Beliefs of learning and teaching the Arabic language among its students and teachers
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Published:
Dec 25, 2009
Keywords:
Believes - quantitative method - qualitative method - exploratory study - primary study - coding,
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Abstract
The goal of this study is to study the believes of the arabic learners and teachers concerning the learning and teaching of this language and the impact those believes have on the learning operation. This study has inctuded students that are not arabic speakers and their teachers from the Arabic Language Teaching Institute of Imam Mohamed Ben Saoud Islamic University in Ryadh. It adopted two methods: the quantitative (questionnaires) and the qualitative method (interviews). The study was also preceded by two studies: the exploratory one and the primary one to verify the research tools. The sample included the 142 students of the year 2007 and their 32 teachers. As concerns the interviews, there were undertaken with 36 students and 12 teachers. The questionnaire analysis was done by using (SPSS) program and the (Mann-Whitney) test, whereas the NVIVO program was used in the qualitative analysis.
Through this study, we attempt to show how much was the teaching operation influenced by the diversity of the believes held by the learners (students) and those held by the teachers. It is concluded by some recommendations that can help the teachers of arabic, the learners as well as the school program developers.
Article Details
How to Cite
El Assimi, S. (2009). Beliefs of learning and teaching the Arabic language among its students and teachers. AL-Lisaniyyat, 14(2), 115-154. https://doi.org/10.61850/allj.v14i2.421
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References
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‘useful' activities for EFL. International Journal of Applied Linguistics, 8, 1998.
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SAKUL K. & GAIES, S., Investigating Japanes learners’ beliefs about langugage
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SAMIMY, K. & LEE, Y., Beliefs about language learning perspectives of first
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Teachers Association, 32, 40-60, 1997.
SCHULZ, R., Cultural Differences in Students and teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback: USA Colonbia. Modern Language Journal, 85, 244-258,2001.
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— Metacognitive knowledge and language learning, Applied Linguistics, 19, 515- 537, 1998.
YANG, N.-D., Second language learners’ beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. Austin, The University of Texas at Austin, 1992.
YANG, N., The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535, 1999.
—> Understanding teachers' and students' language learning beliefs in experience: A Deweyan approach. Tuscaloosa, The University of Alabama, 2000. BELNAP, R. K., Who's Taking Arabic and What on Earth for? A survey of Students in Arabic language Programs. Al-Arabiyya, 20, 2942, 1987. — The Institutional Setting of Arabic Language Teaching: A survey of program coordinators and teachers of Arabic in U.S. institutions of higher learning. The Teaching of Arabic as a Foreign Language, Mahmoud Al-Batal (ed.), 35-77, 1995.
BENSON, P. & LOR, W., Conceptions of language and language learning. System, 27, 459-472, 1999.
BORG, S., Teachers' theories in grammar teaching. ELT Journal, 53, 157-165, 1999.
BROWN, J. D., Understanding research in second language learning: a teacher's guide to statistics and research design, Cambridge, Cambridge University Press, 1988.
BRYMAN, A. & CRAMER, D., Quantitative data analysis with SPSS 12 and 13: a guide for social scientists, London, Routledge, 2005. D . BURNS, A., Teacher beliefs and their influence on classroom practice. Prospect, 7,566, 6, 1992.
COTTERALL, S., Readiness for autonomy: investigating learner beliefs. System, 23, 195-205, 1995.
—> S. Key Variables in language learning: what do learners believe about them? System, 27, 493-513, 1999.
DORNYEI, Z., Research methods in applied linguistics: quantitative qualitative, and mixed methodologies, Oxford, Oxford University Press, 2007. GORSUCH, G., EFL educational policies and educational cultures: Ingluences on teachers' approval of communicative activities. TESOL Quarterly., 34, 675- 710, 2000.
GRADEN, E. C., How language teachers' beliefs about reading instruction are
mediated by their beliefs about students. Foreign Language Annals., 29, 387-
395, 1996.
HORWITZ, E., Surveying student beliefs about language learning. IN A., W. &
RUBIN, J. (Eds.) Learner Strategies in Language Learning. New York,
Prentice Hall, 1987.
__» (1988) The beliefs about language learning of beginning university foreign
language students. The Modern Language Journal, 72, 283-294.
HORWITZ, H., Using students’ beliefs about language learning and teaching in
the foreign language methods course. Foreign Language Annals, 18, 333-340,
1985.
KALAJA, P., Student beliefs (or metacognitive knowledge) about SLA
reconsidered. International Journal of Applied Linguistics, 5, 191-204, 1995.
KERN, R. G., Students’ and Teachers’ Beliefs about Language Learning. Foreign
Language Annals, 28, 71-92, 1995. ;
KUNTZ, P., Students of Arabic: Beliefs About Foreign Language Learning. Al- Arabiyya, 29, 153-176, 1996a.
__ University Students' Beliefs about Foreign Language Learning, with a Focus
on Arabic and Swahili at United States HEA Title VI African Studies Centres.
Curriculum & Instruction. Madison, University of Wisconsin, 1996b.
KUNTZ, P. & R., K., BELNAP, Beliefs about Language Learning Held by
Teachers and Their Students at Two Arabic Programs Abroad. Al-Arabiyya,
34, 91-113, 2001.
LI, D., "You plan and imagin": Teachers' perceived difficulties in introducing the
commuincative approach in South Korea. TESOL Quarterly., 32, 677-701, 1998.
MORT, Y., Epistemological beliefs and language learning belief: what do
language learners believe about their learning. Language Learning, 49, 377-415,
1999.
MUIJS, D., Doing quantitative research in education with SPSS, London, SAGE,
2004.
OLAFSON, L. & SCHRAW, G., Teachers' beliefs and practices within and
across domains. International Journal Of Educational Research, 45, 71-84, 2006.
PAJARES, F., Preservic teachers' beliefs: A focus for teacher education .Action
in Teacher Education, 15, 45-54, 1993.
PEACOCK, M., Exploring the gap between teachers' and learners' beliefs about
‘useful' activities for EFL. International Journal of Applied Linguistics, 8, 1998.
__ Pre-service ESL teachers’ beliefs about second language learning: a
longitudinal study. System, 29, 177-195, 2001.
SAKUL K. & GAIES, S., Investigating Japanes learners’ beliefs about langugage
learning. System, 27, 473-492, 1999.
SAMIMY, K. & LEE, Y., Beliefs about language learning perspectives of first
year chinese learners and their instructors. Journal of Chinese Language
Teachers Association, 32, 40-60, 1997.
SCHULZ, R., Cultural Differences in Students and teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback: USA Colonbia. Modern Language Journal, 85, 244-258,2001.
VICTORI, M. & LOCKHART, W., Enhancing mteacognition in self-directed language learning. System, 23, 223-234, 1995. WENDEN, A., What do L2 Learners know about their language learning? a second look at retrospective account. Applied Linguistics, 7, 186-201, 1986b. —> How to be a successful language learner: insights and prescriptions from L2 learners. IN WENDEN, A. & RUBIN, J. (Eds.) Learner Strategies in Language Learning. New York, Prentice Hall, 1987b.
— Metacognitive knowledge and language learning, Applied Linguistics, 19, 515- 537, 1998.
YANG, N.-D., Second language learners’ beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. Austin, The University of Texas at Austin, 1992.
YANG, N., The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535, 1999.