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iv
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ro
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ti
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m
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ld
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p
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tea
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g
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e
MS
A
t
o
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m
p
ly
a
li
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n
with
stu
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e
n
ts’
l
in
g
u
isti
c
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e
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d
s.
K
ey
w
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s
:
Attitu
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e
Dig
lo
s
s
ia
Fallacy
Fo
r
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L
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Per
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Qu
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T
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CC B
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C
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Mo
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Far
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C
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Un
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Prin
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Un
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Kh
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Stre
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Al
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Am
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1
1
9
4
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f
ield
s
[
1
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[
3
]
.
M
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ly
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liter
atu
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e
[
4
]
,
[
5
]
an
d
th
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[
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
8
2
2
I
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t
J
E
v
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&
R
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d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
457
-
468
458
Dig
lo
s
s
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is
id
en
tifie
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as
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u
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s
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1
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1
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th
e
s
ig
n
if
ican
ce
o
f
p
r
o
p
e
r
ly
u
tili
zin
g
teac
h
in
g
s
tr
ateg
ies
in
el
ev
atin
g
th
e
q
u
ality
o
f
lear
n
in
g
in
th
e
class
r
o
o
m
.
As
an
ar
g
u
m
en
t,
a
co
m
p
ar
is
o
n
b
etwe
en
th
e
way
s
o
f
teac
h
in
g
a
f
o
r
ei
g
n
lan
g
u
ag
e
will
b
e
a
ttem
p
ted
b
ea
r
in
g
in
m
in
d
th
e
d
ig
lo
s
s
ia
s
tate
o
f
Ar
ab
-
s
p
ea
k
in
g
co
u
n
t
r
ies.
T
h
is
s
tu
d
y
is
p
r
im
ar
ily
co
n
ce
r
n
ed
with
th
e
o
p
tim
al
m
eth
o
d
o
f
teac
h
i
n
g
Ar
ab
ic
an
d
th
e
im
p
lem
en
tatio
n
o
f
v
er
n
ac
u
lar
Ar
ab
ic
d
escr
ip
tiv
ely
in
t
o
th
e
cu
r
r
icu
lu
m
.
A
teac
h
er
’
s
attitu
d
e
to
war
d
teac
h
in
g
th
e
v
er
n
ac
u
lar
lea
v
es
a
h
ig
h
im
p
ac
t
o
n
th
e
s
tu
d
en
t’
s
im
m
e
r
s
io
n
with
in
th
e
d
ig
lo
s
s
ia
as
it
is
r
ef
lectiv
e
o
f
th
e
s
tu
d
en
t’
s
lev
el
o
f
co
m
p
ete
n
ce
.
Fo
r
in
s
tan
ce
,
teac
h
er
s
ar
e
cr
i
ticized
f
o
r
th
eir
r
ef
u
s
al
to
p
o
r
tr
ay
th
e
v
er
n
ac
u
lar
in
th
e
class
r
o
o
m
[
1
2
]
.
Ma
n
y
m
o
r
e
d
is
ap
p
r
o
v
e
d
o
f
teac
h
er
s
’
co
n
s
er
v
ativ
e
b
eh
av
io
r
s
in
ce
i
t
is
v
ital
to
s
h
ap
in
g
th
e
f
lu
en
cy
o
f
t
h
e
s
tu
d
en
t,
a
n
d
s
in
ce
th
e
d
ig
lo
s
s
ia
s
itu
atio
n
im
p
ac
ts
th
e
lear
n
in
g
p
r
o
ce
s
s
,
teac
h
er
s
n
ee
d
to
b
e
ca
r
ef
u
l in
a
d
d
r
ess
in
g
th
e
c
u
r
r
e
n
t c
o
n
d
itio
n
an
d
co
n
f
r
o
n
t it
a
d
ep
tly
.
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
m
eth
o
d
o
lo
g
ical
is
s
u
es
in
th
e
d
ir
ec
tiv
e
ap
p
r
o
ac
h
es
o
f
teac
h
in
g
Ar
ab
ic
as
a
f
o
r
eig
n
lan
g
u
ag
e,
m
ain
ly
im
p
ac
ted
b
y
Ar
ab
ic
d
ig
lo
s
s
ia,
r
esu
ltin
g
in
t
h
e
o
v
er
lo
o
k
o
f
b
o
th
s
tu
d
en
ts
’
an
d
teac
h
er
s
’
attitu
d
es
to
war
d
m
o
r
e
p
r
ac
tical
an
d
lin
g
u
is
tically
in
clu
s
iv
e
m
eth
o
d
o
lo
g
i
es.
Fo
llo
win
g
th
e
d
is
tin
ctio
n
b
etwe
en
m
o
d
e
r
n
s
tan
d
ar
d
Ar
ab
ic
(
MSA
)
an
d
Ar
ab
ic
v
er
n
ac
u
lar
s
,
s
tu
d
en
ts
h
ar
d
ly
to
ler
ate
r
ea
l
-
lif
e
co
m
m
u
n
icatio
n
d
esp
ite
f
o
r
m
al
in
s
tr
u
ctio
n
.
T
h
r
o
u
g
h
e
x
p
l
o
r
in
g
th
e
p
er
ce
p
tio
n
s
o
f
s
tu
d
en
ts
an
d
f
ac
u
lty
m
em
b
er
s
o
f
Am
m
an
Ar
a
b
Un
iv
er
s
ity
(
AAU)
,
an
o
p
p
o
r
tu
n
ity
is
g
iv
en
to
d
em
o
n
s
tr
ate
th
e
co
n
tr
ad
ictio
n
b
etwe
en
th
e
lin
g
u
is
tic
d
ilem
m
a
r
eg
ar
d
in
g
d
ialec
ts
an
d
th
e
p
r
ac
tical
n
ec
ess
ity
o
f
d
ialec
t
lear
n
in
g
f
o
r
lin
g
u
is
tic
an
d
s
o
cial
d
ev
elo
p
m
en
t.
T
h
e
s
tu
d
y
f
in
d
in
g
s
s
h
ed
lig
h
t
o
n
th
e
s
ca
r
city
o
f
r
elev
an
ce
an
d
r
ec
o
g
n
itio
n
o
f
lear
n
er
s
’
s
tr
u
g
g
les,
w
h
ich
s
u
p
p
o
r
ts
th
e
n
ee
d
f
o
r
a
p
ed
a
g
o
g
i
ca
l
s
h
if
t
to
war
d
a
m
o
r
e
elu
ci
d
ated
an
d
in
clu
s
iv
e
ap
p
r
o
ac
h
th
at
in
teg
r
ates
v
er
n
a
cu
lar
Ar
ab
ic,
s
p
ec
if
ically
J
o
r
d
an
ian
Ar
ab
ic
(
J
A)
as
ad
d
r
ess
e
d
in
th
is
s
tu
d
y
,
in
to
th
e
cu
r
r
icu
lu
m
.
T
h
is
m
eth
o
d
o
lo
g
ical
s
h
if
t
d
o
es
n
o
t
o
n
ly
m
ee
t
ex
p
ec
tatio
n
s
o
f
lin
g
u
is
tic
f
lu
en
cy
b
u
t
also
s
tan
d
s
as
a
r
ev
o
lu
tio
n
ar
y
s
t
ep
in
A
r
ab
ic
f
o
r
eig
n
teac
h
i
n
g
,
wh
ic
h
is
ex
cl
u
s
iv
ely
g
u
id
ed
b
y
tr
a
d
itio
n
al
p
er
s
p
ec
tiv
e
cu
r
r
icu
l
u
m
s
.
Ultim
ately
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
to
b
r
id
g
in
g
th
e
g
ap
b
etwe
en
class
r
o
o
m
co
n
ten
t
an
d
r
ea
l
-
wo
r
l
d
co
m
m
u
n
icatio
n
,
b
y
p
r
o
v
i
d
in
g
b
etter
teac
h
in
g
s
tr
ateg
ies
wh
ich
r
ef
lect
th
e
lin
g
u
is
tic
r
ea
lity
o
f
Ar
ab
ic
-
s
p
ea
k
in
g
s
o
cieties.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Dig
lo
s
s
ia
in
f
o
re
ig
n la
ng
ua
g
e
t
ea
ching
Fo
r
eig
n
lan
g
u
ag
e
lear
n
i
n
g
b
e
lo
n
g
in
g
to
a
co
m
m
u
n
ity
h
a
v
in
g
a
‘
d
ig
l
o
s
s
ia’
lin
g
u
is
tic
s
itu
atio
n
h
as
b
ee
n
co
n
s
id
er
e
d
a
ch
allen
g
in
g
en
d
ea
v
o
r
f
o
r
lan
g
u
a
g
e
ed
u
ca
to
r
s
in
d
if
f
er
en
t
p
a
r
ts
o
f
th
e
wo
r
ld
[
1
3
]
,
[
1
4
]
.
T
h
e
in
tr
icate
lin
k
b
etwe
en
h
i
g
h
an
d
lo
w
v
a
r
ieties
in
d
ig
lo
s
s
ia
-
b
ased
co
m
m
u
n
ities
m
ig
h
t
b
e
in
a
co
llid
in
g
lin
g
u
is
tic
s
tatu
s
d
u
e
to
v
ar
io
u
s
s
o
cial,
r
elig
io
u
s
,
o
r
p
o
liti
ca
l
r
ea
s
o
n
s
in
wh
ich
m
o
s
tly
th
e
H
v
ar
iety
is
u
tili
ze
d
f
o
r
f
o
r
m
al
co
n
tex
ts
,
p
r
im
ar
i
ly
in
ed
u
ca
tio
n
,
r
elig
io
n
,
an
d
m
ed
ia
,
wh
ile
th
e
L
v
ar
iety
is
th
e
p
r
im
ar
y
co
n
v
er
s
atio
n
al
‘
v
er
n
ac
u
lar
’
s
o
u
r
ce
f
o
r
s
p
ea
k
er
s
o
f
th
e
co
m
m
u
n
ity
[
1
5
]
,
[
1
6
]
.
Dig
lo
s
s
ia
h
as
b
ee
n
s
h
o
wn
to
h
av
e
an
im
p
ac
t
o
n
e
d
u
ca
tio
n
,
s
o
cial
in
ter
ac
tio
n
s
,
a
n
d
lin
g
u
is
tic
id
en
tity
in
co
u
n
tr
ies
lik
e
Haiti,
Gr
ee
ce
,
Switzer
lan
d
,
an
d
th
e
Ar
ab
w
o
r
ld
.
Dig
lo
s
s
ia
is
n
o
t
lim
ite
d
to
an
y
p
ar
ticu
la
r
cu
ltu
r
e
o
r
lan
g
u
ag
e;
r
at
h
er
,
it c
an
b
e
f
o
u
n
d
in
a
wid
e
r
a
n
g
e
o
f
s
o
cieties
wo
r
ld
wid
e.
Fo
r
in
s
tan
ce
,
th
e
d
ig
lo
s
s
ia
in
Gr
ee
ce
co
n
s
is
ts
o
f
two
s
ep
ar
ate
v
ar
ieties
th
at
d
iv
er
g
e
b
r
o
a
d
ly
:
s
tan
d
ar
d
m
o
d
er
n
Gr
ee
k
(
SMG)
an
d
d
em
o
tic
in
f
o
r
m
al
Gr
ee
k
v
ar
iety
.
T
h
is
lin
g
u
is
tic
g
ap
in
d
ig
lo
s
s
ia
u
s
u
ally
o
p
er
ates
in
f
av
o
r
o
f
th
e
H
f
o
r
m
al
v
ar
iety
th
a
t
d
o
m
in
ates
ed
u
ca
tio
n
an
d
m
e
d
ia
b
y
h
is
to
r
ical
n
o
r
m
wh
ile
th
e
s
p
o
k
en
d
ay
-
to
-
d
ay
v
e
r
n
a
cu
lar
is
s
u
p
p
r
ess
ed
r
ath
er
th
an
ad
d
r
ess
ed
p
e
d
ag
o
g
ically
[
1
7
]
–
[
1
9
]
.
I
n
th
e
ca
s
e
o
f
th
e
Ar
a
b
w
o
r
ld
,
MSA
an
d
Ar
ab
d
ialec
ts
co
n
v
e
r
g
e
b
o
th
lex
ically
an
d
h
is
to
r
ically
wh
ile
th
ey
d
iv
er
g
e
b
r
o
a
d
ly
s
o
cially
,
an
d
lin
g
u
is
tically
.
L
in
g
u
is
ts
h
av
e
two
v
er
s
io
n
s
o
f
p
er
ce
iv
i
n
g
th
e
r
elatio
n
s
h
i
p
b
etwe
en
s
tan
d
ar
d
Ar
ab
ic
(
SA
)
wh
eth
er
MSA
o
r
class
ic
s
tan
d
ar
d
Ar
ab
ic
(
C
SA)
an
d
th
e
Ar
ab
d
ialec
t
[
2
0
]
.
Alb
ir
in
i
an
d
B
en
m
am
o
u
n
[
2
1
]
u
n
d
er
s
co
r
e
th
at
o
n
e
v
er
s
io
n
is
‘
wea
k
’
in
th
e
s
en
s
e
th
at
SA
a
n
d
th
e
Ar
a
b
d
ialec
t
ar
e
n
o
t
d
i
f
f
er
en
t
la
n
g
u
a
g
es,
b
u
t
r
ath
er
d
if
f
er
en
t
d
ialec
ts
in
th
e
s
am
e
r
eg
i
o
n
in
w
h
ich
o
n
e
d
o
m
in
ates
b
y
well
-
d
o
cu
m
en
ted
lin
g
u
is
tic
h
i
s
to
r
y
wh
ile
th
e
o
th
er
r
em
ain
s
in
th
e
c
o
n
v
e
r
s
atio
n
al
wo
r
ld
o
f
v
e
r
n
ac
u
lar
s
[
2
2
]
.
T
h
e
o
th
er
is
‘
s
tr
o
n
g
’
b
y
em
p
h
asizin
g
th
at
SA
i
s
in
tr
in
s
ical
ly
d
if
f
er
en
t
f
r
o
m
all
Ar
ab
d
ialec
ts
g
en
er
ally
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tin
g
p
ercep
tio
n
s
o
f A
r
a
b
ic
tea
ch
in
g
a
n
d
cu
r
r
icu
lu
m
in
teg
r
a
tio
n
…
(
Ta
r
iq
Mo
h
a
mme
d
F
a
r
g
h
a
l
)
459
m
ak
in
g
t
h
em
two
d
if
f
er
e
n
t
lin
g
u
is
tic
wo
r
ld
s
d
esp
ite
lex
ical
o
r
cu
ltu
r
al
s
im
ilar
ities
.
Yo
y
o
et
a
l
.
[
2
3
]
em
p
h
asize
th
e
ten
s
io
n
b
etwe
en
th
e
H
v
ar
iety
an
d
L
Ar
a
b
ic
v
ar
ieties,
n
o
tin
g
th
at
th
e
d
ee
p
g
r
am
m
a
r
an
d
cu
ltu
r
al
an
d
p
r
a
g
m
atic
n
u
an
ce
s
[
2
4
]
am
o
n
g
Ar
ab
d
ialec
ts
h
av
e
way
m
o
r
e
co
m
m
o
n
g
r
o
u
n
d
s
th
an
b
ein
g
p
ar
alleled
with
SA
.
W
h
eth
er
‘
wea
k
’
o
r
‘
s
tr
o
n
g
’
t
h
e
Ar
ab
ic
r
ea
lity
o
f
d
ig
lo
s
s
ia
is
,
ed
u
ca
to
r
s
m
u
s
t
b
e
ab
le
to
p
r
o
ject
s
u
ch
lin
g
u
is
t
p
er
ce
p
tio
n
s
in
to
th
e
p
r
o
ce
s
s
o
f
Ar
a
b
ic
t
ea
ch
in
g
as
a
co
m
b
in
ato
r
y
s
ty
l
e
o
f
th
e
two
f
o
r
m
s
,
s
ep
ar
ately
,
o
r
c
o
n
s
eq
u
e
n
tially
.
Ho
wev
er
,
th
e
r
e
r
em
ain
ch
alle
n
g
es
wh
en
teac
h
i
n
g
two
v
ar
iet
ies
s
im
u
ltan
eo
u
s
ly
as
th
e
s
tu
d
en
t
m
ig
h
t
b
e
n
o
t
a
b
le
to
h
a
n
d
le
lear
n
in
g
two
s
y
s
tem
s
th
at
d
iv
er
g
e
d
r
asti
ca
lly
i
n
p
ed
a
g
o
g
y
d
esp
ite
an
y
attem
p
ts
to
em
p
h
asize
s
im
ilar
ities
.
2
.
2
.
M
et
ho
ds
o
f
t
ea
ching
Ara
bic
T
h
is
s
tu
d
y
em
p
h
asizes h
o
w
th
e
v
ar
iatio
n
b
etwe
en
th
e
two
v
a
r
ieties ca
n
b
e
co
lo
s
s
al
an
d
in
tellig
ib
le
at
th
e
lev
el
o
f
s
tr
u
ctu
r
e
with
in
n
ar
r
atio
n
,
co
n
f
ir
m
in
g
th
at
u
s
ag
e
is
d
is
tin
ctiv
e
an
d
r
eq
u
ir
es
p
ed
ag
o
g
ic
clar
ity
in
lan
g
u
ag
e
teac
h
in
g
.
Yo
u
n
es
[
2
5
]
ad
v
o
ca
tes
in
itiatin
g
teac
h
in
g
Ar
ab
ic
to
f
o
r
eig
n
er
s
u
s
in
g
th
e
co
llo
q
u
ial
lin
g
u
is
tic
co
d
e
o
f
th
e
tar
g
et
Ar
ab
d
ialec
t b
ef
o
r
e
teac
h
in
g
MS
A
in
th
e
f
ir
s
t th
r
ee
y
ea
r
s
.
B
y
a
d
d
r
ess
in
g
th
e
is
s
u
e
o
f
h
av
in
g
two
ty
p
es
o
f
Ar
ab
ic
:
SA
k
n
o
wn
as
F
u
s
h
a
(
wh
ich
is
th
e
f
o
r
m
al
Ar
ab
ic
ter
m
u
s
e
p
r
ed
o
m
i
n
an
tly
f
o
r
th
e
s
tan
d
ar
d
v
e
r
s
io
n
s
o
f
Ar
a
b
ic
lan
g
u
ag
e,
an
d
o
r
i
g
in
ated
f
r
o
m
th
e
wo
r
d
“th
e
elo
q
u
en
t
”,
em
p
h
asizin
g
th
e
p
r
esti
g
io
u
s
co
n
s
er
v
ativ
e
p
er
c
ep
tio
n
o
f
Stan
d
ar
d
Ar
a
b
ic,
an
d
s
u
ch
ter
m
s
h
av
e
ad
o
p
ted
m
o
r
e
o
f
an
ab
s
tr
ac
t
u
n
iv
er
s
al
ex
p
r
ess
io
n
f
o
r
an
y
s
tan
d
ar
d
la
n
g
u
a
g
e)
an
d
Ar
a
b
ic
co
llo
q
u
ial
k
n
o
wn
as
A
m
miyy
a
(
th
e
Ar
a
b
ic
p
r
ed
o
m
i
n
an
tly
r
ec
o
g
n
ized
ter
m
f
o
r
L
v
er
ities
ac
r
o
s
s
lan
g
u
ag
es,
o
r
ig
in
ate
d
f
r
o
m
th
e
l
in
g
u
is
tic
m
ea
n
in
g
‘
p
u
b
lic’
as
a
d
escr
ip
tio
n
,
h
ig
h
lig
h
tin
g
th
e
b
ias
p
er
ce
p
tio
n
o
f
Ar
ab
d
ialec
ts
as
b
ein
g
a
lan
g
u
ag
e
f
o
r
t
h
e
m
o
b
s
o
n
ly
)
an
d
in
tr
o
d
u
ci
n
g
th
em
c
o
n
cu
r
r
en
tly
,
h
is
p
r
o
ject
in
teg
r
ates
th
e
lin
g
u
is
tic
co
d
e
m
o
s
t
co
m
m
o
n
l
y
u
s
ed
b
y
lo
ca
l
n
ativ
e
s
p
ea
k
e
r
s
co
g
n
itiv
ely
an
d
s
o
cially
.
Ad
o
p
tin
g
co
m
p
r
e
h
en
s
iv
e
f
u
ll
-
ed
g
ed
t
ex
tb
o
o
k
s
is
h
ig
h
l
y
s
ig
n
if
ican
t
in
elev
atin
g
th
e
q
u
ality
o
f
teac
h
in
g
Ar
a
b
ic
[
2
6
]
.
Yo
u
n
es
[
2
5
]
in
tr
o
d
u
ce
s
a
5
-
ch
ap
ter
tex
tb
o
o
k
th
at
attem
p
ts
to
d
ea
l
with
th
e
d
i
g
lo
s
s
ia
in
wh
ich
MSA
is
ad
d
r
ess
ed
as
a
v
ar
iety
o
f
r
ea
d
i
n
g
an
d
wr
itin
g
as
well
as
th
e
Ar
ab
ic
v
er
n
ac
u
lar
as
th
e
s
p
o
k
en
v
ar
ian
t
a
n
d
its
u
tili
za
tio
n
in
wr
itin
g
in
s
o
m
e
co
n
tex
t
s
.
Yo
u
n
es
[
2
5
]
h
as
s
u
g
g
ested
th
e
ad
o
p
tio
n
o
f
th
r
ee
co
m
p
lem
e
n
tar
y
m
eth
o
d
o
lo
g
ies:
i)
i
n
itially
b
eg
in
with
an
Ar
ab
ic
d
ialec
t,
a
n
d
th
en
s
lo
wly
in
tr
o
d
u
ce
MSA
;
ii)
t
ea
ch
in
g
MSA
an
d
a
s
elec
te
d
d
ialec
t
s
im
u
ltan
eo
u
s
ly
;
an
d
iii)
t
ea
ch
in
g
MSA,
an
d
th
en
m
o
v
i
n
g
o
n
to
teac
h
i
n
g
th
e
d
ialec
t
.
T
h
e
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
attitu
d
es
an
d
ju
d
g
m
en
ts
o
f
f
o
r
eig
n
s
tu
d
en
ts
as
well
a
s
Ar
ab
ic
f
ac
u
lty
r
eg
ar
d
in
g
th
e
m
eth
o
d
s
o
f
Ar
a
b
ic
teac
h
in
g
,
th
e
im
p
ac
t
o
f
d
i
g
lo
s
s
ia
o
n
f
o
r
eig
n
lear
n
in
g
,
a
n
d
th
e
s
u
g
g
esti
o
n
o
f
teac
h
in
g
v
er
n
ac
u
lar
d
escr
ip
tiv
ely
an
d
p
e
d
ag
o
g
ically
.
B
y
ex
am
in
in
g
t
h
e
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
s
,
th
e
s
tu
d
y
in
ten
d
s
to
estab
lis
h
a
g
r
o
u
n
d
w
o
r
k
f
o
r
th
e
o
p
tim
al
m
eth
o
d
o
lo
g
y
o
f
teac
h
in
g
Ar
ab
ic
an
d
en
c
o
u
r
ag
e
r
esear
ch
e
r
s
an
d
e
d
u
ca
to
r
s
to
im
p
lem
en
t
th
e
p
ed
a
g
o
g
y
o
f
Ar
ab
d
ialec
ts
in
f
o
r
eig
n
lear
n
in
g
c
o
u
r
s
e
s
.
T
h
e
s
tu
d
y
also
d
ef
en
d
in
g
v
e
r
n
ac
u
lar
s
o
f
an
y
lin
g
u
is
tic
s
tig
m
atiza
tio
n
o
r
n
e
g
lectio
n
as a
leg
itima
te
s
o
u
r
ce
f
o
r
teac
h
in
g
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n a
n
d sa
m
pli
ng
T
h
e
r
esear
ch
m
er
g
es
m
et
h
o
d
s
b
y
u
s
in
g
q
u
alitativ
e
an
d
q
u
a
n
titativ
e
tech
n
iq
u
es
to
co
llect
d
ata.
T
wo
Go
o
g
le
Fo
r
m
s
wer
e
s
en
t.
On
e
was
g
iv
en
to
f
o
r
eig
n
s
tu
d
e
n
ts
an
d
th
e
o
th
er
to
f
ac
u
lty
m
em
b
er
s
o
f
AAU
.
T
h
er
e
wer
e
3
2
s
tu
d
en
t
q
u
esti
o
n
s
an
d
2
2
q
u
esti
o
n
s
f
o
r
f
ac
u
lty
m
em
b
er
s
in
th
e
s
u
r
v
ey
s
.
Peo
p
le
w
h
o
to
o
k
p
ar
t
in
th
is
r
esear
ch
also
p
r
o
v
i
d
ed
th
eir
v
iewp
o
in
ts
th
r
o
u
g
h
ex
ten
s
i
v
e
f
ac
e
-
to
-
f
ac
e
in
ter
v
iews.
R
esear
ch
er
s
u
s
ed
s
tatis
t
ical
ass
e
s
s
m
en
t
o
f
s
u
r
v
ey
d
ata
an
d
th
em
atic
e
v
alu
at
io
n
o
f
in
ter
v
iew
tr
a
n
s
cr
ip
tio
n
to
ac
h
iev
e
a
f
u
ll
co
m
p
r
eh
e
n
s
io
n
o
f
h
o
w
s
tu
d
e
n
ts
an
d
f
ac
u
lty
p
er
ce
iv
ed
A
r
ab
i
c
d
ig
lo
s
s
ia
an
d
d
ialec
t le
ar
n
i
n
g
.
T
h
e
s
am
p
le
s
ize
o
f
th
is
s
tu
d
y
co
n
s
is
ts
o
f
1
2
0
p
ar
ticip
a
n
ts
,
o
f
wh
ich
9
0
r
esp
o
n
s
es
wer
e
r
ec
eiv
ed
;
th
u
s
,
h
av
in
g
8
0
%
r
esp
o
n
s
e
r
a
t
e.
T
h
is
r
ate
h
as
in
clu
d
ed
b
o
th
1
0
0
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
th
r
ee
u
n
iv
er
s
ities
:
2
0
Ma
lay
s
ian
an
d
2
0
I
n
d
o
n
esian
s
tu
d
en
ts
at
AAU,
2
0
Am
er
ican
s
tu
d
en
ts
at
C
ar
n
eg
ie
Me
llo
n
Un
iv
er
s
ity
,
an
d
2
0
T
u
r
k
is
h
s
tu
d
en
ts
wh
o
ar
e
p
ar
t
o
f
t
h
e
E
u
r
o
p
ea
n
Un
i
o
n
Pro
g
r
am
as
well
as
d
is
tr
ib
u
tin
g
th
e
Go
o
g
le
Fo
r
m
q
u
esti
o
n
n
air
e
to
2
0
f
ac
u
lty
m
e
m
b
er
s
o
f
th
e
C
o
lleg
e
o
f
Ar
ts
an
d
Scien
ce
s
at
AAU.
T
h
is
d
em
o
g
r
a
p
h
ic
d
is
tr
ib
u
tio
n
illu
s
tr
ates
h
o
w
th
e
ex
ter
n
al
v
alid
ity
o
f
th
e
s
tu
d
y
h
as
b
ee
n
g
en
e
r
a
lized
to
a
s
p
ec
if
ied
co
n
tr
o
lled
as
well
as
d
iv
er
s
e
au
d
ien
ce
.
Desp
ite
th
e
lim
itatio
n
o
f
th
e
s
am
p
le
s
ize,
it
was
d
e
ter
m
in
ed
r
ely
in
g
o
n
well
-
d
ef
in
ed
m
eth
o
d
o
lo
g
ies
i
n
liter
atu
r
e
in
ass
ess
in
g
lear
n
i
n
g
attitu
d
es,
wh
ich
o
p
ts
f
o
r
c
o
m
p
ar
ab
le
n
u
m
b
er
s
o
f
p
ar
ticip
a
n
ts
as r
ep
r
esen
tativ
e
o
f
th
e
a
n
aly
s
is
co
n
d
u
cted
.
T
h
e
r
eliab
ilit
y
o
f
th
e
s
tu
d
y
h
as
b
ee
n
test
ed
in
ter
n
ally
an
d
ex
ter
n
ally
b
y
d
ef
i
n
in
g
q
u
alitativ
e
co
n
s
is
ten
cy
b
etwe
en
teac
h
i
n
g
m
eth
o
d
o
lo
g
ies
an
d
lear
n
in
g
p
er
ce
p
tio
n
s
.
B
y
also
en
s
u
r
in
g
th
at
p
ar
ticip
an
ts
s
u
b
m
it
th
eir
r
esp
o
n
s
e
twice
to
ass
ess
co
n
s
is
ten
cy
.
T
h
is
p
r
o
ce
s
s
was
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
u
s
in
g
m
ix
ed
-
f
ac
to
r
ed
m
eth
o
d
o
lo
g
y
o
f
ev
alu
atin
g
tr
an
s
cr
ip
t
in
ter
v
i
ews
with
s
tu
d
en
ts
(
esp
ec
ially
Ma
lay
s
ian
s
tu
d
en
ts
at
AAU)
,
as
well
as
ass
es
s
in
g
o
p
e
n
-
en
d
ed
r
esp
o
n
s
es,
d
ed
u
cin
g
co
n
s
is
ten
cies
as
well
as
d
is
cr
ep
an
cies.
T
h
is
r
eliab
ilit
y
test
in
g
was
co
m
p
leted
b
y
d
ef
i
n
in
g
an
d
co
n
tr
o
lli
n
g
th
e
s
am
p
le
i
n
ter
m
s
o
f
n
at
io
n
ality
,
ed
u
ca
tio
n
,
ac
ad
em
ic
r
o
le,
a
n
d
in
s
titu
tio
n
a
l a
f
f
iliatio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
457
-
468
460
I
n
ter
m
s
o
f
v
alid
ity
,
th
er
e
ar
e
in
tellectu
al
v
alid
ity
an
d
co
n
s
tr
u
ct
v
alid
ity
.
Fo
r
in
tellectu
al
v
alid
ity
,
t
h
e
s
tu
d
y
h
as
r
ev
iewe
d
r
elev
an
t
liter
atu
r
e
o
n
Ar
ab
ic
teac
h
in
g
m
et
h
o
d
o
lo
g
ies,
cu
r
r
icu
l
u
m
d
esig
n
,
an
d
th
e
in
teg
r
atio
n
o
f
Ar
ab
ic
d
ialec
ts
,
in
clu
d
in
g
p
r
o
m
i
n
en
tly
T
o
jiy
ev
a
r
ef
lectio
n
s
[
2
7
]
an
d
Al
-
B
atal
teac
h
in
g
f
r
am
ewo
r
k
s
[
4
]
,
[
2
8
]
.
B
y
d
is
c
u
s
s
in
g
an
d
p
r
e
-
test
in
g
with
ex
p
er
ts
in
f
o
r
eig
n
Ar
ab
ic
teac
h
i
n
g
,
lin
g
u
is
tics
,
an
d
tr
an
s
latio
n
at
AAU
an
d
r
esea
r
ch
co
llab
o
r
at
o
r
s
v
ia
co
n
f
er
e
n
ce
s
an
d
s
em
in
ar
s
with
o
th
er
u
n
iv
er
s
ities
s
u
ch
as
J
ad
ar
a
Un
iv
er
s
ity
,
t
h
e
s
tu
d
y
h
as
r
ec
eiv
ed
in
tellectu
al
ex
p
er
t
alig
n
m
en
t
with
its
s
tu
d
y
o
b
jec
tiv
es
.
Fo
r
co
n
s
tr
u
ct
v
alid
ity
,
t
h
e
s
tu
d
y
h
as
a
d
o
p
t
ed
v
ar
io
u
s
co
n
s
tr
u
cts
in
m
ea
s
u
r
in
g
d
if
f
er
en
t
c
o
m
p
o
n
en
ts
ca
p
tu
r
in
g
n
u
a
n
ce
d
p
er
ce
p
tio
n
s
o
f
b
o
t
h
s
tu
d
en
ts
a
n
d
f
ac
u
lty
,
in
clu
d
i
n
g
Ar
ab
ic
d
ig
lo
s
s
ia,
s
o
cial
attitu
d
es,
co
n
s
er
v
ativ
e
ac
ad
em
ic
attitu
d
es,
an
d
s
elf
-
ass
es
s
m
en
t
p
er
ce
p
tio
n
s
.
T
h
ese
co
n
s
tr
u
ct
s
ev
alu
ate
p
er
ce
p
tio
n
s
th
r
o
u
g
h
m
icr
o
ap
p
licatio
n
s
o
cially
,
lin
g
u
is
tically
,
ac
ad
e
m
ically
,
an
d
p
s
y
ch
o
lin
g
u
is
tically
.
3
.
2
.
Da
t
a
c
o
llect
io
n
T
h
is
s
tu
d
y
co
n
d
u
cts
two
G
o
o
g
le
Fo
r
m
q
u
esti
o
n
n
air
es
,
o
n
e
co
n
tain
i
n
g
2
8
q
u
esti
o
n
s
f
o
r
f
o
r
eig
n
s
tu
d
en
ts
at
AAU
in
J
o
r
d
an
an
d
th
e
o
th
er
ad
d
r
ess
es
2
2
q
u
esti
o
n
s
f
o
r
Ar
ab
ic
lin
g
u
is
ts
an
d
Ar
ab
ic
teac
h
er
s
at
th
e
Dep
ar
tm
en
ts
o
f
L
in
g
u
is
tics
an
d
T
r
an
s
latio
n
as
well
as
B
as
ic
Scien
ce
s
at
AAU.
T
h
e
s
tu
d
y
f
in
d
s
th
is
s
am
p
le
as
s
ig
n
if
ican
t
as
th
e
p
r
im
ar
y
s
tu
d
en
t
p
ar
ticip
an
ts
as
teac
h
er
s
h
o
ld
lin
g
u
is
tic
ju
d
g
m
en
t,
s
o
cial
attitu
d
e,
an
d
s
o
m
e
p
r
ec
o
n
ce
p
tio
n
s
to
w
ar
d
Ar
ab
ic
teac
h
i
n
g
an
d
v
er
n
a
cu
lar
teac
h
in
g
as we
ll.
3
.
3
.
Da
t
a
a
na
ly
s
is
B
y
an
aly
zin
g
th
e
d
ata
q
u
alit
ativ
ely
an
d
q
u
an
titativ
ely
,
j
u
d
g
m
en
ts
b
y
s
tu
d
e
n
ts
an
d
tea
ch
er
s
ar
e
m
ea
s
u
r
ed
s
tatis
tically
th
r
o
u
g
h
y
es/n
o
/m
ay
b
e
q
u
esti
o
n
s
an
d
co
m
p
ar
ed
q
u
alitativ
ely
b
ased
o
n
th
e
an
aly
s
is
o
f
th
e
p
er
s
o
n
al
ju
d
g
m
en
t
o
r
ex
p
er
ien
ce
to
war
d
Ar
a
b
ic
teac
h
i
n
g
,
Ar
ab
ic
d
ialec
t,
an
d
d
ig
lo
s
s
ia.
T
h
is
s
tati
s
tica
l
v
ar
ian
ce
in
ju
d
g
m
en
t
an
d
ass
ess
in
g
co
n
f
o
r
m
ity
in
attitu
d
e
wh
eth
er
am
o
n
g
s
tu
d
en
ts
o
r
p
r
o
f
ess
o
r
s
is
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
co
n
d
u
ctin
g
f
ac
e
-
to
-
f
ac
e
in
ter
v
iews
with
s
o
m
e
o
f
th
e
p
ar
ticip
an
ts
an
d
g
ath
er
i
n
g
d
ir
ec
t
ju
d
g
m
e
n
t,
o
p
in
io
n
,
ex
p
er
ien
ce
,
o
r
p
r
ec
o
n
ce
p
tio
n
to
war
d
Ar
ab
ic
te
ac
h
in
g
wh
ile
i
n
teg
r
atin
g
th
i
s
d
ir
ec
t
ju
d
g
m
en
t
-
g
ath
er
in
g
with
th
e
ju
d
g
m
e
n
ts
d
etec
ted
in
th
e
q
u
esti
o
n
n
air
es.
T
h
is
q
u
alitativ
e
ca
teg
o
r
izatio
n
is
f
ilter
ed
o
u
t
an
d
ad
o
p
ted
in
th
is
s
tu
d
y
b
ased
o
n
f
ac
e
-
to
-
f
ac
e
in
ter
v
iews
a
n
d
d
is
cu
s
s
io
n
s
with
b
o
th
f
o
r
eig
n
s
tu
d
en
ts
as
well
as
th
e
Ar
ab
ic
F
ac
u
lty
o
f
AAU
wh
ich
r
ev
ea
l
t
h
e
o
v
er
all
d
ir
e
ctio
n
o
f
th
eir
attitu
d
es.
Fo
u
r
v
ar
iab
les
co
n
tr
o
l
th
e
ca
teg
o
r
izatio
n
o
f
th
e
f
o
u
r
g
r
o
u
p
s
o
f
q
u
esti
o
n
s
ad
d
r
ess
in
g
th
e
p
ar
ticip
an
ts
as:
i)
l
in
g
u
i
s
tic
attitu
d
e
to
war
d
d
ig
lo
s
s
ia
;
ii)
s
o
cial
att
itu
d
e
to
war
d
lan
g
u
a
g
e
u
s
e
;
iii)
a
ca
d
em
ic
attitu
d
e
to
war
d
lan
g
u
ag
e
lear
n
in
g
;
an
d
iv
)
s
elf
-
ass
ess
m
en
t a
ttit
u
d
e.
W
h
ile
th
e
m
ain
v
ar
iab
le
ad
d
r
ess
ed
in
ev
alu
atin
g
th
e
attitu
d
es
o
f
th
e
g
r
o
u
p
o
f
f
ac
u
lty
m
em
b
er
s
at
AAU
is
th
eir
ac
ad
em
ic
p
er
ce
p
tio
n
o
f
th
e
teac
h
in
g
o
f
th
e
L
v
ar
iety
;
J
A
in
ter
m
s
o
f
d
escr
ip
tiv
e
teac
h
in
g
,
co
n
d
u
ctin
g
a
f
u
ll
-
ed
g
e
tex
tb
o
o
k
,
an
d
i
n
teg
r
atin
g
s
p
ec
ialize
d
co
u
r
s
es
f
o
r
teac
h
in
g
o
f
Ar
a
b
d
ialec
ts
.
T
h
er
ef
o
r
e,
th
e
s
tu
d
y
r
aises
th
r
ee
m
ain
q
u
esti
o
n
s
:
i)
W
h
at
attitu
d
e
d
o
f
o
r
eig
n
s
tu
d
e
n
ts
at
AAU
h
av
e
to
war
d
Ar
a
b
ic
d
ig
lo
s
s
ia
an
d
Ar
ab
ic
teac
h
i
n
g
?
ii)
W
h
at
p
er
ce
p
tio
n
s
d
o
Ar
a
b
i
c
teac
h
er
s
an
d
lin
g
u
is
ts
at
AAU
h
o
ld
ag
ain
s
t
teac
h
i
n
g
v
e
r
n
ac
u
lar
d
escr
ip
tiv
ely
?
iii)
W
h
at
is
th
e
m
o
s
t u
s
ef
u
l stra
teg
y
f
o
r
teac
h
in
g
n
o
n
-
n
ativ
e
s
p
e
ak
er
s
Ar
ab
ic?
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Resul
t
s
Stu
d
en
t
d
if
f
icu
lties
in
lea
r
n
in
g
Ar
ab
ic
s
tem
f
r
o
m
d
ig
l
o
s
s
i
a
-
b
ased
c
h
ar
ac
ter
is
tics
o
f
t
h
e
lan
g
u
ag
e
ac
co
r
d
in
g
to
th
e
r
esear
ch
r
es
u
lts
.
Stu
d
en
ts
s
h
o
w
a
p
r
ef
e
r
e
n
ce
f
o
r
u
s
in
g
MSA
in
ac
a
d
e
m
ic
s
ettin
g
s
wh
ile
s
im
u
ltan
eo
u
s
ly
s
h
o
win
g
in
ten
s
e
in
ter
est
in
u
s
in
g
JA
in
d
ay
-
to
-
d
ay
in
ter
ac
tio
n
s
.
T
h
e
tr
ad
iti
o
n
al
p
er
s
p
ec
tiv
e
o
f
f
ac
u
lty
m
em
b
er
s
s
tan
d
s
in
co
n
tr
ast
to
s
tu
d
en
t
p
r
ef
er
en
ce
s
as
th
ey
d
o
n
o
t
s
u
p
p
o
r
t
f
o
r
m
al
d
ialec
t
in
s
tr
u
ctio
n
.
T
h
e
an
n
o
tated
r
esu
lts
p
r
esen
t
f
u
n
d
am
e
n
tal
f
in
d
in
g
s
f
r
o
m
th
e
s
tu
d
y
,
as sh
o
wn
in
T
ab
le
1
.
T
h
e
ed
u
ca
tio
n
al
d
ata
s
h
o
ws
th
at
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
h
av
e
d
if
f
er
e
n
t
lan
g
u
a
g
e
n
ee
d
s
f
r
o
m
f
ac
u
lty
m
em
b
er
s
ab
o
u
t
d
ialec
t
teac
h
in
g
al
o
n
g
with
d
ialec
t
co
u
r
s
es
wh
ich
h
ig
h
li
g
h
ts
th
e
n
ec
ess
ity
to
b
r
in
g
d
ialec
t
s
tu
d
ies
in
to
Ar
ab
ic
lan
g
u
ag
e
e
d
u
ca
tio
n
.
T
ab
le
1
.
Per
ce
n
ta
g
es o
f
p
e
r
ce
p
tio
n
in
attitu
d
in
al
v
ar
iab
les
C
a
t
e
g
o
r
y
S
t
u
d
e
n
t
s
(
%)
F
a
c
u
l
t
y
(
%)
P
r
e
f
e
r
e
n
c
e
f
o
r
M
S
A
75
90
I
n
t
e
r
e
st
i
n
l
e
a
r
n
i
n
g
d
i
a
l
e
c
t
80
40
C
h
a
l
l
e
n
g
e
s
i
n
sp
e
a
k
i
n
g
A
r
a
b
i
c
65
60
S
u
p
p
o
r
t
f
o
r
d
i
a
l
e
c
t
i
n
t
e
g
r
a
t
i
o
n
70
30
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I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tin
g
p
ercep
tio
n
s
o
f A
r
a
b
ic
tea
ch
in
g
a
n
d
cu
r
r
icu
lu
m
in
teg
r
a
tio
n
…
(
Ta
r
iq
Mo
h
a
mme
d
F
a
r
g
h
a
l
)
461
4
.
2
.
F
ind
ing
s
o
f
s
t
ud
e
nts’
a
t
t
it
ud
es
S
tu
d
en
ts
’
r
esp
o
n
s
es
to
f
ir
s
t
r
esear
ch
q
u
esti
o
n
(
Q1
)
ar
e
ex
am
in
ed
,
ca
teg
o
r
ized
,
a
n
d
an
aly
ze
d
q
u
alitativ
ely
.
First
o
f
all,
th
e
m
ajo
r
ity
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
e
r
s
wh
o
s
tu
d
y
th
e
lan
g
u
ag
e
at
AAU
ar
e
s
tu
d
en
ts
o
f
th
e
Dep
ar
tm
en
t o
f
R
elig
io
u
s
Stu
d
ies,
wh
ile
th
er
e
is
a
m
in
o
r
ity
o
f
f
o
r
ei
g
n
s
tu
d
en
ts
wh
o
lear
n
Ar
ab
ic
f
o
r
ca
r
ee
r
p
u
r
p
o
s
es.
W
h
en
ask
ed
a
b
o
u
t
t
h
e
av
er
a
g
e
eth
n
icity
th
e
u
n
iv
e
r
s
ity
welc
o
m
es,
th
e
f
ac
u
lty
p
o
in
ts
o
u
t
th
e
T
u
r
k
is
h
s
tu
d
en
ts
,
alo
n
g
with
s
o
m
e
f
r
o
m
E
ast
As
ia
lik
e
Ma
lay
s
ian
s
.
Stu
d
en
ts
f
r
o
m
C
en
tr
al
Af
r
ica
wer
e
a
f
ew
b
u
t
s
til
l
co
u
n
t.
M
o
r
eo
v
e
r
,
th
e
Ar
ab
ic
f
ac
u
lty
p
o
in
ts
o
u
t
h
o
w
th
e
y
c
o
m
m
u
n
icate
with
th
eir
s
tu
d
e
n
ts
in
an
all
-
Ar
ab
ic
lan
g
u
ag
e
MSA
b
u
t
also
e
m
p
h
asizes
h
o
w
n
o
t
all
p
r
o
f
ess
o
r
s
f
o
llo
w
th
e
s
am
e
lin
e
wh
ich
p
u
ts
th
e
s
tu
d
e
n
ts
i
n
s
o
m
ewh
at
awk
war
d
s
itu
atio
n
s
.
T
h
is
s
tu
d
y
ca
teg
o
r
izes
th
e
it
em
s
in
th
e
two
q
u
esti
o
n
n
air
e
f
o
r
u
m
s
.
On
e
is
tar
g
etin
g
th
e
s
tu
d
en
ts
ac
co
r
d
in
g
to
f
o
u
r
d
e
p
en
d
e
n
t
v
ar
iab
les
in
wh
ich
ea
ch
g
r
o
u
p
o
f
q
u
esti
o
n
s
ad
d
r
ess
es
a
q
u
alitativ
e
asp
ec
t
o
f
th
e
s
tu
d
en
t’
s
attitu
d
e
to
war
d
Ar
a
b
ic
teac
h
in
g
.
T
h
e
o
th
er
is
ad
d
r
ess
in
g
th
e
teac
h
er
s
’
attitu
d
es
in
ter
m
s
o
f
th
eir
s
ch
o
last
ic
attitu
d
e
to
war
d
Ar
ab
ic
teac
h
in
g
b
ased
o
n
t
h
eir
ac
ad
em
ic
p
er
ce
p
tio
n
o
f
th
e
v
e
r
n
ac
u
lar
d
escr
ip
tiv
e
teac
h
in
g
o
f
J
A.
T
h
e
f
o
u
r
v
ar
ia
b
les ar
e:
−
Var
iab
le
1
:
l
in
g
u
is
tic
attitu
d
e
t
o
war
d
d
ig
l
o
s
s
ia
T
h
is
v
ar
iab
le
ex
a
m
in
es
th
e
p
e
r
ce
p
tio
n
o
f
p
a
r
ticip
an
ts
to
war
d
Ar
ab
ic
d
ig
lo
s
s
ia
an
d
th
e
s
p
lit
b
etwe
en
MSA
as
an
H
v
ar
iety
an
d
J
A
as
an
L
v
ar
iety
.
I
t
test
s
th
e
le
v
el
o
f
lin
g
u
is
tic
f
allac
y
[
2
9
]
,
[
3
0
]
th
e
p
ar
ticip
an
ts
m
ig
h
t f
all
in
to
in
ter
m
s
o
f
f
am
iliar
ity
with
th
e
d
ialec
t.
−
Var
iab
le
2
:
s
o
cial
attitu
d
e
to
w
ar
d
lan
g
u
ag
e
u
s
e
T
h
is
v
ar
iab
le
ad
d
r
ess
es
th
e
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
b
a
r
r
i
er
s
th
e
p
ar
ticip
an
ts
f
ac
e
wh
ile
lear
n
in
g
Ar
ab
ic
with
in
th
e
co
n
tex
t
o
f
d
ig
lo
s
s
ia
an
d
ex
am
in
es
th
e
n
a
tu
r
e
an
d
ch
allen
g
es
o
f
th
eir
in
ter
ac
tio
n
with
th
eir
o
th
er
n
ativ
e
J
o
r
d
an
ian
co
lleag
u
es
o
n
ca
m
p
u
s
.
T
h
is
also
em
p
h
asizes
th
at
th
e
p
ar
ticip
an
ts
m
ig
h
t
f
ac
e
lin
g
u
is
tic
s
tig
m
atiza
tio
n
[
3
1
]
d
u
e
to
t
h
e
m
is
p
lace
m
en
t o
f
th
e
c
h
o
ice
o
f
th
e
v
ar
iety
wh
et
h
er
co
n
v
er
s
at
io
n
ally
o
r
f
o
r
m
ally
.
−
Var
iab
le
3
:
ac
ad
em
ic
attitu
d
e
t
o
war
d
Ar
ab
ic
lear
n
in
g
T
h
is
v
ar
iab
le
test
s
th
e
ac
a
d
em
ic
attitu
d
e
o
f
p
a
r
ticip
an
ts
in
te
r
m
s
o
f
h
o
w
th
ey
p
er
ce
iv
e
th
e
ac
ad
em
ic
p
r
o
ce
s
s
o
f
Ar
ab
ic
p
r
o
g
r
am
s
g
e
n
er
ally
an
d
p
ar
ticu
lar
l
y
at
AAU.
−
Var
iab
le
4
:
s
elf
-
ass
ess
m
en
t a
tt
itu
d
e
T
h
is
v
ar
iab
le
in
v
esti
g
ates
h
o
w
th
e
p
ar
ticip
a
n
ts
s
elf
-
ass
ess
th
em
s
elv
es
in
lear
n
in
g
v
ar
io
u
s
s
k
ills
o
f
Ar
ab
ic
in
clu
d
in
g
th
eir
p
e
r
ce
p
tio
n
o
f
ea
s
e
an
d
d
if
f
icu
lty
o
f
th
e
m
ain
f
o
u
r
s
k
ills
,
th
eir
p
er
s
p
ec
tiv
e
o
f
th
e
ad
o
p
ted
s
ty
le
o
f
teac
h
in
g
i
n
J
o
r
d
an
,
a
n
d
t
h
e
ex
ten
t
o
f
b
e
n
ef
it
th
ey
p
o
ten
tially
g
ain
f
r
o
m
d
ig
ital
s
o
u
r
ce
s
in
clu
d
in
g
s
o
cial
m
e
d
ia
an
d
T
V.
T
ab
le
2
ad
d
r
ess
es
v
ar
iab
le
1
,
wh
er
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
d
ig
lo
s
s
ia
ar
e
ex
am
in
ed
.
T
h
e
s
tu
d
y
s
u
p
p
o
r
ts
th
ese
f
in
d
in
g
s
b
y
p
o
i
n
tin
g
o
u
t
th
eir
r
esp
o
n
s
es
am
id
s
t
th
e
p
er
s
o
n
al
in
te
r
v
iews.
T
h
e
p
er
ce
n
tag
es
s
h
o
w
th
at
th
e
p
a
r
ticip
an
ts
co
n
f
ir
m
t
wo
asp
ec
ts
o
f
th
eir
attitu
d
e
t
o
th
e
d
ig
lo
s
s
ia:
co
n
v
er
s
atio
n
a
l
an
d
g
r
am
m
atica
l.
R
esp
o
n
s
es
f
o
r
q
u
esti
o
n
s
1
an
d
4
in
f
av
o
r
o
f
F
u
s
h
a
ass
er
t
t
h
e
co
m
m
u
n
icativ
e
p
er
ce
p
tio
n
o
f
th
e
p
ar
ticip
a
n
ts
to
war
d
J
A
as
b
ein
g
‘
im
p
r
o
p
er
’
o
r
as
‘
u
n
w
o
r
th
y
’
to
b
e
th
e
p
r
im
ar
y
m
o
d
e
o
f
c
o
n
v
e
r
s
atio
n
am
o
n
g
Ar
a
b
s
at
th
e
ex
p
en
s
e
o
f
th
ei
r
id
ea
lis
t
p
e
r
ce
p
tio
n
o
f
MSA
c
o
m
m
u
n
icatio
n
in
a
s
im
ilar
f
ash
io
n
to
th
e
h
is
to
r
ical
an
d
r
elig
i
o
u
s
n
ar
r
ativ
e.
Ad
d
itio
n
ally
,
th
e
p
ar
ticip
an
ts
s
h
o
w
lin
g
u
is
tic
f
allac
y
to
war
d
th
e
L
v
ar
iety
in
th
eir
r
esp
o
n
s
es
in
q
u
esti
o
n
s
2
a
n
d
3
,
as
th
e
y
r
e
v
ea
l
r
ejec
tio
n
to
war
d
to
ler
atin
g
th
e
f
ac
t
t
h
at
J
A
is
a
lan
g
u
ag
e
th
at
h
as
a
g
r
am
m
ar
an
d
lev
el
o
f
co
m
p
le
x
ity
s
im
ilar
to
o
th
er
lan
g
u
a
g
es
in
clu
d
i
n
g
MSA.
T
h
i
s
a
g
a
i
n
c
o
n
f
i
r
m
s
t
h
a
t
f
o
r
e
i
g
n
l
e
a
r
n
e
r
s
m
a
n
i
f
e
s
t
n
e
g
at
i
v
e
o
r
f
a
ll
a
ci
o
u
s
l
i
n
g
u
is
t
ic
a
t
ti
t
u
d
e
s
t
o
w
a
r
d
t
h
e
L
A
r
a
b
v
a
r
ie
t
y
g
r
a
m
m
a
t
i
c
a
ll
y
a
n
d
c
o
n
v
e
r
s
a
t
i
o
n
a
ll
y
.
T
ab
le
2
.
L
in
g
u
is
tic
attitu
d
e
to
war
d
d
ig
lo
s
s
ia
N
o
.
Q
u
e
st
i
o
n
s
Y
e
s
(
%)
No
(
%)
M
a
y
b
e
(
%)
1
D
o
y
o
u
t
h
i
n
k
Jo
r
d
a
n
i
a
n
s
sh
o
u
l
d
s
p
e
a
k
Fu
s
h
a
i
n
s
t
e
a
d
o
f
JA
?
6
2
.
4
1
8
.
7
1
8
.
7
2
D
o
y
o
u
t
h
i
n
k
JA
i
s
n
o
t
a
l
a
n
g
u
a
g
e
?
25
50
25
3
W
o
u
l
d
y
o
u
a
g
r
e
e
t
h
a
t
JA
h
a
s
i
t
s
g
r
a
m
mar,
r
u
l
e
s
,
a
n
d
v
o
c
a
b
u
l
a
r
y
?
6
2
.
5
6
.
2
2
3
1
.
2
7
4
D
o
y
o
u
b
e
l
i
e
v
e
J
o
r
d
a
n
i
a
n
s s
h
o
u
l
d
n
o
t
u
se
JA
a
t
a
l
l
?
1
8
.
7
7
4
3
.
7
5
3
7
.
4
7
T
ab
le
3
i
l
l
u
s
t
r
a
t
es
th
e
p
ar
ticip
an
ts
’
r
esp
o
n
s
es
to
a
lis
t
o
f
q
u
esti
o
n
s
ad
d
r
ess
in
g
th
e
s
o
cial
p
er
ce
p
tio
n
to
war
d
th
eir
ex
p
er
ien
ce
o
f
th
e
lan
g
u
ag
e
u
s
e
o
f
Ar
ab
ic
an
d
th
eir
attitu
d
e
to
war
d
th
eir
in
ter
ac
tio
n
in
tr
a
-
p
er
s
o
n
ally
.
T
h
e
r
esu
lts
in
T
ab
le
3
s
h
o
ws
d
if
f
er
e
n
t
f
in
d
in
g
s
th
an
T
a
b
le
2
.
B
y
way
o
f
illu
s
tr
atio
n
,
ev
e
n
th
o
u
g
h
p
ar
ticip
an
ts
g
en
e
r
ally
s
h
o
w
a
n
eg
ativ
e
attitu
d
e
to
war
d
J
A,
th
ey
co
n
tr
a
d
icto
r
il
y
r
ev
ea
l
in
ter
est
in
lear
n
in
g
t
h
e
d
ialec
t
as
e
v
id
en
t
in
th
e
r
esp
o
n
s
es
to
q
u
esti
o
n
s
1
,
2
,
an
d
3
,
wh
ich
co
n
f
i
r
m
th
e
ir
lik
in
g
t
o
th
e
id
ea
o
f
lear
n
in
g
an
d
s
p
ea
k
in
g
th
e
d
ialec
ts
.
T
h
is
in
ter
est
is
f
u
r
th
e
r
s
u
p
p
o
r
ted
b
y
th
e
r
esp
o
n
s
es
o
f
q
u
esti
o
n
s
4
,
5
,
6
,
an
d
7
in
em
p
h
asizin
g
th
at
th
e
p
ar
ticip
an
ts
ex
p
r
ess
co
n
ce
r
n
a
n
d
d
if
f
icu
lty
in
d
ea
lin
g
with
J
A
in
u
s
e
d
u
r
in
g
th
e
class
r
o
o
m
an
d
s
o
cial
i
n
ter
a
ctio
n
with
th
eir
class
m
ates,
f
r
ien
d
s
,
a
n
d
p
r
o
f
ess
o
r
s
.
T
h
e
two
attitu
d
es
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
457
-
468
462
g
en
er
aliza
tio
n
o
f
th
e
tab
le
s
h
o
w
r
elativ
e
co
n
s
is
ten
cy
to
ea
c
h
o
th
er
as
th
e
p
ar
ticip
an
t
ex
p
r
e
s
s
es
in
ter
est
o
n
th
e
o
n
e
h
an
d
wh
ile
em
p
h
asizin
g
th
e
d
if
f
icu
lty
in
co
m
m
u
n
ica
tin
g
in
L
A.
T
h
er
ef
o
r
e,
th
e
f
i
n
d
in
g
s
o
f
T
a
b
le
3
co
n
f
ir
m
t
h
e
f
in
d
in
g
s
o
f
T
ab
l
e
2
,
d
esp
ite
th
ei
r
co
n
t
r
ad
ictio
n
to
ea
ch
o
th
er
.
I
n
o
th
er
wo
r
d
s
,
th
e
p
ar
ticip
a
n
ts
lin
g
u
is
tically
o
r
in
m
o
r
e
a
b
s
tr
ac
t te
r
m
s
‘
f
allac
io
u
s
ly
’
[
3
2
]
p
er
ce
iv
e
th
e
L
Ar
ab
v
a
r
iety
as ‘
in
f
er
io
r
’
,
wh
ile
th
ey
r
ea
lis
tically
s
h
o
w
in
ter
est
in
l
ea
r
n
in
g
it
,
as
th
ey
r
ec
o
g
n
ize
t
h
ey
ev
en
tu
ally
s
u
b
m
it
to
th
e
lin
g
u
is
tic
r
ea
lity
o
f
th
e
Ar
ab
wo
r
ld
as in
J
o
r
d
a
n
in
th
e
u
s
e
o
f
L
A
at
t
h
e
co
n
v
er
s
atio
n
al
lev
el
[
3
3
]
.
T
ab
le
3
.
So
cial
attitu
d
e
to
war
d
lan
g
u
a
g
e
u
s
e
No
Q
u
e
st
i
o
n
s
Y
e
s
(
%)
No
(
%)
M
a
y
b
e
(
%)
1
D
o
y
o
u
w
a
n
t
t
o
l
e
a
r
n
a
n
d
sp
e
a
k
t
h
e
J
o
r
d
a
n
i
a
n
d
i
a
l
e
c
t
?
8
1
.
2
5
1
6
.
7
8
.
3
2
W
o
u
l
d
y
o
u
l
i
k
e
t
o
b
e
a
b
l
e
t
o
s
p
e
a
k
JA
a
s fl
u
e
n
t
l
y
a
s J
o
r
d
a
n
i
a
n
s?
75
6
.
2
2
1
8
.
7
7
3
I
f
t
h
e
r
e
w
a
s
a
c
o
u
r
se
t
o
t
e
a
c
h
t
h
e
Jo
r
d
a
n
i
a
n
d
i
a
l
e
c
t
,
w
o
u
l
d
y
o
u
w
a
n
t
t
o
p
a
r
t
i
c
i
p
a
t
e
i
n
i
t
?
6
2
.
5
6
.
2
2
3
1
.
2
7
4
G
i
v
e
n
t
h
a
t
s
o
me
p
r
o
f
e
ss
o
r
s
u
se
JA
a
l
o
n
g
w
i
t
h
Al
-
F
u
s
h
a
,
d
o
y
o
u
t
h
i
n
k
i
t
i
s
d
i
f
f
i
c
u
l
t
t
o
u
n
d
e
r
s
t
a
n
d
t
h
e
"
mi
x
e
d
"
l
a
n
g
u
a
g
e
o
f
t
h
e
p
r
o
f
e
ss
o
r
?
3
7
.
4
7
1
2
.
5
2
50
5
D
o
y
o
u
f
a
c
e
d
i
f
f
i
c
u
l
t
y
i
n
c
o
m
mu
n
i
c
a
t
i
n
g
w
i
t
h
o
t
h
e
r
s
i
n
J
o
r
d
a
n
u
s
i
n
g
Al
-
F
u
s
h
a
?
4
3
.
7
7
3
1
.
2
7
2
5
.
0
2
6
D
o
y
o
u
f
e
e
l
l
i
k
e
a
n
o
u
t
si
d
e
r
w
h
e
n
y
o
u
s
p
e
a
k
F
u
sh
a
a
m
o
n
g
y
o
u
r
Jo
r
d
a
n
i
a
n
c
o
l
l
e
a
g
u
e
s/
f
r
i
e
n
d
s?
2
5
.
0
2
4
3
.
7
2
3
1
.
2
5
7
F
r
o
m y
o
u
r
p
e
r
so
n
a
l
e
x
p
e
r
i
e
n
c
e
,
d
o
y
o
u
f
e
e
l
t
h
a
t
w
h
e
n
s
p
e
a
k
i
n
g
Al
-
F
u
sh
a
w
i
t
h
a
f
e
l
l
o
w
Jo
r
d
a
n
i
a
n
m
i
g
h
t
t
r
i
g
g
e
r
a
w
k
w
a
r
d
n
e
ss
o
r
e
m
o
t
i
o
n
a
l
i
n
d
i
f
f
e
r
e
n
c
e
s i
n
c
o
n
v
e
r
s
a
t
i
o
n
s?
3
1
.
2
2
3
7
.
5
3
1
.
2
7
“
S
o
m
e
t
i
mes
”
T
ab
le
4
ad
d
r
ess
es
v
ar
iab
le
4
b
y
ad
d
r
ess
in
g
q
u
esti
o
n
s
to
th
e
p
ar
ticip
an
ts
th
at
tr
ig
g
er
r
ev
ea
lin
g
th
eir
attitu
d
es
an
d
p
er
ce
p
tio
n
s
to
war
d
th
e
p
r
o
ce
s
s
o
f
Ar
ab
ic
lear
n
in
g
an
d
h
o
w
it
s
h
o
u
ld
b
e
in
th
eir
p
er
s
p
ec
tiv
es
as
s
tu
d
en
ts
.
T
h
e
p
e
r
ce
n
tag
es
in
T
ab
le
4
i
n
d
icate
two
ess
en
tial
asp
ec
ts
o
f
th
e
p
ar
ticip
an
ts
’
at
titu
d
es.
On
e
is
th
eir
p
o
s
itiv
e
attitu
d
e
to
war
d
h
av
in
g
a
s
p
ec
ialized
co
u
r
s
e
s
u
p
p
o
r
ted
b
y
a
f
u
ll
-
e
d
g
ed
tex
t
b
o
o
k
as
p
ar
t
o
f
th
e
Ar
ab
i
c
p
r
o
g
r
a
m
at
AAU.
T
h
e
o
th
er
is
th
e
n
atu
r
e
o
f
lan
g
u
a
g
e
u
s
ag
e
in
wh
ic
h
MSA
is
d
o
m
in
an
t
am
o
n
g
th
e
p
ar
ticip
an
ts
wh
ile
J
A
s
h
o
ws
a
lo
wer
r
ate
alo
n
g
w
ith
a
h
ig
h
er
r
ate
o
f
d
if
f
icu
l
ty
in
d
ea
lin
g
with
cu
ltu
r
al
-
lin
g
u
is
tic
asp
ec
ts
o
f
J
A.
I
n
a
n
u
ts
h
ell,
th
eir
lear
n
in
g
ex
p
er
ien
ce
v
alid
ates
th
eir
n
ee
d
f
o
r
lear
n
in
g
th
e
L
A
as it is c
o
m
p
atib
le
with
th
e
lin
g
u
is
tic
d
o
m
in
an
c
e
o
f
MS
A
b
y
th
em
i
n
co
n
v
er
s
atio
n
.
T
ab
le
4
.
Aca
d
em
ic
attitu
d
e
to
war
d
Ar
ab
ic
lear
n
i
n
g
N
o
.
Q
u
e
st
i
o
n
s
Y
e
s
(
%)
No
(
%)
M
a
y
b
e
(
%)
1
D
o
y
o
u
t
h
i
n
k
t
h
a
t
h
a
v
i
n
g
a
b
o
o
k
o
r
c
u
r
r
i
c
u
l
u
m
i
n
d
i
a
l
e
c
t
a
l
A
r
a
b
i
c
s
u
c
h
a
s t
h
e
Jo
r
d
a
n
i
a
n
d
i
a
l
e
c
t
,
f
o
r
e
x
a
m
p
l
e
,
w
o
u
l
d
b
e
u
sef
u
l
?
75
1
2
.
5
2
1
2
.
4
7
2
D
o
y
o
u
t
h
i
n
k
t
h
a
t
h
a
v
i
n
g
a
sp
e
c
i
a
l
e
d
u
c
a
t
i
o
n
a
l
c
o
u
r
se
o
r
c
u
r
r
i
c
u
l
u
m
f
o
r
t
h
e
JA
l
a
n
g
u
a
g
e
a
t
y
o
u
r
p
r
i
v
a
t
e
u
n
i
v
e
r
si
t
y
i
s a
d
e
c
e
n
t
a
n
d
u
sef
u
l
i
d
e
a
?
75
1
2
.
5
2
1
2
.
4
7
3
H
o
w
o
f
t
e
n
d
o
y
o
u
u
se
JA
i
n
c
o
n
v
e
r
sa
t
i
o
n
s?
1
8
.
7
7
“
A
l
w
a
y
s”
4
3
.
7
2
“
F
e
w
e
x
p
r
e
ssi
o
n
s”
3
1
.
2
7
“
S
o
m
e
t
i
mes
”
4
H
o
w
o
f
t
e
n
d
o
y
o
u
s
p
e
a
k
Fu
sh
a
i
n
c
o
n
v
e
r
sa
t
i
o
n
?
4
4
.
2
5
“
A
l
w
a
y
s”
6
.
2
2
“
F
e
w
e
x
p
r
e
ssi
o
n
s”
3
7
.
5
2
“
S
o
m
e
t
i
mes
”
5
W
h
e
n
s
p
e
a
k
i
n
g
w
i
t
h
p
r
o
f
e
sso
r
s
,
d
o
t
h
e
y
r
e
sp
o
n
d
w
i
t
h
?
6
2
.
5
“
M
S
A
o
n
l
y
”
2
4
.
9
7
“
M
S
A
m
o
s
t
l
y
”
6
.
2
2
“
B
o
t
h
”
6
D
o
y
o
u
f
i
n
d
o
b
s
t
a
c
l
e
s
i
n
u
n
d
e
r
st
a
n
d
i
n
g
i
d
i
o
m
a
t
i
c
e
x
p
r
e
ssi
o
n
s
i
n
JA
?
6
2
.
5
2
4
.
9
7
1
2
.
5
2
Acc
o
r
d
in
g
to
T
ab
le
5
,
t
h
e
p
a
r
ticip
an
ts
in
th
eir
p
er
ce
p
tio
n
o
f
h
o
w
well
th
ey
ar
e
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
f
lu
ctu
ates b
etwe
en
th
e
two
v
ar
ieties a
s
well
as b
etwe
en
th
e
f
o
u
r
s
k
ills
.
T
h
e
f
in
d
in
g
s
co
n
f
ir
m
all
o
f
th
e
p
r
ev
io
u
s
tab
les
f
r
o
m
a
s
k
ill
-
b
ased
p
er
s
p
ec
tiv
e.
R
esp
o
n
s
es
o
f
q
u
esti
o
n
s
3
a
n
d
4
s
h
o
w
h
o
w
co
n
v
er
s
atio
n
al/lis
ten
in
g
s
k
ills
ar
e
ev
id
en
t
to
b
e
th
e
m
o
s
t
c
h
allen
g
in
g
task
f
o
r
s
tu
d
en
ts
,
wh
ich
is
co
m
p
atib
le
with
th
eir
attitu
d
e
lin
g
u
is
tically
,
p
ed
ag
o
g
ically
,
an
d
s
o
cially
to
war
d
Ar
ab
ic
g
e
n
er
ally
.
T
h
is
f
in
d
in
g
m
atch
es
with
Alb
ir
in
i
[
3
4
]
p
r
o
f
icien
cy
test
o
f
MSA
,
wh
er
e
p
ar
ticip
a
n
ts
d
iv
er
g
e
f
r
o
m
t
h
eir
n
ativ
e
co
llo
q
u
ial
to
n
g
u
e
o
n
th
e
o
r
al
p
r
o
d
u
ctio
n
,
b
u
t e
x
ce
l i
n
th
e
o
p
p
o
s
ite
d
ir
ec
tio
n
in
th
e
wr
itin
g
task
.
Ho
wev
er
,
th
is
attitu
d
e
m
ig
h
t
b
e
m
o
r
e
p
r
o
b
a
b
ly
s
u
r
f
ac
ed
in
th
eir
r
esp
o
n
s
e
d
u
e
to
th
eir
im
p
licit
ch
allen
g
e
to
war
d
J
A
as
b
ein
g
th
e
p
r
im
ar
y
c
o
d
e
f
o
r
co
n
v
er
s
a
tio
n
.
T
h
is
im
p
licit
attitu
d
e
is
f
u
r
th
er
v
alid
ate
d
b
y
r
esp
o
n
s
es
o
f
q
u
esti
o
n
2
wh
ich
s
ee
m
to
b
e
r
o
u
g
h
ly
d
is
tr
ib
u
ted
eq
u
ally
,
in
d
icatin
g
th
at
s
p
ea
k
in
g
is
a
s
ch
allen
g
in
g
as
u
n
d
er
s
tan
d
in
g
.
W
h
ile
th
e
p
ar
ticip
an
ts
ass
er
t
in
q
u
esti
o
n
1
t
h
at
wh
en
i
t
co
m
es
to
MSA,
u
n
d
er
s
tan
d
i
n
g
o
u
tp
er
f
o
r
m
s
s
p
ea
k
in
g
ac
c
o
r
d
in
g
to
th
eir
p
er
c
ep
tio
n
.
T
h
is
m
atch
es
with
t
h
e
g
en
er
al
p
r
o
ce
s
s
o
f
lear
n
in
g
a
lan
g
u
ag
e
as
th
e
s
k
ill
o
f
u
n
d
er
s
tan
d
i
n
g
is
id
e
n
tifie
d
co
g
n
itiv
ely
an
d
lin
g
u
is
tically
as
m
o
r
e
attain
ab
le
an
d
m
o
r
e
ea
s
ily
ac
q
u
ir
ed
th
a
n
th
e
s
k
ill
o
f
s
p
ea
k
in
g
.
I
n
th
e
ca
s
e
o
f
J
A,
th
e
p
ar
ticip
an
ts
h
av
e
a
m
o
r
e
o
r
less
n
eu
tr
al
attitu
d
e
to
war
d
th
e
d
i
f
f
icu
lty
lev
el
o
f
u
n
d
er
s
tan
d
in
g
v
s
.
s
p
ea
k
in
g
,
in
d
icatin
g
th
at
th
e
p
ar
ticip
an
ts
’
ch
allen
g
e
with
t
h
e
L
v
ar
iety
is
m
o
r
e
o
f
a
to
tal
n
at
u
r
e
r
ath
er
th
an
p
ar
tial.
T
h
is
is
wh
at
T
o
jiy
ev
a
[
2
7
]
Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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8
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T
ab
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5
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Self
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2
3
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1
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1
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a
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3
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C
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7
7
S
p
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g
4
.
3
.
Respo
ns
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o
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pro
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a
t
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it
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es
R
esp
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s
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ec
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d
r
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ch
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Q2
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ad
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p
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o
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th
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s
tu
d
en
ts
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d
y
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clu
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iv
e
tar
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q
u
esti
o
n
s
f
o
r
t
h
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F
ac
u
lty
o
f
Ar
ts
at
AAU.
Af
ter
a
p
er
s
o
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al
d
is
cu
s
s
io
n
with
ea
ch
f
ac
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,
th
e
r
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ch
ass
er
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th
at
th
e
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r
m
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r
ief
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g
u
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t
h
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f
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esp
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s
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ce
AAU
f
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y
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ticip
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ir
m
th
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o
f
f
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lty
m
em
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er
s
,
as
s
h
o
w
n
in
T
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6
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T
ab
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6
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’
s
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ain
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s
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As
s
h
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wn
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ab
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6
,
s
ev
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al
lectu
r
er
s
ar
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b
a
f
f
led
b
y
th
e
to
p
ic;
it
is
clea
r
h
o
w
th
eir
r
ep
lies
v
ar
y
.
Qu
esti
o
n
1
ask
s
f
o
r
th
eir
ap
p
r
o
v
al
o
f
h
av
in
g
s
tu
d
en
ts
lear
n
th
e
J
o
r
d
an
ia
n
d
ialec
t
r
eg
ar
d
less
o
f
th
e
f
o
r
m
as
lo
n
g
as
th
ey
lear
n
MSA.
T
h
e
r
esu
lts
s
h
o
w
th
e
m
ajo
r
ity
d
id
n
o
t
ag
r
ee
with
th
e
s
tatem
e
n
ts
n
o
r
ap
p
r
o
v
e
o
f
h
av
in
g
a
tex
tb
o
o
k
d
ed
icate
d
t
o
teac
h
in
g
th
e
d
ialec
t.
So
m
e
o
f
th
em
d
id
n
o
t
m
in
d
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
lear
n
in
g
ab
o
u
t
t
h
e
d
ialec
t,
b
u
t
n
o
t
a
ca
d
em
ically
.
T
h
is
ex
p
lain
s
h
o
w
th
e
y
s
p
lit
th
eir
o
p
i
n
io
n
s
.
Su
p
p
o
r
tin
g
th
is
ex
p
lan
atio
n
,
q
u
esti
o
n
5
aid
s
th
e
v
is
u
al
co
n
ce
p
t
o
f
r
ep
r
e
s
en
tatio
n
o
f
th
e
J
o
r
d
an
ian
c
u
ltu
r
e
th
r
o
u
g
h
th
e
J
o
r
d
an
ian
d
ialec
t,
as we
ll a
s
th
e
Ar
ab
wo
r
ld
as a
w
h
o
le,
co
m
m
u
n
ity
an
d
cu
s
to
m
s
.
Ho
wev
er
,
as
q
u
esti
o
n
4
ask
s
wh
eth
er
to
n
o
r
m
alize
th
e
d
ial
ec
t
in
J
o
r
d
an
ian
ed
u
ca
tio
n
s
y
s
tem
s
lik
e
s
o
m
e
W
ester
n
lin
g
u
is
ts
d
o
,
th
e
r
esp
o
n
s
es
s
p
lit
b
etwe
en
‘
y
e
s
’
an
d
‘
m
ay
b
e’
,
s
h
o
win
g
m
o
r
e
u
n
ce
r
tain
ty
as
t
o
wh
eth
er
n
o
r
m
alizin
g
s
u
ch
a
n
o
tio
n
o
r
n
o
t
is
th
e
r
ig
h
t
d
ir
ec
t
io
n
.
Per
h
ap
s
o
win
g
to
h
o
w
s
h
u
n
n
ed
d
ialec
ts
ar
e
r
eg
ar
d
in
g
ed
u
ca
tio
n
.
Similar
ly
,
q
u
esti
o
n
s
1
an
d
3
s
p
ec
if
ically
p
o
in
t
o
u
t
h
a
v
in
g
a
s
ep
ar
ate
co
u
r
s
e
teac
h
in
g
th
e
J
o
r
d
an
ian
d
ialec
t,
an
d
co
n
tr
a
r
ily
to
th
e
r
esp
o
n
s
es
of
q
u
esti
o
n
1
,
r
esu
lts
of
q
u
esti
o
n
3
w
er
e
h
ig
h
lig
h
ted
as
m
o
s
tly
p
o
s
itiv
e
as 6
0
% a
g
r
ee
d
with
th
e
s
u
g
g
esti
o
n
.
Giv
en
th
e
co
n
f
lict
o
f
th
e
a
n
s
wer
s
,
it
m
ay
b
e
g
u
ess
ed
th
at
p
r
o
f
ess
o
r
s
ar
e
o
p
e
n
t
o
th
e
id
e
a
o
f
h
av
i
n
g
a
J
o
r
d
an
ian
c
o
u
r
s
e
with
in
t
h
eir
u
n
iv
er
s
ity
f
o
r
th
e
y
k
n
o
w
it
attr
ac
ts
s
o
m
e
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
,
o
th
e
r
wis
e,
it
co
u
ld
m
ea
n
an
y
th
i
n
g
else.
Mo
r
eo
v
er
,
d
esp
ite
th
e
f
ac
t
th
e
f
ac
u
lty
m
em
b
er
s
ar
e
s
p
ec
ia
lis
ts
in
th
e
f
ield
o
f
Ar
ab
ic
an
d
lin
g
u
is
tics
,
th
ey
s
ee
m
to
m
ain
tai
n
a
c
o
n
s
er
v
ati
v
e
an
d
p
er
s
p
ec
tiv
e
v
iew
o
f
Ar
ab
ic
d
ialec
ts
an
d
s
h
ar
e
a
co
llectiv
e
p
er
ce
p
tio
n
with
th
e
p
u
b
lic
r
e
g
ar
d
i
n
g
te
ac
h
in
g
th
e
v
er
n
ac
u
lar
as
a
‘
s
tr
an
g
e
p
r
o
ce
s
s
’
o
r
‘
u
n
n
ee
d
ed
’
f
o
llo
win
g
th
e
ass
u
m
p
tio
n
th
at
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tu
d
en
ts
ca
n
lea
r
n
co
n
v
er
s
atio
n
ally
an
d
s
o
cially
o
n
ly
r
ath
er
th
an
p
ed
ag
o
g
ically
.
C
o
n
d
u
ctin
g
a
tr
an
s
lin
g
u
al
q
u
alitativ
e
s
tu
d
y
,
Deir
i
[
3
5
]
c
o
n
f
ir
m
s
th
is
attitu
d
in
al
f
in
d
in
g
as
s
o
m
e
teac
h
er
s
ex
p
r
ess
ed
h
av
in
g
MSA
as
th
e
p
r
e
f
er
r
ed
m
o
d
e
o
f
in
s
tr
u
ctio
n
u
p
h
o
ld
in
g
th
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n
s
er
v
ativ
e
lin
g
u
is
tic
ap
p
r
o
ac
h
t
o
teac
h
in
g
Ar
ab
ic.
Ab
o
u
r
eh
a
b
[
3
6
]
f
u
r
th
er
af
f
ir
m
s
th
at
th
is
p
ed
a
g
o
g
ical
attitu
d
e
am
o
n
g
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u
ca
to
r
s
co
n
s
titu
tes
wh
at
s
e
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s
to
b
e
as
F
u
s
h
a
to
p
ia
,
o
b
s
tr
u
ctin
g
an
y
lin
g
u
is
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attem
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t
to
b
r
id
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e
th
e
g
a
p
b
etwe
en
‘
lin
g
u
a
f
r
an
ca
’
H
v
ar
i
ety
an
d
L
A
r
ab
v
a
r
ieties.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
457
-
468
464
4
.
4
.
H
o
w
t
o
t
e
a
ch
Ara
bic:
s
ug
g
estio
ns
a
nd
s
o
lutio
ns
T
h
e
th
ir
d
r
esear
ch
q
u
esti
o
n
(
Q
3
)
ad
d
r
ess
es wh
at
m
ig
h
t b
e
th
e
m
o
s
t u
s
ef
u
l stra
teg
y
to
teac
h
Ar
ab
ic
to
non
-
n
ativ
e
s
p
ea
k
er
s
.
Alth
o
u
g
h
th
er
e
h
av
e
b
ee
n
v
a
r
io
u
s
attem
p
ts
to
s
o
lv
e
th
is
ed
u
ca
tio
n
al
d
ilem
m
a
with
in
th
e
co
n
tex
t
o
f
Ar
ab
ic
d
ig
lo
s
s
ia
[
3
7
]
,
t
h
is
s
tu
d
y
co
n
f
ir
m
s
b
y
e
v
alu
atin
g
th
e
v
iews
an
d
attitu
d
es
o
f
th
e
r
ec
ip
ien
t
(
s
tu
d
en
ts
)
an
d
t
h
e
g
iv
er
(
f
ac
u
lty
m
em
b
er
s
)
th
at
th
ey
all
s
h
o
w
in
ter
est
an
d
cu
r
io
s
ity
to
w
ar
d
in
teg
r
atin
g
J
A
d
esp
ite
th
eir
co
n
s
er
v
ativ
e
v
iews
an
d
f
allac
io
u
s
p
er
ce
p
tio
n
.
T
h
is
in
d
icatio
n
is
cr
u
cial
as
it
em
p
h
asizes
th
e
ed
u
ca
tio
n
al
n
ec
ess
ity
o
f
r
ev
o
lu
tio
n
izin
g
Ar
ab
ic
teac
h
in
g
th
r
o
u
g
h
th
e
d
escr
ip
tiv
e
im
p
lem
en
tatio
n
o
f
v
ar
i
o
u
s
asp
ec
ts
o
f
th
e
L
v
ar
iety
.
T
h
er
e
f
o
r
e,
th
is
s
tu
d
y
s
u
g
g
ests
th
e
f
o
llo
win
g
to
r
em
e
d
y
th
is
p
e
d
ag
o
g
ic
ch
allen
g
e
.
T
h
e
f
ir
s
t
is
c
o
n
d
u
ctin
g
a
c
o
m
p
r
eh
en
s
iv
e
tex
t
b
o
o
k
th
at
co
n
tain
s
f
u
ll
-
d
etailed
d
escr
ip
tiv
e
g
r
am
m
ar
ad
d
r
ess
in
g
th
e
f
o
u
r
m
ain
s
k
ills
s
u
p
p
o
r
ted
b
y
s
o
cio
-
cu
ltu
r
al
asp
ec
ts
.
T
h
is
tex
tb
o
o
k
is
an
u
n
p
r
ec
ed
e
n
ted
ed
u
ca
tio
n
al
p
r
o
ject
as
it
s
h
o
u
l
d
g
o
b
ey
o
n
d
b
ei
n
g
a
d
ictio
n
ar
y
-
b
ased
b
o
o
k
o
f
well
-
k
n
o
wn
c
u
ltu
r
al
ex
p
r
ess
io
n
s
o
r
id
io
m
s
,
o
r
a
s
im
p
lifie
d
d
e
s
cr
ip
tiv
e
g
r
am
m
ar
o
f
th
e
Ar
ab
d
ialec
t,
wh
ile
r
ath
er
estab
lis
h
in
g
an
ex
ten
s
iv
e
lin
g
u
is
tic
p
ed
ag
o
g
y
f
o
r
th
e
L
v
ar
iety
.
Seco
n
d
ly
is
i
m
p
le
m
en
tin
g
a
s
p
ec
ialized
co
u
r
s
e
f
o
r
th
e
L
v
ar
iety
;
th
e
Ar
ab
d
ialec
t
as
an
ess
en
t
ial
p
ar
t
o
f
th
e
cu
r
r
icu
lu
m
o
f
Ar
ab
ic
f
o
r
eig
n
lear
n
i
n
g
s
u
p
p
o
r
ted
b
y
b
o
th
th
e
s
u
g
g
ested
tex
tb
o
o
k
an
d
a
u
d
io
-
v
is
u
al
in
ter
ac
tiv
e
m
ater
ial
ai
m
in
g
at
elev
atin
g
th
e
co
n
v
er
s
atio
n
al
an
d
lis
ten
in
g
s
k
ills
o
f
th
e
r
ec
ip
ien
ts
.
No
w,
th
e
q
u
esti
o
n
r
em
ain
s
o
f
h
o
w
to
d
ea
l
with
t
h
e
Ar
a
b
d
ialec
t
as
an
L
v
ar
iety
in
r
elati
o
n
to
th
e
s
tan
d
ar
d
v
ar
iety
;
MSA
with
i
n
th
e
Ar
ab
ic
co
u
r
s
e
f
o
r
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
.
As
d
is
cu
s
s
ed
ea
r
lier
,
Yo
u
n
es
p
r
o
p
o
s
al
[
2
5
]
,
am
o
n
g
o
th
er
l
in
g
u
is
ts
as
h
ig
h
lig
h
ted
b
y
J
ar
ad
at
an
d
Al
-
Kh
wald
eh
lin
g
u
a
f
r
an
ca
r
ea
lity
o
f
Ar
ab
ic
[
3
8
]
a
n
d
b
ein
g
u
ltima
t
ely
in
f
av
o
r
o
f
m
o
d
er
n
in
teg
r
atio
n
o
f
Ar
ab
d
ialec
ts
,
s
u
g
g
ests
m
u
ltip
le
lear
n
in
g
o
r
d
er
s
in
wh
ich
th
e
L
v
ar
iety
ca
n
b
e
tau
g
h
t
b
ef
o
r
e
o
r
af
ter
MSA
.
H
o
wev
er
,
th
e
m
ajo
r
ity
em
p
h
asizes
lear
n
in
g
s
ep
ar
atio
n
o
f
th
e
two
v
ar
i
an
ts
,
as
s
im
u
ltan
eo
u
s
teac
h
in
g
m
ig
h
t
ca
u
s
e
am
b
i
g
u
ity
to
s
tu
d
en
ts
wh
en
en
co
u
n
ter
i
n
g
two
d
escr
ip
tiv
e
g
r
am
m
ar
s
th
at
m
ig
h
t
c
o
n
v
e
r
g
e
d
r
asti
ca
lly
in
m
a
n
y
asp
ec
t
s
[
3
9
]
.
T
h
is
s
tu
d
y
ex
ten
d
s
th
is
p
r
o
p
o
s
al
to
p
u
b
lis
h
a
f
u
ll
-
ed
g
ed
tex
tb
o
o
k
with
an
u
n
p
r
ec
e
d
en
ted
ef
f
o
r
t
in
A
r
ab
ic
p
ed
ag
o
g
y
b
y
p
r
o
v
id
i
n
g
f
u
ll
-
d
etailed
d
escr
i
p
tiv
e
g
r
am
m
ar
o
f
Ar
ab
d
iale
cts
in
clu
d
in
g
J
A
b
y
p
r
o
f
ess
io
n
al
lin
g
u
is
ts
an
d
lan
g
u
ag
e
e
d
u
ca
to
r
s
.
B
y
in
teg
r
atin
g
th
e
g
r
am
m
ar
co
m
p
o
n
e
n
ts
o
f
th
e
L
v
ar
iety
an
d
ad
d
r
ess
in
g
v
ar
io
u
s
s
k
ills
n
ee
d
ed
to
elev
ate
th
e
s
tu
d
en
t’
s
co
m
p
eten
ce
an
d
p
e
r
f
o
r
m
an
ce
,
th
e
s
tu
d
y
s
u
p
p
o
r
ts
p
r
e
v
io
u
s
p
r
o
p
o
s
als
in
teac
h
in
g
th
e
Ar
ab
d
ialec
t
s
ep
ar
ately
an
d
em
p
h
asizes
th
at
s
ep
ar
ate
teac
h
in
g
o
f
th
e
v
er
n
ac
u
lar
m
u
s
t
b
e
co
n
d
u
cte
d
p
r
o
f
ess
io
n
ally
in
a
s
p
ec
ialized
co
u
r
s
e
th
at
h
as
t
h
e
cu
ltu
r
e
an
d
v
is
io
n
o
f
lin
g
u
is
tic
r
ef
o
r
m
atio
n
o
f
Ar
ab
ic
lear
n
in
g
.
Fu
r
th
er
m
o
r
e
,
th
e
q
u
esti
o
n
n
o
w
ar
is
es
wh
eth
er
to
teac
h
J
A
b
ef
o
r
e
o
r
af
ter
t
h
e
MSA
o
r
C
SA
p
ed
ag
o
g
ies
.
T
h
is
q
u
esti
o
n
s
ta
n
d
s
co
n
t
r
o
v
er
s
ial;
h
o
wev
er
,
c
an
b
e
u
tili
ze
d
ac
c
o
r
d
in
g
to
th
e
ty
p
e
o
f
au
d
ien
ce
th
e
in
s
tr
u
cto
r
d
ea
lin
g
with
.
T
h
r
o
u
g
h
o
u
t
ex
am
in
in
g
th
e
s
tu
d
y
s
am
p
le,
lear
n
in
g
Ar
ab
ic
ca
n
v
ar
y
f
o
r
ac
a
d
em
ic
p
u
r
p
o
s
es,
m
ain
ly
d
ea
lin
g
wit
h
r
elig
io
u
s
s
tu
d
ies
as
in
th
e
ca
s
e
o
f
Ma
lay
s
ian
s
an
d
Af
r
i
ca
n
s
,
an
d
wh
o
ar
e
p
r
im
ar
ily
i
n
ter
ested
in
th
e
SA
r
h
eto
r
ic
h
is
to
r
ically
,
r
elig
io
u
s
ly
,
an
d
f
o
r
m
ally
.
I
n
th
is
ca
s
e,
th
e
c
o
u
r
s
e
m
ig
h
t
o
p
t
f
o
r
th
e
H
v
ar
iety
as
a
s
tar
t
-
o
f
f
p
o
in
t
f
o
r
its
co
m
p
atib
ilit
y
with
th
e
s
tu
d
en
t’
s
in
ter
est
s
.
No
n
eth
eless
,
th
e
s
tu
d
y
em
p
h
asizes
th
e
n
ec
ess
ity
o
f
in
teg
r
atin
g
t
h
e
L
Ar
ab
v
ar
iety
in
a
later
s
tag
e
s
ep
ar
at
ely
,
as
th
e
f
in
d
i
n
g
s
af
f
ir
m
th
at
ev
e
n
s
tu
d
en
ts
o
f
r
elig
io
u
s
s
tu
d
ies
s
h
o
w
in
ter
est
in
s
o
cializa
tio
n
an
d
co
n
v
er
s
a
tio
n
al
s
k
ills
as
th
ey
r
ec
o
g
n
ize
th
eir
s
ig
n
if
ica
n
ce
i
n
th
e
p
r
im
ar
y
m
o
d
e
o
f
c
o
m
m
u
n
icatio
n
in
Ar
a
b
s
o
cieties.
T
h
is
ca
n
b
e
test
ed
th
r
o
u
g
h
a
q
u
esti
o
n
n
air
e
b
y
t
h
e
in
s
tr
u
cto
r
t
o
test
th
e
in
ter
est
an
d
attitu
d
e
o
f
s
tu
d
en
ts
b
ef
o
r
e
in
itiatin
g
t
h
e
co
u
r
s
e.
Ho
wev
er
,
th
e
s
tu
d
e
n
t’
s
p
er
s
p
ec
tiv
e
m
ig
h
t
n
o
t
b
e
r
eliab
le.
T
h
er
ef
o
r
e,
th
e
in
s
tr
u
cto
r
m
u
s
t
b
e
well
-
tr
ain
ed
to
r
ec
o
g
n
ize
f
alla
cies a
n
d
ex
ter
n
al
in
f
lu
en
ce
s
d
e
ter
m
in
in
g
th
e
d
ir
ec
tio
n
o
f
th
ei
r
an
s
wer
s
.
T
h
er
e
is
an
o
th
er
s
am
p
le
s
u
ch
as
th
e
T
u
r
k
is
h
s
tu
d
en
ts
w
h
o
m
ig
h
t
b
e
in
ter
ested
in
lear
n
in
g
th
e
lan
g
u
ag
e
f
o
r
ca
r
ee
r
p
u
r
p
o
s
es
an
d
th
ey
n
ee
d
to
ac
q
u
ir
e
co
n
v
er
s
atio
n
al
p
er
f
o
r
m
a
n
ce
to
b
u
il
d
an
Ar
ab
lin
g
u
is
tic
p
er
s
o
n
a
in
th
eir
w
o
r
k
p
lace
.
I
n
th
is
ca
s
e,
th
e
L
v
ar
iety
is
p
r
i
o
r
itized
b
ef
o
r
e
teac
h
in
g
MSA
with
o
u
t
n
eg
lectin
g
eith
er
v
ar
ia
n
t.
T
h
e
r
ef
o
r
e,
th
e
lear
n
in
g
c
h
o
ice
b
etwe
en
th
e
t
wo
v
ar
ian
ts
m
u
s
t
b
e
co
n
tex
t
u
al
[
4
0
]
co
n
ce
r
n
in
g
th
e
s
tu
d
en
t’
s
lear
n
in
g
p
u
r
p
o
s
e
wh
ile
p
r
eser
v
in
g
e
x
p
o
s
u
r
e
to
t
h
e
two
v
ar
ian
ts
co
n
s
eq
u
en
tiall
y
.
5.
ST
UDY
F
I
NDI
NG
S
T
h
is
s
tu
d
y
tack
les th
e
s
o
cial
a
n
d
lin
g
u
is
tic
p
ar
ad
o
x
f
o
u
n
d
in
th
e
attitu
d
es o
f
f
o
r
eig
n
s
tu
d
en
ts
at
A
AU
to
war
d
lear
n
in
g
th
e
Ar
ab
ic
l
an
g
u
ag
e
,
an
d
o
f
AAU
teac
h
e
r
s
to
war
d
th
e
m
eth
o
d
s
o
f
tea
ch
in
g
th
e
lan
g
u
ag
e
ac
k
n
o
wled
g
i
n
g
th
e
d
ig
lo
s
s
ia
s
tatu
s
d
is
cu
s
s
ed
f
o
r
m
er
ly
.
W
h
i
le
m
an
y
p
a
r
ticip
an
ts
r
ec
o
g
n
ize
th
e
in
f
er
io
r
ity
o
f
J
A
to
MSA,
th
ey
d
esire
to
lea
r
n
it
f
o
r
s
o
cial
an
d
co
n
v
er
s
atio
n
al
m
o
tiv
es.
I
n
lin
e
with
th
e
ir
r
esp
o
n
s
es
wh
ich
s
ig
n
al
p
er
ce
p
tu
al
-
lin
g
u
is
tic
d
is
cr
im
in
atio
n
ag
ain
s
t
J
A
as
b
ein
g
ex
clu
d
e
d
f
r
o
m
th
e
c
u
r
r
icu
lu
m
,
th
eir
p
r
ac
tical
ex
p
er
ien
ce
s
ir
r
esp
ec
tiv
ely
s
h
o
w
th
e
n
ec
ess
ity
o
f
ac
q
u
ir
in
g
th
e
d
ialec
t
f
o
r
f
u
n
ctio
n
al
co
m
m
u
n
icatio
n
in
Ar
ab
ic
-
s
p
ea
k
in
g
c
o
u
n
tr
ies,
w
h
ich
co
n
s
eq
u
en
tly
ca
u
s
es
th
e
s
tr
u
g
g
le
o
f
h
av
in
g
th
e
d
ialec
t
in
ter
f
er
e
with
th
e
o
v
er
all
lear
n
in
g
ex
p
er
ien
ce
o
f
Ar
ab
ic
n
o
t
o
n
ly
lin
g
u
is
tically
,
b
u
t
also
cu
ltu
r
ally
an
d
s
o
cially
.
T
h
er
ef
o
r
e,
as
th
e
d
ata
u
n
d
er
s
co
r
es,
t
h
is
m
eth
o
d
o
lo
g
ical
ex
clu
s
io
n
o
f
t
h
e
L
v
ar
iety
p
o
s
es
d
if
f
ic
u
lties
in
th
e
L
v
ar
iety
’
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tin
g
p
ercep
tio
n
s
o
f A
r
a
b
ic
tea
ch
in
g
a
n
d
cu
r
r
icu
lu
m
in
teg
r
a
tio
n
…
(
Ta
r
iq
Mo
h
a
mme
d
F
a
r
g
h
a
l
)
465
lis
ten
in
g
an
d
s
p
ea
k
in
g
s
k
ills
[
4
1
]
,
r
ein
f
o
r
cin
g
t
h
e
in
clin
atio
n
f
o
r
s
tr
u
ctu
r
ed
d
ialec
t
in
s
tr
u
ctio
n
am
o
n
g
s
tu
d
en
ts
.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
t
s
Yo
u
n
es
’
s
in
n
o
v
ativ
e
p
r
o
ject
[
4
]
an
d
Al
-
B
atal
ed
u
ca
tio
n
al
ca
ll
[
2
8
]
f
o
r
Ar
ab
d
ialec
ts
to
b
e
in
teg
r
ated
in
to
th
e
cu
r
r
icu
lu
m
f
o
r
f
o
r
eig
n
lan
g
u
ag
e
p
r
o
g
r
am
s
.
I
n
s
tead
o
f
a
b
len
d
-
m
ix
e
d
ap
p
r
o
ac
h
b
etwe
en
MSA
an
d
t
h
e
Ar
ab
d
ialec
t
as
s
u
g
g
ested
in
th
e
liter
atu
r
e,
th
is
s
tu
d
y
s
p
e
cif
ically
f
av
o
r
s
th
e
ex
clu
s
iv
e
in
s
tr
u
ctio
n
f
o
r
th
e
Ar
ab
d
ialec
t
s
u
p
p
o
r
te
d
b
y
th
eir
o
wn
ex
clu
s
iv
e
tex
tb
o
o
k
s
an
d
p
ed
a
g
o
g
ical
in
s
tr
u
ctio
n
[
12
]
.
Ho
wev
er
,
h
a
v
in
g
a
n
o
t
-
so
-
s
im
ilar
v
iew
o
n
th
e
lin
g
u
is
tic
s
tan
ce
,
f
ac
u
lty
m
em
b
e
r
s
s
h
o
wed
a
n
o
p
p
o
s
in
g
j
u
d
g
m
e
n
t
r
eg
ar
d
in
g
in
teg
r
atin
g
v
e
r
n
ac
u
lar
in
t
o
a
f
o
r
m
al
cu
r
r
ic
u
lu
m
.
Desp
ite
th
e
ir
f
u
ll
awa
r
en
ess
o
f
th
e
im
p
o
r
tan
ce
o
f
d
ialec
t
ac
q
u
is
itio
n
,
th
ey
s
till
p
r
io
r
itize
k
ee
p
in
g
ac
ad
em
ic
ex
p
o
s
u
r
e
to
MSA
in
s
id
e
th
e
class
r
o
o
m
wh
ile
lettin
g
s
o
cial
en
g
a
g
em
en
ts
d
ec
i
d
e
th
e
f
ate
o
f
d
ialec
t
co
m
p
ete
n
ce
.
T
h
ese
teac
h
er
s
’
attitu
d
in
al
f
in
d
in
g
s
s
tan
d
as
c
o
m
p
lem
e
n
tar
y
to
q
u
alitativ
e
r
esu
lts
h
ig
h
lig
h
ted
b
y
Deir
i
[
3
5
]
a
n
d
Hallb
er
g
[
42
]
.
Dif
f
er
en
tly
f
r
o
m
t
h
ese
s
tu
d
ies
wh
o
ad
o
p
t
teac
h
er
s
,
m
o
s
tly
b
ilin
g
u
al
as
th
ei
r
s
am
p
le,
t
h
e
s
tu
d
y
ass
ess
es
th
e
attitu
d
es
o
f
h
ig
h
e
r
-
lev
el
ed
u
ca
to
r
s
in
clu
d
in
g
Ar
ab
ic
n
o
n
-
b
ili
n
g
u
al
lectu
r
e
r
s
an
d
Ar
a
b
lin
g
u
is
ts
wh
o
h
o
ld
th
eir
id
eo
lo
g
ical
s
tan
ce
s
tr
o
n
g
ly
f
o
r
ex
clu
s
iv
e
in
s
tr
u
ctio
n
v
ia
MSA,
d
esp
ite
th
eir
ed
u
ca
tio
n
al
an
d
th
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
.
T
h
is
in
d
icate
s
th
er
e
r
em
ain
s
a
r
ig
id
lev
el
o
f
li
n
g
u
is
tic
-
h
is
to
r
ical
b
elief
ad
o
p
ted
ev
en
in
h
ig
h
er
ed
u
ca
tio
n
.
Yet,
f
in
d
in
g
s
p
r
o
v
e
th
e
p
r
ac
tical
co
n
s
id
er
atio
n
f
o
r
a
m
o
r
e
d
escr
ip
tiv
e
an
d
in
c
lu
s
iv
e
ap
p
r
o
ac
h
to
teac
h
in
g
t
h
e
lan
g
u
ag
e
to
f
o
r
ei
g
n
er
s
.
T
h
u
s
,
atten
ti
o
n
m
u
s
t
b
e
b
r
o
u
g
h
t
to
f
o
r
m
in
g
an
d
a
p
p
ly
in
g
a
n
ew
s
tr
ateg
y
th
at
ac
co
m
m
o
d
ates
th
e
lin
g
u
i
s
tic
r
ea
liti
es
o
f
Ar
ab
ic
-
s
p
ea
k
i
n
g
co
m
m
u
n
ities
an
d
th
e
lear
n
in
g
n
ec
ess
ities
f
o
r
non
-
n
ativ
e
s
p
ea
k
er
s
.
6.
ST
UDY
I
M
P
L
I
CAT
I
O
NS
A
ND
RE
CO
M
M
E
NDA
T
I
O
N
T
wo
m
ajo
r
im
p
licatio
n
s
ar
is
e
f
r
o
m
th
e
s
tu
d
y
o
f
Ar
ab
ic
lan
g
u
ag
e
ed
u
ca
tio
n
p
r
ac
tices.
L
ea
r
n
in
g
r
ef
o
r
m
s
n
ee
d
to
b
e
d
ev
elo
p
ed
b
y
m
er
g
in
g
MSA
with
d
ialec
t
in
s
tr
u
ctio
n
s
o
th
at
s
tu
d
en
ts
a
cq
u
ir
e
p
r
o
f
ess
io
n
al
co
n
v
er
s
atio
n
a
b
ilit
ies
wh
ile
m
aster
in
g
ac
ad
em
ic
p
r
o
f
icien
cy
.
T
h
is
r
ef
o
r
m
atio
n
al
n
ec
ess
ity
h
as
b
ee
n
em
p
h
asized
b
y
L
ian
[
43
]
wit
h
in
th
e
co
n
tex
t
o
f
s
o
ci
o
p
o
liti
ca
l
ch
an
g
e
as
well
as
b
y
Ab
d
elb
ar
y
[
44
]
with
in
in
s
titu
tio
n
al
co
n
tex
ts
.
T
h
e
g
ap
b
etwe
en
class
r
o
o
m
teac
h
in
g
an
d
r
ea
l
-
w
o
r
ld
la
n
g
u
a
g
e
n
ee
d
s
s
h
o
u
ld
b
e
ad
d
r
ess
ed
b
y
e
d
u
ca
tio
n
al
i
n
s
titu
tio
n
s
to
im
p
r
o
v
e
th
eir
la
n
g
u
ag
e
ed
u
ca
tio
n
r
esu
lts
.
Fo
llo
win
g
Yo
u
n
es
’
p
r
o
ject
o
n
th
e
in
teg
r
atio
n
d
ialec
tical
in
s
tr
u
ctio
n
[
4
]
,
a
ca
d
em
ic
tr
ain
i
n
g
p
r
o
g
r
a
m
s
s
h
o
u
ld
d
ed
icate
r
eso
u
r
ce
s
to
e
x
p
lain
th
e
p
ed
ag
o
g
ical
v
alu
e
o
f
u
s
in
g
d
ialec
ts
wh
ile
p
r
o
v
in
g
th
at
d
ialec
ts
o
u
g
h
t
n
o
t
to
b
e
co
n
s
id
er
e
d
in
f
e
r
io
r
to
MSA
with
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
A
f
lex
i
b
le
teac
h
in
g
a
p
p
r
o
ac
h
p
r
o
m
o
te
d
am
o
n
g
ed
u
ca
to
r
s
c
r
ea
tes
b
etter
lear
n
in
g
c
o
n
d
iti
o
n
s
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
d
ev
elo
p
n
o
v
el
cu
r
r
icu
l
u
m
d
esig
n
s
to
estab
lis
h
a
b
al
an
ce
b
etwe
en
MSA
an
d
d
ialec
t
lear
n
in
g
to
m
ak
e
Ar
ab
ic
in
s
tr
u
ctio
n
p
r
ac
tical
in
v
ar
io
u
s
lin
g
u
is
tic
s
ettin
g
s
.
7.
CO
NCLU
SI
O
N
B
y
g
ath
er
in
g
th
e
r
esp
o
n
s
es o
f
th
e
s
tu
d
y
s
am
p
le
q
u
an
titi
v
ely
,
th
e
s
tu
d
y
ex
am
in
es th
e
attitu
d
es o
f
b
o
th
s
tu
d
en
ts
an
d
p
r
o
f
ess
o
r
s
q
u
al
itativ
ely
f
o
r
v
ar
io
u
s
asp
ec
ts
o
f
Ar
ab
ic
lear
n
in
g
.
T
h
e
f
i
n
d
in
g
s
o
f
th
e
s
tu
d
y
em
p
h
asize
th
at
th
e
f
ir
s
t
s
am
p
le
o
f
s
tu
d
en
ts
s
h
o
ws
a
f
allac
i
o
u
s
co
n
tr
ad
ictio
n
b
etwe
en
p
e
r
ce
p
tu
al
-
lin
g
u
is
tic
s
tig
m
atiza
tio
n
o
f
J
A
as
L
v
ar
i
ety
an
d
in
ter
est
in
lear
n
in
g
th
e
d
ialec
t
f
o
r
co
n
v
e
r
s
atio
n
al
an
d
s
o
cial
p
u
r
p
o
s
es.
T
h
e
s
ec
o
n
d
s
am
p
le
co
n
f
ir
m
s
th
at
co
n
s
er
v
ativ
e
v
iews
ag
ain
s
t
Ar
ab
d
ialec
ts
ar
e
s
u
r
p
r
is
in
g
ly
m
ax
im
ized
b
y
Ar
ab
in
s
tr
u
cto
r
s
a
n
d
lin
g
u
is
ts
wh
o
s
ee
m
to
f
all
in
a
s
im
ilar
lin
e
o
f
p
ar
a
d
o
x
.
T
h
e
s
tu
d
y
c
alls
f
o
r
a
lin
g
u
is
tic
r
ef
o
r
m
atio
n
o
f
th
is
lin
g
u
is
ti
c
d
ilem
m
a
b
y
estab
lis
h
in
g
a
f
u
lly
d
escr
ip
tiv
e
co
u
r
s
e
f
o
r
th
e
Ar
ab
d
ialec
t
s
u
p
p
o
r
ted
with
a
f
u
ll
-
ed
g
ed
tex
tb
o
o
k
an
d
d
ig
ital
i
n
ter
ac
tiv
e
m
ater
ial,
r
em
ed
y
i
n
g
t
h
e
e
d
u
ca
tio
n
al
g
ap
s
i
n
f
o
r
eig
n
lear
n
in
g
o
f
Ar
ab
ic
in
r
elatio
n
to
th
e
H
v
ar
iety
.
M
o
r
e
o
v
er
,
th
e
s
tu
d
y
en
co
u
r
ag
es
lin
g
u
is
ts
,
p
ar
ticu
lar
ly
ap
p
lied
lin
g
u
is
ts
to
p
r
o
v
id
e
m
o
r
e
s
tu
d
ies
an
d
estab
lis
h
co
n
tex
tu
alize
d
th
eo
r
ies
f
o
r
Ar
ab
ic
d
ig
lo
s
s
ia
in
f
o
r
eig
n
lear
n
in
g
s
u
p
p
o
r
te
d
n
o
t o
n
ly
b
y
attitu
d
es,
b
u
t
also
b
y
c
o
g
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[
1
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T.
Y
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