شبكة المعلومات العربية التربوية

The growth in the number of Arabic language learners from all over the world is nothing short of remarkable. Consequently, many Arabic books and serials for nonnative speakers are developed. All of which are to teach the language fundamental skills based on well-constructed standards, the most sufficient methods with the least time and efforts. Here is to say, learners, eventually, will be able to efficiently and proficiently communicate with Arabic native speakers with different backgrounds. The four language skills, which are listening, reading, writing, and speaking, are the major elements of any language learning. However, speaking is considered to be the most important since it is used as an indicator for students' progress. Therefore, this study is based on analyzing the University of Jordan curriculum for non- native Arabic speakers to figure out the extent to which the speaking skill is supplemented in light of ACTFL's standards for learning foreign languages . The results of the study showed that the methodology on which the books were built was not clearly demonstrated nor were the frameworks. In addition, these books can be categorized based on ACTFL proficiency scale as the following: book one represents the novice low level. Book two represents the novice mid-level. Book three represents the novice high and intermediate low levels. Book four represents the intermediate mid and intermediate high levels. Book five represents advanced low level. Book six represents the advanced mid-level. However, the speaking skill was not developed based on clear and consequential hierarchy; it is approximately absent in the first three books. Depending on these results, the researcher recommended that the curriculum development should be reviewed in light of well-constructed international standards to measure the extent to which the speaking skill meets these standards. (Author's abstract)