إستعمالات اللغة العربية في تدريس اللغة الإنجليزية كلغة أجنبية لدى مدرسي المرحلة المتوسطة بتمنراست دراسة كيفية

Abstract

The recent study aimed to explore the English teachers’ use of Arabic, in terms of its functions and methods. On the base of qualitative approach, only six teachers are chosen randomly from middle schools. The qualitative data are collected through semi-structured interviews and observations guided by research questions. The findings revealed that most of participant teachers desire to use English to the fullest. Nonetheless, they used Arabic mostly for the managerial functions, and sometimes for instructional functions. Their beliefs which are consistent with monolingual approach explain why using Arabic is infrequent and limited variety of its functions. The participant teachers’ use methods of Arabic was with caution, because they view that using Arabic may miss the opportunities to learn English, therefore, it may help learners develop bad habits, especially thinking in Arabic while using English. In this way, they consider Arabic to take the place of English in learners’ minds, whereas it is cognitively deemed as a tool constructing cognition about English