Arabic Language and Literature
Danesh Mohammadi Rakati; Yusef Nazari; Ali Nobahar; Zeinab Shojaei
Abstract
Teaching Arabic language in schools encountered more challenges in comparison to other courses due to cultural and political reasons as well as the families and students’ viewpoints about it. A survey of students’ attitudes towards learning this language would be an effective step in policymaking ...
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Teaching Arabic language in schools encountered more challenges in comparison to other courses due to cultural and political reasons as well as the families and students’ viewpoints about it. A survey of students’ attitudes towards learning this language would be an effective step in policymaking and the compilation of textbooks in this regard. This study used the descriptive-survey method to analyze attitudes toward learning the Arabic language among twelfth-grade students of Kerman in the fields of literature and humanities, experimental sciences, and mathematical sciences. Moreover, this study investigated the attitude differences among the students in three fields of humanities, experimental and mathematical sciences, as well as attitude differences toward learning the Arabic language between the twelfth-grade girl and boy students of Kerman. The sample consisted of 337 girl and boy students studying in twelfth grade in Kerman. The results showed that the attitudes of most of the students in three fields of humanities, experimental sciences, and mathematical sciences towards three variables of interest in learning Arabic, the importance of Arabic course among other courses, and the content of Arabic course were negative; nevertheless, mathematics students showed more interest in learning Arabic in comparison to other students. Girl and boy students’ attitudes did not show any significant differences.
Arabic Language and Literature
Hedayatollah Taghizadeh
Abstract
Curriculum planners are always looking to revise curriculum content. The "Arabic language teaching" curriculum in 2016 was revised by Farhangian University and replaced the "Arabic language and literature secretary" curriculum. Considering the effect that the curriculum has on improving the level of ...
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Curriculum planners are always looking to revise curriculum content. The "Arabic language teaching" curriculum in 2016 was revised by Farhangian University and replaced the "Arabic language and literature secretary" curriculum. Considering the effect that the curriculum has on improving the level of knowledge, skills and attitudes of students, it is necessary to be scrutinized. Therefore, the present study seeks to address the pathology of the curriculum in this field. The research information was obtained through documentary studies and by using quantitative and descriptive methods and using the researcher-made questionnaire in a statistical population consisting of professors of Farhangian University of Tehran, in a purposeful and comprehensive manner. The results show that the most important quantitative changes have been the reduction of the share of specialized units from 93 units to 54 units and the increase of the share of educational courses. A significant reduction in the units of texts and history from 46 units to 8 units, and the reduction of language skills units from 36 units to 20 units are among the new weaknesses of the new program. Increasing the internship units from 4 units in two semesters to 8 units in four semesters and defining thematic-educational courses and teacher work experience are among the strengths of this program.
Arabic Language and Literature
Sajad Esmaili
Volume 17, Issue 1 , March 2017, , Pages 23-45
Abstract
The present study tries to evaluate and pinpoint the structural and content weaknesses and strengths of the book, entitled (Talim Alloghatol Arabiya Lennateghina Begheyreha), authored by Ali Ahmad Madkoor and Iman Ahmad Haridi. To do so, first, the standard criteria for writing an educational book are ...
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The present study tries to evaluate and pinpoint the structural and content weaknesses and strengths of the book, entitled (Talim Alloghatol Arabiya Lennateghina Begheyreha), authored by Ali Ahmad Madkoor and Iman Ahmad Haridi. To do so, first, the standard criteria for writing an educational book are introduced, then the extent to which this book has benefited from those criteria is evaluated using the content analysis approach. Some results of the study show that the book does not satisfy 59 main criteria, satisfies 39 and meets only 6 criteria partially. Besides, the topic of the book reveals that it contains both theoretical and practical issues related to teaching Arabic language to non-Arab language learners. The analysis of the introduction part indicatrs that the book does not clarify the significance of the book nor does it review the similar books in the area of the topic.
Arabic Language and Literature
Kobra Roshanfekr; Farnaz Taheri; Sajjad Esmaeili
Volume 13, Issue 27 , April 2013, , Pages 53-76
Abstract
Teaching “Nahj al-Balaghah” as one of the major branches of Islamic literature has been considered in Iranian universities for more than three decades in form of compulsory and optional course. One of the common and almost traditional teaching methods of this great text is to express its ...
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Teaching “Nahj al-Balaghah” as one of the major branches of Islamic literature has been considered in Iranian universities for more than three decades in form of compulsory and optional course. One of the common and almost traditional teaching methods of this great text is to express its religious teachings and the underlying wisdom, faith and educational points. Nahj al-Balaghah is known as an important branch of the Arabic literature in classification of the texts, so paying attention to the literary aspects of “Nahj al-Balaghah” is essential in its teaching. This is because with the help of efficient and modern teaching methods, the professors can increase the student’s skills like proper text reading, semantic understanding, literary taste and recognizing stylistic features of Imam Ali’s (pbuh) speech. Today, theorists and specialists in the field of literature teaching have offered effective strategies for teaching “Nahj al-Balaghah”, which both consider teaching its content and cover the literature of this great text. Thus, the present study seeks to introduce these strategies and find out to what extent they have been implemented in Tehran universities. The main tool in this descriptive-analytical research is a questionnaire. Some of the most important findings of the present research show that “Nahj al-Balaghah” is not taught as a literary text in the universities, but rather its contents are considered and paid attention to.
Arabic Language and Literature
Seyyed Ahmad Imamzadeh
Volume 10, Issue 20 , September 2010, , Pages 89-101
Abstract
Learning Arabic language in order to understand the glorious Quran is necessary for each Muslim.Regarding learning Arabic language, many books have been written in the past and present.One of the books written about teaching Arabic language (morphology and syntax) is Mobādi al-Arabiyah (Principles of ...
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Learning Arabic language in order to understand the glorious Quran is necessary for each Muslim.Regarding learning Arabic language, many books have been written in the past and present.One of the books written about teaching Arabic language (morphology and syntax) is Mobādi al-Arabiyah (Principles of Learning Arabic Language) authored by Rashid Shertouni, This book has been compiled in 4 volumes, for 4 levels; and has been taught in university for many years. Since the author of the book is Christian, the examples and exercises of the book are not based on the Islamic teachings. So the editor, Mr Hamid Mohammadi, has changed its exercises and used the verses of Quran and Hadith in writing them.This article is a review on the book Mobādi al-Arabiyah (Vol.2, edited by Hamid Mohammadi, 24th edition: 1424AH) in which some of the defects of the book have been mentioned.
