Linguistic Communication and Its Effect on Teaching Arabic to Non-native Speakers

Abstract

Objectives: The study aims to observe the relationship between linguistic concepts and their communicative counterparts for the purpose of utilizing them in teaching Arabic to non-native speakers. This is achieved through standardized sentence structure application, skill-based application, and the development of oral proficiency. The study encompasses the meanings of linguistic communication and their utilization in Arabic language instruction, as well as communicative competencies aimed at equipping learners with the ability to convey and receive messages with proper comprehension. The practical effects of linguistic communication on core language communication skills include listening, speaking, reading, and writing.

Methods: The study followed a descriptive-analytical approach by describing communicative linguistic phenomena that had a significant impact on language skill instruction and analyzing the relationships between these skills.

Results: The results demonstrated that the interactive relationship between linguistics and dialogue-based communication enabled Arabic learners who are non-native speakers to excel in the standardized application of Arabic sentence structure. This application was used to build the four language skills and enhance their oral proficiency. The study also revealed the importance of listening as the foundation of language learning and the basis for correct pronunciation built upon standardized sentence structure in Arabic.

Conclusions: Teaching a language to non-native speakers is a scientific communicative endeavor based on empirical principles applicable to teaching any language to non-native speakers. Transactional matters delve into the intricate details of language comprehension, utilization, and skill application. The research discussed these matters and their application to the Arabic language.