Adaptation of the methodology for teaching Arabic grammar for students with a european language base

Abstract

Teaching Arabic is a real challenge in the context of its perception in a non-linguistic environment, where students do not have the opportunity to immerse themselves in a living environment of communication. Teachers face various difficulties in learning - from limited opportunities for practical use of the language to difficulties in forming communicative competence. Such heterogeneity in the educational process prompts us to think about improving pedagogical practice, reviewing forms and methods of work in classes, and introducing modern tools and practices that can be useful for taking into account students' individual characteristics. In this context, digital strategies can increase the effectiveness of teaching Arabic grammar to students with a European language base. Using digital technologies allows you to expand the educational space, make learning more interactive and personalized, stimulate students' interest and contribute to better assimilation of the material. This work aims to analyze digital strategies in teaching Arabic, highlight their role in increasing the effectiveness of the educational process, as well as to find ways to overcome the challenges facing a modern teacher. The methodology of the work was based on empirical data obtained through surveys and observations, which corresponds to the empirical-analytical approach in pedagogical research. Results. The work results showed the advantage of the proposed program of combined learning of the Arabic language for beginners. Within the framework of this program, the Moodle platform was used, multimedia resources were involved, and tools for creating texts were used in addition to Moodle. During the study, significant heterogeneity was revealed among students studying Arabic, which, in turn, requires additional preparatory work from teachers. It prompted us to pay attention to the issue of pedagogical differentiation in online language learning programs to overcome this heterogeneity. Thus, the work focused on studying the possibilities of pedagogical differentiation within the framework of the hybrid learning program. Conclusions. The implementation of digital technologies has allowed the development of an online Arabic language learning program that provides personalized learning, taking into account the different needs of learners. Thus, using digital technologies can allow the implementation of a pedagogical differentiation strategy in an online Arabic language learning program, using the example of a blended learning Arabic language program for beginners.