Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-2016 Teaching Arabic as a Foreign Language: The Role of Communicative Competence, Pragmatics, and Literacy Yasmine Kataw Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Recommended Citation Kataw, Yasmine, "Teaching Arabic as a Foreign Language: The Role of Communicative Competence, Pragmatics, and Literacy" (2016). All Graduate Plan B and other Reports. 802. https://digitalcommons.usu.edu/gradreports/802 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. TEACHING ARABIC AS A FOREIGN LANGUAGE: THE ROLE OF COMMUNICATIVE COMPETENCE, PRAGMATICS, AND LITERACY by Yasmine Kataw A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: ________________________________ ______________________________ Dr. Karin deJonge-Kannan Dr. Maria Luisa Spicer-Escalante, Major Professor Committee Member ________________________________ ______________________________ Dr. Abdulkafi Albirini Dr. Bradford J. Hall Committee Member Department Head UTAH STATE UNIVERSITY Logan, Utah 2016 ii Copyright © Yasmine Kataw All rights reserved iii ABSTRACT The Role of Communicative Competence, Pragmatics, and Literacy in Teaching Arabic as a Foreign Language by Yasmine Kataw: Master of Second Language Teaching Utah State University, 2016 Major Professor: Dr. Karin deJonge-Kannan Department: Languages, Philosophy, and Communication Studies This portfolio is the culmination of various writings reflecting the author’s beliefs and ideas on effective second language teaching. The first section includes the author’s teaching philosophy, which emphasizes communicative learning, remaining in the target language, intercultural and pragmatic competence, and using the standards for foreign language learning. The second section includes three artifacts: the first demonstrates the application of concept-based instruction according to sociocultural theory to introduce cultural concepts to Arabic language learners. The second artifact addresses the role of teacher discourse in Dual Language Immersion programs. The third artifact is a literature review and lesson plan regarding refusals in Arab culture. Finally, the portfolio ends with three annotated bibliographies supporting the author’s perspective and teaching philosophy, including the role of translation in Arabic language learning, communicative teaching in different contexts, and reading anxiety in foreign language learning. (147 pages) iv ACKNOWLEDGMENTS I first want to thank God for giving me the strength and determination to accomplish this work and improve my teaching. I would to like to thank the professors in the MSLT program who have guided me throughout this process. First, Dr. Karin deJonge-Kannan who when I was still back in Jordan applying for this program helped me prepare for everything. I have grown as a teacher, a writer, and a person due to her guidance. Second, Dr. Maria Luisa Spicer- Escalante whose energy and expertise have kept me on my toes improving my work and teaching throughout the whole program. Third, Dr. Abdulkafi Albirini whom I first met in Jordan and who encouraged me to apply to this MSLT program in the first place. I also want to thank Dr. Jim Rogers who during my first semester helped me wrestle with theories and ideas which I found to be useful in my teaching, and Dr. Joshua Thoms who made learning about SLA revolve around application. I would like also to thank my professor at Petra University, Dr. Nihal Amiera, who taught me the fundamentals of language teaching and encouraged me to follow the path I am on now. I also want to thank my colleagues Elizabeth Abell, who is a sister to me, Fred Poole, Muhammed Hussein, and Haito Zhao for their friendship, advice, and support. Furthermore, I want to thank my family back home who remind me that they’re proud of my work and encourage me to keep going. Lastly, I would like to thank my husband Aant Ghish for his love and support for everything I do. v CONTENTS ABSTRACT.......................................................................................................................iii ACKNOWLEDGMENTS..................................................................................................iv INTRODUCTION..............................................................................................................1 TEACHING PHILOSOPHY..............................................................................................2 Apprenticeship of Observation................................................................................3 Professional Environment........................................................................................8 Teaching Philosophy Statement..............................................................................9 Professional Development through Teaching Observations..................................31 Self-Assessment of Teaching….............................................................................37 FIRST ARTIFACT............................................................................................................43 Introduction...........................................................................................................44 The Cultural Concept of ‘khajal’ and Concept Based Instruction.................…....45 SECOND ARTIFACT.......................................................................................................60 Introduction............................................................................................................61 Exploring Teacher Discourse in Dual Language Immersion Classrooms.............................................................................................................62 THIRD ARTIFACT..........................................................................................................77 Introduction...........................................................................................................78 Understanding How to Decline an Offer or Invitation According to Arabic Pragmatics..............................................................................................................79 ANNOTATED BIBLIOGRAPHIES................................................................................99 Translation and List-learning with Arabic Learners............................................101 Foreign Language Reading Anxiety: Causes and Recommendations….............110 Communicative Language Teaching in Different Contexts ……….…….….....121 LOOKING FORWARD……….....................................................................................130 REFERENCES................................................................................................................132 APPENDICES...........................................................................................................143 Appendix A – Task-Based Activity for intermediate Arabic learners……….…144 v Appendix B – Discussion Prompt for CBI Activity 1-Lesson Plan ..……….....146 Appendix C – Rubric for Teacher Discourse Coding and Analysis............…....147 Appendix D – Pragmatics Lesson Plan 1: Activity 2…………………………..148 Appendix E - Pragmatics Lesson Plan 2: Formative Assessment…….…...…...149 Appendix F - Excerpt from Health Article Al-Jazeera.net………………….….150 vi LIST OF TABLES Table Page 1. Buying and selling at the Souq (Activities)……………………….…………….39 2. English Definitions of “khajal”………………………………………………….47 3. Description of Question Levels…………..…...……...…………………………69 4. Types of Question Levels………………………………………………………..76 5. Motivations Behind Jordanian Refusals…………………………………………87 vii LIST OF FIGURES Figure Page 1. Standards Guide…...............................................................................................27 2. Process of Internalization of Concepts…..............................................................50 3. Materialization……………………………………………………..…………….51 4. Verbalization……………………………………………………………………..52 5. Possible Interpretations of “khajal”………….…………………………………. 53 1 INTRODUCTION This portfolio is the accumulation of work that I produced while pursuing a degree in the Master of Second Language Teaching program (MSLT) at Utah State University. The main theme of this portfolio is teaching Arabic as a foreign language through methods I believe to be effective based on research, reflections, and observations throughout my two and a half years of study. The teaching philosophy section is the foundation of this portfolio and it includes what I have learned from my experience as a student and teacher, and where I see myself in the future coming out of this program. The teaching philosophy statement addresses the main areas of what I believe to be effective second language teaching. I begin with the importance of making language learning communicative so that students practice meaningful language in the classroom that reflects real-life situations they will encounter with other speakers of the language. Second, I explain the benefits of teachers remaining in the target language as much as possible while using strategies to make the target language comprehensible. Third, I examine