Employing Corpora for Teaching Arabic in School Classes: An Applied Study
DOI:
https://doi.org/10.35516/Hum.2026.9624Keywords:
Corpus linguistics, corpora in language teaching, Arabic language instruction, pedagogic corpus, Sketch Engine, teaching methodologies.Abstract
Objectives: This study examines the role of corpora in Arabic language teaching and learning, highlighting corpus-based educational methodologies and their integration with modern technology. It explores key research on corpus applications in language instruction and assesses the effectiveness of pedagogic corpora in Arabic education. The study also implements corpus-based educational activities using the Sketch Engine program with a sample of 86 second-year baccalaureate students in Morocco.
Methods: The study employs an analytical approach to investigate the use of corpora in teaching Arabic and compare their application in teaching other languages. Additionally, an experimental methodology was adopted to develop a pedagogic corpus based on the novel The Thief and the Dogs, annotated with parts of speech. A series of educational activities were designed and implemented using various Sketch Engine tools to evaluate their impact on student learning.
Results: Findings indicate that integrating linguistic corpora and computational tools such as Sketch Engine enhances students' comprehension of Arabic texts. The approach facilitated the analysis of narrative structures, verb patterns, syntactic constructions, and rhetorical elements. Students demonstrated improved linguistic analysis skills, critical thinking, and engagement with textual material. The study confirms that incorporating corpora into Arabic language instruction enhances traditional teaching methods, making them more interactive and effective.
Conclusion: The study recommends the integration of corpus linguistics into Arabic language curricula to modernize teaching strategies and improve student learning outcomes.
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