شبكة المعلومات العربية التربوية

This thesis aims at monitoring listening skills learning in some Arabic language curricula for non-native speakers, to learn about methods and strategies to learn the listening skills in the English language learning curriculum for non-native speakers, then to propose a model to learn the listening skill in Arabic curricula for non-Arabic speaking students. This study is considered genuine when compared to the previous studies, because the other studies, did not make a comparison between the educational series used in language teaching for non-native speakers, since all studies mentioned listening skills and methods of teaching it separately. The study also tries to explain ways to provide listening skills and methods in English teaching series for non-English speakers in teaching listening skills to non-Arabic speaking students, therefore this thesis included: introduction, preface, three chapters, and conclusion. The preface discussed the importance of listening skills in comparison to other skills and set the objectives of this study through the questions that will be answered by other chapters ,and highlights some of the previous studies. Chapter (I) came to talk about listening skill ,linguistic levels, employ listening skills in the curriculum, then discussed the reference frames that teaches listening skills in Arabic curricula for non-Arabic speakers, and they are (ACTFL) and the European reference framework, then compare between them with regard to listening skills to each. The second chapter came in three parts ,the first :analysis of Arabic curricula for non-Arabic speakers (word, tune, and contemporary Arabic), the second is to analyze the English language curriculum as a second language (touchstone, and finally comparing the listening skill taught in each language. The third chapter, the researcher presented a proposed model for teaching listening skills through its association with the four language skills: as presented in the integrated listening model, therefore the chapter was divided into two parts, the first presented the model idea and discussing its five levels (ACTFL), while in the second I reviewed applications on the model using the American frame of references (the beginner, the intermediate, the advanced, the distinguished and the and outstanding. Finally, the conclusion came to state the most important findings of the study, results, and recommendations for the benefit of the curricula, the teachers, and the learners. (Author's abstract)