Volume 2, Issue 1, June 2014, Pages 68–83
Prof. Dr. Abdel-Rahman Kamel Abdel-Rahman Mahmoud1
1 Fayoum University, Faculty of Education, Department of Curricula & Methodology, Egypt
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In Egypt, the teacher of Arabic does not study computer in the syllabus of his preparation in Faculties of Education. Moreover, he does not use it in studying any of the syllabi till he graduate as a teacher.
Computer illiteracy in our Arab societies does not only require the availability of Arabic programmed language but also the existence of practical means to use Arabic language itself to converse with the computer.
The present research is an attempt at showing the duality of culture which prevails over our Arab societies; such duality is one of the main reasons of the deformity of our cultural and scientific view, and the deformity of our intellectual and educational product.
The problem of this research may wholly be determined in the following questions:
1 . What are the linguistic requirements for teaching Arabic using computer in the programmes of preparing the teacher of Arabic in the Faculty of Education at Fayoum?
2 . What are the linguistic difficulties concerned with the unavailability of Arabic programing languages?
3. What are the suggestions of treatment so that Arabic may become a computer language?
The researcher designed the two following tools:
1. A questionnaire about the linguistic demands for teaching Arabic using computer in the programmes of preparing the teacher of Arabic in the Faculty of Education.
2. A questionnaire about the linguistic demands concerned with the unavailability of Arabic programming languages.
First, Results of the application of the questionnaire of linguistics demands for teachingArabic using computer in the programmes of preparing teachers of Arabic in the Faculty of Education.Therefore , it is evident form table no.4 that:
The linguistic demands for teaching Arabic using computer in the programmes of preparing teachers of Arabic in the Faculty of Education seen by the respondents (in the sample of research) CHI2 has statistical significance of agreement in the numbers of the following phrases: (6), (7), (11), (4) , (13), (10), (16), (1), (5), (9),(17).
Secondly, results of applying the questionnaire of linguistic difficulties concerned with the unavailability of Arabic programming languages. CHI2 has statistical significance of agreement in the numbers of the following phrases: (12), (1), (6), (4) , (9), (3), (10), (13), (14), (7), (8) .
On the basis of this research, the researcher suggested practical medicines.
Author Keywords: Evaluation, Computer, Usage, Teaching, Arabic, Language.
Prof. Dr. Abdel-Rahman Kamel Abdel-Rahman Mahmoud1
1 Fayoum University, Faculty of Education, Department of Curricula & Methodology, Egypt
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
In Egypt, the teacher of Arabic does not study computer in the syllabus of his preparation in Faculties of Education. Moreover, he does not use it in studying any of the syllabi till he graduate as a teacher.
Computer illiteracy in our Arab societies does not only require the availability of Arabic programmed language but also the existence of practical means to use Arabic language itself to converse with the computer.
The present research is an attempt at showing the duality of culture which prevails over our Arab societies; such duality is one of the main reasons of the deformity of our cultural and scientific view, and the deformity of our intellectual and educational product.
The problem of this research may wholly be determined in the following questions:
1 . What are the linguistic requirements for teaching Arabic using computer in the programmes of preparing the teacher of Arabic in the Faculty of Education at Fayoum?
2 . What are the linguistic difficulties concerned with the unavailability of Arabic programing languages?
3. What are the suggestions of treatment so that Arabic may become a computer language?
The researcher designed the two following tools:
1. A questionnaire about the linguistic demands for teaching Arabic using computer in the programmes of preparing the teacher of Arabic in the Faculty of Education.
2. A questionnaire about the linguistic demands concerned with the unavailability of Arabic programming languages.
First, Results of the application of the questionnaire of linguistics demands for teachingArabic using computer in the programmes of preparing teachers of Arabic in the Faculty of Education.Therefore , it is evident form table no.4 that:
The linguistic demands for teaching Arabic using computer in the programmes of preparing teachers of Arabic in the Faculty of Education seen by the respondents (in the sample of research) CHI2 has statistical significance of agreement in the numbers of the following phrases: (6), (7), (11), (4) , (13), (10), (16), (1), (5), (9),(17).
Secondly, results of applying the questionnaire of linguistic difficulties concerned with the unavailability of Arabic programming languages. CHI2 has statistical significance of agreement in the numbers of the following phrases: (12), (1), (6), (4) , (9), (3), (10), (13), (14), (7), (8) .
On the basis of this research, the researcher suggested practical medicines.
Author Keywords: Evaluation, Computer, Usage, Teaching, Arabic, Language.
How to Cite this Article
Prof. Dr. Abdel-Rahman Kamel Abdel-Rahman Mahmoud, “Evaluation of Computer Usage in Teaching Arabic Language,” International Journal of Innovation and Scientific Research, vol. 2, no. 1, pp. 68–83, June 2014.
