نشریه دراسات فی تعلیم اللغه العربیه و تعلمها
پیاپی 8 (پاییز و زمستان 1399)

Language learning is an indispensable skill in the current era for communication and understanding. The skills to be learned include: speaking, listening, reading and writing. Writing has a significant place among these four basic skills in every language because it affects the three other skills and makes them deepened and developed. The method of error analysis is one of the methods recently used in applied linguistics to study how a foreign language is taught and treated. Iranian educational system for the teaching of Arabic language needs to reconsider the methods of instruction according to the new methods of teaching the language in our time. In this paper, using the method of error analysis and the descriptive-analytical approach, we try to study the weakness of the students in Arabic language writing and its challenges. The results indicated that errors in students’ Arabic writing include the following linguistic structures: the influence of the mother tongue on the target language, the genitive structure, the descriptive structure, the pronoun conformity of the reference, agreement of the verb with the subject, and finding proper equivalent for Persian words. It was also found that frequent errors are due to the use of grammar-translation method; so, this method should be abandoned and the learning process should be developed and improved by using new successful methods such as the audio-lingual method or the communicative one with the help of applied linguistics.

The advantages and disadvantages of each and every textbook, especially in the field of foreign language teaching, cannot be understood except only through the evaluation and analysis of their elements and the content. The present study, based on Tomlinson`s (2003) checklist, evaluates the 12th grade 2nd secondary school Arabic textbook based on textbook quality assessment criteria. This checklist, consisting of 30 items and 6 factors is selected as a research tool and is given to 50 male and female teachers in Shiraz. This article is descriptive-analytical and the process of surveying the statistical community as to getting the results is based on this research method. The results of this study indicated the high acceptance and liveliness of this book due to its cover page, the form of writing, the pictures presented in, as well as the diversity in presenting the contents. Moreover, the contents of this book are in line with the objectives of the educational headings. Besides, there is complete and desirable coherence between the topics.  However, it has not been successful in helping students improve their four language skills and their self-confidence.

Scientometrics is one of the most common methods in evaluating scientific productions and one of its important features is word co-occurrence analysis. The present study examines the scientific productions of Arabic language and literature in Web of Science database. The purpose of this study is to evaluate the world’s scientific productions in Teaching Arabic language and literature, and making a science map using new scientometric methods for the visibility of published scientific information, which shows the interactions among authors, partner institutions and countries. This research uses scientometric methods along with quantitative methods and citation analysis. The data collection resource is WoS and data analysis tools include network mapping software. The statistical population is 1507 indexed documents in Arabic language. Findings showed that scientific productions in Teaching Arabic language and literature subject area have a growing trend. Authors in this subject area are not in favor of collaborating with other authors. Internationally, authors’ scientific relationship and collaboration is not very optimistic. Most of these collaborations and productions belong to the United States and Saudi Arabia. Accordingly, computer sciences, educational researches, linguistics, engineering, psychology and religious subjects are the top ones in this area. On the other side, Arabic dictions, Arabic language, language, and education are among the most widely used words in this field. The results of the present study also emphasize the importance of paying attention to scientific productions in Arabic Language Teaching and scientific collaborations among authors and educational and research institutions in different countries, especially Arab countries.

Vocabulary is one of the most important elements in second language learning. Therefore, the authors of Arabic textbooks should pay special attention to this language component. The purpose of this study was to compare semantic fields of words in the new version of the Arabic textbook (after 2011) and the old version (before 2011). This research attempts to answer a fundamental question: what is the difference between the new and old Arabic books in terms of the semantic fields of their words? To answer this question, the two seventh-grade Arabic books were selected, and then the types of semantic fields were extracted based on the type of words, the type of relationship between the words, and the derivative clusters. They were then analyzed using content analysis in both books. The results of this study showed that it is generally more helpful to use semantic fields in the old Arabic textbook than in the new textbook, and Arabic textbook authors should pay more attention to semantic clustering in order to help students in the process of learning words, memorizing them and ultimately learning the Arabic language.

The aim of this study was to investigate the effect of teaching based on participatory learning of Jigsaw type in learning Arabic grammar among students of Persian language and literature. This research is a quasi-experimental type of pretest posttest design with a control group. The statistical population of the study consisted of students of Persian language and literature at University of Hormozgan in the academic year of 2018-19. Using random sampling method, two experimental and control groups were formed. The sample includes 36 students. The experimental group consisted of 18 students using Jigsaw strategy, and the control group including 18 students used the traditional method. The results showed that the participatory learning of Jigsaw type as an active learning method supports students’ intrinsic motivation, deep learning and social skills. There is a statistically significant difference in the progress test in favor of the experimental group using the Jigsaw strategy. This study has highlighted the need to implement the Jigsaw strategy in teaching Arabic grammar.

The dictionaries used by learners of Arabic who speak Persian are generally not written on the basis of needs analysis and a comprehensive comparison between the learners L1 and the target language. These dictionaries also lack interesting images.  Such issues lead to ambiguity and create problems and obstacles in learning Arabic for Iranian students. This study discusses the main criteria for compiling an Arabic learner dictionary for those learners who speak Persian as their L1. The study is based on a comparative analysis of the common vocabulary in Arabic and Persian in the field of linguistic needs in order to provide a lexical material with common and popular vocabulary that summarizes the time and effort required to learn Arabic words and meanings. The study then reviews the progress achieved in the design of the glossary of the words common to Iranian learners of Arabic, with the aim of making an active contribution to the teaching of the Arabic language to speakers of Persian. The conclusion of the study is that providing a list of words divided into different areas as images of an educational dictionary will have a significant impact on students’ learning of writing skills. The comparative analysis between Arabic and Persian languages and knowledge of similarities and differences through sentences and scripts from both languages will contribute to speeding up learning Arabic and its skills by Iranian students.