الاستراتيجيات والأساليب المستخدمة في تعليم وتعلم اللغة العربية لدى حفظة القرآن الكريم الناطقين بغيرها (شمال شرق كينيا نموذجاً)

Abstract

This study entitled “strategies and styles used in the teaching and learning of the Arabic language by the non-Arabic speaking Qur’an memorizers, - North-Eastern Kenya as a case study-, aimed to detect learning strategies and techniques employed by learners and of which teachers recognize and promote. The study followed the descriptive method and used questionnaires to collect information and identified a study community of the Holy Qur’an memorizers from North Eastern Kenya who are Somali speaking found at the Umma and Raf Universities. A number of 80 students and 20 teachers comprised the study lot and a sample of 62 learners and 17 teachers was selected generally; a number that availed for the study. The results were analyzed using (SPSS) which is the Statistical Package for Social Sciences that analyses study sample answers for the purpose of analysis. The study includes six chapters; chapter one is the basics of research and chapter two is the previous studies. Chapter three consists of the theoretical framework with five sub-topics. While chapter four constitute field study procedures, and chapter five comprise presentation and analysis of the sample answers and discussion. Lastly, chapter six is made up of the research findings, recommendations and proposals, and then followed by sources, references, and appendices. Among the most important findings of the study were as follows:  Most used learning strategies by the students were as follows, arranged in top bottom order: meta- cognitive strategies, social ح strategies, remembering strategies, compensatory strategies, cognitive strategies and lastly, affective strategies.  The differences between the male and female learners in the learning strategies was small but in compensatory strategies it was in favor of female learners where it was used at a high margin.  More sub-learning strategies for each key strategy: In the metacognitive strategies, thinking about how to progress in learning Arabic language was the most widely used. In the social strategies, talking to others was preferred. In the remembering strategies, linking the Holy Qur’an words and Arabic words was most frequently used. In the compensatory strategies, the use of body physical movements for words or phrases that are difficult to bring forth, was mainly employed. In the cognitive learning strategies, conversing in Arabic was a favorite to many students, and in the affective strategies, to force one self to use the Arabic language was the most widely used among the Holy Qur’an memorizers.  The teachers realized some direct and indirect learning strategies among students, and encouraged the strategies used by the students. Early detection of learning strategies in the students was weak, as well as teachers’ recognition to learners’ favorable patterns and learning styles was very low.