At-Takhāt}ub Ma’a Al-Aqrān: Madā Ifādatihi Fī At-T}alāqah Fī Al-Kalām Bil Lughah Al’Arabiyyah Lughatan Thāniyah
Keywords:
Task based learning, peer interaction, fluency, articulation, pauses in speechAbstract
Lacking the opportunity to practice the second language in a non-native environment is a hindrance to learning Arabic as a second language. The learner might be fluent in grammar, but being unable to communicate with the language, the knowledge of grammar seems to be not much help in acquiring the language. Peer interaction is a learning activity that has proven effective in acquiring English as a second language, as it provides opportunities to practice within the classroom. A purposeful sample of 35 students participated in a series of classroom discussions—namely peer interaction—to examine the extent of its application in inculcating and developing fluency in speaking Arabic as a second language. It was managed as an academic assessment tool. This study is a basic explanatory qualitative study and uses observation as its research instrument.
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