Arabic as a Second Language Reading Instruction: A Method Analysis

This paper presents a conceptual framework underlying the analysis of Arabic as a second language (ASL) reading instructional methods within the Malaysian ASL secondary school context. The framework of method analysis presented in this paper is adapted from Sidek’s (2010), which was a revision of Richards and Rodgers’ (2001) model of method of analysis of language teaching. Sidek’s (2010) model was further revised to suit the analysis of the method for ASL reading instruction. The adapted ASL reading instruction analysis model is described at two levels of method analysis of language teaching; Approach and Design. At the level of Approach, ASL reading instruction method analysis is described in relation of theories of SLA and second language (L2) reading theories. At the level of Design, the method of ASL reading instruction is analyzed in terms of types of reading tasks and lexical diversity in reading passages.