Abstract
This study aims to develop a framework to design a model in teaching and learning al-ḍamīr based on the sequence of students’ acquisition in Arabic language curriculum. Undoubtedly, the teaching and learning models in Arabic language have expanded. However, these models still had not been able to overcome students’ difficulties in acquiring the Arabic language, especially in grammar aspect. This is because most of the models are too general and are not able to identify the difficulties in acquiring Arabic language among students. Consequently, it contributes to students’ failure to understand Arabic language effectively. The researchers have conducted a test in sentence constructions among 205 UiTM Perlis Malaysia students who took Introductory Arabic III in order to develop this framework model. Group Score Method (GSM), which was introduced by Dulay and Burt (Lang Learn 23(2):245–258, 1973) and Krashen (Mod Lang J 1(67), 1982), was used to design this descriptive quantitative study. The findings revealed that there were clear difficulties among students regarding al-ḍamīr acquisition sequence. Therefore, the implementation of the al-ḍamīr framework based on this sequence model is a new innovation in the field of Arabic grammar and is expected to contribute to the Arabic language education curriculum. It is also important for the academicians to develop an established Arabic curriculum. Furthermore, this study will also contribute to the development of systematically teaching and learning Arabic language that will give a positive impact in Arabic pedagogy in order to enhance students’ understanding and overcome their difficulties in learning al-ḍamīr Arabic language.
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Ismail, U.S., Atoh, N., Chulan, M., Awang, A.B., Hamid, A.T. (2020). Developing the Framework Model in Teaching and Learning Al-Ḍamīr Based on the Sequence of Students’ Acquisition in Arabic Language Curriculum. In: Kaur, N., Ahmad, M. (eds) Charting a Sustainable Future of ASEAN in Business and Social Sciences. Springer, Singapore. https://doi.org/10.1007/978-981-15-3859-9_1
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