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12/12/2012

Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic

Research@StAndrews:FullText: Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic: "Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic"

Abstract: The study is concerned with the problem of how to improve the teaching of Arabic as a foreign or a second language. It lays down some of the essential foundation-work necessary for bringing about systematic and constructive improvements in the teaching of Arabic as a foreign language (TAFL) by investigating the contributions of modern linguistic sciences (such as applied linguistics, educational linguistics, psycholinguistics and sociolinguistics) to the development of foreign language (FL) teaching and learning. A survey of the literature indicates that a 'revolution' is currently taking place in FL teaching and that a new approach, known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adopted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language. The thesis is divided into 7 chapters. Chapter 1 introduces the importance of viewing the nature of language and FL teaching from a multidimensional point of view. Chapter 2 outlines the general nature and importance of the subject matter (i.e. the Arabic language) in a wide context. In order to understand what has directly or indirectly influenced the teaching practices of TAFL, Chapter 3 provides an overview of the development of views of FL teaching approaches and methods in recent times, from formalism (teacher-centred learning) to functionalism (student -centred learning). Chapter 4 concentrates on providing an interpretation of the current 'state of the art' of TPPL in Britain. A theoretical outline of the CA is presented in Chapter 5. This chapter provides a working hypothesis of a proposed integrative model for communicative competence that can be used as a practical reference tool in the relevant areas of communicative language development In TAPL. Chapter 6 focuses on one of these areas; communicative syllabus design, in which the stages in Arabic language programme development and types of communicative syllabuses are discussed. The last chapter concludes with a suggetion of specific further research needs in TAFL: communicative teaching methodology, communicative materials development, communicative testing techniques and communicative tea cher training.
URI: http://hdl.handle.net/10023/2949
Type: Thesis
Publisher: University of St Andrews
Appears in Collections:Arabic Theses

08/12/2012

Arabic Text Book الكتاب الأساسي » جامعة أم القرى

الكتاب الأساسي » جامعة أم القرىhttp://uqu.edu.sa/amawad/ar/57358
Dear Teacher
Clicking on  the above link will take you to 13 parts of الكتاب الأساسي where you can download  and save.
Source جامعة أم القرى

Please note that these text books are different than  الكتاب الأساسي AL-KITAB AL-ASASI  of the American University in Cairo by EL-Said Badawi although both have the same name.


08/10/2012

Al-kitaab Homepage

Al-kitaab Homepage:


Al-kitaab Homepage

Al-kitaab Homepage:
useful links
Source (see the above link)


Phonology and Script
Words and Phrases
Culture

22/07/2012

A Classical Music Concert in Aid of Syria Relief – 31st July 2012 | Syria Relief

A Classical Music Concert in Aid of Syria Relief – 31st July 2012 | Syria Relief   Click here for more details



Louisa Coward,  a keen supporter of Syria Relief, is organizing a fund-raising classical concert in aid of our Charity, at 1Arabicpm on 31st July 2012.
Musicians from The Philharmonia, including Zsolt-Tihamér Visontay, the Leader of the Orchestra, and Gordon Hunt, the principal oboist, who will be the conductor and the soloist.  Gordon played the Adagio from the Albinoni at the Service of Prayer and Dedication following the marriage of Prince Charles and Camilla, Duchess of Cornwall.
The concert will be held at St George the Martyr, Borough High Street, London SE1 1JA, and the Programme will be:
·         Albinoni Oboe Concerto in D minor
·         Mozart Symphony No. 29 in A

We do hope that you will be able to join us and support this fantastic effort.

29/06/2012

Listening strategy instruction (or extensive listening?): A response to Renandya (2012)

http://files.campus.edublogs.org/blog.nus.edu.sg/dist/7/112/files/2012/06/Listening-strategy-instruction-or-extensive-listening_editforpdf-14tz0op.pdf

Listening strategy instruction (or extensive listening?): A response to Renandya (2012)
by Jeremy Cross
Formerly of the British Council in Japan (Japan)

Jeremy Cross primarily researches different approaches to teaching second language listening,
and he has had his work published in a range of recognized journals. He also has extensive
experience as an L2 teacher.

Five Reasons Why Listening Strategy Instruction Might Not Work with Lower Proficiency Learners | ELTWorldOnline.com

Five Reasons Why Listening Strategy Instruction Might Not Work with Lower Proficiency Learners | ELTWorldOnline.com:



Dr Willy A Renandya is a language teacher educator with extensive teaching experience in Asia. He currently teaches applied linguistics courses at the National Institute of Education, Nanyang Technological University, Singapore. His recent publication “Teacher, the tape is too fast – Extensive listening in ELT” appeared in the ELT Journal (OUP, 2011).

14/06/2012

Glary Utilities 2.46.0.1518 - Download - Fliepuma.com

Glary Utilities 2.46.0.1518 - Download - Fliepuma.com


Glary Utilities is a freeware with registry and disk cleaning, privacy protection, performance accelerator and amazing multifunctional tools. It can fix dogged registry errors, wipe off clutters, optimize internet speed, safeguard confidential files and maintain maximum performance.
It is designed for both novice and professionals. User-friendly interface shows clear & detailed directions. For novice, all work can be done with just 1 or 2 clicks, while for professionals, abundant options are available.
Key features:
  • Optimize, clean and boost the speed of your Windows.
  • Protect your privacy and security.
  • Block spyware, trojans, adware, etc.
  • Fix certain application errors.
  • Simple, fast and user friendly interface.
  • For only private use.

04/05/2012

communicative language testing

In this paper we will first attempt to define the term ‘communicative language testing’.  We will
then go on to examine ways in which communicative testing differs from other forms of language
testing, both in the theoretical basis and what is tested.  In the next part we will identify some of
the problems communicative language testing faces, and look at how these problems have been
addressed.


'via Blog this'

28/03/2012

11/03/2012

Arabic Without Walls

Arabic Without Walls
Arabic Without Walls contains materials for three separate components broken down under the Course Content into Al-Kitaab,  Part one Second Edition  Interviews, and Culture. While each component may stand by itself and therefore may be studied independently, the three are designed to complement each other in Arabic Without Walls. The course syllabus will help you go back and forth between the textbooks, the DVDs, and the Web materials as you proceed in a given chapter. For review purposes, however, or when you choose to concentrate on a single element of the Web-based course, you will find it useful to go to Course Content and select the relevant component.

Click on the course content, there are 15 units...

Accessed 11/03/2012

Hot Potatoes Version 6

Hot Potatoes Version 6

The Hot Potatoes home page is located at the University of Victoria. You can download the latest versions of the programs from there.
The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. On September 1, 2009, Hot Potatoes was released as freeware.
Hot Potatoes was created by the Research and Development team at the University of Victoria Humanities Computing and Media Centre. Commercial aspects of the software are handled by Half-Baked Software Inc.

09/03/2012

Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish | SOAS, University of London

Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish | SOAS, University of London

Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish

Nil Okan Paniguian
Nil Okan Paniguian JP, FCIOL (Fellow of Chartered Institute of Linguists)
Date: 16 March 2012Time: 4:10 PM
Finishes: 16 March 2012Time: 5:30 PM
Venue: Russell Square: College BuildingsRoom: 4421
Type of Event: Forum
Series:CLP Forum
This will be a general discussion of how new technologies have been integrated in the teaching and learning of Turkish in practice. Apart from teachers devoting sufficient time to preparation and to their students, teachers are advised to use new technologies to allow “lonely souls of technology” and “tutor/classroom shy learners” to interact and communicate from a distance and get a better grasp of the cultural aspects of the living language.
I discuss the experience of preparing and using adapted ‘Flexipacks’ for language teaching and learning designed to fill an important gap in self study and revision. Students not only enjoyed working privately with audio/video units and handouts, but also felt they could also revise and consolidate their learning at their own pace and in their own time. Additionally, it gave them the freedom to work on their skills in an unconstrained environment. Moreover, it also emerged that the Blackboard VLE that was used by all levels of students, appeared to lead to students exchanging learning tips, revealing the importance of such technologies to enhance learning and attenuate cultural and linguistic differences.
Given these experiences it is suggested that video conferencing for amalgamating language classrooms between countries, especially one of them being the target language country, is something that is likely to be very useful. Learners would be able to exchange their own learning experiences and tips regardless of their location, background or ability.
Contact email: ni3(at)soas.ac.uk

04/03/2012

Elementary Immersion Learning Strategies

Elementary Immersion Learning Strategies

Successful language learners are more strategic than less effective language
learners. By "strategic," we mean that they are better able to figure out the
task requirements and are flexible in their approach to solving any problems
they encounter while working on the task. Unsuccessful language learners, on the
other hand, while not necessarily unaware of strategies, have difficulty in
choosing the best strategy for a specific task, and often have a limited variety
of strategies in their repertoire.
Students who think and work strategically are more motivated to learn (Paris,
1988) and have a higher sense of self-efficacy, or confidence in their own
learning ability (Zimmerman, 1990; Zimmerman & Pons, 1986). That is,
strategic students perceive themselves as more able to succeed academically than
students who do not know how to use strategies effectively. With this positive
attitude toward language learning, students are also able to lower their anxiety
level while working with a foreign language. Instructing students in strategies
that lower anxiety can help all students gain the confidence they need to
perform their best, especially in the classroom (Khaldieh, 2000). Students who
expect to be successful at a learning task generally are successful, and each
successful learning experience increases motivation.


You can download the whole book from the aboce link, this is something that your students should be aware of "LEARNING L2 STRADEGIES "

01/03/2012

International Association of Teachers of Arabic as a Foreign Language: Free Lessons in Arabic at SOAS Language Centre in London

International Association of Teachers of Arabic as a Foreign Language: Free Lessons in Arabic at SOAS Language Centre in London

International Association of Teachers of Arabic as a Foreign Language: Free Lessons in Arabic at SOAS Language Centre in London

International Association of Teachers of Arabic as a Foreign Language: Free Lessons in Arabic at SOAS Language Centre in London

TFL: Session 1: Meaningful Interpretation

TFL: Session 1: Meaningful Interpretation

(Click above to watch )

Video SummaryIn "Meaningful Interpretation," Professor Virginia Scott
of Vanderbilt University addresses the value of teaching interpretive
communication skills. Professor Scott also joins a round-table discussion on
effective approaches to teaching interpretation skills, moderated by University
of Pittsburgh professor Richard Donato, and including teachers Lauri Dabbieri of
Fairfax, Virginia, and Michel Pasquier of New Hyde Park, New York. The video
also features excerpts from Ms. Dabbieri's and Mr. Pasquier's classes, as well
as other classes across different grade levels and languages.* The video
addresses the following questions:
What is text?
What is interpretation?
At what level can interpretation begin?
Can there be multiple interpretations?
How is the interpretive mode assessed? *The classroom excerpts
featured in this video are from the Teaching Foreign Languages K-12 video
library. To learn more about the featured lessons, go to the Library Videos Chart.

29/02/2012

Free Lessons in Arabic at SOAS Language Centre in London

Free Lessons in Arabic at SOAS Language Centre in London

Advanced Communicative Arabic – Free Lessons5-week course starting 3rd of March 2012. Saturdays 12.30pm to 2.30pmThe course aims to reinforce the skill of communicating in Modern Standard Arabic acquired on the Upper Intermediate course or similar courses. In addition to learning Modern Standard Arabic - both written and spoken - students will be learn communicative colloquial Arabic in their day-to day-life and work situations. by the end of the course students should be able toin a 'real world' setting, understand meaning from the written and spoken context and with the help of grammatical indicatorsinitiate and sustain conversations on a variety of topicsbe familiar with the difference between formal and spoken ArabicThe course is taught in English and Arabic and covers reading, speaking and listening using contemporary printed and audio material. An appropriate balance is struck between communicative activities, structure, practice and grammar. Class size is normally limited to fifteen to make learning as interactive as possible.
The course will be taught with the PG dip ss as well as teaching  Listening Strategy .
The  FREE course will  cover all 4 skills (listening, speaking ,reading and  writing  )
Please contact arabic@soas.ac.uk before 3 pm 2 March 2012 First come first serve.

15/02/2012

Purdue OWL: APA Formatting and Style Guide

Purdue OWL: APA Formatting and Style Guide

For Essay writing in "SOAS" Language Padagogy you need :

Reference List: BooksSummary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing.

ALSO http://www.apastyle.org/apa-style-help.aspx

13/01/2012

Learner autonomy and second/foreign language learning | LLAS Centre for Languages, Linguistics and Area Studies

Learner autonomy and second/foreign language learning LLAS Centre for Languages, Linguistics and Area Studies

This article defines the autonomous learner; summarises arguments in favour of helping language learners to become autonomous; briefly considers the process of 'autonomisation' in language classrooms and self-access learning schemes; identifies some principal lines of research; and concludes by suggesting that the Council of Europe's European Language Portfolio may bring 'autonomisation' to much larger numbers of learners than hitherto and in doing so may provide an important focus for research.

05/01/2012

Arabic at City -Short Courses Open Evening and Taster Sessions

  Short Courses Open Evening and Taster Sessions Thursday, 7 th  September 2023 , 18:00 – 19:30 ( BST ) Online. Free You’ll have the chance ...