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

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.

Tourism is an important area for local and international organizations and it can help to reach prosperity and development. One of the most important areas of tourism is medical and health tourism, which attracts a lot of foreign currency to the target countries, therefore it’s so important for governments and private sector. Universities are among the most important institutions to help tourism by hardware and software, and besides that, this field can provide job opportunities for their graduates. The Department of Arabic Language and Literature, especially the Department of Arabic Language Translation can help in medical and heath tourism in Iran, given the important role of Iraqi tourists in Iran. Accordingly, with a descriptive-analytical approach, this paper aims to study the possibilities and issues of teaching the language, especially the teaching of the Iraqi dialect, and proposes task-based language teaching model with three levels: Pre-task includes learning about topics related to medical tourism and the teacher talks about them. The task level includes the learner carrying out communicative tasks, in a team format about the topics he has learned about, and post-task, includes talking about the topic and the teacher playing the role of supervising, carrying out activities due to their effectiveness. In addition to teaching the Iraqi dialect, linguistic and translation skills and   providing useful sources and research, note writing and summarizing skills, enhance short-term memory.

Covid-19 pandemic motivated the employment of a tailored strategy for distance learning with the ultimate goal of providing more enjoyable and truly educational environment for learners, restoring their self-confidence, and increasing positive interaction among students and the teacher. The flipped classroom is one of such smart strategies which can be used through distance learning because of its undeniable impact on development of creative critical thinking, enhancing the performance, and increasing the level of study in school pupil. Accordingly, the current study aims to investigate the effectiveness of employing the flipped classroom strategy during distance learning on improving the learning of Arabic language for students in 10th grade of the Arts and Humanities branch of Zahra school (Sa’adat Shahr) in Sa’adat Shahr, Fars Province, Iran. The current study is a semi-experimental research and the statistical population consists of students in 10th grade of the mentioned location. The population under study includes 22 students, randomly distributed into two equal groups. One group learned the subject of Arabic according to the strategy of the flipped classroom (experimental group), and the second group went under traditional teaching strategy. Both groups received 12 class sections. One way ANOVA test showed statistically significant difference between the average grades of two groups (in favor of the experimental group). The results revealed the effectiveness of flipped classroom strategy in improving the learning of Arabic.

Books are fundamental tools in teaching and learning. Therefore, preparing and editing educational materials need to be evaluated so that the education process can be executed efficiently. In this research, the book entitled Linguistic evaluation in programs for teaching Arabic to non-native speakers by Khalid Hosein Abu Amsheh et al. has been analyzed based on the evaluation model of McDonough and Shaw (2003). The goal is to identify the strengths and weaknesses of the aforementioned book in teaching Arabic language to non-native speakers of this language. The research method is descriptive-analytical and is applied by using a questionnaire compatible with the criteria of the McDonough and Shaw evaluation model. The findings of the research are supported by statistical methods. In the research process, 10 instructors of Arabic language skills courses were selected, who completed the review questionnaire of Abu Amsheh’s book. Their answers were analyzed by SPSS software. Findings of the research show that the structure and content of this book are organized according to what is mentioned in its introduction, and this is one of the factors that made the book get an acceptable score in terms of external evaluation. In terms of internal assessment, the authors have been successful in creating appropriate content for each discussed topic. For example, they have taught the method of teaching four language skills in an innovative way and have designed creative related exercises. The book also received an acceptable score in the overall evaluation, since based on language skills teachers, the contents of the mentioned book are practical and can be implemented in the classroom. Finally, the fact that the book is collectively authored is one of its most important strengths, because each one of the language skills in this book is written by an expert of the said skill.

The current research deals with the role of language learning strategies (LLSP) in teaching Arabic language to undergraduate students at Yazd University, and it is one of the topics that applied scientific research in teaching the Arabic language has not significantly touched yet, as most of the scientific efforts are concentrated on researching the problems of teaching without learning. This research aims to know the strategies for learning Arabic language and applying them in order to benefit Yazd University language learners. The positive results of the previous research conducted about English language and the unique approaches and integrated strategies of language learners in using language learning strategies for more effective language learning prompted us to investigate the role of this instructional strategy in learning Arabic. The present study sample consisted of 40 Arabic language undergraduate students at Yazd University. The data was collected based on a survey-analytical method through questionnaire and interview. The results showed that the study sample students tended to have a holistic view of the learning task by looking at their personal lives and academic experiences. They also chose interaction strategies with their teacher, speaking and flash cards as their preferred applied learning strategies. These choices indicated that Arabic language students at Yazd University were trying to strengthen their language skills by choosing a concrete and more functional strategy to make the language more relevant to everyday life. Thus, advanced students preferred the strategies of interaction with the teacher, speaking, flash cards and individual work, respectively, while the beginner students preferred the strategies of learning grammar and group work. Thus, the empirical evidence obtained from this study may yield positive results with regard to theoretical methods for teaching Arabic language effectively, training teachers of the Arabic language, developing curriculum in this field, and reducing its shortcomings.

Arabic language, like all other languages, has many features, including textual texture or harmony, which plays an important role in creating different structures and meanings according to different conditions. One of the linguistic sciences that helps reveal meaning is semantics, which is defined as the scientific study of meaning. There are many semantic fields in semantics, including what is called "collocation", which is the association between two words or words in a permanent or fixed manner according to different contexts, or what is called the tendency of certain words to be associated with something. Is known. The aim of this research is to classify, examine and analyze "Atfei collocations " in the "Basic Arabic Dictionary" issued by the Organization of Arabic Education, Culture and Science, according to the grammatical structure and based on the descriptive-analytical approach. There is no doubt that verbal combinations in the Arabic language have a prominent position and great variety. Therefore, the researcher was interested in collecting and studying them in a descriptive-semantic study. Because the use of semantics in the study of language topics, including verbal combinations or structures and common expressions that are used frequently, facilitates the process of language education; For this, after collecting the syndromes, according to the semantic relations between the syndromes and their implicit concepts, they were grammatically categorized. .On the one hand, the study of similarities plays a fundamental and important role in the teaching of the contemporary Arabic language and on the other hand in finding a close connection between the contemporary and ancient Arabic language and the Arabic-Islamic heritage

Culture as an important element has been intensively used by textbook authors recently. Culture is one of the most intriguing criteria encouraging students to learn a foreign language. Sadi Alhayat textbook series written for non-Arabic language learners in Iran are considered the most popular educational series in this field. This textbook has been written for all Arabic language learners all over the world, which is why the researchers have focused on this collection. The researchers have studied various elements and the most prominent criteria of world culture as well as the extent to which these cultural elements have been embedded in Sadi Al-Hayat. A mixed-method approach was adopted to tap into this research’s questions. All the 13 volumes of Sadi Al-Hayat were scrutinized and all the pictures, texts, audio files related to world culture were collected and analyzed qualitatively. The findings showed that the authors of Sadi Al-Hayat  textbook series have used only 57 items which refer to world culture, including names, information about countries and cities, personality traits, sports, events as well as some general global information.

“Children’s fictional literature” is a suitable tool for educating Iranian young people for two reasons: it is an original and attractive art that works to develop their linguistic and expressive skills, and provides them with interesting images; also it has qualities that distinguish it from other literary genres (poetry, novels, and drama), which makes it more suitable for foreign language classes. However, the problem of choosing educational content, and selecting meaningful and appropriate story texts based on the features of learners, stands in the way of achieving this goal, because it is a process that needs accuracy and good choice in view of the factors and standards surrounding the learners and their environment, and modern methods of education. Moreover, the educational program for Arabic language in the middle stage in Iran was not intended to choose original fictional texts from Arabic children’s fictional literature, so employing children’s fictional literature in teaching Arabic to children and adolescents in Iran has become a matter worthy of attention to obtain the scientific criteria for the selection of appropriate texts to teach Arabic in Middle school. So this study suggests a solution to this problem based on the descriptive-analytical approach. Whereas the results of the study concluded that the important criteria for choosing the appropriate educational content for employing the children’s story are summarized for the safety of the language and the correct cultural use of it, cultural sharing in religious values and the distance from monotony and linguistic dryness in order to increase linguistic competence, and develop the ability to understand and enjoy the fictional text. Thus, it would be a starting point in building a new curriculum suitable for Iranian children and young people in the current era.

Language learners’ use of metacognitive strategies as one of the most important factors for developing thinking plays an important role in improving their understanding of audio texts. Therefore, the current research tries to identify the use of metacognitive strategies of audio text comprehension by Iranian Arabic learners on the one hand by using the descriptive-survey method, and on the other hand, the presence or absence of a significant difference in the use to evaluate these strategies based on two variables: academic semester and gender. In order to research these goals, a questionnaire called (MALQ) was prepared which was completed by 180 students of Arabic language and literature in Iran’s public universities as a statistical sample. The findings showed: students have used all metacognitive strategies related to understanding audio texts to a great extent. Students have benefited most from problem solving strategies, planning-evaluation, mental translation, directed attention and individual knowledge respectively in understanding the audio text. Statistically, there is no significant difference between the opinions of male and female students of different academic semesters regarding the use of metacognitive strategies to understand the audio text.

Reading and understanding serve as a dialogue between the reader and the writer, thus forming the basis for learning any language. If the learner of the second language does not read and understand well, he cannot have a strong conversation most of the time. Therefore, it is necessary to use correct and practical strategies to strengthen and improve this skill. Self-regulatory (metacognitive) strategies provide the ability to learn consciously and reflect on comprehensive performance. The current research was conducted with 34 students of middle-level learners of Arabic language at Farhangian University of Qom. The samples were selected via available sampling. After removing the outliers, the learners’ performances in parallel reading and comprehension tests were analyzed through the quasi-experimental method of pre- and post-test educational interventions and paired t-test, by using SPS software. The results of this study showed that self-regulation strategies played a special role in improving the Arabic language learners’ performances. They gained more abilities to decode the text information, focus on it, and memorize it clearly by learning self-regulation and problem-solving strategies in addition to strengthening their senses of self-confidence.

Modern Arabic literature is of great importance in teaching a foreign language, because it has a remarkable and tremendous impact in upgrading the four language skills of students, in addition to playing a distinguished role in their cultural and artistic aspects. It is necessary to develop the students’ desire in this subject, Based on this issue, the current study aims to study the desires and attitudes of Arabic language students in Iranian universities towards learning modern Arabic literature, according to the Toudovska checklist (2016 AD). study sample was limited to 56 male and female students in the universities of Isfahan and Shiraz. Arabic language students have an abundant desire to read and study short stories, as is the case in simplified texts that are proportional to their level of scientific proficiency, compared to other literary genres of poetry, novel and drama; With regard to students’ problems in understanding literary texts and the extent of their supervision, the teacher’s use of traditional strategies, the teaching of long literary texts, the emergence of unknown cultural issues in texts, and the failure to observe gradation from easy to difficult in teaching literary texts are among the most important problems that impede the learning process. In order to develop the desire and enhance the understanding of the learners in the subject of modern literature, the study proposes to provide the students with cultural information related to the literary text by the teacher, and to prepare a section of the educational content in the form of videos and present them to the learners at home, and to enhance interaction among them to read and study the texts, and to implement the various language exercises as a part complementary in the learning process.

Arabic Language Teaching has become an important issue in many countries around the world, because Arabic is the official language of Islam. The main purpose of this article is to study the teaching of Arabic language in the educational system of Iran and Malaysia in terms of logic, reasons, and goals, so that assessing the situation of Arabic language teaching in Iran according to the standards of an almost successful educational system in which Arabic language has almost the same conditions as in Iran helps to identify its problems and harms. To achieve this goal, original sources related to Arabic language teaching in Iran and Malaysia have been studied and compared. In this research, Bereday’s approach is the main basis of work as the method of comparative research which first describes the current situation of the two countries and then compares and analyzes it. Then we try to answer the main research questions. And finally, we have reached to the conclusion that Malaysia and Iran have exactly the same situation in terms of logic and reasons for teaching Arabic, but in terms of goals, the difference between the two countries is very noticeable. Malaysia has set its educational goals based on a specific scientific standard (CEFR), but in Iran there is a kind of ambiguity in the goal of teaching Arabic language. And the authors of the textbooks have not made it clear what their purpose is in teaching Arabic language. And in order to properly understand the Qur’an and Islamic texts, we must first learn Arabic language correctly and in a scientific way, then use it to understand the Qur’an and religious concepts or other purposes such as tourism, economics, and so on. This is an important issue that has not been taken into account in writing Arabic textbooks in Iran.

The present study examines the representation of gender in two series of Arabic language teaching textbooks, namely, “ للعالم العربیه ” and “ العربیه ابنائها لغیر ” quantitatively using Lee’s framework and qualitatively using Fairclough’s framework. To this aim, all contents including texts, exercises, conversations and images were closely examined and gender representations were recorded by the researchers. Then, the data were quantitatively analyzed using frequencies and percentages. They were also qualitatively investigated. Findings indicated that gender is represented unevenly in these two series. Moreover, the presence of women and men in images was uneven too and men were represented in more active roles and more open environments compared to their female counterparts. In both series, family roles were also considered for both genders although the role of women as mothers and spouses was emphasized. In general, both series seem to have a stereotypical view towards the female gender and have failed to convey gender balance in a standard manner.

An achievement of information technology in humanities realm, is using technology in teaching and learning. this study focuses on Arabic language students’ viewpoints on the impact of attitude toward technology on academic stress and Arabic language teaching. The method of this research is descriptive and the data collection instruments included Information and Communication Technology (ICT) Attitude Questionnaire and the Academic Stress Scale. 118 Arabic language students from state and Payame noor universities of Gilan, Golestan and Mazandaran filled out the scales. SPSS analyses indicated that more than 73% of the students favor ICT, more than 55% of the students disagreed that ICT makes doing thing more attractive. 65% of the students thought that using ICT in teaching is attractive. 75% of the students believed that ICT is entertaining and more than 70% believed that using ICT has a direct connection with students’ attitude. More than 51% preferred virtual teaching. Arab language teaching students, generally, had a positive attitude about using ICT in the process of Arabic teaching and learning.

Learning Arabic starts with three books under the title of: Arabic the language of Quran. These books has a direct connection with the official religion of Islamic republic of Iran’s official constitution. Considering that all religions are recognized in Iran’s constitution and Arabic textbooks are taught all over Iran, this study attempts at dealing with criticizing how religious identities were represented in these textbooks. Therefore, after reviewing the macro level official documents in Iran and ‘the Fundamental Reform Document’ of the Ministry of Education’, the researchers determined the relevant elements of religious identity. The elements include ‘religious places and cities’, ‘religious rituals’, ‘religious figures’, ‘religious symbols’ and ‘religious sects’. The study enjoyed a critical analysis and a descriptive method of research. The units of analysis were lexical items, illustrations and pictures of the textbooks. The results indicated that some items like ‘religious figures’ representing Islam have been the focus of attention, while minority religions were underestimated. This may be interpreted as deviation from the contents of macro level official documents, which are expected to actualize the national unity among the Iranian communities.

The most important factor in designing a textbook is the goals that are defined for the lesson. Achieving these goals results in selection of appropriate content and specific method. In addition, reviewing the earlier textbooks is always a key to recognize the weaknesses and strengths of the textbooks and inspire new ideas and innovation. In 1940, “Arabic Grammar and Reading” book, in three volumes, has been used for teaching Arabic in Iranian high schools. It is the first book written for teaching in all high schools in Iran. This research has examined the aims, content and method of such books with a content analysis approach. The content of the book focuses on cultural categories and the reflection of such cultural components. The research revealed that the main purpose of the book was to teach Arabic to understand literary and ancient texts. To achieve these goals, deep learning of Arabic grammar and choosing the literary and ancient texts were focused upon. Accordingly, the method used in this textbook is grammar translation method. Regarding the cultural components, the results indicated that the authors paid special attention to the religious  figures. Authors introduced political and religious figures without considering appraising and valuing them. Their approach to introducing these figures was positive and natural in which no specific religious and ethnical viewpoint was adopted.

It seems that most of the students in Iran Universities studying Arabic, lack proficiency in writing skills. Inadequate vocabulary, fewer compositions about different subjects and lack of encouraging the students to read different texts including stories are the reasons for this problem. This study sought the efficacy of a proposal for reading short stories to develop composition and writing skills among Arabic students at Farhangiyan university in Salmas. All students of Arabic at this university participated in this study in academic year 1398-1399. The population included 58 students of teaching Arabic who were randomly selected and assigned into two experimental (n=29) and control groups (n=29). The experimental group were trained about writing course based on the proposal for 12 sessions, yet the control group students were following writing in traditional manner. The method of this research is quasi-experimental in terms of running the research tools and descriptive-analytic in review of literature section. A researcher-developed scale was used for data collection and a panel of Arabic experts in teaching areas was consulted to ensure the validity of the tools. SPSS was run to analyze the data and MANCOVA indicated that the training sessions were effective in developing the students’ writing skills as there was a significant difference was observed in the mean score of the traditionally trained students and the experimental group.

Research findings showed that Arabic, in comparison with some famous universal languages, has more intricacies in phonology, semantics, pragmatics and discourse. Also, a good bulk of studies have shown that learners of Arabic as a foreign language suffer from some problems in language skills which cannot be identified or treated through traditional teaching approaches. Since dynamic assessment is proved to be a successful approach in education, the current research is an attempt to use this theoretical foundation to recognize competence errors in beginning level of Arabic and compare its effect with other standard approaches. A mixed method design was used in this study. To do so, a class of elementary students was selected through convenient sampling method. In qualitative phase, the participants were exposed to formative-interactionist dynamic assessment and their classes were audio-recoded.  Then content analyses were conducted and competence errors and mediatory moves were extracted. In quantitative phase, using an intervention and post-test design, the participants were assigned to two experimental and one control groups who were exposed to local, standard and non-mediation respectively. Then, they participated in a teacher developed speaking test from Sady al-Hayat book series. Data were analyzed through one way analysis of variance in SPSS (Version 21).  Research findings showed that the approach adopted in this research is effective in identifying competence errors and develops learners’ speaking abilities significantly.