CHALLENGES OF LEARNING ARABIC LANGUAGE IN SOME SECONDARY SCHOOLS

TABLE OF CONTENTS
Title page ——————————————– i
Approval page ————————————– ii
Dedication —————————————— iii
Acknowledgement ——————————— iv
Table of contents ——————————– v-vi
Abstract —————————————– vii

CHAPTER ONE
INTRODUCTION
1.1 Background of the study ——————- 1
1.2 Statement of the problems —————- 2
1.3 Purpose of the study ———————— 3
1.4 Significance of the study ——————- 3
1.5 Hypothesis/research questions ——— 3-4
1.6 Scope of the study ————————— 4
1.7 Limitation of the study ———————- 4
1.8 Operational definition of terms ———- 4-6

CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction ————————————– 7
2.2 History of Arabic language ——————– 7-10
2.3 Emergence of Arabic language in the school curriculum 10-12
2.4 The challenges of learning Arabic language — 12-13
2.5 Possible solution to the problems ————— 13-14
2.6 Conclusion ——————————————- 14
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction ——————————————– 15
3.2 Research population and sample ——————– 15
3.3 Instrument for data collection (questionnaire) —- 16
3.4 Method of data collection —————————— 16
3.5 Method of data analysis ——————————– 16

CHAPTER FOUR
Data organization, presentation and analysis
4.1 Introduction —————————————— 17
4.2 Section “A” Personal Data Result —————- 17-20
4.3 Section “B” Question Result ———————- 20-25
4.4 Research Findings ———————————- 26-27

CHAPTER FIVE
5.1 Introduction ——————————————- 28
5.2 Summary ———————————————- 28
5.3 Conclusion ——————————————- 29
5.4 Recommendation ——————————– 29-30
5.5 Suggestion for further studies ——————– 30
References —————————————- 31-32
Appendix —————————————— 33-37

ABSTRACT
The study investigated “The Challenges of Learning Arabic Language in Some Secondary Schools in Mangu Town, Plateau State”. Insufficient teachers, well equipped library and laboratory make it difficult for learners to listen, comprehend and speak the language fluently. Furthermore, most learners had no knowledge of the language before their enrolment to the secondary school (i.e during their primary school) and it is not mostly studied in public schools as in most Islamic private schools.

CHAPTER ONE INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Arabic language is one of the six (6) official working languages in United Nations and the official language of over twenty (20) Middle Eastern countries. Study of Arabic give learners a distinct advantage if they plan to work with foreign mission like; international relation in the public and private sectors. It plays a vital role in communication, business transaction, educational development and politics.
Furthermore, Arabic language is being regarded as a foreign language in Nigeria among others.
Although it is one of the minorities language of some group of people in Nigeria called “Shuwa Arab” at Maiduguri, Borno State. On the other hand, people assume that Arabic language is the language for the Muslim community only of which is not. Rather is for the Christians and other non-Muslims as well. Arabic language contributed a lot in Nigeria towards promoting education, business, culture and international relationship.
Lastly, Arabic language is recognized nationally and internationally as a language that is not only for religion as some people thought.
1.2 STATEMENT OF PROBLEMS
According to history it stressed that, Arabic language have been in existents before the arrival of the Islamic missionaries, but it seems some have believe that Arabic language is only study by the Muslims because it is connected to Islamic religion. Therefore, the non-Muslims have no access to the discoveries made by the Arab scholars (ulama) in the past and the problem of attaching Arabic language with Islamic religious studies in schools and institutions. Thus, insufficient allocated time on the school timetable, unqualified teachers, low interest by the learners because of little awareness, low motivation by the curriculum implementation and negative believe of some Christians by referring to Arabic language as an Islamic religion.

1.3 PURPOSE OF THE STUDY
The purpose of this study is to find out the challenges, difficulties or problems Arabic language learners face in learning the language as foreign or second language.
1.4 SIGNIFICANCE OF THE STUDY
The significance of the study is to help Arabic language students, teachers, parents and the ministry of education to know the challenges students face in learning Arabic language and provide a positive solution to overcome the challenges.
1.5 HYPOTHESIS/RESEARCH QUESTIONS
This study will put into test the following questions:
1. What is the attitude of people toward Arabic language?
2. To what extent is Arabic language recognized as other languages?
3. To what extent do Arabic learners help in national development?
4. What is the benefit of learning Arabic language?
5. To what extent are trained qualified teachers for teaching Arabic language?
6. To what extent are available resources for learning Arabic language?
1.6 SCOPE OF THE STUDY
This study will be carryout in Mangu Local government area of plateau State, Nigeria.
1.7 LIMITATION OF THE STUDY
We wish to carry out this research in all secondary schools in Nigeria but due to time factor and other resources we limit it to two secondary schools in Mangu Local Government Area (LGA) of Plateau State. The two (2) selected secondary schools are; Kogap High School Mangu (KHS Mangu) and Islamic Secondary School Mangu (ISS Mangu).
1.8 OPERATIONAL DEFINATION OF TERMS
The following terms or concepts are explained as used in this study:
– Challenges: are difficulties one face in learning one thing or the other. Challenges is the plural of challenge, thus challenge refers to a difficult task.
– Learning: learning refers to the positive change in behavior of an individual which occur from birth till death. Or it refers to an act or process in which something is learned.
– Arabic: according to Sulaiman 2016,
“Arabic is the language of the original Arabs who are inhabitants of Al-Jaziratu-Arabiyyah (Arabian Peninsula). It is also language of Syria, Lebanon, Iraq, Egypt, and the whole North Africa. Arabic is divided into two major categories: Northern and Southern Arabic language. The Northern Arabic language is the classical and standard one which is being spoke or use up till now, while the Southern Arabic was former language of the Yemen which was endangered by the Northern Arabic.”
Michael 2001 sees Arabic as the language of the Arabs, which is the main language of North Africa and Middle East.
– Language: is a method of communicating ideas, wishes and fellings through the use of unique pattern or symbol (Garba 1996 in Jatau, M. N, Uzor, C. C and Lere, M. M 2009). In other word, learning is the expression of thought in a specified way.
– Secondary school: UNESCO defines secondary education as all types of education which could be grammar, technical or vocational teacher training provided for young people between the ages of approximately twelve (12) to eighteen (18) years. The national policy on education which is the most current document in educational matters described secondary education as a form of education children receive after primary education and before the tertiary stage.
– Brief history of Mangu: Mangu is a local government area in Plateau state, Nigeria. It has an area of 1,653 km2 and a population of 294,931 at the 2006 census. Its major tribes are Mwaghavul and Pyem among others (Plateau State ICT Development Agency 2016).