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Common Voices: Contrary to the problem of new sounds in the Arabic language, the teacher’s exploitation of the common sounds between the student’s mother tongue and the Arabic language is like a magic wand in the hands of the teacher, and this shortens him a lot of time and explanation, and exposure to theoretical and anatomical details to clarify the sound exit to the student, in In this case, the teacher asks his student to pronounce the common sound exactly - or close to it - as he pronounces it in his language. Among the positive effects of this: the student's speed of response to training, his awareness of the ease of the Arabic language, and its participation with his mother tongue in some sounds. The effect of dialect: the student’s dialect has a significant impact on his ability to pronounce the Arabic letters in their correct qualities, and this dialect or the phonetic character of the student’s language varies according to the student’s origin and environment. On the other hand, we find other dialects of the same language characterized by the predominance of stylized sounds, so the student finds it difficult to amplify the Arabic sounds. Therefore, the teacher’s awareness of the characteristics of the dialect spoken by his students was an aid in dealing with the challenges faced by the student in pronunciation. Determining the duration of time: The time period factor plays an important role in choosing and preparing the appropriate study plan for the student. the teacher. |
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