ABSTRACT
This chapter briefly discusses the historical developments in Teaching Arabic as a Foreign Language (TAFL), as it relates to the teaching of grammar. It reviews the methodologies associated with teaching grammar in second language acquisition (SLA) and discusses the current application of different approaches in the teaching of Arabic grammar for nonnative learners based on a survey of Arabic grammar teachers in TAFL. Grammar teaching in TAFL is entering the époque of its own modernization with the important task of discovering the most efficient way to teach the grammar of this language to a learner in pursuit of near-native fluency. The research discussed in the chapter shows that currently TAFL is predominated by methodological eclecticism in the teaching of Arabic grammar. Let us allow successive investigations to prove to what extent it is methodologically principled. The chapter also shares ideas for future research in the pedagogy field of Arabic grammar for foreigners.
