Home > Published Issues > 2024 > Volume 10, Number 3, 2024 >
IJLT 2024 Vol.10(3): 418-427
doi: 10.18178/ijlt.10.3.418-427

Improving the Language Competencies of Non-native Arabic Speakers through the Communicative Approach

Ahmad Al Janadbah1,* and Ali Al Sharef2
1. College of Interdisciplinary Studies, Zayed University, Abu Dhabi, UAE
2. Arabic Department, College of Arts And Humanities, Al Qasimi University, Sharjah, UAE
Email: ahmadaljanadbah@gmail.com (A.A.J.); aalsharef@alqasimia.ac.ae (A.A.S.)
*Corresponding author

Manuscript received October 30, 2023; revised December 20, 2023; accepted December 29, 2023; published June 21, 2024.

Abstract—There is no doubt that the communicative approach is one of the most important methodologies in teaching foreign languages to non-native speakers.  Therefore, learners are required to use the language as efficiently as a native speaker. This research thoroughly examines the unique attributes of the communicative approach and offers insights into its effective implementation within the classroom setting.  The foundation of this study lies in understanding the functional aspects of language and its practical application in real-world contexts. It explores the methodology for teaching communicative Arabic language skills to non-native speakers.  Additionally, the research explores the concept of bridging the gap between linguistic competence and communicative competence among non-native Arabic speakers, highlighting the significance of teaching Arabic through this approach. This study not only provides valuable insights into how the communicative approach can be leveraged when teaching Arabic as a second language but also offers recommendations for its refinement and enhancement.  
Keywords—communicative approach, foreign languages, Arabic L2, linguistic competence, communicative competence 

Cite: Ahmad Al Janadbah and Ali Al Sharef, "Improving the Language Competencies of Non-native Arabic Speakers through the Communicative Approach," International Journal of Learning and Teaching, Vol. 10, No. 3, pp. 418-427, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.