Dr.. Buffalo Narrator, Lecturer, Keio University / Japan
Foreign language learners usually love to know the culture of the language they are studying, and they often try to focus on the words and actions of the teacher or the native speaker of the language, because they largely reflect the culture of the language they study, but we really may not be able to guess How does the learner receive those words and actions, it is related to his culture, life and background knowledge in general.
By cultural difference, I mean the difference between the culture of the non-native speaker of the Arabic language and the Arab and Islamic culture. Sometimes the difference is so great that it is difficult to integrate the learner into the culture of Arabic, and it is difficult with him to obtain cultural competence, as each people is distinguished by its own culture that distinguishes it from others. Of the peoples and it may differ from others. The similarities between some neighboring cultures may be more than others, and the difference may be so great that it is difficult for them to achieve rapprochement and understanding between the owners of those cultures.
If we want to overcome the gap that may occur in the education of Arabic to non-native speakers as a result of the cultural difference between the learner’s culture and the Arab culture, then this could be by providing the learner with a sufficient amount of Arab cultural knowledge, and providing the opportunity for effective linguistic and cultural communication with Arabs. It is not possible for a learner who has not acquired a sufficient amount of cultural knowledge to communicate in a correct linguistically and supra-linguistic manner with the speakers of the language.
Dealing with the issue of cultural difference in the teaching of foreign languages is a very sensitive issue because a mistake in this area may give adverse and unexpected results, as it may lead to a decrease in the level of the learner’s motivation, or not to pursue language learning, or even to gaining wrong knowledge. This refers us to the need to pay attention to two important aspects if we want to avoid any problems stemming from the cultural difference in teaching Arabic to non-Arabic speakers, namely: the issue of preparing the teacher and qualifying him properly to deal with foreign learners, and the issue of preparing the appropriate educational material that covers the most important cultural aspects of Arab life and presents an image Clear about them and how to deal with them in various everyday situations. The teacher’s lack of knowledge of how to deal with cultural differences between him and the learners or between the learners themselves will create a feeling of discomfort among the learners and will not lead to good educational outcomes, as the teacher is primarily responsible for helping the learner form correct ideas and trends about the culture of the language he teaches him. In addition, the lack of adequate coverage of the educational material for the cultural aspect will make it lose the element of pleasure that foreign language learners usually look forward to when they learn a new language.
I conclude here by noting that the cultural aspect of teaching Arabic to non-native speakers has not received enough studies that show how to integrate cultural knowledge in general into Arabic teaching materials for non-native speakers, and there are no clear standards and foundations that help the preparers of educational materials choose the appropriate material that helps Providing diverse cultural knowledge, providing a clear picture of the Arab culture, and helping to reduce the cultural distance that may occur as a result of the difference between the learner’s culture and the Arab culture.