non-Arabic Speakers Research Articles

The descriptive approach in teaching Arabic grammar to non-Arabic speakers, an applied study in the light of modern standards

Teaching any language to foreigners is considered a topic of great importance because it constitutes the communicative role of language, through which civilizations meet and exchange experiences and information. Therefore, the current study aimed to know the contents of teaching grammar in non-Arabic speaking education programs and the extent to which non-Arabic speaking education programs respond to the needs of learners among Teaching Arabic grammar. The study relied on the descriptive analytical approach by applying a questionnaire consisting of (12) phrases distributed on (4) axes (use - deduction - induction - difficulties). On a random sample of (50) male and female students of Kurdish nationality who are registered in language teaching institutes Arabic to non-native speakers in Iraq. After carrying out the appropriate statistical treatments through the use of the statistical package processing program (SPSS), the study reached the following results: Modern standards in teaching Arabic grammar to non-Arabic speakers contribute to the learners using the Arabic language correctly to a moderate degree. Curricula for teaching Arabic grammar to non-Arabic speakers depend on deriving linguistic rules from realistic situations to a moderate degree.

The Effectiveness Of 5E’s Learning According To The Constructivist Theory In The Acquisition Of Quranic Rhetorical Systems Toward Non-Arabic Speakers/ فاعلية دورة التعلم الخماسية وفق النظرية البنائية في اكتساب مهارات التذوق البلاغي للنظم القرآني لدى الناطقين بغير العربية

This study aimed to measure the effectiveness of the 5E’s learning strategy according to the constructivist theory in the acquiring Rhetorical Taste of Quranic systems toward Non-Arabic speakers from the Department of Arabic Language at Princess Naradiwas University -Thailand. This study used an analytical-descriptive approach to determine the rhetorical taste skills of the Quranic systems. It used a semi-experimental method of the one-group design for test 5E’s learning strategy on the study group, which consisted of (24) students. To achieve the aim of this study, it designed a list of the rhetorical taste skills of the Quranic systems, then prepared a program based on the 5E’s learning strategy for the Semantics course and a rhetorical taste test. The study reached to identify 28 skills from five primary skills for the Qur’anic rhetoric. There is a statistically significant difference between the students' mean pre- and post-measurement scores. The difference was statistically significant in the (13) skills. However, the difference was not statistically significant in (15) skills. The study concluded with many recommendations and suggestions.

A Cross-Sectional Study of the Knowledge, Practice, and Attitude Towards Skin-Lightening Products Among the General Population in the Western Region of Saudi Arabia.

Introduction Skin bleaching is a growing phenomenon worldwide and is becoming an increasing problem. Several skin-lightening products (SLPs) containing mercury, hydroquinone, and corticosteroids have impacted serious dermatological, nephrological, and neurological side effects. There is relatively little regulation, and the products are easily accessible and inexpensive. Justifications and beliefs for the use of these products vary from culture to culture, and there is little previous research on the use and abuse of skin-lightening cosmetics among Saudi women. This study examines the knowledge, attitudes, and practices of the public in the western region of Saudi Arabia regarding SLPs to understand the situation better. Methodology An observational, cross-sectional, questionnaire-based study was conducted over two months between July and August 2022. A 29-question survey was used to collect data from the general population. The study included all women residing in the western region of Saudi Arabia. Non-Arabic speakers were excluded. RStudio (R version 4.1.1) was used to analyze the data. Results A total of 409 participants were included in this study; In general, 146 (35.7%) of the participants said they had ever used an SLP.More than two-thirds (67.1%) had been using them for less than a year. In terms of the most common site of SLPs application, women reported applying the products to the skin of their face (74.7%), elbows (47.3%), and knees (46.6%). Use of SLPs differed significantly across participants' ages, with the proportion of SLP users in the 20-30 age category significantly higher than non-users (50.7% vs. 36.9%, p=0.017), and non-users were more common than users within the age category >50 years. In addition, the proportion of SLP users relative to educational level was significantly higher among participants with a bachelor's degree than the proportion of non-users (69.2% vs. 54.0%, p = 0.009). Conclusions The results of this research show that Saudi women frequently utilize topical lightening products. Therefore, regulation and controlling the use of bleaching products is essential, as is educating women about the risks involved with this practice. The misuse of bleaching products should decline with greater awareness.

Women’s images and gender equality in Arabic textbooks for non-Arabic speakers: A case study on Al-Asas in Sudan

The purpose of this article was to analyse gender biases from the wider range of gender discussion written in Arabic textbooks Al-Asas volumes 1, 2 and 3, published by Sinan Al-Alamiyyah in Sudan. This research employed a qualitative approach with the implementation of critical discourse analysis (CDA). The results showed that unjust descriptions of female characters usually appear in textbooks: pictures of women as second-class and illustrations of gender bias. The pictures were always dominant among members of the community. Furthermore, there were also positive images showing the position of women among men and women having the same rights. The findings theoretically highlighted the implementation of CDA to analyse the content of Arabic textbooks for non-Arabic speakers. As a practical implication, both readers and the users, either native or non-native Arabic speakers, could avoid the nurturance of gender biases in their social lives. The main conclusion would be that the users of the textbooks can consequently identify gender bias in the textbooks.Contribution: Through the findings of positive images on the position of women within society and women’s equality rights, it is hoped that this research would become a medium of increasing social awareness about the importance of achieving gender equality. The application of the study should include the improvement of the textbooks specifically referring to gender biases that would influence users of the textbooks in different countries.

Detecting Fake Audio of Arabic Speakers Using Self-Supervised Deep Learning

One of the most significant discussions in forensics is Audio Deepfake, where AI-generated tools are used to clone audio content of people’s voices. Although it was intended to improve people’s lives, attackers utilized it maliciously, compromising the public’s safety. Thus, Machine Learning (ML) and Deep Learning (DL) methods have been developed to detect imitated or synthetically faked voices. However, the developed methods suffered from massive training data or excessive pre-processing. To the author’s best knowledge, Arabic speech has not yet been explored with synthetic fake audio, and it is very limited to the challenged fakeness, which is imitation. This paper proposed a new Audio Deepfake detection method called Arabic-AD based on self-supervised learning techniques to detect both synthetic and imitated voices. Additionally, it contributed to the literature by creating the first synthetic dataset of a single speaker who perfectly speaks Modern Standard Arabic (MSA). Besides, the accent was also considered by collecting Arabic recordings from non-Arabic speakers to evaluate the robustness of Arabic-AD. Three extensive experiments were conducted to measure the proposed method and compare it to well-known benchmarks in literature. As a result, Arabic-AD outperformed other state-of-the-arts methods with the lowest EER rate (0.027%), and high detection accuracy (97%) while avoiding the need for excessive training.

Media Pembelajaran Bahasa Arab Berbasis E-Learning

The e-Learning medium is a learning process in which the learning participants are separated from the teacher. There is also the use of electronic technology as a learning medium. The Arabic Online Program is an e-Learning-based Arabic language learning media for foreign speakers. Saudi Electronic University initiated this virtual Arabic learning program. Arabic-Online will enable non-native Arabic speakers to learn the language of the world. This website will also provide learning Arabic as a communication tool, which will include vocabulary as well as language skills.

KEBERKESANAN PEMBELAJARAN SASTERA ARAB MENGGUNAKAN APLIKASI TEKNOLOGI DI KALANGAN PENUTUR BUKAN ARAB DI UIAM

This study aims to find out the effectiveness of learning Arabic literature using Technology Applications among non-Arabic speakers. This study uses two methods which are the survey method and the analysis method. 51 students of the Department of Arabic Language and Literature were randomly selected to answer the questionnaire to achieve the three objectives of the study; identify technology applications used in the teaching and learning of Arabic literature, examine the challenges faced in using technology applications in Arabic literature learning, and explore the effects of learning Arabic literature using technology applications. The results of this questionnaire were analyzed using computer software (SPSS). The value of the Cronbach Alpha reliability coefficient for the instrument is 0.82. The results showed that there are 7 technology applications used in learning Arabic literature, namely Youtube, Facebook, Microsoft Team, Google Classroom, Diwan, Padlet and Zoom. In this regard, the main challenge for students learning Arabic literature using technology applications is a lack of focus and limited internet access. However, they discovered that the main effect of using technology in learning Arabic literature is that it has made it easier for students to review all reference materials at any time and from any location.

Al-Musykilāt aṣ-Ṣauṭiyah ladā ad-Dāris bigair al-‘Arabiyyah ‘inda Ta’allum Mahārah at-Tahadduṡ

The study aimed to identify the phonemic issues that non-Arabic speakers encounter when learning speaking skills. Through collecting linguistic samples, the researchers discovered that the problems related to the phonemic system are among the deepest and the greatest problems in learning the speaking skills. Accordingly, it was necessary to analyze the linguistic level (the phonetic level) for learners of Arabic as a second language, in order to identify the most important problems of the sound system and propose some appropriate solutions. This study used the descriptive analytical method, and relied on interviews via modern technology means like Skype. It was determined that some Arabic sounds are difficult for learners to pronounce. The study's findings led to several recommendations, the most important of which is the requirement that Arabic linguistic sounds be taught to non-native speakers using a graduated system that progresses from easy to difficult. That is, it is necessary to first teach the consonant sounds (baa, taa, jim, thaal, dal, ra, zai, sein, shin, kaf, lam, mim and nun), and put them in easy meaningful words, then teach the emphatic sounds (sad, daad, ta’ and tha’) and use them in a concrete context. After that move to teaching the laryngeal sounds (hamza, haa, aain, ghain, Ha, Xa and qaf), and incorporate them into words that are easy to pronounce. Finally, present the vowels, emphasizing how long and short vowels differ from one another.

The Common between Malay Language and the Qur'an A model of curriculum for teaching Arabic to Malay speakers

AbstractThe Arabic language has a high position in the hearts of Muslims and their conscience, and there is no surprise in that; as it is the language of the holy Quran and the language of the noble hadith that the Noble Prophet uttered, and it is also the language of the honourable people of Paradise, and it is no wonder, then, that Muslims like learning the Arabic language. Study Problem: It is known that teaching Arabic to native speakers is different from the way it is taught to native speakers. It is also known that learning Arabic for Muslims is very important to master the recitation of the Holy Qur'an, and understand its secrets; so this study came to try to walk the way to teach Arabic and teach the Qur'an at the same time. "Multiple statistics have shown that the majority of the main reasons behind the turnout of non-Arabic speakers depend on the desire to learn the language of the Qur'an."[1] Study Methodology: In preparing this study, the researchers relied on the descriptive approach. Objectives of the study: This study aims to prepare a list of common vocabulary between Malay and Qur'anic words for use in building an integrated educational curriculum, to teach Arabic to Malay speakers. Study Results: The results of this study show that the use of common vocabulary between Malay and Qur'anic words in building a curriculum to teach Arabic to Malay speakers, has implications for the development of students' language skills and the development of their trends towards the study of ArabicKeywords: common vocabulary list - Malay - language skills - non-native speakers - trends. [1] - Abdel-Ati, Muhammad Rajab, and Al-Khatib Muhammad. (2009). Technical employment of the Holy Quran in teaching Arabic to non-native speakers. Kingdom of Saudi Arabia, Medina: King Fahd Complex for Printing. p 1

Linguistic Fluency and Linguistic Accuracy between Learners' Needs and Communicative Situations

This research tackles the importance of language fluency and accuracy in addressing language learners’ needs and in achieving their goals behind learning the language in relation to using the language in various communicative situations related to work or academic life. Language learners’ needs vary based on their interests. Many learners are interested in improving their language fluency when using language in communication situations related to their work or daily lives, whereas we find other learners who focus on linguistic accuracy in such situations. This research aims at revealing the importance of language fluency and accuracy for language learners according to their linguistic needs and their goals behind learning the language. The article adopts the descriptive method in describing the standards related to language fluency and accuracy related to speaking skills that have been addressed by the Global Language Education Frameworks of the Common European Framework of Reference for Languages (CEFR), the standards of the American Council for the Teaching of Foreign Languages (ACTFL), and the survey of non-Arabic speakers learners on the importance of language fluency and accuracy while using language in different communication situations. The researcher draws several conclusions, showing that both language fluency and language accuracy are strongly linked to learners’ needs and communication situations.

Women’s images and gender equality in Arabic textbooks for non-Arabic speakers: A case study on Al-Asas in Sudan

The purpose of this article was to analyse gender biases from the wider range of gender discussion written in Arabic textbooks Al-Asas volumes 1, 2 and 3, published by Sinan Al-Alamiyyah in Sudan. This research employed a qualitative approach with the implementation of critical discourse analysis (CDA). The results showed that unjust descriptions of female characters usually appear in textbooks: pictures of women as second-class and illustrations of gender bias. The pictures were always dominant among members of the community. Furthermore, there were also positive images showing the position of women among men and women having the same rights. The findings theoretically highlighted the implementation of CDA to analyse the content of Arabic textbooks for non-Arabic speakers. As a practical implication, both readers and the users, either native or non-native Arabic speakers, could avoid the nurturance of gender biases in their social lives. The main conclusion would be that the users of the textbooks can consequently identify gender bias in the textbooks. Contribution: Through the findings of positive images on the position of women within society and women’s equality rights, it is hoped that this research would become a medium of increasing social awareness about the importance of achieving gender equality. The application of the study should include the improvement of the textbooks specifically referring to gender biases that would influence users of the textbooks in different countries.

Development of the E-Muhadatsah Kit for Non-Arabic Speakers in Malaysian Institutions of Higher Learning: A Need Analysis

Needs analysis plays an important role in the development ofa product to ensure that the product can meet the needs of consumers. The development of the E-Muhadatsah kit or Arabic conversation kit based on an android application is a self-communication platform among non-Arabic speakers in Malaysian Institutions of Higher Learning. This study aims to identify the need for developing the E-Muhadatsah kit among non-Arabic speakers at the tertiary level as well as to identify the level of interest in Arabic speaking, Arabic communication confidence, and students' willingness to communicate in Arabic. The assignment and exercise needs in improving students’ Arabic speaking or communication skills were also identified. A set of questionnaires was distributed to 214 respondents from universities in Malaysia namely UPM, UPSI, UniSZA, and UiTM. Then, the data obtained from the administration of the questionnaire were analyzed using SDSS version 25 software and interpreted based on the analysis of mean scores and standard deviations. Meanwhile, the open-ended questionnaire data were analyzed thematically. The results showed that respondents saw the development of the E-Muhadatsah kit as a great need for non-Arab students in higher education. In addition, the study also found that respondents showed a high interest in Arabic speaking, confidence in Arabic communication, and students' willingness to communicate in Arabic at a high level. Thus, this study proposes the development of a conversation-based Arabic language interactive multimedia kit to improve the communication proficiency of non-Arabic speakers, further able to help Arabic language educators to diversify multimedia-assisted teaching methods.

Al- Amṡāl al-‘Arabiyyah wa Dauruhā fī Ta’līm al-Lugah al-Arabiyyah li an-Nāṭiqīna bi Gairihā (Dirāsah Taṭbīqiyyah fi Ḍau’i Kitāb Jamharah al-Amṡāl li al-‘Askarī)

This study evaluated Arabic proverbs and their significance in teaching Arabic to non-Arabic speakers. This research employed a qualitative approach with a type of literature research. The primary data source was drawn from Jamharah al-Amṡāl, which was written by Abu Hilāl al-'Askarī's. The conclusions of this study reveal that Arabic proverbs can be utilized as a tool for the accomplishment of educational goals in society, changing the unfriendly to friendly attitude, and accomplishing particular aims in education. In the context of Learning Arabic, proverbs can be a means of realizing a general and specific purpose for the learner of Arabic due to several characteristics that exist in it: the simplicity of sentences, the precision of expression, the power of ideas, the beauty of tone, and the power of influence. In addition, learning content that comprises Arabic proverbs enables students to develop a literary taste when the content is prepared based on the correct scientific basis.

التوصيفات الأكوستيكية والمعلومات الإشارية في التصنيفات الجنوسية: الآثار المترتبة للصوامت المفخمة على الصوتيات الجنائية

This study is an attempt to examine the hypothesis that, compared to plains, emphatics negatively affect the bleed-through of indexical information associated with the gender of male and female talkers for Arabic listeners. In a preliminary experiment, Arabic male and female participants were asked to identify the consonant type of the auditorily presented CV(V) and (V)VC fragments/monosyllables as either plains or emphatics. The participants were generally able to identify both types of consonants successfully and accurately. In the main experiment, Arabic speakers and non-Arabic speakers (both male and female) were asked to classify the gender of the male and female Arabic native talkers from the stimuli used in the first experiment. The results of this second task varied between non-Arabic speakers, who surprisingly committed fewer errors in classifying talker gender, and Arabic speakers, who committed more errors. The errors committed by the Arabic speakers were observed in the emphatics condition, especially when the talker was female. These two patterns can be taken as collective evidence that the acoustic characteristics of emphatics may bias listeners’ perception of indexical information towards the male voice, which makes talker gender classification more difficult, especially in critical scenarios such as in forensic phonetic casework. Keywords: acoustics, emphatics, forensic phonetics, indexical information, gender classification

The Noble Qur'an Being Taught And Managed By Non-Arabic Speakers

The Noble Qur'an Being Taught And Managed By Non-Arabic Speakers

Writing Composition Problem in Arabic Language Learning Among Arabic Language Education Students

Learning foreign languages, especially Arabic, is still an obstacle for non-Arabic speakers. Apart from the problem of grammatical gaps, and phonological differences between source and target languages, writing composition proficiency is also a problem in learning arabic that often occurs, especially among Arabic language learners in higher education. Anchored by this problem, this study aims to investigate errors in the practice of arabic sentences composition made by learners at the university level, as well as the factors behind it. To explain this problem, the Error Foreign Language (EFL) approach to the content of insyā’ (writing/composing) assignments written by students in Arabic courses are involved as an analytical framework. The results of the analysis reveal that the types of tarkīb errors that appear in students’ assignments include; First, errors in the use of the letters jār, tarkib iḍāfī, tarkīb waṣfī, tarkīb jumlah fi’liyah, and tarkīb jumlah ismiyah that consist of mubtada’ (subject of the sentence) with khabar jumlah fi’ilyah, and mubtada’ with khabar mufrad. The factors that cause this are the result of interlingual interferences, inadequate learning, simplification, and fault analogy in Arabic language rules. The implications and recommendations for this problem are described intensely at the end of this study.

Tawdzīf al-Nushush al-Adabiyyah fī Ta’allumi al-Lughah al-‘Arabiyyah Ladā al-Thullāb al-Nāthiqīn Bighairihā

Using literary texts is one of the creative approaches that we can use in learning Arabic language. This creative approach is in line with learning methods using diverse literary texts from poetry and prose texts such as novels and short stories to improve the competence of non-Arabic speaking students. This study aims to reveal literary texts for being the creative approach that raised motivation in learning Arabic language among non-Arabic speakers, and to show the use of literary texts in developing students' language skills. To achieve the objectives of the research, the researcher used the systematic review of the previous study (Systematic Literature Review), where she analyzes the data in an objective form. One of the most important findings of the research is that the use of literary texts in learning Arabic language helps non-native speakers improve their language skills, especially in Arabic grammar and morphological forms, and it also helps them acquire new vocabulary and good methods that students can benefit it. Based on this, teachers should focus on choosing appropriate literary texts, including using novels and short stories in learning Arabic language, to ensure that students understand the rules better and can practice them. In conclusion, the research recommended the necessity of cultivating interest in non-native speakers in the use of literary texts to increase the level of understanding and the ability to remember Arabic grammar, in addition to improving the skill of reading and writing in Arabic, which ensures a better lifelong learning.

Arabic Reading Learning Techniques for Children based on Ali Achmad Madzkur’s Perspective

Arabic is one of the official languages of the United Nations, which is essential for all nations to have as a means of global communication between countries. In a country with a majority Muslim population like Indonesia, apart from being a means of communication, Arabic has a special place as a medium for worship and deepening knowledge of the Islamic religion. Mastering Arabic is necessary for all Muslims, young and old, even children. Non-Arabic speakers cannot automatically master Arabic because it is not their mother tongue; therefore, specific techniques to learn it, especially in reading skills. This study aims to describe comprehensively the technique of learning to read Arabic from the perspective of Ali Achmad Madzkur. The researcher uses a qualitative approach with descriptive methods in this type of literature research. The study results stated that the techniques of learning to read Arabic for children from the perspective of Ali Achmad Madzkur include; listening and speaking techniques, reading aloud techniques, analysis techniques, letter identification techniques, and composing techniques.

توظيف أنشطة إلكترونية ترفيهية في تدريس الاستماع للناطقين بغير العربية

The research topic of this article is employing recreational electronic activities in teaching listening to non-Arabic speakers by presenting a listening lesson based on recreational electronic activities. The research used the descriptive analytical method to describe and analyze the literature related to the research problem, to determine the appropriate listening skills for Arabic language learners of non-native speakers at the intermediate level, and to identify the recreational electronic activities that are used in teaching listening skills. The research used Edpuzzle’s tools with its integration into Google Classroom and activating audio plugins inside this integrated platform, so that each learner could understand knowledge and information, re-listen to sounds and structures more than once, and then answer the exercises integrated with video clips or the classroom through the virtual Google classes. This is done with appropriate feedback that is intended to emphasize listening skills.
 The research emphasized the importance of employing technology in teaching listening skills, especially recreational electronic activities, and how they can be employed procedurally by presenting its principles and steps to use it through practical procedural steps for the listening lesson, taking into account this lesson for the methods and techniques of teaching Arabic to non-native speakers.

Linguistic Othering and “knowledge deserts”: Perspectives on Arabic use in linguistically diverse Islamic institutions

Linguistic capital is context-specific: the power of a language in one context changes in another. While English might be the language of highest linguistic capital in many settings in “Western” countries, that trend can shift when in a different linguistic context. This is the case for Islamic institutions in the “West” and how Arabic use is oftentimes perceived by non-Arabic speakers. This article examines views on Arabic use by attendees of three linguistically diverse Islamic institutional settings through the responses provided by 15 members of the Islamic community in one city in the U.S. Qualitative data was collected over a period of two years using semi-structured interviews. This work draws attention to three primary findings: 1) Arabic maintains linguistic capital within Islamic institutional spaces, 2) “linguistic othering” (Jaspal and Coyle, 2010) occurs in Islamic institutional settings and can have a significant effect on the way that attendees view their relationship to the institution, and 3) education and teaching methods can contribute to linguistic marginalization in Islamic education spaces. The subsequent sense of isolation can lead to decreased institutional attendance and may have a significant negative impact on the identity of institutional attendees. The conclusion of this paper offers recommendations on how Arabic can be incorporated into Islamic spaces without it being a source of alienation through the method of translanguaging.