The Function of Arabic Literature in Arabic Language Teaching A Gateway to Cultural Literacy (original) (raw)
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Teaching Arabic Literature to Foreign Language Learners as a Medium to Bridge Cultural Gap
2012
Teaching literature to foreign language learners provide, amongst others, helping students to understand and appreciate other cultures different from their own. To determine how desirable outcomes can be achieved in using Arabic as a foreign language classroom, this article provides a review of the relevant scholarly literature concerning teaching literature to foreign language learners in general and as a medium to bridge the gap between cultures in particular. Based on the author’s experiences using Arabic to demonstrate the role literature classes can play in improving students’ cultural-linguistic competence, this article argues that effective communication requires language proficiency and cultural competence in equal measures. It shows that it is impossible to achieve functional fluency in one without similar achievement in the other. If done well, the study of literature will lead to increased empathy with and respect for the language community, improve students’ motivation a...
Analysing recent language teaching techniques, it is observed that various methods are applied in foreign language teaching in order to achieve the ultimate success. Apart from the classical methods, since the 19 th century, several basic language teaching methods has been developed, and correspondingly, the alteration in projected linguistic skills draws attention. It is also seen that the materials used in teaching are varied through the application of different methods including Grammar-Translation Method, Direct Method, Audio-Lingual Method, Cognitive Method and Eclectic Method. Among the mentioned methods, being the earliest and preserving its validity, the Grammar-Translation Method is significant in that although the literature is the key element, and the literary works are the main source of the materials; instead of focusing on literary content, evaluating them in order to form a basis for the grammar rules and the vocabulary teaching required for reading and translating the literary text in its original language. Additionally, the texts in which the foreign language learners may find the samples according to the cultural elements of the target language and various linguistic structures are the literary texts. Besides, in comparison with the colloquial text, the literary text has a substantial content with respect to not only contextual words, but also language and wording; from this aspect, it makes the foreign language teaching more pleasurable. In teaching Arabic as a foreign language, this paper aims at upon taking advantage of exemplifying each sample from the genres of poetry, short story and theatre penned by prominent figures of Arabic literature, enhancing the abilities such as reading, comprehension, listening and writing, as well as bringing pleasure; and all in all, fulfilling an ultimate goal in which the vocabulary is flourished and the clues from culture are derived.
This paper specifies that involving literary texts in the teaching class, especially in the context of the Arab world, is detrimental. Since major troubles are attributed to the negative transfer due to linguistic differences between Arabic and English, literary texts can be corrective and therapeutic. They provide the required contexts to socialize young learners with the language in use. The pragmatic function of language dictates much more than contrived examples to come to terms with its intended meaning. Literature-based teaching makes learning more natural than artificial through authentic language and make-believe situations. The flip side is that the language of literary texts may be troublesome, but this inconvenience can be wiped away by literary translation. According to the questionnaire respondents regarding the inclusion of translation in the teaching class, it can be applied without demur since Arab learners mechanically translate explicitly or silently throughout the lesson. As such, the blend of literature and English language teaching with the help of literary translation can be adequate pedagogic support for secondary school Arab learners.
Teaching Arabic Language - Towards a new beginning that stimulates creativity
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Analysis of Arabic Cultural Aspects in Three Main Arabic Textbooks
Master Thesis, 2020
There is no doubt that culture represents a vital component in the foreign language curriculum. Over the past decades, foreign language textbooks, as a key element in the teaching and learning process, covered culture differently qualitatively and quantitatively and the Arabic textbooks are no exception. This study aims to evaluate the presence of Arab culture in three main Arabic textbooks widely used in western institutions. The researcher applied a content analysis methodology to extract and examine the cultural aspects incorporated into these textbooks. The findings show a strong emphasis on the geographical, religious, and literary aspects and less focus on the societal and economic aspects and those related to the Arabs’ daily lifestyle and leisure. The results could be used to decide which textbooks are more suitable for a specific curriculum and to help improve future educational material’s content.
The benefits of using literature in teaching and learning a foreign language are numerous. It not only embodies contextualized language, but also portrays human experience in breadth and depth and hence, through it, learners can be exposed to different cultures, with shared or unique beliefs, traditions and life styles. Given these advantages, and if used appropriately, literature can be a rich source of communicative language as it depicts actual language use in real situations. It can also be an ideal forum in which to develop cross-cultural understanding and critical thinking (Al-Mahrooqi, 2011a, Al-Mahrooqi, 2012). This paper, however, asks if all literature is fit to be used in EFL contexts. In particular, it addresses the questions “What criteria can be used to select appropriate literature for Omani EFL students?” and “What literary texts are considered best by these students?” Further, the paper reports on an exercise in which Omani students reacted to some texts they had studied. The paper concludes by recommending fiction and non-fiction texts that have worked with students who are majoring in English at Dhofar University, Oman.
Arabic Young Adult Literature in English
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