Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic language
One of the main challenges in teaching Arabic language is teaching the phonetic system in a systematic method Because language learners need to understand different phonetic levels through practical training in order to establish communicate purposefully and interact properly with native speakers, s...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | fas |
| Published: |
Allameh Tabataba'i University Press
2022-09-01
|
| Series: | ̒Ilm-i Zabān |
| Subjects: | |
| Online Access: | https://ls.atu.ac.ir/article_15492_cfd0de815088aa7aa6326bfea0a50cd0.pdf |
| _version_ | 1797369020740009984 |
|---|---|
| author | Sadollah Homayooni Maryam Fouladi |
| author_facet | Sadollah Homayooni Maryam Fouladi |
| author_sort | Sadollah Homayooni |
| collection | DOAJ |
| description | One of the main challenges in teaching Arabic language is teaching the phonetic system in a systematic method Because language learners need to understand different phonetic levels through practical training in order to establish communicate purposefully and interact properly with native speakers, so that in addition to acceptable and comprehensible pronunciation in their interactions, they can provide correct verbal and non-verbal reactions to the spoken word. Therefore, the present study intends to study the task-based approach in teaching the Arabic sounds with a descriptive-comparative method. The results indicate that main difference between Persian sounds and Arabic is in the fourth level of difficulty (θ /ħ /ð /sˤ /dˤ /tˤ /ðˤ /ʕ /ɣ) and then in the third level (z /s /ʃ /dʒ /k /q /w). the task-based approach with the “pre-task phase” makes the learner cognitively aware of these differences as well as the level of Suprasegmental and creates the necessary preparations, then in the stage During task with emphasis on all aspects of language at the level of Segmental and suprasegmental of speech and behaviorally reinforce them by engaging the learner in applied tasks based on their needs in communication situations, emphasizing pivotal interaction. So that by using real tasks and in the context of the audio text, in addition to placing the learner in areal communication situation, the challenge of changing the properties of sounds, is solved by accompaniment, and by stabilizing the cognitive dimension and repetition of tasks in quasi-real situations in the post-task phase. In creases the communication ability of language learners. Therefore, it can be said that the task-based approach is quite suitable for use in teaching the phonetic system of the Arabic language. |
| first_indexed | 2024-03-08T17:40:55Z |
| format | Article |
| id | doaj.art-64c02386ff904e5994941c162fec52cc |
| institution | Directory Open Access Journal |
| issn | 2423-7728 2538-2551 |
| language | fas |
| last_indexed | 2024-03-08T17:40:55Z |
| publishDate | 2022-09-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | ̒Ilm-i Zabān |
| spelling | doaj.art-64c02386ff904e5994941c162fec52cc2024-01-02T11:02:17ZfasAllameh Tabataba'i University Press̒Ilm-i Zabān2423-77282538-25512022-09-0191636139410.22054/ls.2022.62848.147415492Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic languageSadollah Homayooni0Maryam Fouladi1Associate Professor in Arabic Language and Literature, Tehran University, Tehran, Iran.Ph.D in Arabic Language and Literature, Tehran University, Tehran, Iran.One of the main challenges in teaching Arabic language is teaching the phonetic system in a systematic method Because language learners need to understand different phonetic levels through practical training in order to establish communicate purposefully and interact properly with native speakers, so that in addition to acceptable and comprehensible pronunciation in their interactions, they can provide correct verbal and non-verbal reactions to the spoken word. Therefore, the present study intends to study the task-based approach in teaching the Arabic sounds with a descriptive-comparative method. The results indicate that main difference between Persian sounds and Arabic is in the fourth level of difficulty (θ /ħ /ð /sˤ /dˤ /tˤ /ðˤ /ʕ /ɣ) and then in the third level (z /s /ʃ /dʒ /k /q /w). the task-based approach with the “pre-task phase” makes the learner cognitively aware of these differences as well as the level of Suprasegmental and creates the necessary preparations, then in the stage During task with emphasis on all aspects of language at the level of Segmental and suprasegmental of speech and behaviorally reinforce them by engaging the learner in applied tasks based on their needs in communication situations, emphasizing pivotal interaction. So that by using real tasks and in the context of the audio text, in addition to placing the learner in areal communication situation, the challenge of changing the properties of sounds, is solved by accompaniment, and by stabilizing the cognitive dimension and repetition of tasks in quasi-real situations in the post-task phase. In creases the communication ability of language learners. Therefore, it can be said that the task-based approach is quite suitable for use in teaching the phonetic system of the Arabic language.https://ls.atu.ac.ir/article_15492_cfd0de815088aa7aa6326bfea0a50cd0.pdfteaching arabic languagephonetic systemsegmental and suprasegmental levelstask-based approach |
| spellingShingle | Sadollah Homayooni Maryam Fouladi Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic language ̒Ilm-i Zabān teaching arabic language phonetic system segmental and suprasegmental levels task-based approach |
| title | Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic language |
| title_full | Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic language |
| title_fullStr | Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic language |
| title_full_unstemmed | Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic language |
| title_short | Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic language |
| title_sort | analysis of task based language teaching tblt in the process of teaching and learning the phonetic system of the arabic language |
| topic | teaching arabic language phonetic system segmental and suprasegmental levels task-based approach |
| url | https://ls.atu.ac.ir/article_15492_cfd0de815088aa7aa6326bfea0a50cd0.pdf |
| work_keys_str_mv | AT sadollahhomayooni analysisoftaskbasedlanguageteachingtbltintheprocessofteachingandlearningthephoneticsystemofthearabiclanguage AT maryamfouladi analysisoftaskbasedlanguageteachingtbltintheprocessofteachingandlearningthephoneticsystemofthearabiclanguage |