Student, learning, Arabic language, English language, language learning
English has been one of the subjects that have been in use in many countries for many years. However, the use of Arabic has been in the Middle-Eastern and North-African countries where it does not have as many people as the English language (Starks & Paltridge, 1996). Typically, apparent time is based on the assumption that language is not uniform and that language changes occur in society at different rates for different segments of the population (Starks & Paltridge, 1996, pg.217). Students and people from the Arabian countries find it hard to adjust to the Western countries where the English language is the main form of language used.
[...] The educational institutions have therefore seen an increase in the number of policies and formulated principles by the country to ensure that the English language is adopted in the curriculum starting from a very early age. It is therefore important to conduct a survey of the attitudes that the students have towards the system where English is increasingly being used in the educational institutions and the different factors that are affecting English language and its adoption in the institutions. The article conducts a research on technological high school students and their attitudes while also considering the naivety of the teachers as one of the factors that may have caused the differences in the level of attitudes by the students and the overall adoption of the language within the system (Noursi, 2013). [...]
[...] The the main and commonly known language according to the author is the Standard Arabic especially by the people that are not native Arabs. The different dialects are used in different settings but for the students with English perceptions they mainly use the Standard Arabic. The article therefore aims to assess how the undergraduate students of English perceptions, perceive, be classified or ranked for using standard Arabic as their mother tongue. In the article the results from the research highlight that the English undergraduates have identified with Standard Arabic as their mother tongue and they are looking to improve on this subject to ensure effective communication and interaction with different people in the society (Bani-Khaled, 2014). [...]
[...] This is partly however due to the fact that they deem it as the best way to teach the students who are constantly speaking Arabic at school and at home. In his article, O'Neil (2014) looks at the changes that have occurred in UAE for the past three generations and how the changes have influenced the level of education and the number of people coming into the region. The United Arab Emirates has been in the past marginalized and did not have a lot of people from other cultural backgrounds due to the climate and the form of activities that were associated with the region (O'Neil, 2014). [...]
[...] The Emirati women who are raised and bred with the Arabic language are more drawn to the bilingual language that is use the Arabic and the English languages since they do not want to lose their identities. English is a language that has been adopted in the region lately and although most of the Emirati women are raised with the Arabic language they acknowledge the importance of learning English in the cultural diverse community that forms part of their overall community due to globalization and development. [...]
[...] The Motivation of Learners of Arabic: Does it Decrease with Age? Journal of Language Teaching and Research, 235-249. Hopkyns, S. (n.d.). The effects of global English on culture and identity in the UAE: a double-edged sword. Learning & Teaching in Higher Education 11(2). Noursi, O. A. (2013). [...]
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