| المستخلص: |
The present study sought to contribute to the small number of studies on Arabic instruction. It is an attempt to investigate the effects of diglossia on Arabic language teaching and learning in higher education situations in Yemen. It attempts to find out to what extent the use of vernacular by Arabic instructors affects teaching and learning Arabic in higher education classrooms. It presents an in- depth introduction to diglossia as applies in Arabic. Moving from theory to practice, this study addresses the practical implications of diglossia by investigating the reasons behind the use of slang dialect by university teachers in the classrooms while teaching standard Arabic especially the spoken form of language during the teaching process in the university. The overall goal of the study is to use the data provided by students and instructors help improve Arabic curriculum and teaching methods in higher education classrooms. The researcher provides a brief literature review that analyses the approaches of instruction in higher education in Yemen and some Arab countries and teachers' viewpoints regarding approaches to the instruction of Arabic diglossia as a theme in relation to Arabic. The data are studied and analysed from the sociolinguistic point of view. It is a sociolinguistic study of diglossia communication. It is based on the analysis of the elicited responses of 71Yemeni university students and 26 university instructors in the departments of Arabic, in three public universities. The data are collected by two sets written questionnaires. The data are processed and analysed by the use of SPSS statistical program and the results of the questionnaires items were interpreted accordingly. The prime findings of the study reveal that both teachers and students show positive attitude towards MSA but students show more positive attitude towards using MSA than teachers. Unlike students, teachers show positive attitude towards vernacular Arabic. The teachers also advocate the notion of mixing vernacular Arabic and MSA in classroom interaction.
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