This document summarizes a study on listening comprehension and anxiety in the Arabic language classroom. The study examined whether general foreign language anxiety and listening anxiety are separate phenomena, and investigated correlates of learning and listening anxiety across learner characteristics and course types. Survey results showed a significant positive relationship between general anxiety and listening anxiety. Both anxieties negatively correlated with achievement factors like course grade and experience level. Finally, levels of anxiety differed based on gender, Arabic level, and whether the course was elective, required, or a major.
National Examinations 2010, Arabic, grade 9, paper 3 QQAAET_BH
The document contains information about the Grade 9 National Examinations for Arabic in Bahrain. It provides instructions that the listening exam will last approximately 45 minutes. It also includes sample questions and answers to demonstrate the format and types of questions that will be included on the exam. The document is copyrighted material of the Quality Assurance Authority for Education and Training in the Kingdom of Bahrain.
Development of Speaking Fluency for Non-Native Arabic Students Using AudacityAhmed Aboulez
Development of Speaking Fluency for Non-Native Arabic Students Using Audacity
Ahmed Aboulez
Abstract
The new trend of Teaching Arabic for non-native speakers is to listen first to native Arabic speakers to experience the fluency of the language. This study seeks to develop and evaluate the speaking fluency of non-native Arabic students using Audacity as a shadowing technique. The tools of used in this study are (i) a list of main-tasks which composed of speaking Arabic fluency for non-native speakers, (ii) a checklist of performance of speaking Arabic fluency for non-native speakers, (iii) a guide of using Audacity to improve speaking fluency for non-native Arabic speakers, and (iv) an audio package of mp3 files of natural Arabic for native speakers. Thirty non-native Arabic students were trained for 4 weeks on using audacity to edit, record sound, how to deal with audio files, and how to use shadowing technique to improve speaking fluency for non-native Arabic students. Pre and post data on speaking performance based on Arabic fluency for non-native speakers that tested at the application level were collected from the students. Analysis indicated that there was significant difference at the 0.01 level on the post-application of the checklist of performance of speaking Arabic fluency for non-native speakers. This result shows the effectiveness of Audacity to develop listening and speaking skills fluently and smoothly for non-native speakers. Based on the results of this study, it is recommended to learn language with ears not with eyes similar to how a baby acquires language by listening to the parents. One method to motivate non-native Arabic students to learn and teachers to teach non-native Arabic students effectively is to use Audacity to encourage listening to improve the fluency of the Arabic language.
Keywords: Arabic speaking fluency, non-native Arabic speakers, shadowing, Audacity.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Five Fun Activities to Build Listening Skillsallisg43
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
This document summarizes a study on listening comprehension and anxiety in the Arabic language classroom. The study examined whether general foreign language anxiety and listening anxiety are separate phenomena, and investigated correlates of learning and listening anxiety across learner characteristics and course types. Survey results showed a significant positive relationship between general anxiety and listening anxiety. Both anxieties negatively correlated with achievement factors like course grade and experience level. Finally, levels of anxiety differed based on gender, Arabic level, and whether the course was elective, required, or a major.
National Examinations 2010, Arabic, grade 9, paper 3 QQAAET_BH
The document contains information about the Grade 9 National Examinations for Arabic in Bahrain. It provides instructions that the listening exam will last approximately 45 minutes. It also includes sample questions and answers to demonstrate the format and types of questions that will be included on the exam. The document is copyrighted material of the Quality Assurance Authority for Education and Training in the Kingdom of Bahrain.
Development of Speaking Fluency for Non-Native Arabic Students Using AudacityAhmed Aboulez
Development of Speaking Fluency for Non-Native Arabic Students Using Audacity
Ahmed Aboulez
Abstract
The new trend of Teaching Arabic for non-native speakers is to listen first to native Arabic speakers to experience the fluency of the language. This study seeks to develop and evaluate the speaking fluency of non-native Arabic students using Audacity as a shadowing technique. The tools of used in this study are (i) a list of main-tasks which composed of speaking Arabic fluency for non-native speakers, (ii) a checklist of performance of speaking Arabic fluency for non-native speakers, (iii) a guide of using Audacity to improve speaking fluency for non-native Arabic speakers, and (iv) an audio package of mp3 files of natural Arabic for native speakers. Thirty non-native Arabic students were trained for 4 weeks on using audacity to edit, record sound, how to deal with audio files, and how to use shadowing technique to improve speaking fluency for non-native Arabic students. Pre and post data on speaking performance based on Arabic fluency for non-native speakers that tested at the application level were collected from the students. Analysis indicated that there was significant difference at the 0.01 level on the post-application of the checklist of performance of speaking Arabic fluency for non-native speakers. This result shows the effectiveness of Audacity to develop listening and speaking skills fluently and smoothly for non-native speakers. Based on the results of this study, it is recommended to learn language with ears not with eyes similar to how a baby acquires language by listening to the parents. One method to motivate non-native Arabic students to learn and teachers to teach non-native Arabic students effectively is to use Audacity to encourage listening to improve the fluency of the Arabic language.
Keywords: Arabic speaking fluency, non-native Arabic speakers, shadowing, Audacity.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Five Fun Activities to Build Listening Skillsallisg43
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.