The effectiveness of the "Arabic in your hands" series in developing oral language skills in the light of the standards of the Common European Framework of Reference

Abstract

This study deals with the evaluation of the "Arabic in your hands" series in light of the requirements for the development of oral language skills according to the Common European Framework of Reference for Languages (CEFR); as one of the most important global frameworks in characterizing and determining language proficiency.

The research aims to reveal the degree of compatibility of the content of the series with the criteria for developing listening and speaking skills, and to analyze the nature of the educational model, on which it is based in building oral communicative competence, among Arabic learners for non-native speakers.

The study adopted the descriptive analytical method, by analyzing the content of the series using a standard analysis card designed in the light of the (CEFR) indicators of oral skills, which included the dimensions of auditory comprehension, oral production, language interaction, and deliberative efficiency.

The data were processed in the light of descriptive iterations and qualitative analysis, aimed at explaining the nature of the inclusion and its levels within the chain.

The results showed that the series adopts a Guided Communication Model, which combines the structural approach, in the presentation of linguistic structures, and the functional approach, in the presentation of communicative situations.

Listening skills have been shown to have a significant presence at the early educational levels through audio texts and general comprehension activities, but this presence remains limited in the development of deep, deductive and critical listening skills. On the other hand, the results showed a relative weakness in the development of speaking skills, especially with regard to free oral production and extended interaction; where activities are predominantly directed and based on linguistic modeling, and restricted dialogues, which limits the learner's chances of building an independent oral discourse, or interacting in unexpected contexts.

The results also showed the limited use of meaningful negotiation strategies, which is an essential element, in communication efficiency, according to modern theories.

At the level of compatibility, with the Common European Framework of Reference (CEFR), the study revealed a partial compatibility, consisting of the suitability of some activities to the primary levels (A1-A2), while the functional and interactive progression is weakened, at the higher levels, with the absence of a clear systematic link between educational activities and the specific standard performance indicators, for each language level.

Based on these findings, the study recommends the need to reconsider the design of oral activities, within the series, by enhancing the entrance to Task-Based Language Teaching, expanding opportunities for free oral production, and activating real interaction, within classroom contexts.

The study also recommends a more accurate alignment between the content of the series and the indicators (CEFR) to ensure the building of a graduated and integrated oral communication efficiency.

The study concludes that the development of teaching the Arabic language to non-native speakers requires moving, from guided models, to open interactive models, which put the learner at the heart of the communication process, and give him real opportunities to use language; as a tool for thinking and social interaction, not just a language system taught.