Using the Sense Relations in the Classrooms of Teaching Arabic to Non-Native Speakers

Abstract

Objectives: This study investigates the essence and laws of sense relations, as well as linguistic perspectives on their meaning, structure, context, and usage. The study also seeks to show the applications of the sense relations in teaching language components, skills, and its cultural content, and the mechanism of employing it in the classrooms of teaching Arabic to non-native speakers depending on practical lessons designed by the researcher based on her experience in teaching Arabic for non-Arabic Speakers, and as a representation of the global foundations adopted in teaching languages because the researcher is an official examiner for oral proficiency from the American Council on the Teaching of Languages (ACTFL).

Methods: This study employs an applied descriptive approach to delineate the content and applications of sense relations in Arabic language instruction, particularly for non-native speakers, and explaining the mechanism of its employment in language classes for non-native speakers at the Language Center - University of Jordan.

Results: The study concludes that integrating sense relations in Arabic language classrooms for non-native speakers yields benefits. Utilizing various laws such as similarity, contradiction, and conjugation expands vocabulary and structure, facilitating retrieval in diverse linguistic contexts along with cultural nuances. This aids in prompt recall and enhances learning and proficiency in Arabic language skills, both receptive and productive.

Conclusions: Consequently, the study recommends leveraging sense relations as an effective tool in teaching Arabic to non-native speakers. It advocates for further applied research in this domain to explore diverse applications of this strategy.