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(التحديات التي يواجهها الطالب في تنمية مهارة االستماع، والتغلب عليها (في تعليم العربية للناطقين بغيرها

Yıl 2022, Sayı: 40, 51 - 65, 28.04.2022
https://doi.org/10.26650/jos.1025144

Öz

 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

Kaynakça

  • Anderson, Anne & Lynch. Listening. (Oxford: Oxford University Press, 1988).
  • Brown, Ted ve dğr. “Listening and Communication Styles in Nursing Students.” Journal of Nursing Education and Practice. (2014).
  • Chamot, A.U. “Issues in language learning strategy research and teaching”. Electronic Journal of Foreign Language Teaching. (2004).
  • Goh, Christine & Yusnita Taib. “Metacognitive instruction in listening for young learners”, ELT Journal. 60/3, (July 2006).
  • Ellis, G. & Ibrahim, N. Teaching children how to learn. (England: Delta Publishing, 2015).
  • Field, John. Listening in the Language Classroom: Cambridge Language Teaching Library. (Cambridge: Cambridge University Press, 2009).
  • Goh, Christine. “How ESL learners with different listening abilities use comprehension strategies and tactics?”. Language Teaching Research. (1998).
  • Goh, Christine. “Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications”, RELC Journal. 39/2 (August 2008).
  • Harmer, Jeremy. How to teach English. (Pearson Education Limited, 2007).
  • Krashen, S. Second language acquisition: Theory, applications and some conjectures. (Cambridge: Cambridge University Press, 2013).
  • Leech, G. Principles of Pragmatics. (London: Longman, 1983).
  • Macaro, E. “Strategies for language learning and for language use: Revising the theoretical framework”, The Modern Language Journal. (2006).
  • Macaro, E. et al. Improving foreign language teaching. Towards a research-based curriculum and pedagogy. (London and New York: Routledge, 2016).
  • Magnus Wilson. “Discovery Listening – improving perceptual processing”. ELT Journal. 57/4. (October 2003).
  • Mendelsohn, D.J. Learning to listen: A strategy-based approach for the second-language learner. (San Diego, CA: Dominie Press, 1994).
  • Nunan, D. “Communicative Tasks and the Language Curriculum”. TESOL Quarterly. 25/2. (1991).
  • Nunan, D. Second language teaching and learning. (Boston: Heinle & Heinle, 1999).
  • O’Malley, J.M. ve dğr. “Listening comprehension strategies in second language acquisition”. Applied Linguistics. 10/4: (1989), 418- 437.
  • O’Malley, ve dğr. “Learning strategy applications with students of English as a second language”. TESOL Quarterly. 19/3: (1985), 557-584.
  • O’Malley, J.M. & Chamot, A.U. Learning strategies in second language acquisition. (Cambridge, England: Cambridge University Press, 1990).
  • Oxford, R. L. “The unraveling tapestry: Teacher and course characteristics associated with demotivation in the language classroom. Demotivation in Foreign Language Learning.” Paper presented at the TESOL ’98 Congress, (Seattle, WA, March 1990).
  • Oxford, Rebecca and Jill Shearin. “Language Learning Motivation: Expanding the Theoretical Framework”. The Modern Language Journal. (National Federation of Modern Language Teachers Associations, Wiley, 78/1: 1994).
  • Oxford, R(ed.). Language Learning Motivation: Pathways to the New Century. (1996).
  • Oxford, R. Language learning strategies around the world: Cross-cultural perspectives. (Manoa: University of Hawaii Press, 1996).
  • Oxford, R. Language learning strategies: What every teacher should know. (USA: Heinle & Heinle Publishers. 1990).
  • Oxford, Rebecca L. “Language learning styles and strategies: Concepts and relationships”. International Review of Applied Linguistics in Language Teaching. (41: 2003).
  • Oxford, Rebecca L. “Strategies for Learning a Second or Foreign Language”. Language Teaching. (44/2: 2011).
  • Pauk, ve dğr. “The Cornell System: Take Effective Notes.” How to Study in College?. (10th ed.). (Boston, MA: Wadsworth, 2010).
  • Prabhu, N. S. Second Language Pedagogy. (Oxford: Oxford University Press, 1987).
  • Richards, J. C. “Second thoughts on teaching listening”. RELC Journal. (36/1: 2005), 85-92.
  • Richards, J. C. & Rodgers, T.S. Approaches and methods in language teaching. (Cambridge: Cambridge University Press, 2014).
  • Richards, J. C. & Schmidt, R. Longman dictionary of language teaching and applied linguistics. (London: Longman/Pearson Education, 2010).
  • Richards, J. C. “Chapter: Designing Instructional Materials for Teaching Listening Comprehension”. In the Language Teaching Matrix: Cambridge Language Teaching Library. (Cambridge: Cambridge University Press, 1990), 50–66.
  • Richards, J.C. & Renandya, W.A. Methodology in language teaching: An anthology of current practice (eds.). (Cambridge, UK: Cambridge University Press, 2002), 238-241.
  • Robbins, J. “Teaching listening and speaking strategies in Japan- CALLA style”. Explorations in Teacher Education. (8/2Ş 2000), 1-8.
  • Rost, M. Introducing listening. (London: Penguin, 1994).
  • Rost, M. The Cambridge guide to teaching English to speakers of other languages. (Cambridge: Cambridge University Press, 1: 2001) 7-13.
  • Rost, M. Teaching and researching listening. (Harlow: Pearson Education, 2011).
  • Schmitt, N., Jiang, X. & Grabe, W. “The percentage of words known in a text and reading comprehension”. The Modern Language Journal. (95/1: 2011), 26-43.
  • Underwood, Mary. Teaching Listening. (Longman Handbooks for Language Teachers, 1989).
  • Ur, Penny. Teaching listening comprehension. (Cambridge University Press, 1984).

(Anadili Arapça Olmayanlara Arapça Öğretirken) Öğrencilerin Dinleme Becerisini Geliştirmede ve Üstesinden Gelmede Karşılaştıkları Zorluklar

Yıl 2022, Sayı: 40, 51 - 65, 28.04.2022
https://doi.org/10.26650/jos.1025144

Öz

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.

Kaynakça

  • Anderson, Anne & Lynch. Listening. (Oxford: Oxford University Press, 1988).
  • Brown, Ted ve dğr. “Listening and Communication Styles in Nursing Students.” Journal of Nursing Education and Practice. (2014).
  • Chamot, A.U. “Issues in language learning strategy research and teaching”. Electronic Journal of Foreign Language Teaching. (2004).
  • Goh, Christine & Yusnita Taib. “Metacognitive instruction in listening for young learners”, ELT Journal. 60/3, (July 2006).
  • Ellis, G. & Ibrahim, N. Teaching children how to learn. (England: Delta Publishing, 2015).
  • Field, John. Listening in the Language Classroom: Cambridge Language Teaching Library. (Cambridge: Cambridge University Press, 2009).
  • Goh, Christine. “How ESL learners with different listening abilities use comprehension strategies and tactics?”. Language Teaching Research. (1998).
  • Goh, Christine. “Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications”, RELC Journal. 39/2 (August 2008).
  • Harmer, Jeremy. How to teach English. (Pearson Education Limited, 2007).
  • Krashen, S. Second language acquisition: Theory, applications and some conjectures. (Cambridge: Cambridge University Press, 2013).
  • Leech, G. Principles of Pragmatics. (London: Longman, 1983).
  • Macaro, E. “Strategies for language learning and for language use: Revising the theoretical framework”, The Modern Language Journal. (2006).
  • Macaro, E. et al. Improving foreign language teaching. Towards a research-based curriculum and pedagogy. (London and New York: Routledge, 2016).
  • Magnus Wilson. “Discovery Listening – improving perceptual processing”. ELT Journal. 57/4. (October 2003).
  • Mendelsohn, D.J. Learning to listen: A strategy-based approach for the second-language learner. (San Diego, CA: Dominie Press, 1994).
  • Nunan, D. “Communicative Tasks and the Language Curriculum”. TESOL Quarterly. 25/2. (1991).
  • Nunan, D. Second language teaching and learning. (Boston: Heinle & Heinle, 1999).
  • O’Malley, J.M. ve dğr. “Listening comprehension strategies in second language acquisition”. Applied Linguistics. 10/4: (1989), 418- 437.
  • O’Malley, ve dğr. “Learning strategy applications with students of English as a second language”. TESOL Quarterly. 19/3: (1985), 557-584.
  • O’Malley, J.M. & Chamot, A.U. Learning strategies in second language acquisition. (Cambridge, England: Cambridge University Press, 1990).
  • Oxford, R. L. “The unraveling tapestry: Teacher and course characteristics associated with demotivation in the language classroom. Demotivation in Foreign Language Learning.” Paper presented at the TESOL ’98 Congress, (Seattle, WA, March 1990).
  • Oxford, Rebecca and Jill Shearin. “Language Learning Motivation: Expanding the Theoretical Framework”. The Modern Language Journal. (National Federation of Modern Language Teachers Associations, Wiley, 78/1: 1994).
  • Oxford, R(ed.). Language Learning Motivation: Pathways to the New Century. (1996).
  • Oxford, R. Language learning strategies around the world: Cross-cultural perspectives. (Manoa: University of Hawaii Press, 1996).
  • Oxford, R. Language learning strategies: What every teacher should know. (USA: Heinle & Heinle Publishers. 1990).
  • Oxford, Rebecca L. “Language learning styles and strategies: Concepts and relationships”. International Review of Applied Linguistics in Language Teaching. (41: 2003).
  • Oxford, Rebecca L. “Strategies for Learning a Second or Foreign Language”. Language Teaching. (44/2: 2011).
  • Pauk, ve dğr. “The Cornell System: Take Effective Notes.” How to Study in College?. (10th ed.). (Boston, MA: Wadsworth, 2010).
  • Prabhu, N. S. Second Language Pedagogy. (Oxford: Oxford University Press, 1987).
  • Richards, J. C. “Second thoughts on teaching listening”. RELC Journal. (36/1: 2005), 85-92.
  • Richards, J. C. & Rodgers, T.S. Approaches and methods in language teaching. (Cambridge: Cambridge University Press, 2014).
  • Richards, J. C. & Schmidt, R. Longman dictionary of language teaching and applied linguistics. (London: Longman/Pearson Education, 2010).
  • Richards, J. C. “Chapter: Designing Instructional Materials for Teaching Listening Comprehension”. In the Language Teaching Matrix: Cambridge Language Teaching Library. (Cambridge: Cambridge University Press, 1990), 50–66.
  • Richards, J.C. & Renandya, W.A. Methodology in language teaching: An anthology of current practice (eds.). (Cambridge, UK: Cambridge University Press, 2002), 238-241.
  • Robbins, J. “Teaching listening and speaking strategies in Japan- CALLA style”. Explorations in Teacher Education. (8/2Ş 2000), 1-8.
  • Rost, M. Introducing listening. (London: Penguin, 1994).
  • Rost, M. The Cambridge guide to teaching English to speakers of other languages. (Cambridge: Cambridge University Press, 1: 2001) 7-13.
  • Rost, M. Teaching and researching listening. (Harlow: Pearson Education, 2011).
  • Schmitt, N., Jiang, X. & Grabe, W. “The percentage of words known in a text and reading comprehension”. The Modern Language Journal. (95/1: 2011), 26-43.
  • Underwood, Mary. Teaching Listening. (Longman Handbooks for Language Teachers, 1989).
  • Ur, Penny. Teaching listening comprehension. (Cambridge University Press, 1984).

Challenges That Students Face in Developing and Overcoming Listening Skill (In Teaching Arabic to Non-Native Speakers)

Yıl 2022, Sayı: 40, 51 - 65, 28.04.2022
https://doi.org/10.26650/jos.1025144

Öz

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.

Kaynakça

  • Anderson, Anne & Lynch. Listening. (Oxford: Oxford University Press, 1988).
  • Brown, Ted ve dğr. “Listening and Communication Styles in Nursing Students.” Journal of Nursing Education and Practice. (2014).
  • Chamot, A.U. “Issues in language learning strategy research and teaching”. Electronic Journal of Foreign Language Teaching. (2004).
  • Goh, Christine & Yusnita Taib. “Metacognitive instruction in listening for young learners”, ELT Journal. 60/3, (July 2006).
  • Ellis, G. & Ibrahim, N. Teaching children how to learn. (England: Delta Publishing, 2015).
  • Field, John. Listening in the Language Classroom: Cambridge Language Teaching Library. (Cambridge: Cambridge University Press, 2009).
  • Goh, Christine. “How ESL learners with different listening abilities use comprehension strategies and tactics?”. Language Teaching Research. (1998).
  • Goh, Christine. “Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications”, RELC Journal. 39/2 (August 2008).
  • Harmer, Jeremy. How to teach English. (Pearson Education Limited, 2007).
  • Krashen, S. Second language acquisition: Theory, applications and some conjectures. (Cambridge: Cambridge University Press, 2013).
  • Leech, G. Principles of Pragmatics. (London: Longman, 1983).
  • Macaro, E. “Strategies for language learning and for language use: Revising the theoretical framework”, The Modern Language Journal. (2006).
  • Macaro, E. et al. Improving foreign language teaching. Towards a research-based curriculum and pedagogy. (London and New York: Routledge, 2016).
  • Magnus Wilson. “Discovery Listening – improving perceptual processing”. ELT Journal. 57/4. (October 2003).
  • Mendelsohn, D.J. Learning to listen: A strategy-based approach for the second-language learner. (San Diego, CA: Dominie Press, 1994).
  • Nunan, D. “Communicative Tasks and the Language Curriculum”. TESOL Quarterly. 25/2. (1991).
  • Nunan, D. Second language teaching and learning. (Boston: Heinle & Heinle, 1999).
  • O’Malley, J.M. ve dğr. “Listening comprehension strategies in second language acquisition”. Applied Linguistics. 10/4: (1989), 418- 437.
  • O’Malley, ve dğr. “Learning strategy applications with students of English as a second language”. TESOL Quarterly. 19/3: (1985), 557-584.
  • O’Malley, J.M. & Chamot, A.U. Learning strategies in second language acquisition. (Cambridge, England: Cambridge University Press, 1990).
  • Oxford, R. L. “The unraveling tapestry: Teacher and course characteristics associated with demotivation in the language classroom. Demotivation in Foreign Language Learning.” Paper presented at the TESOL ’98 Congress, (Seattle, WA, March 1990).
  • Oxford, Rebecca and Jill Shearin. “Language Learning Motivation: Expanding the Theoretical Framework”. The Modern Language Journal. (National Federation of Modern Language Teachers Associations, Wiley, 78/1: 1994).
  • Oxford, R(ed.). Language Learning Motivation: Pathways to the New Century. (1996).
  • Oxford, R. Language learning strategies around the world: Cross-cultural perspectives. (Manoa: University of Hawaii Press, 1996).
  • Oxford, R. Language learning strategies: What every teacher should know. (USA: Heinle & Heinle Publishers. 1990).
  • Oxford, Rebecca L. “Language learning styles and strategies: Concepts and relationships”. International Review of Applied Linguistics in Language Teaching. (41: 2003).
  • Oxford, Rebecca L. “Strategies for Learning a Second or Foreign Language”. Language Teaching. (44/2: 2011).
  • Pauk, ve dğr. “The Cornell System: Take Effective Notes.” How to Study in College?. (10th ed.). (Boston, MA: Wadsworth, 2010).
  • Prabhu, N. S. Second Language Pedagogy. (Oxford: Oxford University Press, 1987).
  • Richards, J. C. “Second thoughts on teaching listening”. RELC Journal. (36/1: 2005), 85-92.
  • Richards, J. C. & Rodgers, T.S. Approaches and methods in language teaching. (Cambridge: Cambridge University Press, 2014).
  • Richards, J. C. & Schmidt, R. Longman dictionary of language teaching and applied linguistics. (London: Longman/Pearson Education, 2010).
  • Richards, J. C. “Chapter: Designing Instructional Materials for Teaching Listening Comprehension”. In the Language Teaching Matrix: Cambridge Language Teaching Library. (Cambridge: Cambridge University Press, 1990), 50–66.
  • Richards, J.C. & Renandya, W.A. Methodology in language teaching: An anthology of current practice (eds.). (Cambridge, UK: Cambridge University Press, 2002), 238-241.
  • Robbins, J. “Teaching listening and speaking strategies in Japan- CALLA style”. Explorations in Teacher Education. (8/2Ş 2000), 1-8.
  • Rost, M. Introducing listening. (London: Penguin, 1994).
  • Rost, M. The Cambridge guide to teaching English to speakers of other languages. (Cambridge: Cambridge University Press, 1: 2001) 7-13.
  • Rost, M. Teaching and researching listening. (Harlow: Pearson Education, 2011).
  • Schmitt, N., Jiang, X. & Grabe, W. “The percentage of words known in a text and reading comprehension”. The Modern Language Journal. (95/1: 2011), 26-43.
  • Underwood, Mary. Teaching Listening. (Longman Handbooks for Language Teachers, 1989).
  • Ur, Penny. Teaching listening comprehension. (Cambridge University Press, 1984).
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dil Çalışmaları
Bölüm Araştırma Makaleleri
Yazarlar

Dalia Abdelgawad 0000-0001-5960-9302

Yayımlanma Tarihi 28 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Sayı: 40

Kaynak Göster

Chicago Abdelgawad, Dalia. “(Anadili Arapça Olmayanlara Arapça Öğretirken) Öğrencilerin Dinleme Becerisini Geliştirmede Ve Üstesinden Gelmede Karşılaştıkları Zorluklar”. Şarkiyat Mecmuası, sy. 40 (Nisan 2022): 51-65. https://doi.org/10.26650/jos.1025144.