Document Type : Original Article
Authors
1 Post-doctoral researcher, Arabic Language and Literature, Kharazmi University, Tehran, Iran.
2 Associate Professor (Ph.D.), Department of Arabic language and Literature, Kharazmi University, Tehran, Iran.
3 Assistant Professor (Ph.D.), Department of Arabic Language Translation, Damghan University, Damghan , Iran.
Abstract
Books are fundamental tools in teaching and learning. Therefore, preparing and editing educational materials need to be evaluated so that the education process can be executed efficiently. In this research, the book entitled Linguistic evaluation in programs for teaching Arabic to non-native speakers by Khalid Hosein Abu Amsheh et al. has been analyzed based on the evaluation model of McDonough and Shaw (2003). The goal is to identify the strengths and weaknesses of the aforementioned book in teaching Arabic language to non-native speakers of this language. The research method is descriptive-analytical and is applied by using a questionnaire compatible with the criteria of the McDonough and Shaw evaluation model. The findings of the research are supported by statistical methods. In the research process, 10 instructors of Arabic language skills courses were selected, who completed the review questionnaire of Abu Amsheh’s book. Their answers were analyzed by SPSS software. Findings of the research show that the structure and content of this book are organized according to what is mentioned in its introduction, and this is one of the factors that made the book get an acceptable score in terms of external evaluation. In terms of internal assessment, the authors have been successful in creating appropriate content for each discussed topic. For example, they have taught the method of teaching four language skills in an innovative way and have designed creative related exercises. The book also received an acceptable score in the overall evaluation, since based on language skills teachers, the contents of the mentioned book are practical and can be implemented in the classroom. Finally, the fact that the book is collectively authored is one of its most important strengths, because each one of the language skills in this book is written by an expert of the said skill.
Keywords
اسماعيلي، سجاد. (1397). «دراسة تحليلية لمحتوی كتاب تدريس فنون اللغة العربية في ضوء مؤشرات الجودة للكتب التعليمية». پژوهشنامه انتقادي متون و برنامههاي علوم انساني. السنة 18. العدد 11. ص 17-1.
دادبور، ناديا و محمد خاقاني اصفهاني. (1397). «قراءة نقدية في كتاب دروس في البلاغة العربية، نحو رؤية جديدة للأزهر الزناد». پژوهشنامه انتقادي متون و برنامههاي علوم انساني. السنة 18. العدد 11. ص 59-37.
السيد، محمود أحمد. (2000). طرائق تدريس اللغة العربية. دمشق: جامعة دمشق.
عبد القادر محسن ، علوان. (2010). «الاستبانة أداة في البحث العلمي». مجلة الجامعة العراقية. العدد 24. ص 504-495.
العزاوي، حسن علي فرحان و مكي فرحان كريم الإبراهيمي. (2012). «تحليل كتاب مادة النقد الأدبي الحديث في ضوء الاهداف التعليمية». مجلة كلية التربية للبنات للعلوم الإنسانية. العدد 10. المجلد 6. ص 48-35.
عطية، محسن علي.(2009). البحث العلمي في التربية مناهجه إدواته وسائله الإحصائية. عمان: دار المناهج.
المشهداني، سعد سلمان.(2019). منهجية البحث العلمي. عمان: دار أسامة.
الهاشمية، هند بنت عبد الله بن السيد. (2015). «تقويم كتاب اللغة العربية في ضوء معايير الجودة لدی طلبة كليات العلوم التطبيقية بسلطنة عمان». مجلة كلية التربية. المجلد 26. العدد 101. ص 288-257.
McDonough, Jo & Christopher Shaw. (2003). Materials and Methods in ELT. Oxford: Blackwell.
Tomlinson, Brian. (1998). Materials development in Language teaching. Cambridge: Cambridge University Press.
Brown, James Dean. (2001). Using surveys in Language programs. Cambridge: Cambridge University Press.
)