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This study aims to design a guidance program based on positive thinking and measure its impact on learning Arabic among non-native speakers. It also seeks to explore the relationship between positive thinking and improved linguistic performance, as well as the reduction of language anxiety.

  • Read count 12
  • Date of publication 10-03-2025
  • Main LanguageIngliz
  • Pages497-505
English

This study aims to design a guidance program based on positive thinking and measure its impact on learning Arabic among non-native speakers. It also seeks to explore the relationship between positive thinking and improved linguistic performance, as well as the reduction of language anxiety.

Ўзбек

Ushbu tadqiqot ijobiy fikr yuritish asosida o‘quv dasturini ishlab chiqish va uning arab tilini ona tili sifatida bo‘lmagan talabalar tomonidan o‘rganilishiga ta’sirini aniqlashni maqsad qiladi. Shuningdek, ijobiy fikr yuritish va til o‘rganishdagi muvaffaqiyatni yaxshilash, shuningdek, tilga oid xavotirni kamaytirish o‘rtasidagi bog‘liqlikni o‘rganishga qaratilgan.

Русский

Целью данного исследования является разработка программы руководства, основанной на позитивном мышлении, и оценка её воздействия на изучение арабского языка у студентов, для которых он не является родным. Исследование также направлено на изучение связи между позитивным мышлением, улучшением языковых навыков и снижением языкового тревожности.

№ Author name position Name of organisation
1 Tohi Qandil N.. o‘qituvchi O‘zbekiston Davlat Jahon tillari Universiteti
№ Name of reference
1 1. Al-Markaz al-ʿĀlamī li-Taʿlīm al-Lugha al-ʿArabiyya lil-Nāṭiqīn bighayrihā. (2018). Framework of Arabic language learning skills for non-native speakers. Iṭār mahārāt taʿallum al-lugha al-ʿarabiyya li-ghayr al-nāṭiqīn bihā. Riyadh: Dār al-Taʿlīm. (in Arabic)
2 2. Al-Muʿallim, A. (2015). The effectiveness of interactive teaching strategies in improving the learning of Arabic for non-native speakers. Fāʿiliyyat istirātijiyyāt al-tadrīs al-tafāʿulī fī taḥsīn taʿallum al-lugha al-ʿarabiyya lil-nāṭiqīn bighayrihā. Majallat al-Dirāsāt al-Tarbawiyya wa-al-Lughawiyya, 8(1), 45–69. (in Arabic)
3 3. Al-Shāl, M. (2023). Developing an Arabic language teaching curriculum for non-native speakers: An applied study. Taṭwīr manhaj taʿlīm al-lugha al-ʿarabiyya li-ghayr al-nāṭiqīn bihā: Dirāsa taṭbīqiyya. Majallat Dirāsāt fī Taʿlīm al-Lughāt al-Ajnabiyya, 12(2), 56–78. (in Arabic)
4 4. Arnaʾūṭ, B., & Others. (2019). The effectiveness of a brief gratitude-based counseling program in developing positive thinking among female students at the College of Education. Faʿāliyya barnāmij irshādī mukhtaṣar qāʾim ʿalā al-imtinān fī tanmiyat al-tafkīr al-ijābī ladā ṭālibāt kulliyyat al-tarbiyya jāmiʿat al-Malik Khālid bi-al-Mamlaka al-ʿArabiyya al-Suʿūdiyya. Majallat al-Fatḥ lil-Buḥūth al-Tarbawiyya wa-al-Nafsiyya. King Khalid University, Saudi Arabia, 15(3), 112–130. (in Arabic)
5 5. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
6 6. Brown, H. D., & Lee, H. (2019). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
7 7. Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.
8 8. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
9 9. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
10 10. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
11 11. Jāmiʿat al-Malik Saʿūd. (2015). Language anxiety scale for non-native Arabic speakers (FLCAS) - Arabic version. Miqyās al-qalaq al-lughawī li-ghayr al-nāṭiqīn bi-al-ʿarabiyya (FLCAS) - al-nuskha al-ʿarabiyya. Markaz Buḥūth Taʿlīm al-Lugha al-ʿArabiyya li-Ghayr al-Nāṭiqīn Bihā. (in Arabic)
12 12. Smith, J. (2020). Positive thinking in language learning. Journal of Educational Psychology, 112(1), 10–25.
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