아랍어 신문을 활용한 유도작문과 통제작문이 아랍어 쓰기 능력에 미치는 영향 -중급 학습자를 중심으로-

Abstract

The purpose of this study was to examine whether teaching Arabic writing through guided writing by using Arabic newspapers would help intermediate level learners to develop their Arabic writing ability. The study was put into practice over 12 weeks with the different groups which were divided into the experimental group and the control group. The results of this study are as mentioned below. First compared to the control group who studied Arabic writing with textbooks, the experimental group who studied Arabic writing with Arabic newspaper showed an increase in their grades on the post writing ability test for omnibus. In the other words the result confirmed that the guided writing activity with Arabic newspaper was more effective than with intermediate level learners’ textbooks. Also according to the surveys, the experimental group indicated that their affective domains were more positive about Arabic, Arabic writing and Arabic newspaper. Second, the results of all experimental learners’ tests displayed that teaching Arabic writing with Arabic newspapers by using the guided writing were more effective than the controlled group although individual learners had different variation in the post test for the guided writing ability in the holistic marking. Namely teaching Arabic writing with Arabic newspaper through the guided writing was more successful than teaching Arabic writing with intermediate level learners’ textbooks through the guided writing. Third, compared to the result of the controlled group, the experimental group indicated that the experimental group improved their writing ability of a subordinate territory in the analysis marking. In case of the result of the experimental group, both vocabulary and organization showed to be improved while the control group, both vocabulary, language use, and mechanics indicated improvement. Although both the groups exhibited better record of vocabulary, the experimental group improved more statistically.