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Learn to understand, speak and read Modern Standard Arabic confidently with this lively and accessible text. Mastering Arabic 1 is aimed at beginners with little or no previous knowledge of the language. It gradually builds knowledge, introducing the Arabic script from the very first page. Mastering Arabic 1 is in full colour and features an abundance of cartoons, photos and engaging exercises. It also offers a wealth of audio and video resources, free-to-access online! Easily the bestselling Arabic course on the market, it is widely used in universities, schools, community colleges, adult evening classes and for self-study. New to this Edition:· Extended reading exercises that challenge students with longer passages, accompanied by exercises on the companion website. Links to newspapers and other Arabic material can also be found here. · Expanded video selection, now covering every language learning unit.· A refreshed design with updated photo programme.· Strengthened cross-referencing with the accompanying Grammar and Activity books.

Publication entitled The Contemporary Arab World. Literary and Linguistic Issues was designed and written by the members of staff of the Department of Arabic Studies of the Jagiellonian University in Kraków. It shows results of the research linked to their scholarly and didactic interests. It is a collection of six papers dealing with selected issues in the field of Arabic language and literature, focused on phenomena and processes taking place in contemporary Arab world.Teaching Arabic as a foreign language faces many methodological challenges connected with the specificity and complexity of the sociolinguistic situation in the Arabic world. They mostly concern the necessity for considering different types (registers) of the language, distinguishing, understanding and using which makes it possible for learners to achieve full communication skills.The end of the 20th and the beginning of the 21st century brought above all a new look at the didactic process, forcing revision of the traditional grammar–translation method in teaching foreign languages. Higher education schools must cope with new problems connected with their functioning on the broad market of formal and informal education, which is determined by the term “success on the job market”. Needs and expectations of learners change. Which direction will development of Arabic Studies take then? How to bring together the mission of higher education institutions and pragmatic needs of the market, or current needs of “consumers” and guidelines of central curricula. Is such compromise possible?

An essential guide for anyone seeking to learn Arabic, including tips and tricks to make the process more productive Arabic is one of the world's most complex and fascinating languages, but many students dive into it without first understanding what they are aiming for, much less knowing how they will get there. Thirteen Ways to Make a Plural: Preparing to Learn Arabic provides essential guidance on making a success of learning Arabic, drawing on the author's personal experience of having been there and done it, along with the insights and advice of countless other students and teachers. Written in a lively and engaging style, this invaluable primer enables readers to identify the type of Arabic (modern standard or colloquial) suited to their needs, to set realistic learning goals, and to achieve them more efficiently. It includes tried-and-tested methods for improving vocabulary retention, speaking fluency, listening accuracy, and reading skills, while separating the grammar that's needed in the real world from that which can be left for later. It also provides helpful advice on how to make the most of an ‘immersion'experience abroad, what it takes to reach an advanced level, and the Arabic required in different professional areas.

'هذا كتاب يضم بين دفتيه تسعة بحوث تعالج كلها قضايا لغوية كنت تعليمية، كنت قد ألقيتها في مناسبات علمية أكاديمية مختلفة، و كانت قد نشرت في مجالات علمية محكمة، و قد جمعتها في كتاب واحد تعميما للفائدة، و عليه نأمل من خلال هذا الفعل أن يجد فيها متخصصوا العربية مادة علمية تعينهم على فهم علوم لغتهم، و من ثم تساعدهم على تعليمها

The Arabic Classroom is a multicontributor work for trainee and in-service teachers of Arabic as a foreign language. Collected here is recent scholarly work, and also critical writing from Arabic instructors, Arabists and language experts, to examine the status of the teaching and learning of Arabic in the modern classroom. The book stresses the inseparability of the parameters of contexts, texts and learners in the effective Arabic classroom and investigates their role in enhancing the experience of teaching and learning Arabic.The book also provides a regional perspective through global case studies and encourages Arabic experts to search for better models of instruction and best practices beyond the American experience.

For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary.In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method's success. The studies address curricular models, students'outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).

American learners of Arabic as a foreign language, a group of learners critically understudied in foreign language research. The book investigates how American learners of Arabic realize the speech act of refusal in Egyptian Arabic in different speech situations, varying by setting, topic, social distance, and interlocutor status. Two groups of learners, one at the intermediate level and the other at the advanced level of Arabic proficiency, and two baseline groups of native speakers of Egyptian Arabic and native speakers of American English participated in the study. Data were collected using the role-play method, which allowed for the elicitation and analysis of refusals at the discourse level. This type of analysis, which helps us reach a better understanding of the distribution and recycling of refusal strategies over a number of turns to achieve communicative goals, is rarely done in speech act research in general and in Arabic speech act research in particular. This study provides evidence of negative pragmatic transfer from L1 among American learners of Arabic. It also provides evidence that pragmatic transfer occurred more frequently among the advanced learners. The advanced learners, however, exhibited an overall higher level of pragmatic competence than their intermediate counterparts. This book is an excellent resource for instructors of Arabic as a foreign language as well as Arabic textbook writers and curriculum designers.

يهدف هذا البحث الى تعزيز الجهود المبذولة من أجل وضع المعجم العربي عموما والمعجم المدرسي خصوصا على الطريق الصحيحة والمساهمة في تخليصه من أزمته الراهنة وذلك باظهار الايجابيات وتشجيعها وتلمس مواطن الضعف وتقديم الاقتراحات الممكنة لعلاجها.

يوضح هذا الكاتب أن علم النحو من أهمِّ العلوم وأنفعها، فعليه البيان، وتقويم اللسان، وتفتيح الإفهام والأذهان، وهذا الكتاب في علم النحو لتعليم الطلاب، ورتب هذا الكتاب حسب الترتيب المتبع في علم النحو، وجاء في هذا الجزء الكلام وأقسام الجملة وأقسام الكلام وعلامات الاسم والفعل وأقسام الاسم.

يتناول هذا الكتاب مفهوم الكتابة، وأهميتها ومشكلتها، ويوضّح بالتفصيل مراحل عملية الكتابة، ومهارات الكتابة، كما يتناول مهارات التدريس ودورها في تنمية أداء الطلبة في فن الكتابة ويوضح أيضا أهمية تدريب المعلمين القائم على التعلم الذاتي في تنمية مهاراتهم في التعليم، كذلك أشار إلى أحد الأساليب المبتكرة في تعليم التعبير، وهو'العصف الذهني'كأحد الأساليب التي يمكن أن يسترشد بها المعلمون للارتقاء بكتاباتهم.

Who is What and What is Who: the Morphosyntax of Arabic WH is a comprehensive book that deals with one of the most controversial phenomena in syntax, Parametric Variation. In particular, the book offers an in-depth, micro-parametric analysis of all the strategies used in wh-question formation and the variation in these observed in modern Arabic dialects. Unlike traditional analyses of this element of Arabic linguistics, the approach developed here is based on the morphology-syntax interface, as well as the syntax-phonology interface in addressing parametric variation. The findings of the study detailed in this book are also placed in perspective through an examination of the possibilities that Universal Grammar offers languages in terms of building wh-dependencies, including topicalisation, relativization and variable binding. Overall, the book provides a solid foundation in various aspects of the contemporary syntax of modern Arabic dialects.

تعد عملية دراسة الدلالة والمفاهيم من أصعب الدراسات اللغوية؛ لأنها تدرس متغيراً دائم التغير، وهو المعنى الذي يختلف حوله كثير من أبناء اللغة الواحدة، والمفاهيم دائمة التطور، فإذا كان المقصود بالدراسة هم أطفال صغار في بداية اكتسابهم للغة، وعلمهم بمنطقها وخفاياها، فالأمر أصعب، فيحتاج إلي متابعة ومعاينة عن كثب لهؤلاء الأطفال، وتدوين كل ما يصدر عنهم من قول،أو فعل مرتبط أو مقترن بقول، وتحليل ذلك كله في إطار علوم (النفس واللغة والتربية) لمعرفة آليات اكتساب اللغة بمعانيها وما تحمله من مفاهيم.,وقد قمت بهذا العمل منذ أكثر من عشر سنوات، وأحاول أن أعيد طبعه في ضوء مستجدات البحث الحديث فأضيف إليه الجديد، وأعيد عرض المادة العلمية بشكل جديد، وأنقحه حتى يخرج بصورة تنفع الباحثين في هذا المجال.

يطرح هذا الكتاب موضوع مكانة اللغة العربية في ظل التعليم باللغة الأجنبية، وعالجه المؤلف من خلال: مقارنة بين تعليم اللغة الأم واللغة الثانية، التفاعل بين اللغة الأولى (ل 1) واللغة الثانية (ل 2)، تجارب الدول في العالم في تدريس اللغة الأجنبية، المدارس الفكرية المتعلقة باكتساب اللغة الثانية، طرق تدريس اللغة الأجنبية، اكتساب اللغة الأولى، نظريات اكتساب اللغة الأولى، التدريس بلغة الأم وعلاقته بمهارات الحياة، أنماط الدراسات الميدانية للمقارنة بين اللغة الأولى واللغة الثانية، وأخيرا اضمحلال اللغة الأولى في التعليم ثنائي اللغة.

ينتاب من يطلع على عنوان هذا الكتاب عذذ من الأسئلة التي تتقاطر إليه من كل حدب و صوب و التي يرى نفسه مدفوعا للإجابة عنها و من هذه الااسئلة : - لماذا استعمال مفردة تعلمية في العنوان ؟ ما الجديد الذي يستدعي استعمال مفردة جديدة في اللغة العربية هي مصدر صناعي؟! - لماذا تعلمية القواعد العربية؟ وهل نحن بحاجة إلى تعلمية خاصة للقواعد العربية؟!!

Language is essential for all types of learning, which is the first that must be evaluated when they evaluate a child who suffers from difficulties in school, requires mastery of oral expression and reading comprehension and auditory.

اللغة العربية هي هوية الأمة العربية ولسانها، وهي لغة الأدب والعلم، وهي لغة الحياة بكل معانيها، وهي لغة الضاد، فمخرج هذا الحرف لم تعرفه أي لغة في العالم إلا اللغة العربية، وهي اللغة التي شاء الله عز وجل أن تكون لغة كتابه الكريم، فالله سبحانه وتعالى اصطفاها لتكون لغة كتابه العزيز الذي خاطب به البشرية جمعاء على لسان نبيه محمد صلى الله عليه وسلم، وبناءً على هذا، ليس العرب وحدهم هم المطالبون بالحفاظ على العربية وتعلمها، وإنما المسلمون جميعًا مطالبون بتعلمها والحفاظ عليها، فاللغة العربية لغة القرآن والدِّين، ولا يتم فهم القرآن وتعلم هذا الدِّين إلا بتعلم العربية، وما لا يتم الواجب إلا به، فهو واجب. ولا شك أن تعلم اللغة العربية أو إتقانها لا يختلف في جوهره عن تعلم أو إتقان قيادة الحافلة أو ركوب الدراجة، أو السباحة أو استخدام الحاسوب، ففي هذه الحالات كلها لابد من إتقان المهارات التي يفترض وجودها عند ممارسة هذه الأنشطة. والمهارات اللغوية فيما هو معروف أربع: التحدث والاستماع والقراءة والكتابة، وحيث إننا نعيش في عالم أصبح لزامًا على المرء أن يتقن هذه المهارات اللغوية، حتى يكون قادرًا على الاتصال والتواصل مع الآخرين بفاعلية في مواقف ومجالات شتى، فاللغة بمهاراتها الأربع مهمة لكل فرد من المجتمع مهما كانت طبيعة عمله. ويتميز هذا الكتاب بأنه يضم معظم هذه المهارات من القواعد النحوية والتعبير والإملاء والكتابة والقراءة والقصة والأناشيد والمحفوظات والشعر والخط.

The book contains twelve study units, and each unit includes the exercise in writing letters and reading, also includes exercises utter Arab voices.

Contact the appropriate transceiver for each of the pillars is based upon the skills of the targets, and to achieve the purposes and filling needs, and the distances between the continuous approximation.

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes:•Background of Arabic Language Teaching;•Contexts of Arabic Language Teaching;•Communicative Competence in Arabic;•The Learners;•Assessment;•Technology Applications;•Curriculum Development, Design, and Models;•Arabic Language Program Administration and Management; and•Planning for the Future of Arabic Language Learning and Teaching.The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

This book included a written language skill and the difficulties faced by students in these skills and show how to overcome statement.

In his book, I have aimed at giving an introductory course on Arabic. The material is presented in twenty-eight lessons, each of which centers around a topic.

Arabic language is gaining increasing importance in many countries of the world, particularly in Islamic countries that want to forge closer ties to the Arab country's religious and cultural reasons in the first degree.