Arabic Teachers' Perception of an Integrated Approach for Teaching Arabic as a Foreign Language in Colleges and Universities in the United States.
ii SIGNATURE PAGE iv DEDICATION v ACKNOWLEDGMENTS vi LIST OF TABLES xi LIST OF FIGURES xii CHAPTER I THE RESEARCH PROBLEM 1 Statement of the Problem 1 Background and Need 3 Arabic Diglossia 3 Teaching of Arabic as a Foreign Language (TAFL) in the United States 3 Raising Students' Arabic Communicative Competence 4 Purpose of the Study 5 Research Questions 5 Conceptual Framework 6 Communicative Competence Theory 7 Borg Language Teacher Cognition Model 9 Delimitations 11 Limitations 11 Significance of the Study 12 Definitions of Terms 13 Summary 16 CHAPTER II REVIEW OF THE LITERATURE 18 Restatement of the Problem 18 Outline of the Literature Review 18 Background 18 The Origin of Arabic Diglossia 18 Acquired Arabic Language Versus Learned Arabic Language 21 Continuum Arabic 23 Arabic Diglossic Code Switching 24 Linguistic Ideology 25 Formation of Linguistic Ideologies 25 Standardization and Language Ideologies 27 Theological Language and Arab Nationalism 31 Teaching of Arabic as Foreign Language 34 The Study of Arabic in the United States, When and Why 34 MSA Only Approach as a Common Practice 41