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The Acquisition of Arabic Language and Teaching it to Korean Learners
د. هاديا عادل خزنة كات;بي(Hadiya Adel Khaznah Katibi) 한국아랍어아랍문학회 2015 아랍어와 아랍문학 Vol.19 No.4
This study deals with some of the important issues pertaining to teaching Arabic language as the challenges and problems faced by teachers and Korean learners as well as the assets of the teacher, which are considered the basic factors in making the didactic process a success since they form the connecting link between the learner and the content. The lingual vocabulary is the lingual foundation, which teachers depend on in bridging the gap with learners of Arabic as a second language. Consequently, the study also sheds light on the utilized curricula in teaching Arabic language by shaping them to meet the aspirations of teachers and learners. Then modern technologies in teaching Arabic as a second language are focused upon along with the strategies that are used by learners in acquiring a second language. Finally, the experiences and the needs that are required in teaching Arabic as a second language whether in Arab communities or other foreign ones that teach Arabic language are tackled as well.
في كتاب الأمثال الشعبيّة الأردنيّة التبد
أ,ف,ن,ا,ن,ع,ب,د,ا,ل,ف,ت,ا,ح,ا,ل,ن,ج,ا,ر 한국아랍어아랍문학회 2018 아랍어와 아랍문학 Vol.22 No.4
This paper dealt with the active participles and qualificative adjective in Hani Al-Amad’s book “Colloquial Jordanian proverbs.” According to a statistic made for this paper, the two mentioned kinds of derivatives are the most available ones in the Jordanian proverbs. The most repeated morphological changes in Active Participles & Qualificative Adjective were changes of short vowels, letters, apocope, elision, adding or deleting “Hamza” and using derivative instead of another.