English abstract
The study aimed to reveal the extent to which the teachers of the Arabic language to non-native speakers employ methods to develop speaking skills using the cultures of the learners from their point of view and its relationship to their perceptions, in addition to explaining the impact of the study variables: gender and years of experience in that. The study population consisted of teachers of the Arabic language to non-native speakers in the Sultanate of Oman, and the number of the responding sample was (50) teachers.
The study followed the descriptive approach, and the researcher prepared a questionnaire consisting of (25) items based on studies and theoretical literature, and its validity and reliability were confirmed. It was divided into two themes: methods for developing speaking skills using learners’ cultures and teachers’ perceptions about employing learners’ cultures in developing speaking skills. After application to the study sample, the data and results were analyzed using (SPSS).
The study found that:
• The degree of the extent to which Arabic language teachers for non-native speakers employ methods for developing the speaking skill using the learners’ cultures and their perceptions of the methods for developing the speaking skill using the learners’ cultures from their point of view were between little and very little.
• There are no statistically significant differences at the significance level (α≥0.05) among the members of the study sample in their methods for developing speaking skills using learners’ cultures due to gender and years of experience.
• There are no statistically significant differences at the level of significance (α≥0.05) among the members of the study sample in their perceptions about developing speaking skill methods using learners’ cultures due to gender and years of experience.
• There are statistically significant differences at the significance level (α≥0.05) between the methods of teachers of Arabic to non-native speakers and their perceptions towards employing learners’ cultures to develop speaking skills from their point of view.
Based on the results of the study, the researcher came up with several recommendations, the most important of which are: including learners’ cultures as an essential part of the program for teaching Arabic to non-native speakers and establishing training programs in the institutions of teaching Arabic to non-native speakers to train Arabic language teachers to employ the diversity of learners’ cultures in teaching the speaking skill.
