Istirātījiyyah Mahārah al-Istimāʿ fī Taʿlīm al-Lughah al-ʿArabiyyah li al-Nāṭiqīn bi Ghairihā, al-Kitāb al-Asāsiy bi Maʿhad al-Khurṭūm al-Dauliy Namūżajan

Authors

  • Nahla Hasan University of Science and Technology Khourtoum, Sudan

DOI:

https://doi.org/10.30983/huruf.v2i1.5601

Keywords:

Non Arabic Speaker, language skills, Strategy.

Abstract

The article dealt with the strategies of listening skills and their acquisition for non-native Arabic language learners through the introductory book at the Khartoum International Institute for the Arabic language at the intermediate level. The study intends to know the strategies used in implementing the listening skill as one of the primary and practical skills in teaching language and communication with others, and the listening skill has elements that are not based only on receiving audible sounds and understanding the meanings of words and sentences. Instead, it requires using the senses of sight and hearing together besides the mind. To achieve this, the researcher followed the following methodological and procedural steps: The study tool is: the interview and attendance of three lectures for listening lessons at the Khartoum International Institute, and directing interview questions to the two teachers in the second semester of the year 20/2021 AD. The number of learners was between twenty-five to thirty learners from countries: Indonesia, Nigeria, China, Comoros, and others. The study relied on the descriptive approach based on observation, induction, and analysis. It is carried out according to several strategies, including direct and indirect.تناولت المقالة إستراتيجية مهارة الاستماع وإكسابها لمتعلمي اللّÙغة العربية الناطقين بغيرها من خلال الكتاب الأساسي، بمعهد الخرطوم الدولي للغة العربية المستوى المتوسط، بهد٠معرÙØ© الإستراتيجية المستخدمة ÙÙŠ تنÙيذ  مهارة الاستماع بكونها من المهارات الأساسية والÙاعلة ÙÙŠ تعليم اللّÙغة والاتصال مع الاَخرين، ولمهارة الاستماع عناصر  لا تستند Ùقط إلى استقبال الصوت المسموع وإدراك معاني الكلمات والجمل؛ بل تتطلب استخدام حاستي البصر والسمع معًا بجانب العقل، من أجل تحقيق ذلك اتبعت الباحثة الخطوات المنهجية والإجرائية الآتية: أداة الدّÙراسة هي: المقابلة  وحضور ثلاث محاضرات  للدروس الاستماع  بمعهد الخرطوم الدولي، وتوجيه أسئلة المقابلة للمعلمتين ÙÙŠ الÙصل الدراسي الثاني للعام 20/2021Ù…ØŒ أمّا بالنّسبة للمتعلمين، Ùقد انحصر عددهم ما بين خمس وعشرين إلى ثلاثين متعلما، من دول: إندونيسيا، ونيجيريا، والصين وجزر القمر، وغيرها، اعتمدت الدّÙراسة على المنهج الوصÙÙŠ القائم على  الملاحظة والاستقراء والتحليل، وتوصلت الدّÙراسة إلى نتائج من أهمها:  أنّ تدرس "مهارة الاستماع" يتم ÙˆÙÙ‚ عدّة إستراتيجية منها المباشرة، وغير المباشرة.

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Published

2022-08-05

How to Cite

Hasan, N. (2022). IstirātÄ«jiyyah Mahārah al-Istimāʿ fÄ« TaÊ¿lÄ«m al-Lughah al-Ê¿Arabiyyah li al-NāṭiqÄ«n bi Ghairihā, al-Kitāb al-Asāsiy bi MaÊ¿had al-Khurá¹­Å«m al-Dauliy Namūżajan. HuRuf Journal : International Journal of Arabic Applied Linguistic, 2(1), 21–38. https://doi.org/10.30983/huruf.v2i1.5601

Issue

Vol. 2 No. 1 (2022): June 2022

Section

Articles

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