A Pedagogical Approach to Teaching Arabic to Non-Native Speakers in Arabic-Speaking Contexts

Abstract

Learning and teaching Arabic involves several closely connected fields. These include rhetoric, grammar, morphology, reading, and spelling. Arabic grammar is central to understanding the language and using it in speech and writing. Several movements have called for Arabic grammar instruction to be renewed and simplified for native speakers. Such reform is even more important for non-native learners.

This paper examines the teaching of Arabic grammar to non-native speakers. It addresses two main questions. Is the grammar currently taught useful and necessary for achieving the aims of learning Arabic as a second or foreign language? Which methods are most appropriate for teaching Arabic grammar to these learners?

The study identifies the barriers that affect the teaching of Arabic grammar to non-native speakers. It also proposes suitable ways to make grammar instruction more accessible.