Teaching the Arabic Language to Chinese students

The experience of Task based Communicational Approach and Learning Styles Analysis

Abstract

In this article, the researcher presented an educational experience stemming from a partnership and collaboration agreement between Mohammed V University in Rabat and the University of International Studies in Beijing. This agreement involves hosting groups of Chinese students as part of Arabic language courses for non-native speakers at the Faculty of Educational Sciences in Rabat. This experience was reflected in the design and development of an educational program based on the Task-Based Communicative Approach (TBCA), which is an educational approach that focuses on the functional aspect of language and places greater importance on meaning, as it involves assigning tasks to solve problems related to the real world. The researcher conducted an analytical study of the learning styles among a group of 27 Chinese students and concluded that there is a strong correlation between designing educational programs according to the task-based communicative approach and the learning styles of the beneficiaries of the program. Therefore, it was recommended to consider a set of essential elements related to the needs and characteristics of learners, in terms of their learning preferences, when designing Arabic language teaching programs for non-native speakers.