نشریه دراسات فی تعلیم اللغه العربیه و تعلمها
پیاپی 11 (بهار و تابستان 1401)

This study aimed to reveal the attitudes of the students of the Persian Language Department at University of Hormozgan towards Arabic grammar. The researcher followed the descriptive approach in conducting his study, as it is the most appropriate approach with the current research. The study population consisted of (54) students of the Persian Language Department at the Faculty of Arts at University of Hormozgan. The study sample consisted of (38) male and female students, (3) of whom were male and (35) female. The research tool was a questionnaire. The researcher relied on a number of statistical methods which are: Pearson correlation coefficient, mean and standard deviation. After analyzing the results of the research and discussing the results, it was found that the students of the Persian Language Department have statistically significant attitudes toward Arabic grammar. The researcher offered a number of recommendations.

This research serves three purposes 1. To analyze the suitability of Arabic textbooks to be used by senior high school teachers in South Sulawesi, 2. To analyze the results of students and teachers’ questionnaires on Arabic textbooks used in senior high schools in South Sulawesi, and 3. To Analyze the suitability of textbooks from the perspectives of language experts, students, and teaching experts.The research method used was the evaluation research method. The main objective of this research was related to the suitability of textbooks to be used in Arabic language learning in SMA based on KTSP and K.13 curriculum in South Sulawesi. The methods of collecting the research data were interviews and questionnaires, although both of the instruments relied mostly on the correctness of oral reports. The results of this research indicated that: 1. In the implementation of KTSP, there were 16 research findings related to the use of Arabic textbooks in senior high schools in South Sulawesi. At the same time, in the implementation of K.13, there were 21 findings related to the use of Arabic textbooks in senior high schools in South Sulawesi. 2. The results of the questionnaire on teachers and students have been various in which 51.3% was in the category of very good, and 34% was in the category of good. Therefore, the strong side was 85.3%. In contrast, 5.3% was in the category of poor, and 9.3% was in the category of “other opinions”. Therefore, the weak side was 14.6%. From this research, it was also evident that there were 22 problems found related to the use of Arabic textbooks in SMA from the perspectives of Arabic experts, teachers, and students.

This study investigated the level of satisfaction among West Azerbaijan Farhangian University students majoring Arabic language with e-learning during the Covid-19 pandemic, using a descriptive analytical method. The statistical population of the study involved those students who were studying Arabic language in the academic year 2020-2021 at Farhangian University, West Azerbaijan, Iran, consisting of  73 male and 52 female students who were in their first, second, third and fourth year of study. To measure the level of students’ satisfaction, a research-made questionnaire was used. Having 20 sections, the questionnaire was designed to measure students’ five skills, tools and Ed Tech, content, efficiency and communication and evaluation. A researcher-made questionnaire was used to collect data. The questionnaire was presented to a group of professors teaching Arabic language for determining its validity; their opinions were applied after review. The results of data analysis using SPSS software and three-factor analysis of variance (manova) showed that the level of satisfaction of male and female students of Farhangian University of West Azerbaijan Province during the Corona was moderate and low. The results also showed that there is a significant difference between the average scores of students in terms of gender and place of residence in rural and urban areas.

The use of excerpts in Arabic is one of the cases that due to its variety and different forms of use for Persian language learners has problems in finding equivalents and the slightest incorrect finding causes conceptual problems in expression. Writings in the field of Arabic grammar have dealt a lot with the subject of receipts and its forms and have divided them into two categories of general receipts and special receipts, each of which needing a sentence of peace to complete its meaning. It is very clear that by considering the use of these devices in the expression of Persian language learners, one can observe a conceptual rupture and Arabic equivalence for these devices. This research with a descriptive-analytical approach has studied the application of these products and the usage situations of each category. The findings of the study indicate that these terms in Arabic are equivalent to two basic uses: 1- The conjunction “who” in Persian 2- The phrase “Mosul” in the leaning of “who” and “what”. Also, the cases that are assigned to the application for each category of general and specific products were identified and the common application situations of both categories of products are mentioned.

Understanding the mentality of language speakers and their collective minds plays an important and prominent role in the process of learning a foreign language. Students learn a foreign language for a variety of purposes, including: diplomacy, science, economics, politics, society, religion, and more. According to the achievements of researchers related to the field of education and foreign language programs, learning goals are achieved by acquiring three skills: 1- Language skills 2- The ability to communicate with language speakers 3- The cultural cognition skills of language speakers.Cultural cognition skills are obtained at two different levels: 1- General level in which culture has an apparent meaning and includes knowledge of the appearance of the language of the people such as their tradition and literature and the lives of native language speakers and their customs and traditions 2- Special level that the same culture of language has its deep meaning and includes awareness of the mentality and beliefs of the people of the language and so on. Achieving a deep level of cultural cognition skills in the stages of learning a foreign language, in the next stage after acquiring language skills and communicating with language speakers, and after the stage of acquiring cultural cognition skills at the apparent level, are among the higher goals of education. The general rules of language express cultural codes, and by deciphering them, it is possible to realize the collective mind of language speakers. This research intends to deal with the culture of language and its importance in the process of learning a foreign language according to the descriptive-analytical method and then to suggest mechanisms for deciphering the Arabic language culture. One of the most important results that researchers have achieved is the need to accept the teaching of Arabic language culture as a unit in the university education system.

Universities and second language educational institutions have witnessed the use of film broadcasting technology in an effort to achieve the educational benefits and advantages that the research agreed on its effectiveness and impact in strengthening the language skills of students. Based on this, most departments of Arabic language and literature in Iranian universities have initiated the use of film broadcasting technology when teaching language skills. However, it has not yielded the desired benefits in providing graduates with sufficient skills in understanding, comprehending and speaking. This necessitated a search for the reasons that led to the poor level of students in Arabic language and literature branch, despite having passed six units of study in the language lab lesson, in which films are broadcast for teaching listening and speaking skills. To search for the problems in the use of this technique, this study relied on the descriptive analytical approach, as it prepared a list of standards and specifications consisting of 51 values, which were prepared on the basis of previous scientific models with the aim of evaluating the educational situation in the sample universities through the questionnaire mechanism that was distributed to 180 male and female students at Allama Tabatabai Universities, Tehran, Shahid Beheshti, and Al-Zahra universities. According to the results of the questionnaires and field observations made by the researchers, the study identified defects and problems in the educational process, including the difficulty of the content of the selected films, the failure to include films within the educational framework, and the teachers’ failure to implement pre-teaching procedures, during and after teaching.

The aim of the research is to find out the degree of involvement of the eighth grade Arabic book published in 2019-2020 in order to analyze the content. This research uses William Romy’s method for content analysis. This is an applied study and descriptive based on the research design. The research uses a deductive approach. The statistical population of the eighth grade Arabic book is published in 2019-2020. The statistical sample was the same as the statistical population in terms of images and queries in the context of the book. It was divided into three parts, and twenty-five sentences were randomly selected from each part. Therefore, the field unit in this research was educational, and analysis units were text, questions and pictures, and registration unit was the number of categories, average, percentage. The findings showed that the content of the eighth Arabic book is presented in an inactive text and the images section in the active exercises section. In the field of text and images, the students’ engagement coefficient was equal to 2%. It is also shown that the content is inactive in text and images section, but the context of the questions is the students’ engagement coefficient equal to 0.58, which indicates that the exercises in this book are active. Therefore, this book is not satisfying in the text and images section, but satisfies learners in the exercises section.

Image, as a source of interpretation of the text, is one of the most important factors that affect the teaching-learning process. Image is a structural feature of course books and if it has the necessary standards, it will facilitate teaching, will develop the text and content, and will be one of the most successful instruments of indirect teaching since as students see the images and combine them with the information, they internalize them. Rather than being a mere decoration of pages, images should be interesting to students and conform to educational goals. In many educational books, including new dictionaries, the use of images is very important for better transferring the content because with the images, the learner can visualize the meanings in his mind. Through a categorization of the images on the basis of the ideas of experts regarding the criteria of suitable images for course books, the current study statistically investigates the images of the Arabic course book of the 7th grade in the framework of the criteria put forward by these experts. The instrument is a questionnaire filled by the students of the 7th grade of Nowsoud. It seems that most of the important and effective criteria of suitable images for course books are fulfilled in the images of this book and rarely are they not met.

Some people attribute successful language learning to an innate and invariable aptitude while others believe that the ability to learn a language can be improved. The present paper, which is applied and field research in nature, aims to describe the 18 components involved in Language Mindsets Inventory (containing entity and incremental beliefs in three areas of language intelligence, empowerment/aptitude and age sensitivity in learning a second language) in adult Arabic learners studying at Iran Language Institute (ILI) and investigates the relationship among four variables of age, gender, language level and multilingualism (their familiarity with other languages) and the participants’ language mindsets. The statistical population of this study consisted all adult language learners of ILI from which a statistical sample comprised of 103 Arabic students was extracted who were learning Arabic at the elementary, intermediate and advanced levels. The data collection tool of this research was the standard questionnaire of Language Mindsets Inventory (LMI), proposed by Lou and Noels (2017b), in which the items are designed based on the Likert scale. For the statistical analysis, SPSS software version 26 and various parametric and non-parametric tests were employed. The findings of the present research indicated that there was no significant t relationship between age and none of the components of entity and incremental beliefs. However, there was a relationship among three variables of age, gender, and familiarity with other languages with entity and incremental beliefs. Moreover, higher language levels and the number of languages learned were found to have a direct relationship with incremental beliefs.

Textbook is like a container that contains educational materials and is also one of the most important tools needed to achieve the goals of the educational curriculum. From this perspective, the authors should make every effort to write books in this field based on the scientific methods agreed upon by all experts. One of the methods of reviewing textbooks is using content analysis method. In this method, Teaching grammar: A text-based approach I is examined in terms of form and content to clarify its positive features and negative points so that the positive features are strengthened and the weaknesses are corrected or eliminated. In this regard, based on the researches and indicators compiled by the Council for the Study of Texts and Books of Humanities of the Institute of Humanities and Cultural Studies and also using the opinions of expert professors, form and content indicators were set. The formal part of the book was examined in nine indicators and the content section was examined in five sections: title, list of topics, introduction, content and list of sources, and indicators were compiled for each of these sections. The results show that the aforementioned book is a new book in terms of its text-based approach to teaching the syntactic rules of Arabic language, but despite the great effort put into compiling this book, the book needs a comprehensive review in two formal sections. The book does not have a proper layout; it does not have Arabic punctuation, and it lacks modern techniques such as using tables.

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 purpose of teaching Arabic language is helping learners with correcting their language. However, descriptive teaching of Arabic language structure as a decontextualized phenomenon (without considering real life context) has become a complicated problem. Most of high school students and Arabic language students at university level complain about the challenges with complexity of Arabic grammar and their incapability in using the structure of this language. Therefore, Arabic language teaching, using functional grammar, needs simplification of its structure for students of all level of proficiency.  Looking from traditional point of view, we learn the grammar to apply it to the language but it could be easily discovered from the language itself, exactly like a child who learns his first language. Due to some historical and cultural reasons, there is a precious portion of Arabic statements and sentences from holy Quran and other religious sources available for the speakers of Persians which could be exploited within Arabic grammar simplification at different levels. This study tries to provide a functional method to simplify teaching and learning Arabic grammar, by using these language patterns. Results of a field study with 30 participants showed that the religious language patterns are the best and most frequents available sources for Iranian students. To simplify Arabic grammar teaching, it is necessary to use suggested 12-step procedure and present grammatical points within real life situations and use authentic examples to teach the grammar.