in the opinion of many specialists and teachers, there is lack of enough attention to the needs of the students and their learning styles in the arabic language curriculum. learning styles are important factors in the success of teaching. this study aimed at determining the learning styles of arabic language and literature students in iranian universities. the method of study is survey, and the...

A community of practice may shape and reshape the identity of members of the community through providing them with situated learning or learning environment. This study, therefore, is to clarify the salient learning-based features of the language teaching community of practice that might formulate the identity of language teachers. To this end, the study examined how learning situations in two ...

a community of practice may shape and reshape the identity of members of the community through providing them with situated learning or learning environment. this study, therefore, is to clarify the salient learning-based features of the language teaching community of practice that might formulate the identity of language teachers. to this end, the study examined how learning situations in two ...

arabic language spread in different parts ofpersiaafter arabic-islamic expansion in this territory. the iranians were interested in learning arabic, because it was the language of the qoran and islam and its injunctions which were based on monoism and unity of god; and equality and justice this is why one not find a book composed in scientific or historical or religious subjects or on etics dur...

arabic grammar aimed to protect arabic language from any erroneous pronunciations and writings. but grammar itself came to be complicated and came to be a goal rather than a means of reaching to exact learning of arabic language. some of contemporary arabic linguists strived to simplify the arabic grammar and rid it from any complexities. experts like ibrahim mostafa, makhzumi, showqii dhaif an...

arabic language instruction in iran has always relied on cognitive factors, and has been based on grammar-translation method. consequently, issues such as arabic learner's and teacher's mental processes during learning and teaching, metacognitive factors, interlocutors' characteristics and the conversation setting, learner's information processing procedure, etc. have never ...