Problems Which Face Non-Native Arabic Students

When learning a new language it is common for difficulties to arise. This is certainly not unusual in the case of Arabic. Before problems have had a chance to take root it is beneficial for the teacher‘and student to discover them and correct them. In contemporary Arabic instruction there are currently two methods: contrastive analysis and error analysis. The first method claims that all errors and mistakes occur because of the differences between the native language arid the target language. Error analysis on the other hand concentrates more on the system of the target language, in the right usage of analogies or on inadequate teaching and instruction. The fact is, however, that there is usually more than one or two difficulties in teaching non natives. There are differences in the sounds of both languages, the differences between systems, the differences in teaching methods, the differences in quality of teaching materials (especially the text-books) and drills and exercises. In regard to this point, and (1968) said that, "Non native speakers usually do not hear the unfamiliar sounds properly, and if they do, they may not be able to pronounce them correctly. Their pronunciation needs to be corrected continuously and on the spot. It is much harder to correct wrong habits than to create right ones". Another problem that may face Arabic students is the different pronunciations of particular words in Arabic. One notices that certain sounds are pronounced differently according to the background and birth-place of the instructor. For example, the letter (g) is pronounced

differently by an Egyptian teacher and a Syrian teacher. Moreover, some sounds have taken on different pronunciation over time. The sounds Th-Dh-and'd' changed in some Arab countries to S and Z. In certain cases the sound "th" changes to “t“ or "dh" and the sound ”d" will change to "z". It is common to hear people saying

j instead of JcuL=» ^JLUl instead of ^LaJI

instead of ^3

In addition, the sound "q“ is often pronounced by Sudanese teachers as a "gh“ and the sound ** j " is pronounced in some Gulf areas as y (<5). To speakers not familiar with the Arabic language, the different pronunciation of particular sounds and words could easily lead to confusion. This is something that instructors must be aware of. It is not hard to imagine the students' perplexity when the teacher says to his pupils, "This pen is called

meaning or instead of

The confusion is doubled when the teacher explains that the sound “th" is produced by placing part of the tongue in front of the mouth, and consequently mistakenly gives the description of the sound "s". Such a procedure presents sounds in an incorrect and ugly manner. (1984) believes that some of the reasons this mistake occurs include the following: the carelessness and insecurity of the teacher; the teacher is not properly qualified and does not want to show weakness in front of the students. Besides the teacher's faults (external) may also be inner and internal problems. These result from the sounds themselves. It is well known that Arabic produces a great number of sounds which are not found in other

languages. These sounds often cause difficulty for those students not acquainted with Arabic. Often a student will pronounce an Arabic sound in a way similar to how it would sound in his native language when the particular sound should be spoken quite differently. This also happens when Arabic speakers attempt to speak English. They say 'bark’ instead of ’park’, ’shapter' instead of 'chapter' and 'ferymuch' instead of 'very much', in this respect, (1986:70) believe that sounds that are similar in both the target and native language are much more difficult to memtfrise and learn than those which occur only in Arabic. This is because the student will pay more attention to the unique Arabic sounds, paying less attention to those that sound nearly the same in his native tongue and Arabic.

(1984) writes that the pronunciation of the teacher is important. He says that:-

(1) The teachers should whenever possible, use the modern, standard Arabic with an emphasis on correct pronunciation, in this scenario the teacher will act as a model for the students.

(2) In informal situations, the student should not mix with the teacher when the teacher is using his local dialect, especially if the teacher is from a different Arab country.

(3) The Arab League, with its many multilateral organisations, should adopt comprehensive plans to find solutions to the problem of dialects and pronunciations.

Regarding a situation wherein many nationalities are represented in a single classroom, it has been suggested that using contrastive analysis can be helpful. However, in reality, such a procedure may be difficult, if not impossible. This is because its application requires knowledge of the various languages and how their sounds interfere with proper Arabic

pronunciation. It seems to rne that here the best solution is for the teacher to group together all the students who speak one particular language, quickly assess their mistakes, and take steps to correct them.

It must be borne in mind that the grouping of students is not alv/ays possible because there may be only tv/o or three non native students from any one linguistic background.