Şarkiyat Mecmuası 1307-5020 2717-6916 İstanbul Üniversitesi 10.26650/jos.1025144 Language Studies Dil Çalışmaları (التحديات التي يواجهها الطالب في تنمية مهارة االستماع، والتغلب عليها (في تعليم العربية للناطقين بغيرها (Anadili Arapça Olmayanlara Arapça Öğretirken) Öğrencilerin Dinleme Becerisini Geliştirmede ve Üstesinden Gelmede Karşılaştıkları Zorluklar Challenges That Students Face in Developing and Overcoming Listening Skill (In Teaching Arabic to Non-Native Speakers) https://orcid.org/0000-0001-5960-9302 Abdelgawad Dalia İSTANBUL 29 MAYIS ÜNİVERSİTESİ, İLAHİYAT FAKÜLTESİ 04 28 2022 40 51 65 11 17 2021 02 10 2022 Copyright © 1956, Şarkiyat Mecmuası 1956 Şarkiyat Mecmuası

هناك عوامل مؤثرة تجعل التواصل للطالب األجنبي التحدث باللغة التي يتعلمها؛ تحديا له في عملية التعلم، وتحديا للمعلم للتغلب عليها. ومساعدة الطالب على تخطيها، ومعالجتها، واستخدام األساليب المناسبة لمواجهتها هو الهدف الرئيس من هذا المقال. ويهدف هذا المقال إلى عرض مجموعة من التحديات التي يواجهها كال من المعلم والطالب في تنمية مهارة االستماع، وفهم المسموع في تعليم اللغة العربية كلغة أجنبية، وكيفية التغلب عليها من خالل بعض الحلول المقترحة التي يمكن للمعلم والطالب االستعانة بها في تنمية فهم االستماع، وتنمية الوعي حول تعليمات االستماع. ورفع كفاءة المعلم في صف االستماع. وتعد عملية االستماع في مجال تعليم اللغات األجنبية عملية معقدة، وهي ذات أهمية بالغة في تطوير كفايات ً من المعالجات التصاعدية )المعرفة اللغوية(، دارس اللغة العربية كلغة أجنبية. ويستخدم المستمعون كال والتنازلية )المعرفة السابقة( للفهم. ويمكن للمعلم مساعدة الطالب على تطوير استراتيجيات سليمة للفهم من خالل نهج عملي لتدريس االستماع. ومما ال شك فيه أن معرفة سياق نص االستماع والغرض منه؛ يقلل بشكل كبير من عبء االستيعاب والفهم. وهذا بدوره يساعد الطالب على تعلم كيفية االستماع وتطوير المعرفة لديهم؛ من خالل االستراتيجيات المعرفية، وما وراء المعرفية المناسبة للنجاح في فهم االستماع وتنمية تلك المهارة. وختاما فإن هذا المقال يهدف إلى عرض بعض هذه التفاصيل حول االستماع وما يجعل ًا؛ من خالل توفير فهم عملي لهذه الصعوبات؛ وكيفية التغلب عليها. االستماع صعب ّة: االستماع - فهم المسموع - االستراتيجية - استراتيجيات االستماع

Yabancı öğrencinin dil öğrenme sürecinde iletişimi, gerek kendisi için bir zorluk haline getiren gerekse öğretmen için üstesinden gelinmesi gereken bir zorluk haline getiren, etkili ve belli faktörler vardır. Bu makalenin temel amacı, öğrencinin bu sürecin üstesinden gelmesine, meseleyi ele alışına ve yüzleşmek için uygun bir yöntem kullanmasına yardımcı olmaktır. Çalışma bu bağlamda, yabancı dil olarak Arapça öğretiminde dinleme becerisini geliştirmede ve dinlediğini anlamada hem öğretmenlerin hem de öğrencilerin karşılaştıkları birtakım zorlukları ele almayı, dinlediğini anlama ve dinleme yönergeleri hakkında farkındalık geliştirmeyi, öğretmenlerin ve öğrencilerin kullanabileceği bazı öneriler ve çözümler sunmayı ve dinleme derslerinde öğretmenin verimliliğini artırmayı amaçlamaktadır. Yabancı dil öğretimi alanında dinleme süreci, karmaşık bir süreçtir ve yabancı dil olarak Arapça öğrenen öğrencinin yeterliliklerini geliştirmede önemli bir yere sahiptir. Aslında, dinleyici anlamak için hem artan (dil bilgisi) hem de azalan (ön bilgi) süreçlerini kullanmaktadır. Öyle ki öğretmen, dinleme dersinde bilimsel bir metotla öğrencilerin dinlediğini anlaması için uygun stratejiler geliştirmelerine yardımcı olabilir. Kuşkusuz, dinleme metninin bağlamını ve amacını bilmek, anlama ve kavrama zorluğunu önemli ölçüde azaltmaktadır. Bu da öğrencilerin, dinlediğini anlamada ve bu beceriyi geliştirmede başarılı olmak için uygun bilişsel ve üst bilişsel stratejiler geliştirmelerine ve ilerlemelerine yardımcı olmaktadır. Son olarak bu makale, dinleme ve dinleme sürecini neyin zorlaştırdığını ve nasıl üstesinden gelineceği ile ilgili bazı ayrıntıları, bu zorlukların pratikteki karşılıklarını sunarak göstermeyi amaçlamaktadır.

Communication for the foreign learner’s speaking and listening skills in the language he is learning is influenced by a number of elements. A learning obstacle for him and a problem for the teacher to conquer. The major goal of this article is to assist the learner in overcoming it, becoming comfortable with it, or handling it, and using an acceptable way to address it. This article aims to present a set of challenges that both teachers and students face in developing listening skills and understanding listening in the context of teaching Arabic as a foreign language, as well as how to overcome them, through some suggested solutions that teachers and students can use in developing listening comprehension and developing awareness of listening instructions. Also raising the efficiency of the teacher in the listening class. Listening is a complex process in the field of foreign language instruction, and it is crucial in the development of a student’s skills in Arabic as a foreign language. Listeners understand by using both ascending (language knowledge) and descending (previous knowledge) processes. The teacher can help students develop suitable strategies for listening comprehension through a hands-on approach for teaching listening. Undoubtedly, knowing the context and purpose of the listening text remarkably reduces the burden of understanding and acquiring this skill over time with proper practices. This in turn helps them learn how to listen and develop their knowledge. To succeed in understanding and developing listening skills, use suitable cognitive and metacognitive strategies. Finally, by providing a practical grasp of these challenges and how to overcome them, this essay tries to explain some of these specifics regarding hearing and what makes listening difficult.

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