| dc.description.abstract | This research aimed to characterize, analyze and compare the teaching of Arabic language at Centre for the Promotion of Knowledge and Languages (CPKL) at Sultan Sharif Ali Islamic University (UNISSA) and Institute of Modern Languages (IML) at University of Dhaka (DU). The researcher followed two approaches to accomplish the purpose of the study, those are: the descriptive-analytical approach, and the comparative approach. This paper consists of four chapters; in the first chapter: the researcher presented a short description on Centre for Promotion of Knowledge and Languages and Institute of Modern Languages, along with the historical background of both countries Brunei and Bangladesh followed by a background of establishment of both Universities. In the second chapter, the curriculum of teaching Arabic Language at both institutions –CPKL and IML- has been discussed. In the third chapter, the researcher analyzed the result of questionnaires –consisted of six parts, which are purposes of the curriculum, Contents of the curriculum teaching tools, methods of teaching, activities inside and outside the class, and methods of evaluation- distributed among the students and teachers of both institutions. The researcher compared the curriculum of Arabic Language Teaching between CPKL and IML in terms of number, quality and results in fourth chapter. He discussed the findings through depicting the points of agreement, the points of differences, the major problems of curriculum and the proposed solutions. He concluded the research by summarizing the research, the most important findings, suggestions by the teachers and learners, and the recommendations of the researcher. The research reached to a number of findings that were reviewed at the conclusion, most important of them are: the methods of Arabic language need to be changed and modified, the Arabic language teaching curriculum required to be reviewed and updated continuously. | en_US |
