Adnan Tahmasebi; Sa’adollah Homaiuni
Abstract
Arabic language instruction in Iran has always relied on cognitive factors, and has been based on grammar-translation method. Consequently, issues such as Arabic learner's and teacher's ...
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Arabic language instruction in Iran has always relied on cognitive factors, and has been based on grammar-translation method. Consequently, issues such as Arabic learner's and teacher's mental processes during learning and teaching, metacognitive factors, interlocutors' characteristics and the conversation setting, learner's information processing procedure, etc. have never been noted by the experts of this field. Through an analysis of the features of Arabic language learning process based on Desuggestopeida method, as well as an inspection of the metacognitive factors such as emotional intelligence, the authors of the present article seek to provide a set of fundamental principles for learning and teaching of the Arabic language, in a way that using the suggested solutions, the learner could obtain the linguistic knowledge in a practical manner, and through creation of motivation, creativity, self-esteem, and production of constant and practical linguistic output in an emotional-cognitive atmosphere, her communicative competence and performance can get to the highest possible level.
