The Socio-Cultural Factors Influencing Learners of Arabic in the Sultanate of Oman

Fatma Yousuf Al-Busaidi

doi:10.5539/ies.v12n8p72

Abstract

The main purpose of this study was to investigate the sociocultural factors influencing learners of Arabic as a foreign language in the Sultanate of Oman. A qualitative inquiry approach was adopted for the study, using in-depth interviewing, and students’ diaries to understand how the sociocultural context impact non-Arab learners of Arabic in the Sultanate of Oman. Twenty-two non-native learners of Arabic participated to describe their experience of learning Arabic with special emphasis on the Omani culture and social milieu. The findings of the study showed that these learners experienced three main sociocultural factors which affected their learning of Arabic in Oman. Specifically, it was found that these factors were associated with the lack of encouragement given to learning Arabic in the Sultanate of Oman, the characteristics of the Arabic language programs in the country, and finally difficulties in adjusting to the cultural differences. These factors were further divided into different sub-categories and these were analysed and discussed in detail. Studying the sociocultural circumstances elucidate the development and proficiency of foreign language acquisition from a new perspective.

Highlights

There has been a growing interest among researchers within the field of foreign language learning in understanding how sociocultural factors might influence learners (e.g. Gal forSalia, 2018; Omar, 2017; Redkin & Bernikova, 2016)
This section reports the findings and discussion regarding the sociocultural factors in learning Arabic in Oman
It emerged that the learners of Arabic in Oman experienced three main sociocultural factors

Summary

Introduction

There has been a growing interest among researchers within the field of foreign language learning in understanding how sociocultural factors might influence learners (e.g. Gal forSalia, 2018; Omar, 2017; Redkin & Bernikova, 2016). While there has been an enormous research into culture and social factors in language learning, what one can perceive from reviewing the literature is that the majority of these studies have been confined to other languages. This has limited the understanding of the effectiveness of these factors from Arabic language perspective (Dweik & AL-Shallakh, 2015). There is a dearth of research regarding how non-native learners of Arabic cope with social cultural factors in certain learning environments, Oman as an example

Objectives

Methods

Results

Conclusion