المقترب التكامليّ لتدريس العربيّة كلغة ثانية واحتياجات المتعلّمين

Abstract

في ضوء الواقع اللغويّ العربيّ المعاصر، وفي ضوء التطوّرات التي طرأت على مجال تدريس العربيّة كلغة ثانية-أجنبيّة في العقود الثلاثة السابقة، تعالج هذه الرسالة الأسس التي ينطلق منها المقترب التكامليّ وتتناول مميّزاته ومواقف الطلّاب والأساتذة منه، وذلك عبر دراسة ميدانيّة كمّيّة ونوعيّة للمقترب التكامليّ الذي يعتمده البرنامج الصيفيّ المكثَ

This study aims to develop a more profound understanding of the needs of the learners of Arabic as a Second Language (ASL) at the intensive summer program at the Center for Arab and Middle Eastern Studies (CAMES), at the American University of Beirut, and the extent to which the Integrated Approach (IA) that integrates Fuṣḥā and ʿāmmiyya and that is utilized at the Program fulfills the learners’ needs. The study is driven by three research questions: RQ1: What are the objectives and needs of the students enrolled at the CAMES ASL intensive summer program? RQ2: What are the characteristics of the IA that is utilized at the program? RQ3: To what extent does the IA that is utilized respond to the objectives and fulfills the needs of the students enrolled at the program? The research questions are addressed based on a quantitative and qualitative study of the students’ needs and the attitudes of both students and teachers towards IA. The thesis is divided into seven chapters. The first three chapters encompass a general introduction, literature review, and the relevant research methodology applied. Chapter Four is devoted to RQ1 and provides an analysis of the students’ goals and needs. Chapter Five tackles RQ2 by gauging the characteristics of the IA currently applied at the program and the students’ and the teachers’ attitudes. Chapter six addresses RQ3 by assessing the extent to which the IA utilized fulfills students’ needs. Chapter seven provides a general conclusion and considers the implications of this study for the field of ASL. It was concluded that the most vital needs of the students are influenced by “integrative orientations”, followed by needs that are guided by “instrumental orientations”, and that most of the students who participated in the study agree that the IA that is utilized at the program indeed will serve to assist them in fulfilling their Arabic language goals.