طرق تعليم مهارة المحادثة لغير الناطقين بالعربية في ضوء المعاصرة

Abstract EN

This study discussed the contemporary methods of teaching conversation skills for non-Arabic speakers.

It clarified the concept of conversation skills, and the stages of its teaching.

In addition, the study addressed the importance of Arabic teaching programmes for non-Native Speakers and their interests in them.

It also discussed the most important objectives of this skill, as well as the most prominent methods of its teaching to non-Arabic speakers.

These teaching methods include the Direct Method, Audio-Lingual Method, Dialog Method, Communicative Method, and Selective Method.

It was clear that, each method has its own advantages and disadvantages, as well as there is no ideal way to teach conversation to non-Arabic speakers.

However, it is possible to follow more than one method in a lesson.

In addition to that, the study also addressed the problems that non-Arabic speakers may face in acquiring conversation skills.

The study found that these problems may be attributable to the learners, the teachers, the curriculum, or the educational environment.

The most important problems which are related to the learners were the lack of motivation to speak, and their indifference to learn beyond the class, as well as their lack of linguistic command; while the problems which are related to teachers were their use of a common language in teaching, ignoring the use of modern technology, as well as their lack of familiarity with modern teaching methods.

As of the problems related to syllabus, they were unable to measure the objectives of language teaching and fail to integrate the four language skills.

It was also found that the three linguistic competencies were not considered when designing textbooks.

Problems related to the educational environment are like the large number of students in classroom and other related problems.

The study tried to suggest some solutions that might overcome these difficulties, the most important of them are giving more rooms to the communicative approach in teaching language, diversifying the teaching methods, avoiding the use of a intermediary language in teaching, and other solutions