The Diagnosis of the Difficulties of Building Arabic Sentences by Non- native Learner’s of Arabic in the Universities of Jordan and their Remediation the Light of Modern Linguistic Theory
Author: Khaled Hussein Abu Amsha Date: - Institution: - Subject:Linguistics Supervisor: Prof. Abdurrahman Abd Ali Al-Hashemi
Abstract: This study aimed at diagnosing the difficulties of Building Arabic sentences by non-native learners of Arabic in the universities of Jordan and their Remediation in the light of modern linguistic theory.
This study intends to answer the following questions:
1. What are the difficulties that non-native learners of Arabic
face when they build Arabic sentences according to their level of learning (beginners, intermediate, advanced)?
2. Do the difficulties in building Arabic sentences differ among
the non native learners of Arabic according to their gender, nationality, age and the type of university (public or private)?
3. What are the suggested treatments for the difficulties that non-
native learners of Arabic face when they learn the structure of the Arabic sentences in light of modern linguistic theory?
To answer these questions, the researcher intentionally chose two study locations. From each location he acquired the participation of three levels of learning (beginners, intermediate and advanced). On average, two sections were chosen from each of the three levels. The study included interviews with six teachers of Arabic for non-native speakers and twelve students who were learning Arabic as a foreign language in addition to analyzing twenty documents that were handed back from students and their teachers.
The study applied first-hand, qualitative research for the collection of reports that were connected with the difficulties non-native students of Arabic face. This was done by means of observation, interviewing and analyzing documents in accordance with the threefold strategy. The researcher prepared a model which included the points in question The study focused on the difficulties of sentence structure for non- native students. The researcher was able to support his qualitative results with some quantitative ones especially the role of the sex, nationality, age and type of university variables.
The results of the study came up with a clear diagnosis of the difficulties which non-native students of Arabic face in the three levels of their learning beginners, intermediates, advanced in accordance with frequency and popularity of these levels.
The study also revealed the role of the gender, nationality, age and type of group variables regarding the kinds of difficulties which non- native students face, because the results showed an advantage of females over males and that the difficulties for younger students were limited in comparison of those for older students.
The results also showed that there were fewer difficulties for students who had contact with the Arabic language, its people, and its culture. Additionally, the difficulties faced by students in public and private universities were found to be similar.
This study puts forth a number of possible solutions based upon modern linguistic theories presented by the researcher.
In light of these results, the study concluded with a few recommendations. Amongst them: it was recommended to apply the same methodology used by the researcher in his study of the means by which the problems faced by non-native speakers of Arabic in their study of sentence structure are overcome. Additionally, the researcher recommends the establishment of appropriate curricula for students studying Arabic. These curricula should make proper use of modern linguistic theories in order to teach Arabic for both general and specific purposes. Finally, the researcher recommends further research in the field in order to diagnose the challenges that face non-native speakers of Arabic in their study of letters, words, and sentence structure.