English abstract
The study aimed to identify the training needs for Arabic language teachers for
non-native speakers in Oman, in addition to test the effect of years of experience, qualifications, and gender on the training needs. The study sample consisted of (32) Arabic language teachers for non-native speakers, which was selected by using a purposive sample, and the study employed the descriptive approach. To achieve the purposes of the study, a questionnaire was developed and distributed. The questionnaire consisted of 40 items divided into three domains: planning, implementation, and evaluation. The researcher used the questionnaire to gather data from the study sample, then the data was analyzed by using the statistical program SPSS.
The findings of the study showed: The training needs for Arabic language teachers for non-native speakers were high on all domains (planning, implementation, and evaluation). There were no statistically significant differences (a ≥ 0.05) between the mean scores of the study sample due to the variable of experience and the variable of gender, in addition there were no statistically significant differences (a ≥ 0.05) between the mean scores of the study sample due to the variable of qualifications in planning and evaluation of lessons. However, the results showed that there are statistically significant differences in the implementation, and these differences are in favor of a bachelor's degree.
Based on the findings of the study, the researcher recommended to offer training courses for Arabic language teachers for non-native speakers, then the training courses should be evaluated after their implementation to ensure that the teachers have been provided with appropriate skills to teach Arabic for non-native speakers, in addition to document the relationship between the educational training centers and the institutes where language is taught, to train Arabic teachers for non-native speakers before they are appointed to teach.
