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Research Article

Whole-Part-Whole Reading Instruction in the Teaching and Learning of Arabic as a Foreign Language at Beginner Level


Andrea Facchin    Università Ca’ Foscari Venezia, Italia     ORCID iD


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abstract

The neurological bimodality theory, espousing the principles of directionality and cerebral hemisphericity, has led to a series of expedients in the field of foreign language teaching, like the use of inductive strategies. Accordingly, this contribution focuses on a methodological proposal stemming from the aforementioned theoretical perspectives and tackles the question of reading in the early phase of Arabic as Foreign Language learning. In doing so it questions how to teach Modern Standard Arabic at beginner level and proposes solutions to it through the use of new technological tools in the service of languages. Specifically, the focus is set on Pre-A1 and A1 levels of the recently issued Companion Volume to the Common European Framework of Reference for Languages. As a result of theoretical reasoning, the ‘Whole-Part-Whole’ method teaching philosophy is presented, theorized and verified in relation to the study of Arabic by non-Arab beginner learners.

Keywords: Teaching Arabic as a foreign language. Whole-part-whole method. Reading. Phonological awareness. Morphological structure awareness. Vocabulary.

Language: en

Submitted: Feb. 6, 2020
Accepted: April 25, 2020
Published: June 30, 2020

permalink: http://doi.org/10.30687/AnnOr/2385-3042/2020/56/007

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

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