[AR] al-'Awamil al-lati Tu'addi ila Raghbah al-Talabah Ghayr al-Mutakhassisin al-Lughah al-'Arabiyyah fi Ta'allumiha

The Factors that Lead Non-Arabic Language Specialized Students’ Desire in Learning Arabic

Abstract

Many universities have offered Arabic language courses for specific purposes to help learners master the terminology and language patterns used in specific fields. University Malaysia Kelantan also emphasizes the importance of learning Arabic as a third language among non-specialist students. Interest in the Arabic language among students fluctuates from the time and language teachers should discover effective teaching methods for students to follow language learning and master Arabic. Teachers can be help by identifying the factors that lead non-Arabic specialist students’ desire to learn the language therefore, the researcher attempts to ensure the identification of the most significant internal and external factors assist teachers in improving Arabic language teaching methods and maximizing their use in the upcoming classes. The researcher adopted a quantitative approach by distributing the questionnaire to non-Arabic specialist learners as a third language in the university to achieve the goal. The researcher concluded that the most significant internal factors that lead non-Arabic specialist learners’ desire to learning Arabic are focusing to be able to learn Arabic well, have knowledge about the importance of the language in Islam and have a desire to increase knowledge of the Arabic language. In comparison, the least significant factors included the ability to express opinions in Arabic, the ability to speak Arabic well and the ability to memorize vocabulary quickly. As for the most significant external factors that lead non-specialist Arabic language learners’ desire in learning Arabic are   using Arabic language sources that are easy to understand, the appropriate duration for learning Arabic set by the university, and tolerance from lecturer that able student to ask about Arabic lessons outside of class time. The least significant factors are being invited by friends to learn the language and encouragement from students' parents and friends.