Document Type : Original Article
Authors
1 PHD student in Arabic literature and language, Tarbiyat modares, Tehran, Iran
2 professor, Arabic Language and Literature, Tarbiyat modares, Tehran, Iran
3 Associate professor, Arabic Language and Literature, Tarbiyat modares Tehran, Iran
4 Associate professor, Department of Linguistics, Tarbiyat modares, Tehran, Iran
Abstract
Correct understanding of a language is considered one of the most fundamental foundations in learning and in using that language. If the learner understands a foreign language correctly, he or she can use it well in the next stage. Otherwise, the process of language learning and its use will face difficulties. Grammar, along with vocabulary, is among the important tools for understanding a second language. That is why the method of teaching second language rules has always been highlighted in most language teaching methods. The present study aims to provide a procedure to enhance reading and comprehension skills. For this purpose, the authors, relying on the descriptive-analytical method and using the observation cards, evaluated the relationship between typology-based language rules teaching and the enhancement of reading comprehension among undergraduate students of Arabic Language and Literature. In doing so, the fourth-semester students of Arabic language and literature at Arak University were divided into two control and experimental groups based on the scores obtained at the beginning of the academic semester. In the experimental group, the method for teaching rules was based on typology and recognition of similarities and differences between the rules of the two languages, Arabic and Persian. In the control group, the teaching method of rules was performed in the usual way, i.e., without referring to the similarities and differences between the two languages. The results of the study showed that teaching the differences and similarities of the grammatical components between the two languages of Arabic and Persian for one academic semester, had a positive effect on the comprehension and criticism skills of the students in the experimental group, while the learners in the control group did not make significant progress in these skills.
Keywords
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