Challenges That Students Face in Developing and Overcoming Listening Skill (In Teaching Arabic to Non-Native Speakers)
Communication for the foreign learner’s speaking and listening skills in the language he is learning is influenced by a number of elements. A learning obstacle for him and a problem for the teacher to conquer. The major goal of this article is to assist the learner in overcoming it, becoming comfortable with it, or handling it, and using an acceptable way to address it. This article aims to present a set of challenges that both teachers and students face in developing listening skills and understanding listening in the context of teaching Arabic as a foreign language, as well as how to overcome them, through some suggested solutions that teachers and students can use in developing listening comprehension and developing awareness of listening instructions. Also raising the efficiency of the teacher in the listening class. Listening is a complex process in the field of foreign language instruction, and it is crucial in the development of a student’s skills in Arabic as a foreign language. Listeners understand by using both ascending (language knowledge) and descending (previous knowledge) processes. The teacher can help students develop suitable strategies for listening comprehension through a hands-on approach for teaching listening. Undoubtedly, knowing the context and purpose of the listening text remarkably reduces the burden of understanding and acquiring this skill over time with proper practices. This in turn helps them learn how to listen and develop their knowledge. To succeed in understanding and developing listening skills, use suitable cognitive and metacognitive strategies. Finally, by providing a practical grasp of these challenges and how to overcome them, this essay tries to explain some of these specifics regarding hearing and what makes listening difficult.
(التحديات التي يواجهها الطالب في تنمية مهارة االستماع، والتغلب عليها (في تعليم العربية للناطقين بغيرها
هناك عوامل مؤثرة تجعل التواصل للطالب األجنبي التحدث باللغة التي يتعلمها؛ تحديا له في عملية التعلم، وتحديا للمعلم للتغلب عليها. ومساعدة الطالب على تخطيها، ومعالجتها، واستخدام األساليب المناسبة لمواجهتها هو الهدف الرئيس من هذا المقال. ويهدف هذا المقال إلى عرض مجموعة من التحديات التي يواجهها كال من المعلم والطالب في تنمية مهارة االستماع، وفهم المسموع في تعليم اللغة العربية كلغة أجنبية، وكيفية التغلب عليها من خالل بعض الحلول المقترحة التي يمكن للمعلم والطالب االستعانة بها في تنمية فهم االستماع، وتنمية الوعي حول تعليمات االستماع. ورفع كفاءة المعلم في صف االستماع. وتعد عملية االستماع في مجال تعليم اللغات األجنبية عملية معقدة، وهي ذات أهمية بالغة في تطوير كفايات ً من المعالجات التصاعدية )المعرفة اللغوية(، دارس اللغة العربية كلغة أجنبية. ويستخدم المستمعون كال والتنازلية )المعرفة السابقة( للفهم. ويمكن للمعلم مساعدة الطالب على تطوير استراتيجيات سليمة للفهم من خالل نهج عملي لتدريس االستماع. ومما ال شك فيه أن معرفة سياق نص االستماع والغرض منه؛ يقلل بشكل كبير من عبء االستيعاب والفهم. وهذا بدوره يساعد الطالب على تعلم كيفية االستماع وتطوير المعرفة لديهم؛ من خالل االستراتيجيات المعرفية، وما وراء المعرفية المناسبة للنجاح في فهم االستماع وتنمية تلك المهارة. وختاما فإن هذا المقال يهدف إلى عرض بعض هذه التفاصيل حول االستماع وما يجعل ًا؛ من خالل توفير فهم عملي لهذه الصعوبات؛ وكيفية التغلب عليها. االستماع صعب ّة: االستماع - فهم المسموع - االستراتيجية - استراتيجيات االستماع
(Anadili Olmayanlara Arapça Öğretirken) Öğrencilerin Dinleme Becerisini Geliştirmede ve Üstesinden Gelmede Karşılaştıkları Zorluklar
Yabancı öğrencinin dil öğrenme sürecinde iletişimi, gerek kendisi için bir zorluk haline getiren gerekse öğretmen için üstesinden gelinmesi gereken bir zorluk haline getiren, etkili ve belli faktörler vardır. Bu makalenin temel amacı, öğrencinin bu sürecin üstesinden gelmesine, meseleyi ele alışına ve yüzleşmek için uygun bir yöntem kullanmasına yardımcı olmaktır. Çalışma bu bağlamda, yabancı dil olarak Arapça öğretiminde dinleme becerisini geliştirmede ve dinlediğini anlamada hem öğretmenlerin hem de öğrencilerin karşılaştıkları birtakım zorlukları ele almayı, dinlediğini anlama ve dinleme yönergeleri hakkında farkındalık geliştirmeyi, öğretmenlerin ve öğrencilerin kullanabileceği bazı öneriler ve çözümler sunmayı ve dinleme derslerinde öğretmenin verimliliğini artırmayı amaçlamaktadır. Yabancı dil öğretimi alanında dinleme süreci, karmaşık bir süreçtir ve yabancı dil olarak Arapça öğrenen öğrencinin yeterliliklerini geliştirmede önemli bir yere sahiptir. Aslında, dinleyici anlamak için hem artan (dil bilgisi) hem de azalan (ön bilgi) süreçlerini kullanmaktadır. Öyle ki öğretmen, dinleme dersinde bilimsel bir metotla öğrencilerin dinlediğini anlaması için uygun stratejiler geliştirmelerine yardımcı olabilir. Kuşkusuz, dinleme metninin bağlamını ve amacını bilmek, anlama ve kavrama zorluğunu önemli ölçüde azaltmaktadır. Bu da öğrencilerin, dinlediğini anlamada ve bu beceriyi geliştirmede başarılı olmak için uygun bilişsel ve üst bilişsel stratejiler geliştirmelerine ve ilerlemelerine yardımcı olmaktadır. Son olarak bu makale, dinleme ve dinleme sürecini neyin zorlaştırdığını ve nasıl üstesinden gelineceği ile ilgili bazı ayrıntıları, bu zorlukların pratikteki karşılıklarını sunarak göstermeyi amaçlamaktadır.
Some foundations and principles influence a foreign student’s communication, speaking, and listening in the language he is learning, and these foundations and principles are a challenge for the student to overcome in the learning process, as well as a challenge for the teacher to help the student become familiar with them and use appropriate methods to confront them. The point is to show some of these details about listening and what makes listening difficult. It is also to provide a practical understanding so that the teacher can recognize what students are going through when they learn Arabic as a foreign language, which in itself can be a frustrating emotionally, and mentally exhausting experience. Some speakers speak very quickly, some speak with very difficult accents, some use unfamiliar words, and some use unclear gestures.
I. Problem statement
A sense of the current research problem appeared through
1- The personal experience of the researcher, who started in the field of teaching Arabic to non-native speakers of Arabic in 2005. Throughout her educational career, the researcher observed that learners struggle with understanding listening while progressing in other language skills; this indicates the existence of a problem that warrants research and study.
2- Examining a set of studies and research that dealt with teaching Arabic to non-Arab students, many studies and research have confirmed the existence of a real problem for students in understanding listening.
3- Oral exams and interviews were conducted by the researcher with a large number of students of different nationalities and ages in the oral exams.
4- Personal interviews were conducted by the researcher with several teachers and experts in the field of teaching Arabic as a foreign language during various conferences and seminars.
II. Identify the problem (Approach)
The research problem is determined by the difficulties encountered by students and teachers in developing their listening skills in Arabic language classes for non-native speakers, as well as the lack of use of modern strategies in developing their listening skills, which necessitates modern solutions, means, and techniques; closer to reality and within everyone’s reach to develop the skill of listening and comprehension of listening. To address this problem, the research attempts to answer the following main question: What are the challenges faced by the teacher and the student in the classroom in understanding listening and developing this skill, and how to overcome it? The following questions are derived from this main question:
1. What challenges does the student face in understanding listening?
2. What challenges does the teacher face in teaching listening?
3. What makes listening easy for a student?
4. What makes teaching listening easy for a teacher?
5. What is the listening class like?
III. Research aims
The current research aims to:
1- Outlining the difficulties encountered by both the teacher and the student in developing the skill of listening and understanding listening in the context of teaching Arabic to non-native speakers in the classroom.
2- Ways to overcome these challenges for the teacher and the student in the non-native Arabic language teaching class.
IV. Importance of research
This study benefits the field of teaching Arabic to non-native speakers; it assists teachers in overcoming problems with teaching listening and provides strategies to help them improve their performance. Students benefit from the suggested strategies as well; it helps them develop self-confidence, comprehension, and listening skills, as well as guidance and counseling skills, good follow-up, and objectivity.
V. Terms
1- Listening is “a process in which the listener perceives auditory stimuli produced by the speaker or a recorded audio track and attempts to interpret the meaning of the presented speech.”
2- Listening comprehension is “the process of understanding discourse presented in first and second languages.”
3- Strategy is “a specific method, tactic, or procedure that language users use to deal with potential problems.” Strategy is also often defined as a conscious, goal-driven attempt to facilitate a learning task.
4- Listening strategies are “a conscious plan for dealing with incoming speech especially when the listener knows they must compensate for incomplete input or partial understanding.”
