الفهرس 
معايير تعليم اللغة العربية لغير الناطقين بهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Abstract
Firstly: The introduction
The language is a gift; Allah gave it to the human, his successor on the land to achieve his humanity, and raises above the animal class. Human could connect with others, managed his affairs, expressed about his emotions and feelings, reflected to his mind, and used the thinking to show ideas, sciences, and civilizations to the existence.
The ability to use the language is considered base of the humanity success, since long time; that is considered the feature, which characterizes the human about the other animals. Recently, only human was considered able to use complex systems from the voices and meanings that we are calling our humanity languages.
Arabic language is considered the main base of the Arabic culture and Islamic civilization, whereas it represents the basic corner in the cultural, civilian, and intellectual edifice of the Arabic nation. It is alive and renewal language, could to coexistence for many centuries among the other languages. That because it is language of the Holy Quran and Hadith, and language of the Arabic Islamic legacy, in general.
from here, importance of the Arabic language at the Arabs is appearing, whereas the Islamic religion, which the most Arabs are professed, came in Arabic tongue. So, it is not easy to reading the Holy Quran and Hadith, understanding, and comprehension means of this religion, and even performance its worships without knowing and good performance of Arabic language.
Secondly: Specification the problem
Problem of the study is specified in the need to process an evaluative study about Arabic language teaching programs for non-native speakers are achieving the universal standards to educating the foreigner languages. To facing this problem, the current research tries to answer the next main question:
- How can rectification content of Arabic language teaching programs for non-native speakers in light of the universal standards of teaching the foreigner languages?
And, the next questions are ramified from that question:
1) What are standards of teaching Arabic language as a foreigner language?
2) To what extent is included Arabic language teaching programs for non-native speakers of these standards?
3) What is the proposal imagination of Arabic language teaching program for non-native speakers in light of the universal standards of teaching the foreigner languages?
Thirdly: Limits of the research
The current research is limited in the next limits:
1- Rectification Arabic language teaching program for non-native speakers, institute of Arabic language teaching, Al-Imam Mohamed Ibn Saud University, Kingdom of Saudi Arabia
2- The linguistic side without cultural side in content of Arabic language programs for non-native speakers
3- Presenting a proposal imagination of Arabic language teaching program for non-native speakers
Fourthly: Terms of the research:
1- Rectification
It means, in this study, sentencing on Arabic language teaching programs for non-native speakers in the medium level in light of Arabic language teaching as a foreigner language.
2- Standards
They are conditions clarify what Arabic language teaching programs for non-native speakers should be.
3- Content
All what is included in the subject, which is presented by institute of Arabic language teaching, Al-Imam Mohamed Ibn Saud University, Kingdom of Saudi Arabia
Fifthly: Procedures of the research:
The current research follows the next steps to answer its questions:
Firstly: Specifying list of Arabic language teaching standards for non-native speakers, through:
1- Lists of foreigner languages teaching
2- Nature of studiers Arabic language as a foreigner language
3- Opinions of the experts and specialists
Secondly: Analyzing Arabic language teaching for non-native speakers in Al-Imam Saud University in light of the standards, which are reached, through:
1- Creating an analysis statement in light of the standards
2- Analyzing Arabic language teaching programs as a foreigner language using the statement
3- Ensure from the analysis stability
Thirdly:
Put a proposal imagination for Arabic language teaching programs as a foreigner language in light of analyzing the programs in light the standards.
Sixthly: Results of the research:
The research reached to results, as the following:
a) List of suitable standards for the three levels: Initial, medium, advanced
b) from analyzing content of sample of the research, we reached to the next:
- Due to the listening: The initial level included a special part of the listening, while in the medium and advanced levels; the content did not include activities to training on the listening skills, rather its training was included the reading skills, so, there were no repetitions of the listening standards in these two levels
- Due to the speaking: The initial level included simple activities to training on the speaking, while in the medium and advanced levels; the content did not include activities to training on the speaking, so, the special repetitions of the listening standards were (0%), perhaps the reason is the content designer wanted to training on the speaking skills during the training on reading skills through the verbal discussions, and the related activities by explaining the texts, savoring, and expression about related situations by the readable
- Due to the reading: Content of the analysis sample concentrated on the reading, so, its repetitions were high, especially those are related by the speech skills, knowing, and the direct understanding. While other skills had repetitions with different percentages
- Due to the writing: The repetitions were related by the official writing rules on the pupils in each level of the three levels
- Due to the literature and rhetoric: Content of the analysis sample dealt the literature whereas its literature history, so, it dealt the literature eras:
• In the medium level: It dealt the pre-Islamic, for-Islamic, and Umayyad eras
• In the advanced level: It dealt the Abbasid, Andalusia, and modern eras
Also, it dealt content of the analysis sample the rhetorical subjects in semantics, scholastic, and linguistic, and it dealt the training through literature, poetic and prosaic texts. So, repetitions of the rhetorical and literature subjects in the content were high.
The first level has no part of literature and rhetoric, but the training was simple through the listening and reading texts.
- Due to the linguistic combinations:
The analysis sample dealt the special content of the linguistic combinations as the following:
1- In the initial level: The content dealt some of the linguistic phenomena through the training (as an example), and dealing phenomenon like: (nunnation, intensification, solar and lunar “the”)
2- In the medium and advanced levels, the linguistic combinations had divided to two departments: the grammar and morphology, therefore, the subjects, which are mentioned in the content and mentioned in the standards and indicators has been had repetitions, anything else has no repetitions
c) Put a proposal imagination, it could be help in constructing a new program to teaching Arabic language for non-native speakers, and avoidance the failure, which is found in the previous programs