Manas. Studies into Asia and Africa.

Electronic Journal of the Centre for Eastern Languages and Cultures
Sofia University “St. Kliment Ohridski”

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Manas 3 (2017), 2.

Published on 03.11.2017 http://manas.bg/en/issue_4/framing-syllabus-practical-course-arabic-language-ba-program-arabic-studies-sofia-university-light-common-european-framework-reference-languages

ISSN: 2367-6256

Pashova, Tsvetomira. Tchobanova, Hristina. Framing the Syllabus of the Practical Course in Arabic Language in the BA Program of Arabic Studies at Sofia University, in the Light of the “Common European Framework of Reference for Languages”. – In: Manas: The Arab World and Islam in Cultural-Historical Perspective, Vol. 3, 2, 2017.

2017 / Volume 3 / Issue number 2 : The Arab World and Islam in Cultural-Historical Perspective

Framing the Syllabus of the Practical Course in Arabic Language in the BA Program of Arabic Studies at Sofia University, in the Light of the “Common European Framework of Reference for Languages”

Tsvetomira Pashova, Hristina Tchobanova

Summary

In the present paper we explore the possibility of applying the principles underlying The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), to framing the syllabus of the compulsory practical course of Arabic in the BA Program of Arabic Studies at Sofia University. According to the action-oriented approach to language adopted in the CEFR, a language user performs communicative language activities (speaking, listening, writing etc.) on the basis of his language competences (knowledge about the components of a language system and skills for implementing this knowledge) with the purpose of satisfying some communicative needs in a specific domain. Proceeding from the potential domains of functioning for our students in their professional life and the themes and textual genres characteristic of those domains, we define the language activities that they will need to perform, the language competences necessary for performing those activities, and the basic methods for teaching those competences. Since the temporal extension of the language course (eight semesters) is not enough for acquiring all the needed competences on a satisfactorily high level, as a second step we choose the basic components of the competences and distribute them between the levels of the curriculum. In this way we arrive at a content of the syllabus that we consider adequate to the goals of the BA program’s curriculum.      

Keywords: Teaching Arabic as a Foreign Language (TAFL), Common European Framework of Reference for Languages (CEFR), communicative language activities, language competences

The main text of the article is in Bulgarian