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A comparative study of the present preparation programmes for teachers of Arabic for native and non-native speakers in the Riyadh Universities

Al-Suhaibani, Saleh (1998) A comparative study of the present preparation programmes for teachers of Arabic for native and non-native speakers in the Riyadh Universities. PhD thesis, University of Leeds.

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Abstract

The main purpose of this study is to investigate of the similarities and dissimilarities between two types of Arabic language teacher preparation programmes: Teachers of Arabic as a Native Language (TANL) and Teachers of Arabic as a Foreign Language (TAFL) at King Saud University (KSU) and Al-Imam Muhammad Ibn Saud Islamic University (IMSIU), both in Riyadh, Saudi Arabia. The research is thorough and goes beyond a comparison of mere descriptive programme elements and practices as the data were collected through questionnaires, interviews and the practical observation of programmes. The thesis basically comprises two broad parts: the first half contains the background to the study, related literature, the historical development of teacher preparation programmes and the research methodology followed in this work. The second half deals with the analysis and evaluation of the data from a variety of angles. Among the most salient findings of this study are the following: the overemphasis on both programmes of theory at the expense of practice; the antiquated teaching approach and methods used; and, the overwhelming consensus for the necessity of programme evaluation and renovation. The programmes involved in this comparative study were found to be distinctly dissimilar in terms of clarity and specificity of their aims, admission policies, course components, structure and outcomes.

Item Type: Thesis (PhD)
Academic Units: The University of Leeds > Faculty of Arts (Leeds) > School of Modern Languages and Cultures (Leeds) > Arabic & Middle Eastern Studies (Leeds)
Depositing User: Ethos Import
Date Deposited: 05 Feb 2010 09:33
Last Modified: 08 Aug 2013 08:43
URI: http://etheses.whiterose.ac.uk/id/eprint/533

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