Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI)
Keywords:Gagne’s nine approaches, Teaching Arabic, Non-native speakers
AbstractThe Arabic language is not an easy language to learn for non-native speakers if the teachers are not proficient in the teaching methods and strategies. Here, it is essential that teachers can benefit from Gagne’s nine approaches in the teaching for any subjects, especial, in teaching languages. Therefore, the learning outcome will be more effective if the teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of the application of Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to find the effective results of their experiences in the application of the nine approaches for Gagne in teaching Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to indicate the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in their teaching Arabic language. Among the most important results in the application of the nine events in teaching Arabic were to make teaching activities’ more effective and attractive, to help teachers how to facilitate the process of teaching Arabic in the classroom and to centralize the students focus during the lessons. The study concludes with some recommendations and suggestions.
How to Cite
Mei, F. S. Y., Saipolbarin Bin Ramli, & Nahla A. K. Alhirtani. (2015). Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI). European Journal of Language and Literature, 1(3), 32–37. https://doi.org/10.26417/ejls.v3i1.p32-37
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