Langue enseignée et dialecte arabe : quelle méthodologie et quelle formation pour l'acquisition communicative en arabe standard ? : le cas des lycéens libyens

Abstract : This thesis investigates the main reasons for the problems encountered in the teaching and learning of standard Arabic in Libya, specifically in speaking. Firstly I provide an overview of the evolution of Arabic and the development of Libyan dialects, while specifying the main differences between standard Arabic and Arabic dialects with regard to phonology, grammar and lexis. Secondly the thesis underscores the issues at hand in the teaching of Arabic, and suggests a reform of the way the language is taught in Libya, in view of trying to improve the overall level of standard Arabic whose present state is worrying. The thesis also addresses the Libyan educational system and the issue of Arabic, while stressing the failings of the system. I adopted two approaches. The first approach is theoretical whereby I analyzed present day research on linguistic problems in language teaching. The second is field work which provided statistical evidence thanks to an inquiry among learners and teachers. The whole issue is getting the learners to engage in an active learning process by a dynamic acquisition of language that takes into account cultural and cognitive features of the process. To guarantee efficiency and objectivity direct classroom observations were undertaken in order to identify effective practice in the Arabic classroom. I was thus in a position to observe firsthand the procedures adopted by the teachers and assess the learners' reactions.
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Farag Dardour. Langue enseignée et dialecte arabe : quelle méthodologie et quelle formation pour l'acquisition communicative en arabe standard ? : le cas des lycéens libyens. Linguistique. Université Nancy 2, 2008. Français. ⟨NNT : 2008NAN21017⟩. ⟨tel-01752972⟩

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