VIEWS OF EGYPTIAN STUDENTS ON THE USE OF ARABIC AS A MEDIATING LANGUAGE IN THE PROCESS OF LEARNING TURKISH
Abstract
This study aims to identify Egyptian students’ views on the effects of using Arabic as a mediating language in the process of learning Turkish on the four fundamental language skills—listening, speaking, reading, and writing—as well as on vocabulary learning. It also examines the effects of pedagogical translation methods implemented in foreign language departments at universities on the process of learning Turkish. Adopting a quantitative research design, the study was conducted through a questionnaire administered to 200 students enrolled in Turkish language departments at universities in Egypt. The findings revealed that the use of Arabic as a mediating language facilitates learning, particularly in reading and vocabulary instruction, by supporting the comprehension of abstract concepts and the understanding of grammatical rules. However, it was also found to result in significant limitations in listening, speaking, and writing skills. In addition, the pedagogical translation methods employed in translation courses were found to contribute positively to students’ learning processes. In this respect, the study is among the relatively limited body of research that addresses the advantages and disadvantages of using a mediating language in foreign language teaching from a holistic perspective.