أفضل منهج لتعليم اللغة العربية لغير الناطقين بها : من وجهات نظر علم اللغة الاجتماعي
Other Title(s)
A study on the efficient teaching method of the Arabic language from the viewpoint of Arabic sociolinguistics
Author
Source
مجلة الأستاذ للعلوم الإنسانية و الاجتماعية
Issue
Vol. 2012, Issue 201 (31 Jan. 2012), pp.91-100, 10 p.
Publisher
University of Baghdad College of Education for Human Science / Ibn Rushd
Publication Date
2012-01-31
Country of Publication
Iraq
No. of Pages
10
Main Subjects
Topics
Abstract EN
In the Arab World, there exist two or more varieties of the same language used by speakers under different conditions.
This sociolinguistic situation was termed "diglossia" by Ferguson.
It means that classical Arabic is the literary standard and, in principal, the language of formal discourse, while colloquial Arabic is everyday spoken language.
The differences between these two forms have both undermined the appeal of Arabic as a learnable and useful foreign language and weakened the effectiveness of Arabic language teaching.
This research aims to study the efficient teaching method of the language as a foreign language from the viewpoint of Arabic sociolinguistics. According to Charles Ferguson’s definition, diglossic speech communities have a high variety that is very prestigious and a low variety with no official status which is in complementary distribution with each other, for instance the high variety might be used for literary discourse and the low variety for ordinary conversation.
In this situation, the teacher and the student alike must face the fact that there is more to be learned than one language; perhaps it is not as much as two full languages, but it is certainly more than is generally attempted in a single language course.
There are some approaches to teaching Arabic language, like the classical Arabic approach, and the modern standard Arabic approach, the colloquial approach, and the simultaneous approach.
I suggest the simultaneous approach, in which students of Arabic are introduced to MSA and an Arabic dialect within the same program of instruction.
It is considered as the adequate method to deal with Arabic diglossia in the classroom.
American Psychological Association (APA)
كيونغ، يون أون. 2012. أفضل منهج لتعليم اللغة العربية لغير الناطقين بها : من وجهات نظر علم اللغة الاجتماعي. مجلة الأستاذ للعلوم الإنسانية و الاجتماعية،مج. 2012، ع. 201، ص ص. 91-100.
https://search.emarefa.net/detail/BIM-301463
Modern Language Association (MLA)
كيونغ، يون أون. أفضل منهج لتعليم اللغة العربية لغير الناطقين بها : من وجهات نظر علم اللغة الاجتماعي. مجلة الأستاذ للعلوم الإنسانية و الاجتماعية ع. 201 (كانون الثاني 2012)، ص ص. 91-100.
https://search.emarefa.net/detail/BIM-301463
American Medical Association (AMA)
كيونغ، يون أون. أفضل منهج لتعليم اللغة العربية لغير الناطقين بها : من وجهات نظر علم اللغة الاجتماعي. مجلة الأستاذ للعلوم الإنسانية و الاجتماعية. 2012. مج. 2012، ع. 201، ص ص. 91-100.
https://search.emarefa.net/detail/BIM-301463
Data Type
Journal Articles
Language
Arabic
Notes
يتضمن مراجع ببليوجرافية : ص. 100
Record ID
BIM-301463