REVISITING THE VERIFICATION OF A0–A2 ARABIC PROFICIENCY WITHIN THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: A THEORETICAL ANALYSIS OF DESCRIPTOR ADAPTATION IN THE CONTEXT OF UZBEK–RUSSIAN BILINGUALISM
Abstract
In the context of globalization, teaching Arabic as a foreign language requires the adoption of international assessment standards, such as the CEFR. However, these standards, originally developed on the basis of European languages, do not account for the structural features of the Semitic languages or the cognitive characteristics of students in regional educational contexts. Despite existing CEFR adaptations for Arabic, little research has examined the combined influence of Uzbek-Russian bilingualism on mastering the Arabic script (Abjad) and overcoming the graphic threshold. Existing descriptors do not adequately assess competencies at A0–A2 levels under conditions of Arabic diglossia. This paper proposes a three-stage model for descriptor adaptation, implemented through three stages. First, the model introduces graphic validation at the A0 level including allographic recognition and basic decoding skills. Second, a diglossic balance mechanism for register recognition (MSA and Ammiya) is developed. Third, a methodology for utilizing "lexical acceleration" based on Arabic-Persian loanwords is described. The empirical component of the study includes survey results (N=52) and the testing of register validation exercises. The pilot study confirmed an unvocalized text decoding barrier in 85% of students at the initial stage. The testing of the proposed methodology showed that utilizing specialized exercises to develop diglossic awareness is effective: the accuracy of communicative context recognition among students in experimental groups increased significantly. A "lexical acceleration" effect (up to 30%) was identified due to the common Arabic-Persian lexical layer in the Uzbek language. Experimental results showed that register validation exercises increase the accuracy of context recognition by 25 %. The legitimization of the Pre-A1 level as a mandatory technological cycle is substantiated. The findings contribute to the development of linguodidactic theory in the field of teaching Oriental languages in a bilingual environment. The proposed modification of descriptors can serve as a methodological basis for improving national educational standards and creating criteria-oriented tests for the Arabic language in Uzbekistan.
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