تقييم الأداء العملي لمعلمي اللغة العربية لغير الناطقين بها في ضوء مداخل تعلمهم و تحصيلهم الدراسي

Abstract EN

The current study aims to identify the practical performance evaluation of pre-service teachers of Arabic as a foreign language in light of their learning approaches and academic achievement.

The study sample consisted of (35) students from the fourth and eighth level students in the first semester of the academic year 2019-2020.

The data collection instruments were a questionnaire of learning approaches of Arabic as a as a foreign language and an observation of practical performance.

The results of the study indicated that there is a high level of practical performance among the research sample.

There is no statistically significant relationship between the level of practical performance of pre-service teachers of Arabic as a foreign language and their learning approaches, except for the relationship between the classroom management aspect and the surface approach, so it was a negative relationship, and a statistically significant level (0.05).

And there is no statistically significant relationship between the level of practical performance of pre-service teachers of Arabic as a foreign language and their academic achievement.

There is no statistically significant relationship between the learning approaches of Arabic as a foreign language, and their academic achievement.

There is no statistically significant difference in the level of practical performance of pre-service teachers of Arabic as a foreign language, according to their learning approaches.

There is no statistically significant difference in the level of practical performance of pre-service teachers of Arabic as a foreign language, according to their level of achievement.

There is a statistically significant difference in the practical performance of pre-service teachers of Arabic as a foreign language, according to the academic level (fourth / eighth levels), in favor of the eighth level.