2020 Uluslararası FSMVÜ Arap Dili ve Edebiyatı Araştırmaları Kongresi, İstanbul, Turkey, 27 - 28 February 2021, pp.129-131
With the increasing interest in foreign languages in recent years, it is important for the target audience to learn a foreign language at the desired level by applying correct language teaching methods. Among foreign languages, it is seen that Arabic is one of the languages sought in different fields, serious studies have begun on the teaching methods of this language, and the methods of local and foreign language centers are examined and applied. Intensive Arabic lessons are given in the Faculty of Theology and the Faculties of Islamic Sciences, and although basic skills such as Nahiv, Sarf, Kırae, Muhadese, Istima and Construction are included in the current education method, this education is not continued afterwards. Although the level of success in achieving the goal-oriented objectives is discussed on the basis of the instructors, it is noteworthy that no student-focused research has been conducted. In this context, since it is important which is the predominant language skill required, 313 students from twenty different universities, seven of which are more weighted, were investigated with six questions. "Which Arabic course you took in the preparatory class during your undergraduate education benefited most? Following the Kırae (31%) and Nahiv (28) lessons, 22% of them answered Muhadese lessons. In the next question, when asked which course they would choose if they had to choose a single course in preparation, it was seen that the Muhadese lesson surpassed Nahiv (29%) and Kırae (21%) lessons with a rate of 35%. When asked which Arabic courses they would like to see if they have more than one option, it was revealed that they wanted to study Nahiv (23%), Kırae (21%), Muhadese (20%) and Sarf (18%) courses at close rates. In order to clarify the results in other questions, students were asked to determine an importance level for individual lessons in the next question. The "very important" and 2020 Uluslararası FSMVÜ Arap Dili ve Edebiyatı Araştırmaları Kongresi 131 "important" levels, which are the highest values given to lessons, are distributed as follows: Nahiv 180 (very important), 78 (important); Muhadese 156 (very important), 97 (important); Kırae 155 (very important), 113 (important); Istima 79 (very important), 99 (important); Build 65 (very important), 128 (important). In this question, it was observed that the Exploitation and Construction lessons took the “I am undecided” game in order not to express any judgment compared to other lessons. In the question asked to reveal the effect of the profession that the participant students want to do in the future on their language skills preferences, the answer that students want to be teachers, academicians or religious officials in various positions was encountered; It has been observed that even if a small amount, I will not work with a profession outside of the field such as translation and trade. With the answer given to the question of which language skills they think will contribute more to them in their professional life, Muhadese lesson with 31% and Nahiv lesson with 30%, Kirae lesson reached 25% and Consumable lesson reached 11%. and construction lessons were seen as useful lessons in professional life for only 11 of the target audience of 313 people. The findings obtained at the end of the study showed that the needs of the students are gathered in three main language skills: Nahiv, Muhadese, Kırae. However, at the point of developing these skills, it was observed that there was no continuity after the preparatory class, except for reading. In this sense, lessons that are needed and beneficial, such as classical text language; For the language of fiqh, tafsir, kalam, philosophy of language texts; In order to meet a need that may arise in the Arabic writing point, an accelerated training for Arabic academic writing should be given as courses or as an elective course during undergraduate education; It is recommended to observe the results of such an application and to reveal the opportunities and gains of such a resultoriented education.
Keywords: Foreign language, Arabic, teaching method, language skill.