Investigating TAFL learners’ beliefs as an aspect that affects the learning process of Arabic as a second language
| [Abstract] | |
| Type | Article |
| Author | Raafat, Zeinab Mohamed. English Department, Faculty of Arts, Alexandria University. |
| Second author |
Ali, Rawheya Ahmed. Phonetics Department, Faculty of Arts, Alexandria University.
Aboul Fath Eid, Mona Ahmed. English Department, Faculty of Education, Alexandria University. el Saadany, Maram Rewaa Farag. English Department, Higher Institute of Engineering and Technology, Alexandria. |
| Pages | pp. 449-463 |
| Host Item Entry |
Journal of the Faculty of Education- Alexandria University. Vol. 24, no. 2, June 2014
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| Electronic Location |
Full text (PDF)
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| Descriptors | Alexandria University (Egypt) - Foreign students - Language instruction - Arabic - Second language instruction |
| Language of document | English |
| Country | Egypt |
The present study aims at identifying the challenges that foreign learners face in learning spoken Colloquial Arabic by investigating learners’ beliefs. The subjects of the study are 100 foreign learners who are studying Arabic in the TAFL Center, Alexandria University. They are undergraduate students coming from different countries and universities to study Modern Standard Arabic and Colloquial Arabic in Egypt. Participants represent the three language levels in the Center and both gender, males and females. All subjects who are studying in the Center participated in this study upon their consent. The researcher uses the analytical descriptive method while applying the questionnaire as a method of data collection. The results indicate that the beliefs of the learners are not considered as a crucial element that can affect the learning process. (Published abstract)
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| Raafat, Zeinab Mohamed. (2014). Investigating TAFL learners’ beliefs as an aspect that affects the learning process of Arabic as a second language . Journal of the Faculty of Education- Alexandria University. Vol. 24, no. 2, June 2014. Retrieved from search.shamaa.org |