A HOLISTIC FRAMEWORK FOR EFFECTIVE ARABIC LANGUAGE LEARNING FOR BEGINNERS

Abstract

Mastering Arabic was essential for understanding the Quran. Arabic language acquisition requires the mastery of four core skills: listening (maharah al-istima’), speaking (maharah al-kalam), reading (maharah al-qira’ah), and writing (maharah al-kitabah). However, the complexity and unique linguistic characteristics of Arabic often impose a significant cognitive load on learners. Furthermore, non-linguistic factors—both internal and external—alongside the stigma that Arabic is difficult to master quickly, exacerbate the psychological burden on beginners. This study aims to identify these multifaceted problems to formulate a holistic solution. Linguistic challenges identified include phonetics, sentence structure, vocabulary, and orthography (writing direction). From a non-linguistic perspective, internal factors are analyzed through the "Affective Filter Hypothesis," which suggests that success in second language acquisition is determined by three affective variables: motivation, self-confidence, and anxiety. Externally, inadequate facilities, non-interactive teaching methods, and the lack of a supportive language environment further diminish learner interest. This study argues that a holistic framework—integrating strategies to boost motivation, teacher competency, active learning, adequate infrastructure, and the creation of a conducive language environment—is necessary to alleviate psychological burdens. By addressing these non-linguistic barriers, the linguistic complexities of Arabic become more accessible, ensuring successful language acquisition.