Desired and Observed Language Use in Arabic Classes and Its Relationship to the Real World: Students' Perspectives

Autor/in	Humeidan, Bilal
Titel	Desired and Observed Language Use in Arabic Classes and Its Relationship to the Real World: Students' Perspectives
Quelle	(2016), (181 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3690-4359-4
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Second Language Learning; Second Language Instruction; Semitic Languages; College Students; Comparative Analysis; Language Usage; Standard Spoken Usage; Language Variation; English; Teaching Methods; Video Technology; Preferences; Language Attitudes; Class Activities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Arabisch; Hebräisch; Collegestudent; Sprachgebrauch; Gesprochene Sprache; Umgangssprache; Sprachenvielfalt; English language; Englisch; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverhalten
Abstract	Research on Arabic as a foreign language has centered on studying students' attitudes toward the problems of learning Arabic as a foreign/second language. Because little is currently known about language use within the Arabic classrooms, this study aimed to investigate how students perceive the use of Modern Standard Arabic (MSA) and colloquial varieties, both inside and outside the classroom. The study sought to assess (a) how students imagine Arabic to be used in the real world, (b) for what purposes and why students prefer either colloquial Arabic or MSA, and (c) whether students are capable of distinguishing between MSA and colloquial Arabic when they listen to their teacher. The study also aimed to investigate whether students consider English a potentially important third classroom language in certain instances. The data for this study were collected from eight Arabic classes at a large mid-western university in the Fall and Spring semesters 2014/2015. Data were collected through the video-recording of classes, the conducting of face-to-face interviews, and the administration of in-class and take-home questionnaires. The data were analyzed by both qualitative and quantitative methods. The study compared students' responses according to two variables, namely, level of enrollment and reported travel to an Arab-speaking country. Results indicated that students acknowledged the status of MSA as the official language that is used in formal settings as opposed to the colloquial varieties which they believed were used as languages of daily communication. However, students indicated their preference for MSA over the other colloquial varieties of Arabic inside and outside the classroom. Results also showed that beginning level students were not able to distinguish between MSA and colloquial Arabic when they listen to their teacher. The study highlights the pedagogical implications drawn from the findings and suggests recommendations for classroom activities to deal with the linguistic situation of Arabic and language use in the Arabic classroom in an attempt to prepare students for real-life encounters. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01