Ayoob Y Jadwat PhD Thesis - University of St Andrews

491 Pages·2008·18.96 MB·English

iv
Hopwood of BRISMES, Ros Mitchell of Stirling, Hassan Mustapha of
Salford, Rex Smith of Durham, Muhammad Sulaiman, Richard Kimber and
Sam Taylor of St. Andrews, John Trim of CILT, Janice Yalden of Carleton
and others. I must also thank the staff of the main library, all my
friends and colleagues in St. Andrews and abroad who have helped me
directly or indirectly in preparing this thesis, and the Scottish people
for making my stay in Scotland a memorable one. I thank Mrs. Kerr
for typing this thesis and for helping me put it together and bring it to life.
Finally, I am deeply indebted to the Jadwat family for their continuous
and unfailing moral support and generous financial assistance throughout
my study abroad, without which this thesis would not have been completed.
I appreciate the patience of my dear parents, especially my mother who
has waited so long for my return ( !-- L , J ).
A special note of thanks goes to my brother, Farouk, for ensuring my
comfortable stay abroad and to my cousin, Ibrahim, for making it possible
for me to study In Libya for six years, which provided me with a good
foundation in the Arabic language. Lastly, but not least, I owe a special
debt of appreciation and gratitude to my wife, Zakira and her family whose
constant encouragement, support and patience proved invaluable for my
study and to our son, Waseem, who has been a source of strength and
love to us both.

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TABLE OF CONTENTS
Page

Abstract I

Dedication iii
Acknowledgements .. •. iii
Declarations ..
V
Certification .. .. vi

Abbreviations xi

Transliteration xii

List of Tables and Figures xiii
CHAPTER 1. INTRODUCTION .. .. 1
1 . 1. Purpose of the Study .. .. 2
1 . 2. Nature of Language .. .. 4
1.3. Nature of Language Teaching .. a
1 . 4. Values and Objectives of FL Study .. 1 8
CHAPTER 2. NATURE AND IMPORTANCE OF THE ARABIC LANGUAGE 26
2.1. Preview .. .. .. 27
2.2. Nature of the Arabic Language .. 28
2.2.1. Arabic Phonology and Graphology .. 35
2.2.2. Arabic Morphology .. .. 44
2.2.3. ArablcSyntax .. .. .. 50
2.2.4. ArablcSemantics .. .. 55
2.3. Importance of Arabic and its Influence on other
Languages .. .. .. 71
2.4. Summary and Conclusion .. .. 82
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Page
CHAPTER 3. FL TEACHING APPRCACHES AND METHODS 88
3.1. Preview 89
3.2. FL Teaching Appro'aches 91
3.3. Major FL Teaching Methods 99
3.3.1. The Traditional Grammar-Translation Method
(G-TM) .. 103
3.3.2. The Direct Method (DM) 109
3.3. 2.1. The Modified DM 114
3.3.3. The Reading Method (RM) 115
3.3.4. The Audio-Lingual Method (A-LM) 120
3.3.4.1. The Audio-Visual Method (A-VM) 129
3.4. Summary and Conclusion 131

CHAPTER 4. TFL IN BRITAIN: THE STATE OF THE ART 137

4.1. Preview .. .. 138
4 • 2. Obj ectives of TAFL in Britain .. 1 39
4.2.1. A Case Study of TAFL at PCL .. 143
4.3. Present Resources and Facilities .. 155
4.3.1. Within the Education System .. 155
4.3.1.1. Undergraduate Teaching .. •. 158
4.3.1.1.1. Teaching Materials, Aids and Current
Applied Research .. .. 160
4.3.1.2. Postgraduate Teaching .. .. 168
4.3.1.2.1. TAFLatSalford .. .. 169
4.3.2. Outside the Education System .. 173
4.3.2.1. TAFLatMECAS .. .. .. 175
4.4. Current Problems .. .. 181
4.5. Conclusion: Possible Solutions and Recommendations 191
CHAPTER 5. THE COMMUNICATWE APPRCACH: A THEORETICAL

OUTLINE .. .. 198

5. 1. Preview . . .. 199
5.2. Accuracy ( .i)andApproprlacy
C
InArabic •• •. 202
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Page

5.3. Historical Background of the CA 210

5.4. The Act of Communication 213
5.5. From Competence and Performance to CC and

Actual Communication 216

5.6. Theories of CC 222

5.6.1. Theories of Basic Communication Skills 222

5.6.2. Sociollnguistics Theories of CC 227

5.6.3. Integrative Theories of CC 233

5.6.4. Observations on the Theories of CC 236

5.7. A Proposed Integrative Model for CC 239

5.7.1. Guiding Principles fora CC 239

5.7.2. Theoretical Framework for CC 244

5.7.2.1. GeneralAssumptions 245

5.7.2.2. Components of CC 248

5.7.2.2.1. Linguistic or Grammatical Competence (LC) 249

5.7.2.2.2. Sociolinguistic Competence (SLC) 251

5.7.2.2.3. Discourse or Rhetorical Competence (DC) 255

5.7.2.2.4. Strategic Competence (SC) 261

5.8. Summary and Conclusion 268
CHAPTER 6. COMMUNICATIVE SYLlABUS DESIGN (cSD) 276
6.1. Preview .. .. .. 277
6.2. Curriculum and Syllabus .. .. 279
6.3. Psycholinguistic and Sociolinguistic Research 282
6.4. Arabic Language (AL) Programme Development 284
6.4.1. Components of a Communicative Arabic Syllabus 291
6.4.2. Stages In AL Programme Development 293
Stage 1 : Needs Survey 294
Stage II Description of Purpose (Objectives) 298
Stage III : Selection or Development of
Syllabus Type 302
Stage IV The Syllabus Content (Proto-
Syllabus) 303
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Page
Stages V & VI The Pedagogical Syllabus,
Classroom Procedures and
Teacher Training 307
Stages VII & VIII Evaluation and Recycling
Stages 312
6.5. Types of Communicative Syllabuses 314
Type 1 : Structural-Functional 315
Type 2 : Structures and Functions 6-
Type 3 : Variable Focus 321
Type 4 : Functional 323
Type 5 : Fully Notional (Semantic) 325
Type 6 : Fully Communicative 329
Type 7 : Procedural 334
Type 8 : Proportional (Interactive) 338
6.6. Summary and Conclusion 355
CHAPTER 7. CONCLUSION AND FURTHER RESEARCH NEEDS 360
7.1. Main Conclusion 361
7.2. Specific Further Research Needs 373
7.2.1. Communicative Teaching Methodology in TA.FL 374
7.2.2. Communicative Materials Development in TAFL 376
7.2.3. Communicative Testing Techniques In TAFL 377
7.2.4. Communicative Teacher Training in TPSL 379

APPENDICES a. .. a. •. 383
A. A Selected List of Arabic Teaching Materials

andAids .. 384
B. A Selected List of TAFL Materials produced in

the Arab World .. 419
C. Schools' Arabic Project: Syllabus Guidelines for
the Cambridge Certificate in Arabic and Arab

Studies .. 432
D. Sample Outline of a Communicative Exercise In

Arabic through Maps 442

BIBLIOGRAPHY .. 449
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ABBREVIATIONS
AL Arabic Language
A-LM Audio-Lingual Method
A-VM : Audio-Visual Method
CA(s) Communicative Approach(es)
CC Communicative Competence
CSD Communicative Syllabus Design
DC Discourse or Rhetorical Competence
DM Direct Method
FL (s) Foreign Language(s)
G-TM Grammar-Translation Method
LI First Language or Mother-Tongue
L2 : Second or Foreign Language
LC Linguistic or Grammatical Competence
MT Mother-Tongue
NL Native or First Language of Learners
RM Reading Method
SC : Strategic Competence (Communication Strategies)
SLC Sociolinguistic Competence
TAF L Teaching of (or Teach) Arabic as a Foreign Language
TL Target Language to be learnt, i.e. the FL
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TRANSLITERATION
Short vowels
b - a
a
t
th
- I
J
Long vowels
kh 'a
I
d 'g
dh
J
r
.1
z
.1
S Diphthongs
a sh
S
ai
d
L
t
z
C
gh
1 f
q
k
J 1
m
n
h
a
w
y
xlii
LIST OF TABLES AND FIGURES

Table Pa

1 Hierarchy of Planning Functions in the Total
Language-Teaching Operation .. 9

2 BA and BA Honours Degree in Modern Languages
of PCL - Coursework in Arabic .. 148

3 Four Components of Communicative Competence 274-5

4 Stages In Arabic Language Programme Development 295

5 Types of Content Specification .. 306
Figure

1 Spolsky's Educational Linguistic Model 10

2 A General Model for L2 Teaching 13

3 Formalism and Functionalism in FL teaching 136

4 A Mathematical Model of a Communication

System . . . . . . 214

5 A Model of the Act of Communication in Arabic 215

6 Structural Progression in a Communicative

Framework 317

7 Three Levels of CC In L2 Education 321

8 A DNA Model of a Fully Notional Syllabus 328

9 Three Levels of CC in a Balanced System 340

10 The Proportional Syllabus 342