The Impact of Sociolinguistic Competence for Non- Nativearabic Speakers to Master Communicative Skills and Interact Effectively with others

The Impact of Sociolinguistic Competence for Non- Nativearabic Speakers to Master Communicative Skills and Interact Effectively with others

Hana Abdallah., Siti Salwa Mohd Noor

Department of Arabic Language, Faculty of Languages & Communication, Universitas Sultan Zainal Abidin (UniSZA), Nerus, Terengganu, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.915EC0054

Received: 05 June 2025; Accepted: 10 June 2025; Published: 07 July 2025

ABSTRACT

This study seeks to explore the influence of sociolinguistic competence on the development of communicative abilities in social contexts among learners of Arabic as a foreign language. To this end, the researchers designed and implemented three electronic data collection instruments: a structured questionnaire, semi-structured interviews, and pre- and post-instruction assessments. The research employed a mixed-methods approach, combining descriptive survey techniques with a quasi-experimental design to provide both qualitative and quantitative insights. The participants comprised 25 advanced-level Arabic learners who underwent a specialized instructional program aimed at enhancing their sociolinguistic awareness and skills. Their language proficiency and communicative progress were measured through an achievement test administered before and after the intervention. The collected data were analyzed using a range of statistical procedures, including paired sample t-tests and descriptive statistics, to determine the effectiveness of the instructional approach. The findings demonstrated significant improvements in learners’ performance, reflected in higher post-test scores compared to pre-test results. These outcomes suggest that embedding sociolinguistic competence within Arabic language teaching not only strengthens learners’ grammatical knowledge but also substantially enhances their practical communicative capabilities in authentic social interactions.

Keywords: Terms Developing Grammatical competence Communicative ability Non-Arabic speakers This is an open access article under the CC BY-SA license.

INTRODUCTION

Sociolinguistic competence is defined by Brown (2000, p. 247) as “knowledge of the sociocultural rules of language and discourse.” Lyster (1994) further describes it as the “capacity to recognize and produce socially appropriate speech in context” (p. 263). Similarly, Tarone and Swain (1995) characterize sociolinguistic competence as the ability of members within a speech community to adapt their language use according to the social context, including factors such as the speaker’s relationship with the interlocutor, setting, and communicative purpose. This competence involves not only linguistic knowledge but also pragmatic awareness and the ability to interpret indirect meanings, politeness strategies, and cultural norms embedded in language use.

An interesting observation in second language acquisition research is that learners tend to overuse formal language variants while underusing informal ones in comparable communicative situations (Nadasdi, Mougeon, & Rehner, 2005; Tarone & Swain, 1995). Dewaele (2004) attributes this tendency primarily to the limited access non-native speakers (NNS) have to native speaker communities and their predominant exposure to formal communicative contexts such as the classroom environment. This lack of authentic interaction often results in learners developing a distorted sociolinguistic repertoire that does not reflect the natural variability of language use in real-life social settings.

Research on sociolinguistic competence in second language Arabic has primarily examined the linguistic variants employed by both native speakers and learners, focusing on how learners acquire and use dialectal, formal, and informal registers appropriately. Findings highlight the significant role of informal contact with the target language, especially through interaction with native speakers and immersion in the target-language community, in fostering sociolinguistic competence (Howard, 2006, p. 381). Studies have shown that learners who spend extended periods within the target language community tend to increase their use of informal sociolinguistic markers and develop greater sensitivity to context-dependent language variation (Dewaele & Reagan, 2002; Rehner & Mougeon, 1999; Sax, 2003). This exposure allows learners to internalize culturally specific ways of expressing identity, solidarity, and politeness, which are crucial for effective communication.

Despite the acknowledged importance of sociolinguistic competence in second language learning, it remains a complex concept to define, understand, and teach. This competence encompasses sociocultural norms that dictate appropriate language use and behavior within a specific community, which poses challenges for classroom instruction (Hinkel, 2001). The difficulty lies in the implicit and often tacit nature of sociolinguistic knowledge, which is typically acquired through socialization rather than formal teaching. Moreover, textbooks and curricula tend to emphasize grammatical accuracy and vocabulary acquisition while neglecting the pragmatic and sociocultural dimensions of language.

Although prolonged and regular interaction with native speakers is often recommended as a primary means to develop sociolinguistic competence, language teaching curricula typically lack specific strategies and practical activities designed to foster this competence systematically. One promising approach is the integration of intercultural computer-mediated communication (CMC) exchanges, which provide learners with authentic opportunities to engage with native speakers in meaningful and context-rich interactions. Research indicates that in CMC environments, learners pay closer attention to native speakers’ language forms, including different registers, stylistic variations, and pragmatic functions, and tend to imitate these linguistic features (Davis & Thiede, 2000; Hanna & de Nooy, 2003, 2009; Savignon & Roithmeier, 2004; Uzum, 2010). Furthermore, CMC allows learners to reflect on their own language use and receive immediate feedback, facilitating a deeper understanding of sociolinguistic norms.

In addition to CMC, recent pedagogical approaches advocate for the incorporation of role-plays, authentic video materials, and sociolinguistic awareness-raising tasks within the language classroom. These techniques aim to simulate real-life social interactions and expose learners to a variety of speech contexts, thus bridging the gap between formal instruction and natural language use. Ultimately, advancing sociolinguistic competence requires a holistic approach that combines exposure, practice, reflection, and explicit teaching of sociocultural conventions, which can significantly contribute to learners’ communicative effectiveness and cultural integration.

METHOD

In accordance with the research objectives and the nature of the study, the researchers adopted a dual-methodological approach, combining both descriptive survey and quasi-experimental methods. The experimental phase was designed as a quasi-experimental study involving a single group of learners who were assessed using pre- and post-intervention tests to measure changes in their sociolinguistic competence.

The descriptive survey component involved comprehensive data collection on sociolinguistic competence from a wide range of sources, including both Arabic and international academic literature. Insights gained from this literature review were instrumental in guiding the selection of the most effective strategies and pedagogical approaches to enhance the sociolinguistic competence of non-native Arabic learners.

To ensure clarity and alignment with the study’s aims, the researchers first operationally defined key concepts related to sociolinguistic competence. Following this, they developed a set of tailored research instruments designed to collect both quantitative and qualitative data. These instruments included a detailed questionnaire, semi-structured interviews, and standardized pre- and post-assessment tests.

The questionnaire, which was distributed electronically via Google Forms, targeted non-native Arabic speakers and aimed to identify the specific sociolinguistic skills required for effective communication. The survey utilized a five-point Likert scale ranging from “Strongly Agree” (5) to “Strongly Disagree” (1) to quantify participant responses. The collected data were then systematically analyzed using appropriate statistical techniques to uncover patterns and trends related to learners’ sociolinguistic competence.

In addition, qualitative data were gathered through a series of interviews conducted with a carefully selected panel of experts, comprising university professors specializing in Arabic linguistics and educators from various school settings. These interviews sought to explore practical applications of sociolinguistic competence in teaching non-native speakers and to identify areas of consensus as well as divergent viewpoints regarding best instructional practices.

To directly assess the impact of the instructional interventions, the researchers designed and administered pre- and post-tests aimed at measuring improvements in learners’ sociolinguistic competence. The use of these assessment tools provided empirical evidence to support or refute the study’s hypotheses and allowed for a rigorous evaluation of the effectiveness of the teaching methods employed.

Collectively, this mixed-methods approach enabled the researchers to gain a comprehensive understanding of the role of sociolinguistic competence in language acquisition and to recommend evidence-based strategies for enhancing communicative proficiency among non-native Arabic speakers.

RESULTS AND DISCUSSION

The findings of the study demonstrated that integrating sociolinguistic competence into the instructional process yielded a range of positive outcomes for non-native Arabic learners. These outcomes were observed both in terms of linguistic performance and the overall learning environment:

Firstly, teaching sociolinguistic competence significantly increased student engagement. Learners showed greater attentiveness and responsiveness during lessons, indicating heightened interest and motivation. This engagement was attributed to the relevance and practicality of the sociolinguistic content, which connected language learning to real-life communication contexts.

Secondly, students displayed marked improvements in their ability to construct grammatically and socially appropriate sentences. They communicated with increased fluency and confidence, demonstrating a clearer understanding of context-dependent language use, such as appropriate greetings, expressions of politeness, and situational variations in speech. These developments reflect a deeper acquisition of language beyond mere grammatical accuracy.

Thirdly, the introduction of sociolinguistic elements into the curriculum contributed to a noticeable transformation in the classroom climate. The learning environment became more dynamic, interactive, and student-centered. Learners were more willing to participate in discussions and collaborative activities, which fostered a sense of community and mutual respect within the classroom.

Moreover, the teaching of sociolinguistic competence stimulated higher-order thinking and enhanced student participation. Learners engaged in reflective thinking about language use, developed greater cultural sensitivity, and began to analyze the appropriateness of language in different social situations. This critical awareness empowered them to make informed linguistic choices in communication.

These results are directly aligned with the research objectives and hypotheses. The study aimed, firstly, to evaluate the outcomes of teaching sociolinguistic competence to non-native Arabic speakers. Secondly, it sought to provide quantitative evidence to support or refute the study’s hypotheses. Finally, the research aimed to draw meaningful conclusions and propose evidence-based recommendations for enhancing Arabic language instruction for non-native speakers.

To assess the effectiveness of the intervention, statistical analysis was conducted based on data collected from pre- and post-assessment tests. The following results were obtained.

First: Difficulty and Discrimination Indices of the Test Items:

The researchers calculated the difficulty and discrimination indices for each item in the sociolinguistic competence test. These indices serve as critical indicators of test validity and effectiveness.

In the pre-test, the difficulty index ranged between 0.20 and 0.26, indicating that many test items were relatively difficult for students before receiving the targeted instruction. The discrimination index, which measures how well each item differentiated between higher- and lower-performing students, ranged from 0.18 to 0.41.

In the post-test, however, the difficulty index rose significantly, ranging from 0.53 to 0.56, which suggests that students found the items more accessible after the intervention. The discrimination index also improved, ranging from 0.41 to 0.71, indicating a stronger capacity of the test items to distinguish between students with varying levels of competence after instruction.

Table 1. The difficulty and discrimination indices in the pre-and post-test of the sociolinguistic competence

The researchers conducted a quantitative analysis to determine the percentage distribution of responses for each item addressing the sociolinguistic competence required by non-native Arabic speakers. Each item reflected a specific skill or component within the broader framework of sociolinguistic competence. By calculating the percentage of agreement levels across the participants’ responses, the researchers were able to identify the most critical and frequently needed aspects of sociolinguistic competence. This statistical approach provided valuable insight into learners’ needs, serving as a foundation for designing targeted instructional strategies that address the practical language demands of non-Arabic speakers in diverse communicative contexts.

Table 2. The percentages for the level

The percentages in the four items were divided into five categories: very large, large, medium, small, and very small. All items received high percentages and were categorized under ‘very large,’ with percentages ranging from 96.57% and above. Item four (The ability to use appropriate vocabulary and linguistic expressions in both spoken and written communicative situations is one of the key domains of sociolinguistic competence’) achieved the highest percentage at 98.28%, while item three (‘The ability to select appropriate vocabulary and linguistic expressions that suit the intended meaning and communicative purpose—while taking into account the context of the interaction and the nature of the relationship between the speakers—is one of the key domains of sociolinguistic competence’) and item five (‘The ability to produce and interpret texts in accordance with sociolinguistic norms is one of the key domains of sociolinguistic competence’) had the lowest percentage at 96. 57%. Ranked second were the first item (‘Sociolinguistic competence is one of the communicative competencies required by non-native speakers of Arabic’) and the second item (‘The ability to comprehend the communicative situation in a manner that aligns with the social context of the interaction—and corresponds to the roles of the participants and the nature of their relationship—is one of the core domains of sociolinguistic competence’).

Table 3. The percentages for the Sociolinguistic competence needed by non-Arabic speakers

The researchers calculated the total scores, the arithmetic mean, the median, the standard deviation, and the relative weight for the items related to the sociolinguistic competence needed by non-Arabic speakers.

Table 4. The total scores, the arithmetic mean, the median the standard deviation, and the relative weight for the items

The items of the questionnaire were ranked from highest to lowest. Non-Arabic speakers need to be familiar with the areas of sociolinguistic competence.

Table 5. The items of the questionnaire were ranked

The researchers calculated the total score for the students in sociolinguistic competence, which was 234 with an average of 9.63 before the experiment, and 391 with an average of 15.64 after the experiment. The highest score was for the fourth item, “The ability to produce and interpret texts in accordance with sociolinguistic norms is one of the key domains of sociolinguistic competence,” which scored 45 before the experiment and 76 after the experiment. The lowest scores were for the third item, “The ability to use appropriate vocabulary and linguistic expressions in both spoken and written communicative situations is one of the key domains of sociolinguistic competence,” and the fifth item “The ability to exchange information and engage in social interaction with others,”. The first item received a score of 50 before the experiment and 80 after the experiment and the second one received a score of 48 before the experiment and 79 after the experiment. Finally, the first item “The ability to comprehend the communicative situation in a manner that aligns with the social context of the interaction—and corresponds to the roles of the participants and the nature of their relationship—is one of the core domains of sociolinguistic competence,” and the second item “The ability to select appropriate vocabulary and linguistic expressions that suit the intended meaning and communicative purpose—while taking into account the context of the interaction and the nature of the relationship between the speakers—is one of the key domains of sociolinguistic competence,”. The first item received a score of 48 before the experiment and 77 after the experiment and the second one received a score of 45 before the experiment and 79 after the experiment. The researcher found that the students’ sociolinguistic competence increased from 9.63% before the experiment to 15.64% after its implementation.

Table 6. Results of the sociolinguistic competence test for the group before and after the experiment

The researchers calculated the students’ proficiency in sociolinguistic competence and found that it increased from 23.8% before the experiment to 41.16% after the experiment.

Table 7. Results of students’ proficiency in sociolinguistic competence for the group before and after the experiment

The data results showed a significant difference between the pre-test and the post-test, favoring the post-test. The study confirmed the effectiveness of sociolinguistic competence for non-Arabic speakers.

CONCLUSION

Based on the findings discussed above, the researcher concludes that the integration of sociolinguistic competence in teaching Arabic to non-native speakers is an effective instructional approach. It enables learners to construct sentences using accurate sociolinguistic structures with fluency and confidence, without hesitation or anxiety. Therefore, it is recommended that schools provide specialized training programs and workshops for Arabic language teachers focused on implementing sociolinguistic competence in the classroom, as this will support learners in enhancing their communicative abilities and overall language proficiency.

RECOMMENDATION

Given the study’s findings, a set of recommendations is presented to improve Arabic language instruction for learners who are non-native speakers. Foremost among these is the need to embed sociolinguistic competence into teaching practices across all levels of education, as it significantly contributes to the development of both linguistic accuracy and communicative effectiveness. To facilitate this integration, it is advisable to implement specialized training programs that equip teachers with the necessary knowledge and skills to create and deliver sociolinguistic activities grounded in authentic social interactions. Additionally, the development of a structured instructional guide would serve as a practical resource for educators in applying sociolinguistic principles within their classrooms. Lastly, it is essential to incorporate sociolinguistic elements into Arabic language curricula and textbooks designed for non-native speakers to ensure comprehensive and consistent language acquisition.

PROPOSITION

Drawing from the findings of the current study, the researchers suggest several avenues for future investigation. Firstly, it is advised to replicate similar research to evaluate the effectiveness of integrating sociolinguistic competence in enhancing Arabic language proficiency and accuracy among non-native speakers at various educational levels. Secondly, future studies should examine the progression and development of sociolinguistic competence across different stages of language proficiency. Lastly, there is a need to develop Arabic curricula for non-native learners that embed sociolinguistic competence as a core component across all levels of instruction.

ACKNOWLEDGEMENTS

Author thanks Hana Abdallah in most cases, sponsor and financial support acknowledgments.

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BIOGRAPHIES OF AUTHORS

Hana Abdallah was born in Saudi Arabia. In 2024, she got her BhD’s Degree in “Arabic Language for Speakers of Other Languages” at Universiti Sultan Zainal Abidin (UniSZA). In 2015, she got her Master’s Degree in “Arabic Language for Speakers of Other Languages” at The University of Jordan. In 2020, she got another Master’s Degree in “Education” at Buffallo State University. Her academic interests in the field of Arabic/ English, education and innovative technologies for teaching Arabic as a foreign language. She has published a book and a number of articles in different journals. She is experienced in teaching Arabic language for native and non-native speakers for over nineteen years. She can be contacted at email: hanaabdallah76@gmail.com.

Siti Salwa Mohd Noor was born and raised in Malaysia, 1984. She is Head of Arabic Department and a distinguished academician at University of Sultan Zainal Abidin, Malaysia. With an illustrious academic journey, she holds a Ph.D. in Curriculum and Instruction from World Islamic and science University, Jordan, where she specialized in language skills and language acquisition. Dr. Siti Salwa’s passion lies in understanding the intricate relationship between language and society, particularly focusing on reading and communication problems and strategies. Her research interests also extend to language barriers, and using technology in language education. Driven by her desire to bridge the gap between academia and real-world applications, she actively engages in community outreach programs to promote linguistic diversity and inclusive language practices. With her extensive knowledge, infectious enthusiasm, and dedication to her field, Dr. Siti Salwa continues to make significant contributions to the study of language skills and its impact on society. She can be contacted at email: salwamnoor@unisza.edu.my.