Constrictive rhetoric research shows that Arabic and English are linguistically, culturally and rhetorically are distant languages and thus they have have their unique features. How can a researcher go around such distinction with a view to developing and enhancing Arab students' English competence at the tertiary level?
I came across this interesting paper that may have an answer .
http://files.eric.ed.gov/fulltext/EJ1112781.pdf
Ms.Younes,
Thank you so for your recommendation.
I went through the paper you referred to. It seems to me that the focal point of the researcher resides on the phonological and grammatical problems ( the micro-level) Arab students may encounter as a result of the Arabic interference in the process learning/teaching EFL. Contrastive theory research has recently been more interested in the logical arrangement of ideas and thought at the macro rhetorical level that is compatible with the textual expectations of English-speaking audience than at the micro (linguistic) level .
The kind of curriculum usually related to the method of teaching as you know. So, I think the use of curriculum that based on imperatives supposed to be related to "total physical response " method which focuses on the imperatives and physical responses. In Arabic context, I think such kind of methods used with beginners not mature learners.
Dear Ms. Liqaa,
Forgive my ignorance. Would you kindly further elaborate on your comment?
I wish you a good day.
@Sami Al-Asadi
Don't worry it is okay. Concerning my previous comment, I tried to relate the syllabus that based on imperatives with TPR method that suggested by James Asher.
Dear Liqaa,
I do not like to sound persistent. However, I still need to know what are the theoretical underpinnings and pedagogical focus of that method? How far does it fit nicely into an Arab tertiary context?
Kindest regards.
Well, it is based mainly on Krashen's low effective filter hypothesis. In Iraqi context it is applied for third primary since it is used for beginners . Teachers who use it have successful results where a relaxed atmosphere created in the classroom. No quick response is demanded from student. Production postponed until student's being ready.
Liqaa
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