Arapça Dilinin Yabancı Dil Öğrencilerinin Konuşma Yetkinliği Üzerindeki Etkisi: Kasdi Merbah Üniversitesi-Ouargla'daki Cezayirli Birinci Yıl Lisans Öğrencileri Örneği

Year 2024, , 55 - 73, 30.03.2024

Fatima Yahia

https://doi.org/10.30622/tarr.1412950

Abstract

Bu makale Arapça dilinin İngilizce yabancı dil öğrenenlerin (Cezayir) konuşma yeterliliği üzerindeki etkisini incelemektedir. Arap öğrenciler ikinci dil konuşma becerilerini geliştirmede çok sayıda engelle karşılaşıyor. Hem sınıf içinde hem de sınıf dışında İngilizceye sınırlı maruz kalmaları, konuşmada akıcılık ve yeterlilik kazanma yeteneklerini engellemektedir. Cezayir örneğinde, öğrencilerin yabancı dil öğrenme geçmişi hem standart Arapça'dan hem de Cezayir'de bir bölgeden diğerine tamamen farklılık gösteren çeşitli yerel lehçelerden etkilenmektedir. Bu bakımdan Arapça ve İngilizce arasındaki morfoloji, ses bilgisi, sözdizimi ve imla farklılıkları nedeniyle ciddi dilsel engeller mevcut olabilir ve bu nedenle öğretim süreci özellikle yeni başlayanlar için kolay bir iş olmayacaktır. Bunun ışığında, mevcut çalışma Arapça dilinin İngilizce öğrenenlerin konuşma yeterliliğini nasıl etkileyebileceği sorununu gündeme getiriyor. Ortak hatalarını vurgulamayı, Cezayirli (Arap) öğrencilerin Arapça geçmişlerinin İngilizce akıcılıkları üzerindeki etkisi konusunda bilinçlerini yükseltmeyi ve İngilizcedeki zorluklara ve zorluklara değinmek için uygun yöntem ve teknikleri tespit ederek konuşma yeterlilikleri geliştirmeyi amaçlamaktadır. Hedef dilde iletişim kurmak. Betimleyici bir araştırma, Ouargla-Cezayir'deki Kasdi Merbah Üniversitesi'ndeki birinci sınıf öğrencileriyle (37 öğrenciden oluşan bir grup) sözlü anlatım oturumlarına katılarak ve gözlemleyerek takip edildi. Nicel bir yaklaşım benimsendi, aynı seviyedeki 150 öğrenciye konuşma yeterliliklerini ve yaygın hata kaynaklarını değerlendirmek için bir anket uygulandı. Bulgular, Cezayirli öğrencilerin Arapça geçmişinin, dilsel, fonolojik, sözdizimsel ve kültürel farklılıkların bir sonucu olarak İngilizce akıcılıklarını azalttığını göstermektedir.

Keywords

Konusma, Cazayirli Arap ogrenciler, Ingilizce yabanci dil, Konusma yeterliligi, Arapca gecmisi

Project Number

1

Arabic Language Impact on EFL Learners’ Speaking Competence: The Case of Algerian First Year Bachelor Students at Kasdi Merbah University-Ouargla

Abstract

The present paper examines the impact of Arabic language on EFL learners (Algerian) speaking competence. Arab students encounter numerous obstacles in developing their L2 speaking skills. Their limited exposure to English, both in and out of the classroom, impedes their ability to achieve fluency and proficiency in speaking. In the Algerian case, students’ background of learning foreign languages is affected by both their standard Arabic and various local dialects that differ completely from one region to another. In this regard, serious linguistic obstacles may exist due to differences between Arabic and English morphology, phonology, syntax, and orthography so that the teaching process would not be an easy task, especially for beginners. In the light of this, the current study raises the problem of how Arabic language can affect EFL learners’ speaking competency. It aims at highlighting their common errors, raising the Algerian (Arab) students’ consciousness about the impact of their Arabic background on their fluency in English, and developing their competence of speaking through detecting the appropriate methods and techniques of addressing the challenges and difficulties of communicating in the target language. A descriptive type of research was followed via attending and observing sessions of oral expression with first year students (a group of 37 learners) at the University of Kasdi Merbah in Ouargla-Algeria. Via adopting a quantitative approach, a questionnaire was administered to 150 students from the same level to assess their speaking competence and common errors sources. The findings indicate that the Algerian learners’ Arabic background reduces their fluency in English as a result of linguistic, phonological, syntactic, and cultural differences.

Keywords

Speaking, Algerian Arab learners, EFL, Speaking competence, Arabic bavckground

Ethical Statement

This article is original and deals with an important isuue in teaching EFL.

Supporting Institution

University of Ghardaia

Project Number

1

Thanks

I would like to thank all the those who were academically present throughout conducting this research

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