A Course in Applied Linguistics for Arab EFL/ESL Students has been developed keeping in view the academic needs of native-Arabic speakers learning English as a second/foreign language. The book has a rich glossary to provide students with the definitions of the most important terms.
Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.
This book presents a case study on lexical error analysis in the translation products of Arab English majors at the university level with important implications for Arabic-speaking countries. It provides detailed analyses and explanations of the main lexical areas that cause specific difficulties for these students, while also identifying their potential sources. The respective chapters discuss several areas related to the context of the research, the field of SLA, error analysis, language transfer, error taxonomies, language learning, language teaching, and translation training. The analyses and findings presented here contribute to the linguistic field by developing a comprehensive list of lexical error categories based on form, content, and origin of influence regarding translation products. In addition, the book sheds light on the pedagogical aspects contributing to the enhancement of ESL/EFL teaching in the Arab context as well as other contexts where English is taught as a foreign language. The book will help educators and curriculum writers in designing materials, and language researchers as a groundwork for their studies of L2 learners’ written products.
First of all the author wants to make it crystal clear that the present work is of a great benefit both for the English and Arab learners of the target language either Arabic or English. This edition of the book pinpoints previous researchers' findings regarding English and Arabic phonological, morphological and syntactic similarities and differences and how all these differences result in mistakes and errors by the Arab learners of English in their learning process. These mistakes or errors are unconsciously or involuntarily made by Arab learners of English due to the differences between the system and sub-systems of the two languages. The present attempt is the result of my realization as an English language teacher as to how a teacher can minimize students difficulties in learning of English and maximize their knowledge, skills and competency of English as a foreign or second language. This is the first edition. The work is pedagogically oriented and primarily intended to make teaching-learning of English as a foreign/second language a bit easy especially for the first-year university students of English language in the Arab world: (Gulf area such as KSA, UAE, Kuwait, and the Middle East Area, such as Jordan, Syria, Lebanon and so on). The focus is on phonetic and morpho-syntactic variations in Arabic and English languages. This area of research becomes more interesting through the assumptions – (i) information about the differences and similarities between Arabic and English language is to be supplied at an early stage since this facilitates the students learning task, (ii) the differences are to be presented in pedagogically suitable format, (iii) it is useful to separate and present phonetics, morphological and syntactic categories as they function in suitable contexts and not merely abstract notions, (iv) before students may tackle contrastive analysis, they should have basic knowledge of Arabic and English languages similarities and differences and (v) pre-modification and post-modification of lexical and syntactic structures are to be explained appropriately.
This volume brings together six case studies of an adult multilingual speaker who acquires a new language through social interaction. The book deals especially with the multilingual situation, the learner's acquisitional activities, and the involvement of background languages in the process of speaking. It offers a coherent study of various linguistic phenomena in one individual, including patterns and functions of language switching, word search in interaction, hypothetical construction of words, and articulatory settings in speaking. The main languages involved are English (L1), German (L2) and Swedish (L3). The activation of these languages in the learner's speech is examined in a cognitive perspective in relation to current models of the speaking process. A longitudinal corpus of NNS"e;NS conversations covering 21 months from the beginner stage provides the main data for these studies.Key Features:*Presents an example of an active and purposeful language acquirer*Explores cross-linguistic influence in a multilingual setting*Highlights the significance of prior L2 knowledge in L3 performance*Useful for students and researchers interested in second and third language acquisition, individual multilingualism and the human speaking process.
Teaching EFL Writing in the 21st Century Arab World addresses a range of issues related to researching and teaching EFL writing in different countries in the Arab World including Egypt, Morocco, Oman, Palestine, Tunisia, UAE and Yemen. Both theoretically and practically grounded, chapters within discuss the different contexts in which EFL writing is taught, from primary school to university. The book sheds light on how EFL writing is learned and taught at each educational stage, exposing the different challenges encountered in the teaching and learning. The focus on EFL writing in the Arab World makes this a unique and long overdue contribution to the field of research around EFL writing and will be an invaluable resource for researchers, curriculum designers and students.
This edited book uses case studies to offer a comprehensive picture of the feedback practices and perceptions pertinent to English as a Foreign Language (EFL) writing in the Arab world. It highlights essential themes about feedback in L2 writing in eight Arab countries, and offers a detailed critical analysis of feedback practices and perceptions in six of these: Egypt, Morocco, Oman, Saudi Arabia, Tunisia and the United Arab Emirates. The book will appeal to an international readership of academics, researchers and practitioners interested in EFL writing in the Arab world.
Educators continue to strive for advanced teaching methods to bridge the gap between native and non-native English speaking students. Lessons on written forms of communication continue to be a challenge recognized by educators who wish to improve student comprehension and overall ability to write clearly and expressively. Methodologies for Effective Writing Instruction in EFL and ESL Classrooms brings together research and practices for successful written communication teaching among students of diverse linguistic backgrounds. With technological advancements and resources, educators are able to implement new tools into their lesson plans for the benefit of their students. This publication is an essential reference source for professionals, educators, and researchers interested in techniques and practices for written communication in English language teaching geared towards non-native English speaking students.
"The Teacher's grammar of English enables English language teachers and teachers-in-training to fully understand and effectively teach English grammar. With comprehensive presentation of form, meaning, and usage, along with practical exercises and advice on teaaching difficult structures, it is both a complete grammar course and an essential reference text."--Back cover.
The Arabic and English languages have developed along separate lines over the centuries. Thus, it is no surprise that even apart from purely cultural elements, there are distinctive characteristics of the two languages that pose particular problems to native speakers of one language attempting to learn the other. The scholarly papers of Diversity in Language: Contrastive Studies in Arabic and English Theoretical and Applied Linguistics offer new views on the contrasts between Arabic and English and on contemporary theoretical and applied linguistics. Contributors focus on an array of elusive features that make the Arabic language especially difficult for English speakers to understand fully and intuitively. Comparative studies of English and Arabic, including research on the acquisition of Arabic or English as a second language, underscore the concept of diversity. Contributors to Diversity in Language also investigate stylistics, a major source of diversity between the two languages. Practical observations and suggestions may help teachers of Arabic or English as a second language enable students to better understand their second language and become more persuasive and effective in using it. The papers assembled here will be a welcome addition to the bookshelves of scholars and students of Arabic, contrastive rhetoric, and linguistics. Teachers of English as a foreign language, even if their students are not primarily from an Arabic-speaking background, can likewise benefit from the insights made in these contrastive studies. Contributors: Jehan Allam, El-Said Badawi, Huda M. M. Ghali, Mona Kamel Hassan, Nancy G. Hottel-Burkhart, Christopher Horger, Salwa Kamel, Abdel-Hakeem Kasem, Nagwa Kassabgy, Mohammad Al-Khawalda, Nabila El-Taher Makhlouf, Maha El-Seidi, Cynthia May Sheikholeslami, Devin Stewart, Loubna A. Youssef.
