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Annali di Ca’ Foscari. Serie orientale | Vol. 56 | Giugno 2020

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Articolo

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    

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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.

Pubblicato
30 Giugno 2020
Accettato
25 Aprile 2020
Presentato
06 Febbraio 2020
Lingua
EN

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

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

Copyright: © 2020 Andrea Facchin. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.