تقييم الكفاءة اللغوية الكتابية للطلاب ضعاف السمع في جامعة الملك عبد العزيز في ضوء مقاييس آكتفل ACTFL للطلاقة اللغوية

Abstract EN

The current study aims at providing a descriptive analysis of the written language of deaf and hard-of-hearing students at King Abdulaziz University.

data were collected over the fall semester 2019 in different classes from (n=14) hard-of-hearing students.

the data consist of written tasks in which the participants were asked to 1) describe their daily routine, 2) describe their routine over a past weekend, 3) describe their plans for the next weekend and upcoming vacation, which was the midterm break, and 4) compare their experiences in high school and university in terms of similarities and differences.

topics were chosen that would be familiar to students.

by applying the ACTFL proficiency guidelines, the study found that the writing proficiency of hard-of-hearing students ranges from novice mid to novice high, although they have been taught the Arabic curriculum from kg to grade 12.

in other words, despite a prolonged exposure to Arabic, the results show that the participants were not able to compare, narrate, and describe using past, present, and future timeframes.

the study suggests that deaf and hard-of-hearing students need to be taught Arabic as a second language instead of being taught Arabic as a mother tongue, and a different curriculum has to be designed specifically for them to develop their writing skills.

finally, the study also suggests that Arabic teachers should be trained to distinguish between teaching Arabic as a mother tongue and teaching Arabic as a second language.