Abstract

Formulaic sequences (FS) are being increasingly recognized in second language learning as a key language component that has a direct impact on language proficiency. A key aspect of FS are how it can be effectively integrated within language teaching and what practices could be used to present FS and introduce it to students. Recently, researchers have reported a growing interest in using FS in teaching language in classrooms. A mixed method of data analysis was adopted in this study where both qualitative and quantitative data were collected using three instruments “questionnaire, observations and interviews”. 75 Arabic teachers participated in the current study, 72 of them responded to the questionnaire and the others were abstained to access the questionnaire and they were only observed in their classrooms and interviewed afterwards. The study revealed that 72 % of the participants perceive FS as important cultural language components that have direct impact on language proficiency. The participants recommended several practices and tools used to introduce FS in classrooms. Moreover, the majority of teachers acclaimed that FS should be introduced to elementary Arabic language learners. Conclusively, FS should be considered as essential cultural language components.

Department

Applied Linguistics Department

Degree Name

MA in Teaching Arabic as a Foreign Language

Graduation Date

2-1-2016

Submission Date

January 2017

First Advisor

Aboelseoud, Dalal

Committee Member 1

El Essawi, Raghda

Committee Member 2

Taha, Zeinab

Extent

81 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Comments

I would first like to thank my thesis advisor Dr. Dalal Abouelseoud of the Department of Arabic Language Instruction at the American University in Cairo. Dr. Abouelseoud guided me all through my writing and steered me to the right direction to allow me to fine tune this work. I would also like to thank Dr. Raghda El Essawi as the first reader of this thesis and Dr. Zeinab Taha as the second reader of this thesis. and I am gratefully indebted to them for their valuable comments on this thesis. I would also like to acknowledge Dr. Amr Shaarawi, Dr. Adham Ramadan, Dr. Ashraf Abdou and Ms. Manar Zaki for their passionate support and advice throughout my years of study. Finally, I must express my very profound gratitude to my mother, brothers, sister, son, nephew & nieces and above all to my beloved father who was my source of inspiration. He always provided me with unfailing support and continuous encouragement throughout my whole life and through the process of researching and writing this thesis. This accomplishment would not have been possible without them all. Thank you

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