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Abstract

على الرّغم من حالات انتقال ملايين العرب من العالم العربيّ لخارجه سواء للسياحة أم التّجارة أم الهجرة أم اللُّجوء إلّا أنَّ الدّراسات المتعلّقة بتعليم العربيَّة لأغراض أمنيَّة ما زالت شحيحة إن لم تكن نادرة. وحلاً لهذه المشكلة هدفت هذه الدّراسة إلى تحديد الحَاجَات اللُّغويَّة لضبَّاط الأمن، وفي سبيل ذلك اتبع البحث المنهج الوصفيّ التَّحليليّ، واستخدم أداة الاستبانة لجمع الآراء حول الحَاجَات اللُّغويَّة بجوانبها اللُّغويَّة والثَّقافيَّة والعلميَّة. وتكونت الاستبانة من 38 بنداً على مقياس ليكارت الخماسي، وُزِّعَت على أربعة محاور، المحور الأول الحَاجَات اللُّغويَّة، المحور الثاني الحَاجَات الثَّقافيَّة، المحور الثالث الحَاجَات العلميَّة، والمحور الرابع أسئلة عامَّة. تم تقنين الاستبانة عبر من خبراء ثم تقديمه لعينة استطلاعيَّة قصديَّة تتكون من (24) ضابطاً، وجاءت العينة النهائيَّة ميسرة من (44) ضابطاً. أسفرت الدراسة عن (14) حاجة لُغويَّة مهمة جداً، وحاجتين ثقافيَّتين مهمَّتين جداً، كما أوضح البحث أن مهارات الاستماع والتحدث والقراءة ذات أهميَّة عالية لدى الضابط، بينما جاءت الكتابة في درجة أهمية أقل. وأوصى البحث بعمل مناهج وسلاسل تعليميَّة لتَّدريب ضبَّاط الشرطة على التواصل باللُّغة العربيَّة. Although millions of Arabs have moved out of the Arab world, whether for tourism, trade, migration, or asylum, studies on teaching Arabic for security purposes are scarce, if not rare. To solve this problem, this study aimed to identify the linguistic needs of the police officers, this study followed the descriptive and analytical method. The questionnaire was used to gather views points on linguistic, cultural, and scientific needs. The questionnaire consisted of 38 items on the fifth Likert Scale, distributed on four topics, the first topic is linguistic needs, the second topic is cultural needs, the third topic is scientific needs, and the fourth topic is general questions. The questionnaire was codified by asking a pilot sample of 24 officers, and the final sample was accidental. by 44 officers. The research resulted in 14 very important language need, two very important cultural needs, and indicated that listening, speaking and reading skills were of high importance to an officer, whereas writing was important only. The research recommended that curricula and educational series be developed to train police officers to communicate in Arabic.


Arabic language needs of Police Officers
Keperluan Bahasa Arab dalam kalangan Anggota Polis



























































ABSTRACT
Although millions of Arabs have moved out of the Arab world, whether for tourism,
trade, migration, or asylum, studies on teaching Arabic for security purposes are scarce,
if not rare. To solve this problem, this study aimed to identify the linguistic needs of
  iyoussry@fsm.edu.tr
 
mostafaelsayd76@gmail.com








the police officers, this study followed the descriptive and analytical method. The
questionnaire was used to gather views points on linguistic, cultural, and scientific
needs. The questionnaire consisted of 38 items on the fifth Likert Scale, distributed on
four topics, the first topic is linguistic needs, the second topic is cultural needs, the third
topic is scientific needs, and the fourth topic is general questions. The questionnaire
was codified by asking a pilot sample of 24 officers, and the final sample was
accidental. by 44 officers. The research resulted in 14 very important language need,
two very important cultural needs, and indicated that listening, speaking and reading
skills were of high importance to an officer, whereas writing was important only. The
research recommended that curricula and educational series be developed to train police
officers to communicate in Arabic.
Keywords: Arabic, police officers, Turkish, language needs.
ABSTRAK
Walaupun berjuta-juta orang Arab telah berhijrah dari dunia Arab, samada untuk tujuan
pelancongan, perdagangan, migrasi, atau suaka politik, namun kajian mengenai
pengajaran bahasa Arab kepada pasukan keselamatan negara-negara yang menerima
mereka adalah masih jarang ataupun tidak wujud sama sekali. Untuk mengatasi isu ini,
kajian ini adalah untuk mengenal pasti keperluan linguistik pegawai polis, yang
dilaksanakan secara deskriptif dan analisis. Soal selidik digunakan untuk
mengumpulkan pandangan mengenai keperluan linguistik, budaya, dan ilmiah. Soal
selidik terdiri daripada 38 item pada lima skala Likert yang diagihkan kepada empat
topik. Topik pertama adalah keperluan linguistik, topik kedua adalah keperluan budaya,
topik ketiga adalah keperluan ilmiah, dan topik keempat adalah soalan umum. Soal
selidik dikodkan dengan mengambil sampel rintis daripada 24 pegawai, dan sampel
aksidental (kebetulan) dengan 44 pegawai. Penyelidikan ini menghasilkan 14 keperluan
bahasa yang sangat penting serta dua keperluan budaya yang sangat penting. Ia
menunjukkan bahawa kemahiran mendengar, bertutur dan membaca di tahap sangat
penting bagi seseorang pegawai, sedangkan penulisan hanya di tahap penting.
Penyelidikan ini mengesyorkan agar kurikulum dan kelas pengajian bersiri
dikembangkan untuk melatih pegawai polis berkomunikasi dalam bahasa Arab.
Kata kunci: Bahasa Arab, pegawai polis, bahasa Turki, keperluan Bahasa.




























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
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
























































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


































&Yalcin) (Akyel







 )Sezer(













(Ulum)
















(Aldohon) 








 )Madhavi(






 (Kekana)












(Khamkaew) 













































 



































































(Spss)































 















(SPSS)






































































29



2
   
4.70
.509

1
5
   
4.70
.509

2
8
  

4.57
.624

3
1



4.52
.792

4
21



4.45
.998

5
20



4.39
1.082

6
11


4.34
.963

7
9
    

4.32
.883

8
14



4.32
1.094

9
19



4.32
1.073

10
3
  
4.27
.817

11
16


4.27
1.086

12
4
   
4.25
1.037

13
15

4.23
.911

14
22



4.16
1.237

15
7
    
 
4.07
.949

16







13





4.02
1.151

17
10


4.00
.964

18
12


3.95
1.010

19
6
   
 
3.93
1.086

20
17



3.61
1.417

21
18


3.13
1.487

22















(Alhuqbani, 2014)(Ulum, 2016)(Madhavi, 2018)




























1

.924
4.27
    


2

.991
4.25
     


3

1.010
4.05
    

4

1.119
3.95
 
  


5

1.224
3.89
     

6

1.172
3.80
      

7

1.217
3.77
  


8

1.259
3.75
  


9

1.160
3.66
 
   
..

10

1.382
3.36
 

 














    







    

























1.130
3.98
    


1.190
3.98
    


1.286
3.70

   
  







      




 

  

  





31




1.013
4.36
 

 


   


1.445
3.34
    

    


1.583
2.84
     
 

















Grant Support: The author received no financial support for this work.
        .

1
Looney, Dennis, and Natalia Lusin. "Enrollments in languages other than English in United States
institutions of higher education, Summer 2016 and Fall 2016." In Modern Language Association.
Modern Language Association. 26 Broadway 3rd Floor, New York, NY 10004-1789, 2019.

BBC Arabic
France 24
DW
RT


TRT

 Darulfunun Ilahiyat 

 
 https://tr.agency/news-74859

 ،)م







:



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
    .    https://www.aman-
palestine.org/page-cst










https://www.amnesty.nl/content/uploads/2017/01/policing_ar-_w.pdf?x55436



14
Strides in Critical Languages Remain Small .Jay Mathews, 2006.The Washington Post, p1.
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4757-ABE7-9CDC7CF02886/284265/RomeStatuteAra.pdf
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19
Akyel, Ayse, and Eileen Yalcin. "Principles Involved in Writing an ESP Textbook for Turkish
Policemen." Journal of Human Sciences 10.2 (1991): 1-25.
20
Sezer, Sibel. "An investigation of occupational English language needs of Turkish police officers."
PhD diss., Bilkent University, 2004.
21
Ulum, Ömer Gökhan. "ESP Needs Analysis of Public Order Police Officers." Online Submission 4,
no. 1 (2016): 19-30.
22
Alhuqbani, Mohammed Nasser. "An investigation of the English language needs, motivations, and
attitudes of Saudi police cadets." International Journal of Applied Linguistics and English Literature 3,
no. 2 (2014): 201-213.
23
Qaddomi, Hussam Ahmed. "English for Specific Purposes in Palestinian Context: Determining EFL
Cadets' Needs at Al Istiqlal University." Theory & Practice in Language Studies 3, no. 7 (2013).
http://dx.doi.org/10.4304/tpls.3.7.1110-1122
24
Aldohon, Hatem Ibrahim. "English for Specific Purposes (ESP) for Jordanian Tourist Police in Their
Workplace: Needs and Problems." International Education Studies 7, no. 11 (2014): 56-67.
25
Madhavi, Shilvaraj. "Oral English Language needs of police constables in a Crime Prevention
Department/Madhavi Shilvaraj." PhD diss., University of Malaya, 2018.
26
Kekana, Tebogo Johannes. "Workplace English writing needs: a case study of perceptions and
experiences of police constables at selected police clusters in the Gauteng Province, South Africa." PhD
diss., 2015.
27
Khamkaew, Suthee. "Needs and Problems in English Listening and Speaking Skills: a Case Study of
the Metropolitan Police Officers at Counter Service at Chana Songkram Police Station."
Srinakharinwirot University (2009).
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
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References
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ResearchGate has not been able to resolve any citations for this publication.
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This study investigated the English language needs, motivations and attitudes of a random sample of 223 police cadets studying at King Fahd Security College in Saudi Arabia. The analysis of the questionnaire results showed that only cadets with degrees in humanities received English instructions. The cadets selected speaking and listening as the most important skills and studying English for security purposes. As regards their motivations, the significant correlation between almost all the instrumental and integrative variables provided evidence to the integration of the two types of motivations which substantiates the importance of both types in English learning. Statements describing negative attitudes toward the English culture did not statistically correlate with the other statements that constitute the cadets' positive attitudes toward English learning, which confirmed their positive attitudes toward both English learning and its culture. The significant correlations between the cadets’ English perceived needs and their instrumental motivations supported the argument that ESP learners study English for utilitarian purposes.
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With the rapid development of the global tourism industry, designing ESP-based curricula is now more vitally needed than ever. To work towards this goal, analyzing learners' problems and needs has become merely unavoidable. Therefore, this study aimed at examining the needs, functions and problems of 46 tourist police serving in different workplaces in Jordan. A questionnaire was used for this purpose and data were collected and analyzed. The results revealed that speaking and listening are the most important skills, followed by reading and writing. Concerning the English language functions, the results indicated that general conversation, answering questions and solving problems, then providing services were the most important functions. The results also showed that speaking too fast in English by foreign tourists is the most serious problem for Jordanian tourist police. The other difficulties they encountered included, using inappropriate English in speaking, lexis shortage and inability to use grammar for writing. Data analysis showed that tourist police faced problems with English language skills especially, listening, conversation and reading respectively. Recommendations and pedagogical implications were suggested.
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Development and use of an English for Special Purposes (ESP) textbook for Turkish police dealing with tourists are described. The textbook and accompanying videotape (not available from ERIC) were designed for use in a course to improve job-specific communicative competence of police officers with a lower-intermediate to intermediate level of English language proficiency. It uses tourist-police contexts in Turkey for language practice in building performance-based skills. The article describes the principles used in creating syllabus specifications, discusses the language learning theory underlying the textbook's design, outlines the pedagogical considerations in preparation of the activities in the textbook, and describes the book's content. Syllabus specification included identification of the situations in which the learners would need English, division of the situations into communication activities of varying complexity, division of the activities into communicative functions or micro-skills needed for the target situation, and determination of linguistic structures and lexical items needed for the target situation. Cognitive and affective principles used in textbook design and in designing learning activities were derived from previous work on the teaching of ESP. The textbook is organized in 14 instructional units based on practical topics, and each unit contains dialogue, lists functions, structures, lexical items, and skills targeted, and contains learning activities. Several units are appended. Contains 28 references. (MSE)
An investigation of occupational English language needs of Turkish police officers
  • Sibel Sezer
Sezer, Sibel. "An investigation of occupational English language needs of Turkish police officers." PhD diss., Bilkent University, 2004.
Oral English Language needs of police constables in a Crime Prevention Department/Madhavi Shilvaraj
  • Shilvaraj Madhavi
Madhavi, Shilvaraj. "Oral English Language needs of police constables in a Crime Prevention Department/Madhavi Shilvaraj." PhD diss., University of Malaya, 2018.
Workplace English writing needs: a case study of perceptions and experiences of police constables at selected police clusters in the Gauteng Province, South Africa
  • Tebogo Kekana
  • Johannes
Kekana, Tebogo Johannes. "Workplace English writing needs: a case study of perceptions and experiences of police constables at selected police clusters in the Gauteng Province, South Africa." PhD diss., 2015.
Needs and Problems in English Listening and Speaking Skills: a Case Study of the Metropolitan Police Officers at Counter Service at Chana Songkram Police Station
  • Suthee Khamkaew
Khamkaew, Suthee. "Needs and Problems in English Listening and Speaking Skills: a Case Study of the Metropolitan Police Officers at Counter Service at Chana Songkram Police Station." Srinakharinwirot University (2009).