Arabic-L:PEDA:New dissertation: non-native sentence building problems

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Arabic-L: Thu 12 Nov 2009
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1) Subject:New dissertation: non-native sentence building problems

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1)
Date: 12 Nov 2009
From: khaled Abuamsha <abuamsha at gmail.com>
Subject:New dissertation: non-native sentence building problems

Abstract

The Diagnosis of the Difficulties of Building Arabic Sentences by Non- 
native Learner's of Arabic in the Universities of Jordan and their  
Remediation the Light of Modern Linguistic Theory

Prepared by:
Khaled Hussein Abu Amsha

Supervised by:
Prof. Abdurrahman Abd Ali Al-Hashemi

This study aimed at diagnosing the difficulties of Building Arabic  
sentences by non-native learners of Arabic in the universities of  
Jordan and their Remediation in the light of modern linguistic theory.
This study intends to answer the following questions:
1.     What are the difficulties that non-native learners of Arabic  
face when they build Arabic sentences according to their level of  
learning (beginners, intermediate, advanced)?
2.     Do the difficulties in building Arabic sentences differ among  
the non native learners of Arabic according to their gender,  
nationality, age and the type of university (public or private)?
3.     What are the suggested treatments for the difficulties that non- 
native learners of Arabic face when they learn the structure of the  
Arabic sentences in light of modern linguistic theory?
To answer these questions, the researcher intentionally chose two  
study locations. From each location he acquired the participation of  
three levels of learning (beginners, intermediate and advanced). On  
average, two sections were chosen from each of the three levels. The  
study included interviews with six teachers of Arabic for non-native  
speakers and twelve students who were learning  Arabic as a foreign  
language in addition to analyzing twenty documents that were handed  
back from students and their teachers.
The study applied first-hand, qualitative research for the collection  
of reports that were connected with the difficulties non-native  
students of Arabic face. This was done by means of observation,  
interviewing and analyzing documents in accordance with the threefold  
strategy. The researcher prepared a model which included the points in  
question
The study focused on the difficulties of sentence structure for non- 
native students. The researcher was able to support his qualitative  
results with some quantitative ones especially the role of the sex,  
nationality, age and type of university variables.
The results of the study came up with a clear diagnosis of the  
difficulties which non-native students of Arabic face in the three  
levels of their learning beginners, intermediates, advanced in  
accordance with frequency and popularity of these levels.
The study also revealed the role of the gender, nationality, age and  
type of group variables regarding the kinds of difficulties which non- 
native students face, because the results showed an advantage of  
females over males and that the difficulties for younger students were  
limited in comparison of those for older students.
The results also showed that there were fewer difficulties for  
students who had contact with the Arabic language, its people, and its  
culture. Additionally, the difficulties faced by students in public  
and private universities were found to be similar.
This study puts forth a number of possible solutions based upon modern  
linguistic theories presented by the researcher.
In light of these results, the study concluded with a few  
recommendations. Amongst them: it was recommended to apply the same  
methodology used by the researcher in his study of the means by which  
the problems faced by non-native speakers of Arabic in their study of  
sentence structure are overcome. Additionally, the researcher  
recommends the establishment of appropriate curricula for students  
studying Arabic. These curricula should make proper use of modern  
linguistic theories in order to teach Arabic for both general and  
specific purposes. Finally, the researcher recommends further research  
in the field in order to diagnose the challenges that face non-native  
speakers of Arabic in their study of letters, words, and sentence  
structure.

-- 
Khaled H. Abu Amsha

• Ph.D. Curriculum Development and Methods of Teaching Arabic Language  
as a Second Language.

• Chair, Department of Modern Standard Arabic, Qasid Institute for  
Classical and Modern standard Arabic.

Phone #: 079-558-9886
P.O Box 184049
Amman 11118, Jordan

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End of Arabic-L:  12 Nov 2009