Analysis of Teaching Materials for Teaching Spanish to Arabic Speakers"
DOI:
https://doi.org/10.48047/hn609a28Keywords:
.Abstract
This study examines instructional resources employed to educate Spanish for the Arabic-speaking clientele based on
linguistic, cultural and pragmatic perspectives. Self administered questionnaires, videotaped classroom observation,
and semi structured interviews were used with teachers in different Arab countries. The outcomes show that there
exists a number of important deficits in the present teaching-learning resources. These learning materials were also
flagged to omit particular phonological difficulties of Arabic speakers such as the trilled ‘r’ and other features as the
phonemic grammar of Arabic does not support it. These quantitative results were echoed in contrastive linguistic
analysis that received a slightly lower Mean of 2.80 (SD=1.15) further suggesting exclusionary evidence for
addressing cross-language interference in phonological adequacy with a mean of 3.40 (SD= 1.10). Lessons supported
these outcomes; 87% taught extensively from printed texts and 40% of classes used technology, which reduced the
interaction and feedback capabilities. Specifically, teachers focused on pronunciation correction in 87% of classes,
and the remaining 60% of grammatical mistakes, which required delayed feedback, in environments that do not allow
real-time feedback provision. However, cultural content integration was incomplete; only 67% of classes contained
them, while most of the teachers reported themselves in making changes to their lesson plans
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