ABSTRACT
Many students experience feelings of frustration while learning the Arabic language. The authors believe that the challenges students face occur for a variety of reasons; however, the primary source of students’ frustration is a pedagogical one. These hardships are related to the generally weak nature of Arabic language programs and their approach in teaching grammar. Learning a language differs from learning other sciences and requires a self-linguistic tool by which a learner builds his or her own perceptions of the surrounding world. This chapter promotes a “binary approach” as a new model of teaching Arabic. The development of this new approach can be understood in three stages: (1) answering a background question about the need for new Arabic grammar instructional methods, (2) reviewing the realities of teaching Arabic grammar in the present and (3) introducing a new approach to teaching Arabic grammar with the aim of building an effective linguistic education.
