تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها
Debating in Arabic is an essential component of teaching Arabic and plays a vital role in enhancing the communicative competence of native learners. However, non-Arabic speakers, who act as debaters in Arabic, face many challenges in learning and practicing Arabic debate. There is no doubt that in r...
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| Summary: | Debating in Arabic is an essential component of teaching Arabic and plays a vital role in enhancing the communicative competence of native learners. However, non-Arabic speakers, who act as debaters in Arabic, face many challenges in learning and practicing Arabic debate. There is no doubt that in recent years, many contemporary researchers pay great attention to the Arabic debate that trains non-Arabic-speaking debaters, as many previous studies indicated that trainers failed to obtain a suitable training unit for debate, especially for non-Arabic-speaking debaters, and this leads to Significant lack of guidelines and resources to effectively promote Arabic debate skill. The problem is exacerbated when some universities have outdated curricula that do not adequately meet the needs of non-Arabic speaking debaters. Based on this seriousness, it is necessary to address these issues and overcome these challenges to ensure that non-native speaking debaters have access to effective and relevant training modules that enhance their communication and debate skills. Thus, this research aims to achieve the following things, including: First and foremost, to find out the difficulties faced by the non-native debaters from the point of view of trainers. Secondly, to explain the needs of non-Arabic debaters in designing the debate training module. The third is knowing the components of designing the training module for Arab debate. This research followed the qualitative approach based on the interview as a data collection tool with five arabic debate trainers, and its analysis is carried out using the ATLAS.ti program. This study found about 10 problems and weaknesses among debaters and trainers, including (1) lack of debate competitions and championships, (2) loss of ideas and words during speech, (3) lack of references and the form of Arabic debate’s system, (4) students' lack of interest in debate and their participation, and lastly (5) the problem of students' withdrawal from training and competitions. These difficulties faced by non-Arabic debaters from the point of view of the trainers indicate an urgent need in designing the training module. The vast majority of them also agree to use a combination of theoretical and practical exercises, because they need the four basic language skills, the skill of reasoning, the skills of processing an idea in a debate to translate it into Arabic quickly, the skill of constructing a sentence using the correct pattern of debate language. Also obviously, there are a lot of suggested activities to be included in these module components, (1) watching a debate video, (2) brainstorming activities, as well as (3) structured discussion activities on current issues. Therefore, by addressing these issues, the study can also contribute to improving the teaching of Arabic language through debate skill according to these training modules. |
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