Document Type

Contribution to Book

Source Publication

rabele 2012: Enseñanza y aprendizaje de la lengua árabe / Teaching and Learning the Arabic Language / تعليم وتعلّم اللغة العربية /

Publication Date

7-28-2014

Editor

Victoria Aguilar, Miguel Ángel Manzano, Luis Miguel Pérez Cañada, Waleed Saleh, Paula Santillán Grimm

Publisher

Universidad de Murcia

City

Murcia

Volume

2

ISBN

13: 978-84-697-0762-3

First Page

81

Last Page

98

Department

Languages, Cultures & Linguistics

Abstract

This study investigates the developing attitudes of American university and college students toward learning Arabic as a Foreign Language. The primary goal of this examination is to shed light on the ways in which students' attitudes toward learning Arabic affect their motivation to learn the language, as well as their commitment to learning it. A secondary goal of this study is to reveal students' perceptions of the use of both Spoken and Standard Arabic in the classroom, and what effect their perceptions may have on their developing attitudes toward Arabic, and their motivation to learn the language and study its culture. A self-report questionnaire was utilized, which was divided into three parts. The first part was designed to obtain background information and information regarding the participants’ Arabic learning experience. The second part was developed to obtain attitudinal perceptions toward Arabic language varieties and Arabic culture, as well as participants' overall attitudes toward learning Arabic. This part of the questionnaire was designed to elicit information regarding the students’ attitudes prior to taking any Arabic classes, and their attitudes upon completion of at least one Arabic course. The findings revealed that a more positive perception toward learning Spoken Arabic was developed over the course of the Arabic language classes, however participants also reported less positive attitudes toward learning Modern Standard Arabic, along with a negative perception of the dominance of Modern Standard Arabic in the classroom. The findings also indicate that instrumental motivation is more important than any other type among students who continue in the program and take advanced Arabic.

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