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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my-usim-ddms-12500 |
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uketd_dc |
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Universiti Sains Islam Malaysia |
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USIM Institutional Repository |
| language |
other |
| topic |
Debates and debating Arabic; Arabic language--Rhetoric. Debates and debating Arabic; |
| spellingShingle |
Debates and debating Arabic; Arabic language--Rhetoric. Debates and debating Arabic; محمد حنيف بن نعيم Muhammad Hanif Bin Naim تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها |
| description |
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 The problem is exacerbated when some universities have outdated curricula that do not adequately meet the needs of non-Arabic speaking debaters.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. |
| format |
Thesis |
| author |
محمد حنيف بن نعيم Muhammad Hanif Bin Naim |
| author_facet |
محمد حنيف بن نعيم Muhammad Hanif Bin Naim |
| author_sort |
محمد حنيف بن نعيم |
| title |
تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها |
| title_short |
تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها |
| title_full |
تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها |
| title_fullStr |
تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها |
| title_full_unstemmed |
تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها |
| title_sort |
تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها |
| granting_institution |
Universiti Sains Islam Malaysia |
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my-usim-ddms-125002024-05-29T19:34:29Z تحليل حاجات تطوير الوحدات التدريبية في تدريس المناظرة العربية للمتناظرين الناطقين بغيرها Tahlil hajat tatwir al-wahdat al-tadribiyah fi tadris al-munazarah al-'arabiyyah lil-mutanathirin lil-naṭiqin bi-ghayriha محمد حنيف بن نعيم Muhammad Hanif Bin Naim 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. Universiti Sains Islam Malaysia 2023 Thesis other https://oarep.usim.edu.my/handle/123456789/12500 https://oarep.usim.edu.my/bitstreams/add21501-bc4c-4893-8361-298eedba87e5/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/466828cb-8ac1-412f-94b4-09891868d8d8/download 91f000c515279632b2ceaed419c26db2 https://oarep.usim.edu.my/bitstreams/ce12c527-327d-4681-8ff3-f756e4c2d5de/download 18cfeebde776d4653fb6b8632e94edbe https://oarep.usim.edu.my/bitstreams/79ff210d-8e22-4256-b95c-9b6d369bf932/download a24780fc75c3f407afafd5305a4a69de https://oarep.usim.edu.my/bitstreams/b39bd609-d990-49f6-bb0c-b07d26fedc38/download a28d7a22c81fe4880fc762cdabfcdbb0 https://oarep.usim.edu.my/bitstreams/92939c1b-5ff1-49dd-b9b9-36a2ad00bb9e/download e424838ef7bbb751c27ff437227b33a6 https://oarep.usim.edu.my/bitstreams/6b188ff7-8af2-4c8f-b1d0-0b0a74badf3a/download 2f4de0b2a06f9b3953e7f47398a2f3df https://oarep.usim.edu.my/bitstreams/500020ee-a714-4f98-a9b6-5d5252d8d0ed/download 413fc14f311512b44037849c7e4355f0 https://oarep.usim.edu.my/bitstreams/dbb09dc0-3016-4f65-b450-73281a9b37f6/download 11ada1656af1922ba3690ce54e952e7b https://oarep.usim.edu.my/bitstreams/b956c54c-f860-43ac-bb90-949f7119e2ac/download fae1f3e1dbce1bc800a404a99ca0d4ef https://oarep.usim.edu.my/bitstreams/805556d1-de9b-4c5f-b50b-e8f7701f9090/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/a73bc24d-8b19-4097-ac9f-5b69ee7481d0/download 412a4040b350839db07c82d1de1a3987 https://oarep.usim.edu.my/bitstreams/800c0d0c-c97d-4b77-98d7-84952fa6a0b2/download fb3929c98a0071a8dd573b82a895f255 https://oarep.usim.edu.my/bitstreams/c8827bf7-f0e5-4c9f-8fe2-ef83d447db65/download ec922f8d026520a47983b6aa63dcca30 https://oarep.usim.edu.my/bitstreams/7968d8e8-5657-4cce-ba70-8ff5b383996c/download 0689b2c890075dc43fb6e0cac9e9c340 https://oarep.usim.edu.my/bitstreams/e8759c30-7a7f-43ba-8ba5-381a9fef88f3/download df42f78a4c021556672eafb8a73d800e https://oarep.usim.edu.my/bitstreams/b6b96637-3b93-44c9-9dde-28baee4dcce5/download bea02805b6127bcf618fe18d12605d75 https://oarep.usim.edu.my/bitstreams/c997b078-9263-41b8-b900-241426103a26/download 6044a4e0d4594cd845810605654e487c https://oarep.usim.edu.my/bitstreams/e527d12b-c816-4bc6-8891-deda05730a3f/download 357853f77e8ebefcc8ea25d548338dea Debates and debating, Arabic; Arabic language--Rhetoric. Speeches, addresses, etc., Arabic. |