مناهج تعليم اللغة العربيّة لغير الناطقين بها في جامعة الأزهر الشريف والجامعة الأمريكيّة بالقاهرة : ‏‏دراسة تحليليّة / فطري نورالعين بنت نورالدين

Abstract

This research addresses the components, features and methodologies of teaching Arabic to non-native speakers in the Al-Azhar University and the American University in Cairo, Egypt. The research aims to analyze these methodologies to clarify the foundations of language and social development in both curricula. This research depends on the analytical and descriptive methods, by reviewing documents, prospectus and scientific magazines printed at the university. In addition, this research depends on other researches, books and scientific journals. The researcher has observed teaching practices in the classrooms, and also conducted interviews with the Dean of the College in Al-Azhar University and an officer in the teaching Arabic program at the American University in Cairo, to see the features of their Arabic curricula. The researcher distributed questionnaires to the respondents consisting of lecturers and students at both institutions. Through the questionnaire, the researcher found that 78% of the lecturers and students at Al Azhar University believed that the methodology contains all aspects of language and social foundation, while the American University lecturers thought that modern teaching instruments and teaching methodologies are the most important factors in the success of teaching Arabic to non-native speakers. Therefore, the research found several results at the end of its analysis, including: the curriculum for teaching Arabic to non-native speakers in Al-Azhar University was designed for religious purposes, where students learn four language skills in one-year at preliminary level, to prepare for undergraduate study of Islamic sciences. The methodology of teaching Arabic to non-native speakers at the American University has been designed for professional purposes which commensurate with the needs of students, such as teaching Arabic language for political purposes and teaching the dialect for tourism purposes. The researcher also listed some suggestions which can be used in the development of curricula for teaching Arabic to non-native speakers.