Teaching Problems of Arabic Prosody (Arudh)

The persistent difficulty in teaching Arabic prosody, commonly known as Arudh, continues to plague language education institutions globally, rendering a rich poetic tradition inaccessible to many. This perennial struggle is not merely a pedagogical challenge but indicative of a deeper, perhaps structural, flaw within established curricula and instructional approaches. Previous studies, largely focused on descriptive analyses or fragmented instructional methods, have conspicuously avoided a holistic, critical interrogation of these systemic failures. This conceptual paper, drawing upon a rigorous library review and critical synthesis, scrutinizes existing academic discourse to unearth foundational problems. It uncovers three interwoven conceptual obstacles: the didactic inadequacy inherent in traditional Arudh instruction, the pervasive pedagogical inertia stifling meaningful innovation, and the cultural estrangement of prosodic learning from contemporary linguistic realities. Such findings, it seems plausible, demand a radical reconceptualization of how Arudh is approached, moving beyond incremental adjustments to fundamental curricular overhaul, thereby making it relevant and learnable.

Arudh pedagogy, Arabic prosody

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