دور الحوار الدرامي في تعليم اللغة العربية للناطقين بغيرها: دراسة مسحية

Hussein Abdel Kareem   Al-Btoush; Maissa N.  Alrawashdeh; Rula Odeh  Alsawlqa

doi:10.35516/hum.v50i5.1204

Authors

Hussein Abdel Kareem Al-Btoush Faculty of Art, Department of Academic Services, The World Islamic Science & Education University https://orcid.org/0009-0001-8568-6181
Maissa N. Alrawashdeh Department of Sociology, The University of Jordan, Amman, The Hashemite Kingdom of Jordan. https://orcid.org/0000-0001-7940-5016
Rula Odeh Alsawlqa Department of Sociology, The University of Jordan, Amman, The Hashemite Kingdom of Jordan. https://orcid.org/0000-0002-5605-5444

DOI:

https://doi.org/10.35516/hum.v50i5.1204

Keywords:

Dramatic dialogue, education, education problems, non-native speakers

Abstract

Objectives: The present study aimed to reveal the role of the dramatic dialogue technique in teaching Arabic to non-native speakers, and to explore the roles of nationality, religion, sex, age, and the student’s duration of study of the Arabic language in exposure to the dramatic dialogue technique in teaching.

Methods: A quantitative research approach was conducted via a survey using a purposeful sample of all Arabic language students affiliated with the Centre for teaching Arabic to speakers of other Languages at the University of Islamic Sciences, Jordan, where the dramatic dialogue technique was applied in the previous semesters.

Results: The results revealed that the dramatic dialogue technique has a positive and effective role in teaching Arabic to non-native speakers, and that nationality, religion, sex, age, and the student’s duration of study of the Arabic language has no significant affect when applying the dramatic dialogue technique in teaching.

Conclusion: Dramatic dialogue is a valuable educational method for language learning that can harness learners' imaginations and stimulate their desire to communicate and participate. Therefore, the curricula of teaching must be enriched with dramatic dialogic texts. Additionally, designing appropriate classrooms to accommodate dramatic dialogue in teaching Arabic to non-native speakers is recommended.

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