The Impact of Choosing the Appropriate e-Method in Teaching Arabic & Islamic Studies to Non-Native Speakers between the Semantic Role and Learners' Culture

Abstract

This study aims to identify the difficulties and problems facing the teaching of Arabic to non-Arabic speakers when choosing teaching methods to teach the four Arabic language skills, and to clarify the most appropriate methods that are compatible with the characteristics of the Arabic language with different privacy for all languages. The study raised a number of questions, including: How to teach? What is its importance in teaching Arabic to non-native speakers? What are the foundations and criteria for selecting teaching methods? How to develop special teaching methods in Arabic for native speakers with other linguistic heritage? The study used the descriptive method, and dealt with the subject according to four axes: the first dealt with the teaching methods and the relationship between them and the method - strategy, the second dealt with the importance of teaching methods in teaching Arabic to non-Arabic speakers, and the third presented the study to the most important bases and criteria to be followed when choosing teaching methods Speaking of indications for the answer to the central question: How Salaf taught the Arabic language in the heart of Islam for foreigners who entered Islam in a way Made them know the Arabic books? This axis includes a mechanism to develop special teaching methods for teaching Arabic to non-native speakers derived from the language heritage and culture. The fourth axis allocated by the study to the most important findings and recommendations, including: The best way to teach those selected by the teacher through the educational situation and cumulative educational experience and levels of learners and their cultural and linguistic backgrounds, and that the Arabic language is different from other languages, the language in which the last messages came down; Methods of teaching Arabic to non-native speakers.