A Conceptual Study of Qur’anic-Based Approaches in the Teaching of Arabic as a Foreign Language

The persistent struggle among non-native speakers to acquire genuine fluency in Arabic presents a long-standing pedagogical dilemma, often reducing the language to a mere utilitarian tool, devoid of its deep cultural and spiritual resonance. This reductionist approach, favoured by many contemporary curricula, strips Arabic of its inherent richness, leaving learners with a fractured understanding of its complex morphology and profound semantic layers. Prior scholarship, while extensive on general second language acquisition, frequently overlooks or superficially engages with the unique linguistic ecosystem of Qur’anic Arabic as a foundational pedagogical model for foreign language learners. This conceptual analysis, drawing upon classical linguistic treatises and contemporary educational theory, scrutinises existing pedagogical lacunae. It uncovers three critical themes: the profound intertwining of sacred text and linguistic structure; the inherent lexical and grammatical integrity of Qur’anic discourse as a teaching blueprint; and the potential for a deeper, motivationally-charged learning experience when the source text is positioned centrally. The implications extend beyond mere linguistic proficiency, suggesting a transformative shift in curriculum design that could foster not just fluency, but a more holistic appreciation for Arabic and its enduring literary heritage.

Qur'anic Arabic, Foreign Language Teaching

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