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Theory, approach, method, technique, style, strategy, syllabus & curriculum, acquisition, learning, teaching, language dominance, language balance, error analysis, error, mistake, lapse/slip of the tongue, mother tongue (MT)/first language (L1), second language (L2), Foreign Language (FL), source language, target language, lingua franca, fossilization, overgeneralization, interference, interlanguage, input, output, linguistic diversity, bilingualism, multilingualism, diglossia, motivation (extrinsic/ intrinsic),
Methodologies, approaches and strategies, course structure, course requirements, student learning outcomes, syllabus, curriculum, course policies, syllabus design, types of syllabuses, synthetic syllabuses, analytic syllabuses, structural syllabus, grammar based syllabus, situational or topic-based syllabus, task-based learning syllabus, notional/functional syllabus, skill-based syllabus, content-based syllabus, task-based syllabus, effective teacher, skills, language awareness, teaching skills, design and prepare effective
In applied linguistics, we have three major types of strategies: teaching strategies, learning strategies and communication strategies. “Teaching strategies” are the strategies made by the teacher, and they are four, according to Marton (1988). As for “learning strategies”, they can be “direct” or “indirect” for Brown (1987) and Oxford (1990), with sub-strategies for each type.
When teaching Arabic (second language or foreign language), we can exploit the theory of “error analysis”, to know the techniques and how to correct and behave with the learners’ language problems in Arabic or any natural language. So, in this “error analysis” theory, there are three main types of errors: “error”, “mistake” and “lapse” (“slip”,
For an effective Arabic learning, there are many factors, influence positively or negatively the learning process, we’ve to take into consideration: – Motivation: is very necessary in the process of language teaching/ learning, and can be of several types: “integrative motivation” and “instrumental motivation” (see Gardner & Lambert, 1972), intrinsic motivation, extrinsic motivation, situational motivation,
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