Arabic Language For Non-Native Speakers

Arabic Language For Non-Native Speakers

The Arabic language is considered one of the oldest and richest languages ever. Therefore, God Almighty chose it to be the language of the Noble Qur’an, before Islam reached its climax in expressing all the essentials and everything related to life, especially about eloquence and literary production, poetry and prose, and the emergence of sciences. Coincided With the descent of the Holy Qur’an, civilization has spread in the Islamic world, and among these sciences: history, medicine, chemistry, foundations, and Arabic language sciences from exchange, grammar, rhetoric, etc., so the status of the Arabic language has risen and has become the dominant language in the Arab countries and Muslims, and this all becomes clear The energy of the Arabic language due to its strong statement, authenticity of its words, and abundance of its meanings.

For the aforementioned reasons, non-Arabic speakers were keen to study this language and to get acquainted with its vocabulary, meanings, grammar and everything related to it, so the emergence of so-called "teaching Arabic for non-arabic speakers", the emergence of this science has helped to activate the role of the Arabic language in facing challenges Its spread among non-Arab Muslims helps to understand the matters of their religion, as it is the source of the Noble Qur’an and the noble Prophet’s Sunna.

Teaching Arabic for non-native speakers

Teaching Arabic for non-native speakers will be in classical Arabic, not colloquial dialects; Because these colloquial are unable to meet the needs of foreigners in learning from different walks of life, teachers of Arabic have been keen to teach them to speakers on several levels.

Teaching sounds

The teacher of the Arabic language starts here at this level until the foreigner gets acquainted with the letter exits, which are ten outputs, "oral, dental, gingival, lateral, gary, stratified, divine, annular, and laryngeal. We note that the audio units in the Arabic language cover the entire void.

The researchers believe that the Arabic language has the largest number of friction exits compared to other languages. Like English, Spanish and Russian, the friction points in Arabic are seven, whereas in these languages there are five, or three places, so the teacher starts with this level; Because the foreign learner finds it difficult to pronounce some sounds, because they are not originally found in his native language, such as the divine and celiac sounds, which are difficult for them to pronounce easily, such as the sound of the following letters (H, A, Q, etc.), so they replace them with other sounds.

From here the teacher begins focusing on these paradoxes until the student acquires this skill, so the teacher introduces some words that contain the image of dichotomies, by finding two similar words with all sounds except the sound that is the source of the difficulty, for example "science and pain" so they contain the same voices except the letter sound P. The correct pronouncement is "science", whereas the spoken voice of the student is "pain", so the meaning must be clarified by presenting the drawings and clear pictures to the student.

Speech teaching

Here the teacher moves to another level and somewhat different, then begins training students on some simple expressions, such as the phrase "This is a book", and then the phrase is converted into the question "Is this a book?" The student answers yes or no, and then the teacher begins changing the method, such as asking, for example, "Is this a book or ....?" And it leaves the student to answer.

We use teaching at this level to display some real things, or specific pictures, and make up a sentence made up of a sign name, so we say: This is the   thing you want to learn. Like "This is a book," and the teacher asks students to repeat the sentence behind it.

Teaching grammar

 Here, the teacher defines the teaching of grammar and grammar according to the level of students, so that he follows either theoretical grammar, or functional grammar, by teaching the rule and training in it, and among the basic activities for teaching grammar are:

 * Replacement training: It is the simplest form of training in grammatical structures, so the student begins here by repeating the sentence several times, then replaces with one of the words another word, which has the same function within the sentence.

* Conversion training: the student is trained here to convert the proven sentence to an exile, or to convert the expressive phrases to a question, and the singular to Muthana and so on.

* Sentence expansion training: Here the teacher adds adjectives, envelopes or any other words, and he trains pupils on connecting sentences, so the teacher introduces a sentence like "this is a bag" and another sentence "the new bag" and asks the student to link these two sentences to "this bag is new" .

Teaching vocabulary

Here the teacher is concerned with a set of important criteria, and the most important criteria are the standard of commonality, and it means the large number of rotations of a single item in use, the need for the single in specific situations, and the breadth of the word, such as the word: seat wider than a chair or sofa. The vocabulary is presented within the natural context. There is no use in obtaining words abstract and isolated from contexts, until he understands their meanings, and can express something correctly, and also we can explain the vocabulary in a way of translation, or pointing to something, or using graphics and images.

Teaching listening

The teacher here begins to display a set of words and sentences to the student by hearing them, and we can provide these sentences in the form of instructions; The student implements it as an indication of the student's understanding of the text, such as saying to him: Take the pen from the table, and there is also another method in a later stage of teaching listening, which is the students ’listening to simple stories, and there is no requirement here to adhere to the limits of the student's linguistic ability.

Teaching reading

here teaches his students the letters according to their alphabetical order, but most teachers prefer to present them without regard for their order, but rather their ability to produce the words that the student needs to form words and phrases, and the teacher can also use the images displayed on cards, he draws the thing and below his name, The teacher pronounces the name of the thing, and asks the students to repeat it collectively, and then in groups, and then individually, and the training takes place after linking the letters to their voices separately, then the teacher hides the images or wipes them from the blackboard, and exposes them to the students, and the students read them Isolated from the pictures.

Teaching writing

This level aims to enable the student to draw Arabic letters correctly, or to write down what he understands from reading texts, and expressing his ideas, and there are three directions for presenting writing, and each teacher follows the method that suits him, namely:

  • The student should be trained to write letters in alphabetical order.
  • For the student to be trained in the previous method, and also to learn to draw the letter in all its forms, such as the letter at the beginning of the word, the middle, and last, and the letters that accept contact, and those that do not accept communication.
  • The teacher presents the letter without a specific arrangement, but rather according to the way it appears in the word.

What is teaching?

The teacher writes the words, and some short sentences on the blackboard, and the student has already studied them, and the students transfer them to their books, after which some words are erased, and the students are asked to write them in the right place, and there are many exercises at this level, including: completing the phrases, arranging Words to form a sentence, answer short questions, and replace phrases and other words.

In conclusion, we wish that the Arabic language reaches the east and west of the earth, so every Arab has a duty to present this language and teach it in various ways, as the late Mustafa Al-Rafii said: “Language is a manifestation of history, and history is the character of the nation. Its connection with the history of the nation and the connection of the nation with it - I found it the permanent characteristic that does not disappear except with the disappearance of nationality and the dissolution of the nation from its history.

When we transmit our language, this does not mean that we only convey vocabulary and sentences, but rather we transmit our civilization and our prosperous history, and our true religion, only then will the Arabic language become one of the first languages, and among the languages ​​that claim to have prestigious historical origins, it is natural that our language is entitled to stand on The throne of primacy and primacy, given its age that exceeds thousands of years.


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