Problems and Solutions in Teaching Arabic as a Foreign Language

Abstract

This study aims to identify the various challenges encountered in Arabic language learning and to propose effective solutions for addressing these issues. Employing a qualitative approach through a literature review methodology, this research gathers data from several scholarly journal articles that focus on Arabic language learning problems. The findings indicate that the difficulties learners face can be broadly categorized into two main types: linguistic and non-linguistic problems. Linguistic problems refer to obstacles related to the structure and use of the language itself. These include issues with phonetics (sound system), vocabulary acquisition, writing skills, morphology, syntax (grammar), and semantics. Each of these areas presents specific difficulties for learners, particularly for non-native speakers unfamiliar with the unique characteristics of Arabic. On the other hand, non-linguistic problems encompass external factors that indirectly influence the learning process. These include the learning environment, student motivation, teaching methods, teacher competence, time allocation for language learning, and the availability of learning facilities and infrastructure. Such factors can significantly impact a learner’s ability to engage with and absorb the language effectively. To address these challenges, the study suggests several key solutions. These include enhancing teacher qualifications and pedagogical skills, developing strategies to improve student comprehension, fostering intrinsic motivation among learners, and ensuring adequate provision of educational resources and infrastructure. Overall, the study emphasizes the need for a comprehensive, multifaceted approach to Arabic language education that considers both linguistic and contextual aspects to improve learning outcomes.