تقويم مناهج مهارة القراءة في برنامج تعليم اللغة العربيّة للنّاطقين بغيرها في جامعة العلوم الإسلاميّة الماليزيّة: السّنة الأولى نموذجا
The present study is meant to determine two purposes: the overarching approaches to the second language (L2) reading comprehension instruction reflected in the first year of Islamic Science University of Malaysia Arabic language reading curriculum; the curriculum, if it prepares students for the rea...
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| Summary: | The present study is meant to determine two purposes: the overarching approaches to the second language (L2) reading comprehension instruction reflected in the first year of Islamic Science University of Malaysia Arabic language reading curriculum; the curriculum, if it prepares students for the reading skills required for Arabic at the university level. The data for this study was collected by reviewing the reading task statements extracted from the first year Arabic reading textbook- and from classroom observations as well as interview in the university. Six of first year Arabic lecturers in the university took part in this exercise and 16 classroom observations were carried out in order to gather data on the first year Arabic reading instructions. The study examined the types of the Second Language Acquisition (SLA) and L2 reading comprehension instructional approaches, reading task types, passage types, learner and lecturer roles, as well as the emphasis on reading as the way of achieving the learning outcomes stipulated in the curriculum. The data for this study was analysed by using manifested content analysis. Meanwhile, the findings on the SLA theories, second language reading theories, learner and lecturer roles indicate that there are misalignments in terms of the communicative label in the curriculum. The misalignment in the curriculum indicates that the first year reading curriculum is highly cognitive rather than communicative as it is labelled. In terms of preparing students for academic reading in Arabic at the university level, the reading task types in the curriculum only train students on the major reading task types. However, the provision of the major task types is much lower than the provision for training students on other skills. On the other hand, the curriculum does not emphasize the use of reading skill as the explicit means to achieve the listed learning outcomes in the first year Arabic language curriculum specifications document including textbooks. On the final note, the findings of the current study are discussed in terms of the alignment of the theoretical grounding, as the curriculum labelled, and preparation of students for Arabic language reading skills at the university level. |
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