CC BY
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COMMON PROBLEMS IN TEACHING ARABIC LANGUAGE
Ermatov U.K
Ermatov Usmonjon Komilovich - Teacher, DEPARTMENT OF THEORY AND PRACTICE OF TRANSLATION, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in today's world, the number ofpeople who want to learn Arabic has increased a lot and teaching this language, in turn, has become one of the most discussed topics. This writing aims to argue some methods used in teaching the language, as well as the related problems. More and more people are today interested in Arabic; moreover, they are attracted to Arab countries, too. It seems that learners of this language intend to be able to use Arabic in reality rather than learning it without much practice. It discusses their positive or negative feature from the experience of teaching through appropriate materials for over ten years and from students' opinions.
Keywords: phoneme, tendency, colloquial Arab, curriculum, speaking skills, presentation, deterioration, non verbal.
UDC 81-139
1. Introduction
Although Arabic language does not easy, number of people who are getting interested in learning Arabic language is increasing day by day. It demands more practice than other languages. That is why non-speakers must own Arabic curriculum. These text-books have a great advantage in teaching Arabic in terms of helping learners to achieve their certain goals and this is carried by presenting Arabic at the levels of phonemic, linguistic, syntactic and structural, which makes learning it easier. A number of textbooks that aim to teach Arabic to non-speakers, have appeared which means there is also a need for criticism in result. It is worth considering the general tendencies, their methodology and the way of presenting Arab culture through the language.
Methodology. We start our work from observing the situation of Arabic in several types of mass media. Such deterioration can affect grammar, pronunciation and structure which may damage national color and the usage of language in the formation of speakers' mind and conscience. It is enough, for instance, to simply watch a newsreader on TV who uses the French word "couple" because he doesn't find its alternative in the Arabic language1.
Furthermore, the language used in advertisement, mall and commercial shops underestimates the Arabic language showing total ignorance towards it.
When it comes to students, problems with structure and language itself can be found as of the fundamental education. Additionally, this issue is noticed among even graduate students. Most of the mistakes are in the fields of vocabulary, spelling or reading.
The problem is mostly carried through social communication areas and writing letters where Latin letters are mostly preferred to the Arabic ones, which puts Arabic individual, his heritage and values in danger. Identifying the causes of this deterioration is an important task2.
The difference between the formal, standard Arabic and spoken Arabic and the duality of the language is the most severe problem. All Arab countries, some within the same country share this problem3.
1 Ismail Hassan: Teaching the Arabic Language: Problems in Languages or Speakers. The II International Conference «Methods Of Teaching Oriental Languages: Actual Problems And Trends». 2014. P. 4.
2 Amineh, Roya Jafari and Asl, Hanieh Davatgari. (2015). Review of constructivism and socialconstructivism. Journal of Social Sciences, Literature and Languages, 1 (1), 9-16.
3 Ahmadi, M.R., & Pourhossein, A.G. (2012). Reciprocal teaching strategies and their impacts on english reading comprehension. Theory and Practice in Language Studies, 2 (10), 2053-2060.
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The colloquial spoken Arabic became separated from the formal one in terms of structure, pronunciation and grammar, although the latter is used to correlate the former. Today's learner wants to know the meaning of the words he thinks colloquial despite the fact that he could find alternative synonyms of those words in Arabic. The learner is sometimes confused and chooses uncommon colloquial vague words or resorts to foreign words in spite of Arabic, available ones1.
Additionally, this duality and problems are becoming more serious as scientific subjects are taught in foreign languages, such as English or French in most Arab countries under the pretext of the inability of the Arabic language to catch up with the scientific development, a thing which the present and the past refute totally.
The impact of the intellectuals and educators on the Arabic language can have both advantages and disadvantages. The advantageous side illustrates itself in speaking, in poetry, and in science. The drawback, however, expresses itself in grammatical structures transferred by translation2.
What makes problems more severe is that the curricula underestimate the Arabic language and official policies end up pushing language backwards.
Conclusion. We should create educational policies that aim at stopping deterioration as a priority; these policies have to keep the importance unity of Arabic language as the major language of science in Arab countries. Foreign languages should be taught just to cope with the civilization. What is more, we need to support research in the field of linguistic and language. The official textbooks ought to be the target of interest both in content and structure, making effective use of technology in teaching and encouraging reading in Arabic, as this has great help.
In the end, we ask: Which is the real cause of the problem, language or speakers?
References
1. Ahmadi M.R. & Pourhossein A.G., 2012. Reciprocal teaching strategies and their impacts on english reading comprehension. Theory and Practice in Language Studies, 2 (10), 2053-2060.
2. Amineh Roya Jafari and Asl Hanieh Davatgari, 2015. Review of constructivism and socialconstructivism. Journal of Social Sciences, Literature and Languages. 1 (1), 9-16.
3. Hudson T., 2011. Teaching second language reading. Oxford: Oxford University Press.
4. Ismail Hassan: Teaching the Arabic Language: Problems in Languages or Speakers. The II International Conference «Methods Of Teaching Oriental Languages: Actual Problems And Trends», 2014. P. 4.
5. Mohammed Al-Ammari: About Choosing Methods of Teaching the Arabic Language. The II International Conference «Methods Of Teaching Oriental Languages: Actual Problems And Trends», 2014. P. 6.
1 Hudson, T. (2011). Teaching second language reading. Oxford: Oxford University Press.
2 Mohammed Al-Ammari: About Choosing Methods of Teaching the Arabic Language. The II International Conference «Methods Of Teaching Oriental Languages: Actual Problems And Trends». 2014. P. 6.
