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1. A Thesis Submitted In Partial Fulfillment Of The Requirements Of The PHD Degree
In Teaching Arabic As A foreign Language.
Supervised By: Hasan Al-Ahmad. Prepared: Ruba Al-Hayek.
Social variables Among Learners of Arabic as a Foreign Language and their Impact on Achieving
Communicative Competence
A theoretical and Applied Study The Light of Sociolinguistics
Damascus University
Higher Language Institute
Arabic Language teaching Department
The Syrian Arab Republic
stages of acculturation List of Sociolinguistics Elements social distance Comunictive Competence
Results: The relationship between the
independent and dependent variables
The results: the usage degree of social
language elements
Introduction (objective, research question,
research limits, and methodology)
The most important
recommendations and suggestions
The effect of social distance on communication
efficiency
The effect of social distance on communication efficiency
is strong and predictable, as communication efficiency
increases by a degree of 0.729 whenever the social
distance increases by one degree. (In the event that a
balanced close distance is maintained between the parent
and target communities).
The effect of the acculturation stage on
communication competence
The effect of the acculturation stage that a learner of
Arabic goes through as a second language on his
communicative competence is weak, as the
communication competence increases by 0.143 compared
to the one degree increase in the acculturation stage.
There is a relationship between the degree of using
social language elements and achieving
communicative competence.
The aim of the research is to study the impact of
the independent social variables represented by
(social distance, and stages of the acculturation
process) in achieving the communication
competence of learners of Arabic as a second
language, in addition to studying the relationship
between the usage degree of social language
elements and the achievement of competence in
the language as it is taught, as well as within its
national limits. The research monitored the effect
of the following classification variables
(nationality, language level, scientific
specialization, length of stay in Syria, the time
the learner intends to spend in Syria, the
number of native speakers with whom the
learner interacts, and the number of hours of
interaction with native speakers, in the bothe of
social distance, usage degree of social language
elements, and communicative competence test.
To achieve these goals, the researcher applied
the research tools to a sample of 31 male and
female learners of Arabic as a second language,
distributed over eight nationalities (Africa, Europe,
Asia), at the Institute of Arabic Language
Teaching affiliated with the Ministry of Education,
and the Rehabilitation Institute for Teaching Arabic
between the years 2019 2020, through the
descriptive approach.
The results: the effect of categorical variables
3
3.1
3.2
3.3
3.4
3.5
3.6
‫التفاعل‬ ‫بدء‬
‫االجتماعي‬
‫واللباقة‬ ‫التلطف‬
‫عن‬ ‫التعبير‬
‫الذات‬
‫التواصل‬
‫مختلفة‬ ‫بسياقات‬
‫التواصل‬
‫اإلشاري‬
‫ككل‬ ‫االستبانة‬
3.46
3.59
3.23
3.29
3.4
3.33
The researcher recommended use strategies in
teaching that help balance the two cultures of origin
and target, develop a list of social language
elements, and balance linguistic and cultural
development.
She suggested re-studying with a longitudinal, not
cross-sectional research sample, developing cultural
proficiency tests, and building a proposed program
based on the harmonization between the stages of
acculturation and the language needed by the learner
at each stage of acculturation.
Variable : There are
differences in favor of
Communicative
competence
The Usage degree of
social language
elements
Social distance
Nationality
There are no
differences.
Europeans: the field
of supra-linguistic
communication.
Europeans: In whole
questionnaire.
language level
Distinguished level: in
whole test, and in the
field of politeness and
social tact.
And the advanced level:
in the field of extra-
linguistic
communication
Beginner level:
Expression in
different social
situations
Distinguished (in the
concepts of
newspapers and
courtesies).
The College
There are no
differences.
There are no
differences.
Civil engineering, and
the Arabic language.
Duration in Syria
There are no
differences.
From six months to
a year: Expressing
oneself and
thoughts
From one to two years: in
my concepts (poverty and
the poor), and the longest
period is 3-10 in my
concepts (compliments,
money and wealth).
The desire duration
to stay in Syria
who wants to stay for more
than 5 years. in the fields of:
politeness and social tact +
supra-linguistic
communication + comparison
between two cultures
There are no
differences.
More than 5 years (in
six concepts).
The number of native
speakers interaction
with
Who interacts with more than
20 people: in the area of
communication above
linguist
Who interacts with less
than 5 people: In the field
of initiating social
interaction.
Those who have
between 11-20
friend
Number of
interaction’s hours
There are no
differences.
There are no
differences.
There are no
differences.
Some of the most important references
Theoretical study
Arabic references
‫جروجون‬
‫ا‬‫و‬‫انس‬
‫ر‬‫ف‬ ،
( .
2017
.)
‫اللغة‬ ‫ثنائيو‬ .
‫ا‬
‫لحايك‬
‫با‬‫ر‬ ،
( .
2012
‫م‬
.)
‫اللغة‬ ‫تعليم‬ ‫مناهج‬ ‫في‬ ‫الثقافية‬ ‫َّة‬
‫الماد‬ ‫تقديم‬ ‫اتيجيات‬
‫ر‬‫است‬
‫العربية‬
‫لغة‬ ‫بوصفها‬
‫ثانية‬ .
‫ناصر‬ ‫صالح‬ ،‫خ‬
‫الشوير‬
( .
2016
.)
‫قضايا‬
‫أساسية‬
‫اللغة‬ ‫تعليم‬ ‫في‬
‫الثانية‬ .
‫كاتبي‬
‫عادل‬ ‫هاديا‬ ،
.
‫العساسفة‬‫و‬
‫هلل‬ ‫مدا‬ ‫المثنى‬ ،
( .
2015
.)
‫عينة‬ ‫لدى‬ ‫االجتماعي‬ ‫االندماج‬
‫من‬
‫متعلمي‬
‫اللغة‬
‫األردنية‬ ‫الجامعة‬ ‫في‬ ‫ها‬
‫بغير‬ ‫الناطقين‬ ‫العربية‬.
References in English
1. Berry, J. W. (1994). Acculturation and Psychological Adaptation: An Overview.
2. Cohen, D, A. Paige, R, M. Rachel, L, Shively. Emert, H, A. & Hoff, J, G.
(2005). Maximizing Study Abroad Through Language and Culture Strategies:
Research on Students, Study Abroad Program Professionals, and Language
Instructors.
3. England, L. (1982). The Role of Integrative Motivation in English as a Second
Language Learning Among a Group of Foreign Students in the United States.
4. Fantini, Alvino E.(1997). New ways in teaching culture.
5. Ikeda, K. (1985). A descriptive study of the relationship between cultural
sensitivity in the acculturation process and the second language learning process.
6. Ishihara, N & Cohen, A. (2010). Teaching and Learning Pragmatics. Where
Language and Culture Meet. 1st ED.
7. Palmer, J. (2009). Student Acculturation, Language Preference, And L2
Competence In Study Abroad Programs In The Arabic-Speaking World.
8. Simpson, B. (1997). Social Distance as a Factor in the Achievement of
Pragmatic Competence.
9. Schumann, J H. (1976). Social Distance As A Factor In Second Language
Acquisition.
10. Schumann, J H. (1986). Research On The Acculturation Model For Second
Language Acquisition.
11. Schwartz, S. J. & Zamboanga, B. L. (2008). Testing Berry's model of
acculturation: A confirmatory latent class approach.
12. Thomas, Jenny. (1983). Cross cultural pragmatic failure.
13. Tilburg, Miranda van. & Vingerhoets, Ad (eds.). (2005). Psychological
Aspects of Geographical Moves. Homesickness and Acculturation Stress.
14. Ward, C. & Kennedy, A. (1993(. Where’s the “Culture” in Cross-Cultural
Transition.
15. Ward, C. & Kennedy, A. (1994). Acculturation strategies, psychological
adjustment, and sociocultural competence during cross-cultural transitions.
16. Ward, C. Bochner, S & Furnham, A. (2005). The Psychology of Culture
Shock.
key words
Social
distance
Culture
Shock
acculturation
Intercultural
Stereotype
social
variables
Published Research
* Indicators of the social dimension in the communicative
competency tests among non native speaker from the point of view of
teachers and graduate students.
* The reasons for poor communication in Standard Arabic among the
eighth grade students in the city of Damascus from the point of view
of the students themselves.
Intercultural Speaker Model
The thesis is divided into five chapters; It included the basics, the
theoretical and practical study, and the description of the experiment
according to the following divisions:
Chapter one: the basics of research and some previous studies.
Chapter Two: Theoretical Framework: It is divided into three sections:
The first topic: Teaching language in the social context.
The second topic: social linguistics and linguistic communication.
The third topic: social variables and their role in achieving the
communication competence of Arabic language learners.
Chapter Three: Research Procedures.
Chapter Four: Presentation, discussion and interpretation of the results.
Chapter Five: Conclusions, Recommendations and Suggestions.
Some international experiences
).
1976
1968
(Schumann
+
Social Distance (Berry1994)
(England 1982) The Role of Integrative Motivation in English as a Second
Language Learning Among a Group of Foreign Students in the United
States.
(Ikeda 1985) A Descriptive Study of the Relationship Between Cultural
Sensitivity In The Acculturation Process And the Second Language Learning
Process.
(Simpson 1997) Social Distance as a Factor in the Achievement of Pragmatic
Competence.
(Palmer 2009) STUDENT ACCULTURATION, LANGUAGE
PREFERENCE, AND L2 COMPETENCE IN STUDY ABROAD
PROGRAM IN THE ARABIC-SPEAKING WORL .