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|Title:||التقييم اللغوي وأسسه في برامج تعليم لغة ثانية|
|Authors:||آمنة علي محجوب علي|
|Publisher:||جامعة إفريقيا العالمية|
|Citation:||جامعــة افريقيا العالمية -عمادة الدراسات العليا والبحث العلمي والنشر- كلية اللغة العربية - قسم علم اللغة التطبيقي|
|Abstract:||The aim of the research is to establish the foundations of linguistic assessment in the programs of teaching Arabic as a second language for advanced level studies at the International University of Africa, Department of Linguistic Preparation. The researcher followed the descriptive analytical method for its relevance to the nature of the study. Where the researcher used the test as a tool to collect information from the study sample, which consisted of (32) female students of Arabic language studies at the Department of Language Preparation at the International University of Africa. The researcher also taught female students in the classroom to evaluate the level of their learning of Arabic as a second language at the phonemic, spelling, grammatical and morphological levels. The researcher reached a number of results, the most important of which are: The difficulties that most non-Arabic speaking female students face in the Department of Language Preparation at the International University of Africa are of different types at the phonemic level: difficulty in distinguishing the six ring sounds: Hamza, Haa, Ha, Kha, Al Ain, Ghain, and the voices of exaggeration, Sed. , Al-Dhad, Al-Taa, Al-Za’, and the pronunciation of distress. At the level of structures and grammar: the difficulty of using the definite article (the), when to enter the noun and when not to enter it, and often they enter it on the genitive, on the noun noun, masculine, feminine, singular, plural and definition, and the invocation of difficulties arising from the nature of the Arabic grammar in itself and on For example: the adjective comes after the descriptor and it agrees with the number, type, definition and invocation, and this is contrary to other languages, as each language has its own characteristics. As for the spelling level, the studies that have never used the Arabic letter before suffer from the different forms of letters in the beginning, middle and end of the word connected with the preceding or separate from it and the difficulty of distinguishing between similar letters and the difficulty of distinguishing between long and short movements. On the semantic level, the duality of language levels (standard and colloquial). Most teachers do not use classical Arabic when teaching and speak colloquial, while the references and books used by the students and the exams they sit for come in the classical language. The researcher made a number of recommendations, which are based on tangible experiences by international universities in establishing the prescribed curriculum in teaching Arabic as a second language and giving the opportunity for Arabic language teachers who teach Arabic in other languages to qualify them to teach and teach Arabic to non-native speakers in the concerned institutions and the necessity of cooperation of Sudanese universities All in developing a unified curriculum for teaching Arabic as a second language and keeping pace with developments in this field.|
|Appears in Collections:||أطروحات الماجستير|
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