Abstract:

The article deals with the problem of teaching linguist students the Arabic language. Modern theories of academic discourse studies ultimately focus on a training multicultural linguistic persona who possesses a high level of intercultural communicative competence. Here, we encounter linguistic cultural lacunas that have their own transformative effect on the recipient – representative of a different linguistic and mental culture.

While teaching Arabic to linguist students, it is necessary to take into consideration the peculiarity of the performance of Standard Arabic and regional dialects in a certain country (region). They make their local marks and introduce a set of challenges to standard teaching a foreign language. The studies of modern Arab scholars have been limited to the development of the archaic literary language problems. Now that modern linguistic studies have been progressing rapidly in the Arab countries, Arabic dialectology has become an important teaching discipline. The authors come up with the idea that academic Arabic discourse should be based on textbooks complying with regional differentiation.

In the proposed article, we describe in detail how to create play-based learning on the basis of the project method and introduce extracurricular activities and extralinguistic information into students’ training with a view to simulating speech activity.

Keywords:

Linguistic persona, teaching methods, project method, academic discourse, Standard Arabic, dialect.