Subject-Related As A Significant Demotivating Factor For Non-Muslim Learners Of Arabic As A Foreign Language

Ashinida Aladdin

Abstract


The main objective of this paper is to answer the following questions: a) In subject-related matters, what are the fundamental factors that demotivate non-Muslim learners from learning Arabic? Moreover,; b) How can Arabic language educators encourage Arabic learners to become more motivated to learn the language? An open-ended questionnaire was distributed to 207 respondents in order to investigate the demotivating factors among non-Muslim Arabic learners. In addition, semi-structured interviews with 20 respondents were used to conduct an in-depth investigation of the factors that demotivated Arabic learners regarding subject-related matters. Based on the respondents' elaboration on the issues raised, the researcher explored the underlying patterns of thinking that go beyond the surface level through the analysis of these data obtained using the two types of instruments. According to the study's findings, the main demotivating factor of subject-related matters is the Arabic language. The Arabic language was difficult to learn from the pronunciation, then the writing system and spelling (orthography). And its diacritics after that grammar and vocabulary memorization. In other words, the students are demotivated from learning because of the complexity of the language in general.


Keywords


Demotivation; Learning Arabic; Second and Foreign Language; Subject-Related Matters

Full Text:

PDF

References


Abu-Rabia, S. (1998). Learning Arabic by Jewish children in Israel. The Journal of Social Psychology, 138, 165-171.

Abu-Rabia, S. (1997). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences and isolated words. Journal of Psycholinguistic Research, 26, 465-482.

Abu-Rabia S. (1996). The role of vowels and context in reading of highly skilled native Arab readers. Journal of Psycholinguistic Research, 25, 629–641.

Aladdin, A. & Musa, N. (2014). Arabic language course for student at the Faculty of Law UKM: Importance and challenges. Procedia Social and Behavioral Sciences, 118: 51-55.

Aladdin, Ashinida. (2013). An Investigation into the Attitudes of the Non-Muslim Malaysian Learners of Arabic (NMMLA) toward Learning of Arabic as a Foreign Language. Pertanika Journal of Social Science and Humanities, 21, 183–96.

Aladdin, Ashinida. (2012) Demotivating factors in the Arabic language clasroom: What demotivates non-Muslim Malaysian learners when it comes to learning Arabic?. Procedia Social and Behavioral Sciences, 93,1652 – 1657.

Arai, K. (2004). What ‘demotivates’ language learners?: Qualitative study on demotivational factors and learners’ reactions. Bulletin of Toyo Gakuen University, 12, 39–47.

Arifin, Z., Abu Bakar, N.K., Ridzwan, Z., & Jamsari, E.Z. (2021). Language Learning Strategies of Non-Muslim Students Applied to Arabic Language Course Inside and Outside the Classroom. Ijaz Arabi: Journal of Arabic Learning 4(1): 1-1. http://ejournal.uin-malang.ac.id/index.php/ijazarabi..

Asbulah, L.H., Aladdin, A. & Sahrim, M. (2020). The effect of motivation on Arabic collocation knowledge: The mediating role of collocation learning strategies. Journal of Nusantara Studies 5(2): 1-18.

Azzam, R. (1989). Orthography and reading of the Arabic language. In P. Downing, S.D Lima and M. Noonan (Eds.), The linguistics of literacy (pp. 203–218). Amsterdam, The Netherlands: John Benjamins.

Al-Batal. (2006). Playing with words: Teaching vocabulary in the Arabic curriculum. In Kassem M. Wahba, Zeinab A. Taha, and Liz England (Eds.), Handbook for Arabic language teaching professionals (pp. 331-340). Mahwah, New Jersey: Lawrence Erlbaum.

Al-Batal, M. (1995). Issues in the teaching of the productive skills in Arabic. In M. Al-Batal (Ed.), The teaching of Arabic as a foreign language: Issues and directions (pp. 115-133). Utah: American Association of Teachers of Arabic.

Baharuddin, H., & Ismail, Z. (2014). Vocabulary Learning Strategies and Arabic Vocabulary Size among Pre-University Students in Malaysia. International Education Studies, 7, 219-226.

Carrel, P., and Grabe, W. (2002). Reading. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 233-250). London: Arnold.

Chambers, D. N. (1993). Talking the ‘de’ out of demotivation. Language Learning Journal, 7, 13-16.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.

Dörnyei, Z. (2001). Teaching and researching motivation. England: Longman.

Dörnyei, Z. (2005). The psychology of the language learner: individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.

Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor: The University of Michigan Press.

Frost R. (1995). Phonological computation and missing vowels: Mapping lexical involvement in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 398–408.

Frost R. (1994). Prelexical and postlexical strategies in reading: Evidence from a deep and shallow orthography. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 116–129.

Ghenghesh, P. (2010). The Motivation of L2 Learners: Does it decrease with age? English Language Teaching, 3(1). http://ccsenet.org/journal/index.php/elt/article/view/5244.

Gu, Y., and Johnson, R.K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46 (4), 643-679

Hassan, A.(1987). Al-Nahw Al-wãfi (The Complete Grammar). Cairo: Dãr Al-Macãrif.

Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107, 119–36.

Huberman, A.M., & Miles, M.B. (1994). Qualitative data analysis: an expanded sourcebook. Thousand Oaks, CA: Sage.

Hou-Keat, K., Nurul Husna Hassan & Norasrani Ramli (2017). Motivation and gender differences in learning Spanish as a foreign language in a Malaysian technical university. Malaysian Journal of Learning and Instruction (MJLI), 14(2), 59-83.

Husseinali, G. (2006). Who is studying Arabic and why? A survey of Arabic students’ orientations at a major university. Foreign Language Annals, 39 (3). 397-41.

Ibn cÃqil. (1979). Sharh Ibn Aqil (Ibn Aqil‟s Explanation). Vol. II. Beirut: Dãr al-Fikr.

Ibn Hishãm. (1981). Shuzur al-zahab fi macrifat kalãm al-cArab. Beirut: Dãr Al-Fikr.

Ibn Mãlik. (1986). Awdah Al-Masãlik (The Clearest Paths). Vol. II.Beirut: Dãr cInaya Al-Turãth Al-cArabi.

Ishak, H., Mat Nor, Z. & Ahmad, A. (2017). Pembelajaran Interaktif Berasaskan Aplikasi Kahoot dalam Pengajaran Abad Ke-21. Seminar Serantau 2017.

Keblawi, F. A. (2005). Demotivation among Arab learners of English as a foreign language. Proceedings of the Second International Online Conference on Second and Foreign Language Teaching and Research: Initiative, Innovation, and Inspiration.http://www.readingmatrix.com/conference/pp/proceedings2005/kebl awi.pdf

Kikuchi, K. (2009). Listening to our learners' voices: What demotivates Japanese high school students? Language Teaching Research, 13, 453-471.

Krashen, S. (1987). Principles and practice in second language teaching acquisition. London: Prentice-Hall International.

Lynch, M. (1993). Scientific practice and ordinary action: Cambridge: University Press

Maskor, Z. M., Baharudin, H., Lubis, M. A., & Yusuf, N. K. (2016). Teaching and Learning Arabic Vocabulary: From a Teacher's Experiences. Creative Education, 7, 482-490. http://dx.doi.org/10.4236/ce.2016.73049.

Nation, P. and Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics. London: Arnold.

Oxford, R. (1998). The unravelling tapestry: Teacher and course characteristics associated with demotivation in the language classroom. Unpublished paper presented at the TESOL 98 Congress, Seattle, WA.

Oxford, R. and Scarcella, R. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22 (2), 231-243.

Ushioda, E. (1998). The role of motivational thinking in autonomous language learning. In E.A Soler, & V. C. Espurz (Eds.), Current issues in English language methodology (pp. 77-89). Castelló de la Plana, Spain: Universitat Jaume I.

Qashoa, Sulaiman, H.H. (2006). Motivation among learners of English in the secondary schools in the Eastern Coast in the UAE (Unpublished Master thesis). British University.

Sakai, H., and Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37, 57-69.

Saraceni, M. (2008). Meaningful form: Transitivity and intentionality. ELT Journal Vol. 62(2). Oxford University Press. 164-172.

Stevens, P. B. (2006). Is Spanish really so easy? Is Arabic really so hard?: Perceived difficulty in learning Arabic as a second language. In Kasseem M. Wahba, Zeinab A. Taha and Liz England (Eds.), Handbook for Arabic language teaching professionals in the 21st century (pp. 35-63). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.

Yusof, N., Baharuddin, H., Hamzah, I., Abdul Malek, NI. (2021). Fuzzy delphi method application in the development of I - AQRĀN module for arabic vocabulary consolidation. Ijaz Arabi: Journal of Arabic Learning 4(2): 331-351. http://ejournal.uin-malang.ac.id/index.php/ijazarabi.

Zouhir, A. (2010). An investigation of issues associated with teaching and learning Arabic for U.S. students (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign




DOI: https://doi.org/10.18860/ijazarabi.v4i3.13360

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Ashinida Aladdin

License URL: https://creativecommons.org/licenses/by-sa/4.0/