The most important challenges and difficulties facing mastering Arabic grammar

The first step to mastering Arabic grammar is learning grammar and spelling. After that, students look at books on rhetoric and then study philology. Students should practice the language and strive to speak and write in classical Arabic. Try to avoid colloquial language as much as possible. It is useful to memorize the Holy Quran and pay attention to it. Reading and learning the Sunnah strengthens the learner's language and expands his understanding. Reading books of poetry and prose. This path requires practical practice, perseverance and determination. Arabic is a new and flexible language, with an unparalleled sweetness. Therefore, it is very important to address the challenges and difficulties that face mastering Arabic grammar.

Challenges and difficulties facing mastering Arabic grammar

Our Arabic language is currently experiencing a state of turmoil, and not only the Arabic language is experiencing this situation, but the entire Arab world. Therefore, we must be aware of the language problem and the challenges and difficulties it faces. In 1674, the most important issues and challenges facing language teaching in schools were identified and presented in descending order as follows:

• Arabic language teachers and teachers of other subjects do not care about using correct Arabic .

• Arabic language teaching programs do not produce knowledgeable, proficient readers.

• The absence of modern language dictionaries at all levels of general education.

• Lack of objective measurement tools in evaluating language teaching.

• Lack of use of educational tools and modern technology in language teaching.

• Complexity and confusion in grammar.

• There is no scientific research on how to teach reading to beginners.

• Rapid transition in teaching children from colloquial to classical Arabic.

• There is a discrepancy in the language levels between textbooks for the subject, or even between books for the same subject in the same grade.

• The study of literature and texts does not connect the student with the products of the present or the heritage of the past and shows their impact on his life.

• The precedence of the past over the present in literary education.

• There is a shortage of specialized teachers and the level of education is low.

• In addition to the languages ​​that students learn in school, we talk about Modern Standard Arabic.

• It is difficult to write Arabic .

In addition to this:

• Little attention is paid to the use of modern pedagogical methods in language teaching.

• There is a lack of school activities related to the Arabic language , and teachers’ interest is low.

• The difference is the spelling rules that students learn in Arab countries, and the fact that these rules are not linked to the writings of the Qur’an.

• The impact of the media on school efforts in teaching the Arabic language.

• It was clear that the students' writing was weak and the Arabic language teacher did not pay attention to the Arabic script.

• Weakness in writing, speaking and spelling

One of the most dangerous things facing the Arabic language in the twenty-first century and today, in the era of so-called globalization, is the competition between Arabic and foreign languages, especially English, in addition to what is called ongoing bilingualism as well as the additional challenge and competition between spoken and classical Arabic.

The challenges facing the Arabic language in the twenty-first century are increasing in the era in which we live, the era of science and technology, the era of massive cognitive change and rapid cultural change, and the era of rapid culture. A known fact. Cultural change. The rapid transfer and spread of culture and the many discoveries in various fields of knowledge that are becoming more dangerous every day.

There are many such problems today, but the main one is the competition of foreign languages ​​(English) , the language of our time. This danger has become more acute when we realize that many students, especially in some countries, are reluctant to use the national language. On the pretext that the Arab countries have not kept up with the language of the time, and behind this reluctance to learn Arabic is the support of some parents, private schools that teach their curricula in English, and foreign workers who have invaded their markets, homes and minds.

What are the difficulties in mastering Arabic grammar?

• The large number of synonyms prevents beginners fromlearning and understanding the content .

• Some letters have similar spelling, such as jim, ha, kha, and some letters have similar pronunciation, such as dhad and dal.

• There are letters that can be written but not pronounced, and sounds that can be pronounced but not written.

• Most books are printed without diacritics. Arabic is a grammatical language, and parsing is a challenge for non-native Arabic speakers.

• The incompetence of some Arabic language teachers and their commitment to traditional teaching methods. This reduces student achievement.

• The richness of rhetorical images and artistic comparisons , as well as the frequent use of creative amplification techniques such as alliteration and contrast in Arabic literature books, makes them a useful reference for independent study and information sources that have become difficult to use.

• Problems with characters related to the characters before and after, weak characters, or stressed characters.

• Difficulty distinguishing between the pronunciation of the solar and lunar (al)

Challenges of mastering Arabic grammar

The first challenge: curricula between consumption and production

Arabic language study programs continue to decline and are being replaced by foreign language programs. In the field of knowledge, they realize more than us the importance of the mother tongue in building a productive and innovative generation that leaves its scientific and productive mark on the global arena. This is because they are proud of their language. This pride was the incentive for the success of the global economic experiment, but anyone who consumes someone else's language or culture will continue to consume their own products. They do not create and do not find a place for themselves in the global development and production process.

The second challenge: between preparing for the job and preparing for life

Families are at the forefront of these issues, acting as teachers and creators of language, awareness and culture for their children. Parents, unwittingly and with good intentions, try to speak a foreign language to their children, believing that it prepares them for a future open only to speakers of foreign languages. A major problem arises here. In other words, the parental preference for a foreign language arises in the context of job preparation, and the interest in the mother tongue arises in the context of life preparation and cultural understanding. It is a condition for healthy emotional and spiritual development so that the culture of the natives can be effective. As a tool for understanding, analyzing and benefiting from different cultures. Today, correct Arabic is in great demand in many workplaces, and Arabic is also an important part of emerging economic sectors such as media, publishing, translation and politics. Children should not be taught any foreign language as it turns them into passive recipients of other cultures.

The third challenge: distancing oneself from reading books is accompanied by distancing oneself from the language.

The lack of interest in reading books in Arabic is a particular problem at all levels, not just at the language level. This phenomenon is accompanied by an increase in demand for foreign language books, especially English books, by young graduates of foreign universities. Apart from being analytical or economic, it is also worth noting that light foreign books lack social aspects and are therefore considered one of the most important challenges to mastering Arabic grammar.

The concerned authorities in the UAE have launched many initiatives and awards for readers and creators, and government departments are committed to providing libraries and enriching books to achieve positive political results. Much effort is being made to encourage reading, and organizations influencing the youth sector must implement guiding tasks and guidelines that help young people choose the books, topics and titles they read, with priority given to books in Arabic. Therefore, it is considered one of the most important challenges to mastering Arabic grammar.

Challenge 4: Wrong Social Norms 

Speaking a foreign language is an indicator of civilization and sophistication. This is one of the wrong standards prevailing in our society. However, these standards are far from the truth and lack the minimum scientific requirements. Speaking a foreign language is not a sign of development or politeness. These two qualities embody a person’s morals and behavior, and have nothing to do with pronunciation, language, or acquiring a foreign dialect. Therefore, they are considered one of the most important challenges to mastering the rules of the Arabic language.

Challenge 5: Electronic Media 

Electronic media constitutes a large part of the challenges facing the Arabic language today. A huge number of websites from various sources and specializations occupy our computer screens and mobile phones, filling us with short and long news stories that do not meet the minimum standards of completeness of the language and accuracy of its delivery to us. As the general public gradually moves away from traditional and reliable media such as newspapers, magazines and television, these websites have become almost the only source of knowledge, study and learning about languages. Academic institutions, families and social organizations that host young people need to work together to develop a comprehensive awareness of how to choose sources of knowledge and how to build strong relationships with the language. This is a problem that requires extensive study to propose practical and effective solutions. Therefore, this challenge is one of the challenges of the Arabic language in light of globalization and technology.

Challenge 6: The impact of technology on the Arabic language

This era has made great strides in the field of modern technology, providing us with different types of useful and beautiful technology: audio-visual programs, television, satellite channel programs, computers, the Internet, educational games. We aim to reach the pinnacle of progress and development without being preoccupied with the progress of the era. In this advanced environment, coexistence with others is only possible through the use of new technologies and rapid education. The same applies to the Arabic language , as technological progress has made it an essential part of everyone’s life. Planet Earth shapes us and makes us think about preserving the Arabic language and its role in building modern civilization. The Americans say that we will do everything in our power to help preserve the Arabic language and its richness, because it is a symbol of identity, a vessel of culture, and a symbol of national progress.

The Seventh Challenge: The Impact of Globalization on the Arabic Language

The Arabic language faces the challenges of globalization, which has dominated the language through the great progress in technology and economy, and has dominated entire cultures with their own languages. Spoken languages ​​are widespread among the Arab people, and these spoken languages ​​are diverse and threaten the mother tongue. Therefore, classical languages ​​are placed at the second level of linguistic embodiment and have a lower status in linguistic expression. Life among the people of that language. We find those who demand the abandonment of this classical language and its replacement with the colloquial language. It is spoken under easy pretexts, mixed with colloquial languages, or relies on foreign languages ​​as a language. And replacing it, as if development can only be achieved by separating from the Arabic language.

Far from competing with other languages ​​and - ultimately - the intellectual invasion of other countries represented by globalization, it absorbs the culture of nations and peoples and seeks to eliminate this linguistic diversity from the world. The Arabic language also faces external challenges that can be overcome by adhering to cultural constants, religious values, national identity, and psychological and social characteristics.

The development of the Arabic language is necessary for the development of life in the Arab world, depending on linguistic publications to create the language of the future and stimulate its natural growth so that it changes, develops and grows. The status of the Arabic language has become unstable in light of globalization, and despite its simplicity, lack of ambiguity and ability to convey the intended meaning accurately and clearly, it has been suppressed in many places.

Challenge 8: Language Change 

The Arabic language is subject to continuous linguistic change, especially in the spoken language and modern terminology, which distorts the original linguistic structure of the Arabic language.

Challenge 9: Misuse

When the Arabic language is used by its speakers in a wrong and unacceptable way, which leads to a negative impact on the language and the inability to express ideas correctly.

Challenge 10: Other Cultural Influences

The Arabic language is influenced by other cultures, especially with regard to new and borrowed words, which negatively affects the understanding and use of the Arabic language.

Challenge 11: Declining ability to use the Arabic language

The number of people using the Arabic language is decreasing and the language is increasingly forgotten in daily life, leading to a decline in the status and importance of the Arabic language in the world.

The most important challenges and difficulties facing non-native speakers in mastering Arabic grammar

• Language problems

These problems include everything related to the nature of language , such as phonetics, morphology, syntax, semantics, and writing systems.

• Non-linguistic problems

These include problems that are not related to the nature of language, but which directly and effectively affect language teaching. These include social issues, cultural issues, psychological and cognitive issues, economic issues, and historical issues including pedagogical issues and teaching methods. Most of these problems are present and accessible to both teachers and learners.

Linguistic problems can be divided into five categories:

Voice problems

Phonological problems are one of the first problems that a learner of any language may encounter when learning sounds during the early stages of language learning. The human speech system is the device by which sounds are produced and written output is produced. Humans learn written output from an early age and practice it in social communication.

Although there is no mistake in the pronunciation of letters, adults learning a second language often have difficulty pronouncing certain sounds in the target language. These letters do not exist in his mother tongue, so; they may exist in his mother tongue, but they are pronounced differently from his second language. Arabic sounds are characterized by a wide distribution, where the output is distributed reciprocally. In addition, there are sounds emitted from the nose, from one lip to the farthest part of the palate in the other. This distribution has led to the diversity of sounds and the diversity of their tones. The diversity of their characteristics.

Writing problems

What we mean by writing problems here are the educational problems that arise from the nature of the writing systems of a second language. A writing system is defined as a set of graphic symbols arranged to represent ideas and audible sounds in a particular way and according to that system. It includes handwriting, spelling and orthography.

Grammatical problems

The Arabic language is characterized by a morphological system called the morphological language that forms words. This feature is lacking in many languages, which leads to difficulties in learning the language, such as:

• The multiplicity of chapters in morphology, the diversity of its topics, and the complexity of its questions and problems. Each chapter of morphology has a set of rules, and each rule has branches, and each branch has a number of controls and regulations.

• The overlap between the sections of morphology and grammar is a natural result of the similarity of the relationship between the two sciences.

Grammatical problems

Among the most prominent grammatical problems faced by Arabic language teachers for non-native speakers are:

• The structure of the Arabic sentence differs from the structure of sentences in many languages ​​of the world. One difference is that there are no auxiliary or existential verbs in Arabic sentences.

• Freedom of order in the elements of Arabic sentences, i.e. freedom of priority and delay. For example, the predicate precedes the subject, and the object precedes the subject, and sometimes the verb.

Semantic and lexical problems

Among the most important lexical and semantic problems faced by non-native Arabic learners are the following:

• Because of the large number of words in the Arabic language, it is difficult for learners to control the vocabulary no matter how much time they spend studying it or achieving a certain level of vocabulary knowledge.

• The multiplicity of meanings of Arabic words, the diversity of their connotations, and the transition from the actual meaning of the word to its figurative meaning make it difficult to understand the intended meaning of the text being read. Materials are selected and presented to learners on non-scientific grounds in terms of prevalence, importance, progress, and other criteria that should be taken into account when designing training programs.

Non-linguistic problems can be divided into two categories:

Social problems

Social issues refer to the problems and difficulties students face in the new linguistic environment or civilization to which the language being studied belongs.

For example, if an international student wants to learn Arabic , he will go to an Arab country because of his desire to learn. In this case, he will face many problems.

Psychological problems

Psychological problems arise from diverse linguistic and cultural backgrounds, some of which are due to the psychological nature of the learner, and these problems vary from one person to another.

Arabic language teaching centers for non-native speakers

The online learning platform Almadrasah.com was developed to make learning Arabic easier for speakers of other languages. It is one of the leading solutions in this field. The platform offers a wide range of interactive courses and lessons for different levels of learners, from basic to advanced.

This platform offers Arabic lessons covering grammar, vocabulary, reading, writing, listening, and speaking. This course uses technology for effective teacher-student interaction, allowing students to communicate directly with teachers, ask questions, and participate in support group discussions.

One of the important features of the Madrasa.com website is that the content is available in multiple languages. This helps students understand concepts more deeply, especially when they are starting to learn Arabic. The platform uses advanced learning technologies such as machine learning and virtual reality to improve the user experience and increase efficiency.

Through the school.com website, students can also improve their language skills by interacting with native speakers through workshops and special events offered by the platform. This gives students the opportunity to continue learning the language and improve their listening and speaking skills.

Therefore, the Madrasa.com platform caters to the needs of people who seek to learn Arabic in an effective and innovative way. Our courses for non-native Arabic speakers provide powerful tools and comprehensive educational resources to help you learn this wonderful language.

Arabic language and facing the challenges of the era

The relationship between the Arabic language and the issue of identity has become a social issue that is not limited to Arabic language experts, and this means the need to pay attention to ideas and knowledge that can lead to a positive impact on the Arabic language. When asked about the most important means of reviving the Arabic language, Gibran Khalil Gibran clearly indicated the need to pay attention to thought, and to link the power of language to the power of thought itself in its various fields.

Because language is essentially a practice and a tool for communication, it must be more than just a set of rules that can be memorized without being applicable. This will be taken into account in the classrooms in the next educational stage, and the rules of the Arabic language will be strengthened and integrated into the field of the Arabic language, especially literary texts, so that the Arabic language is an essential part of students’ abilities from the first stage of education. It is necessary to make it one.

The order of literary eras should also be reconsidered, starting with the modern era closest to students’ tastes, passing through the Abbasid and Umayyad eras to the pre-Islamic period. Pre-Islamic eras, like today, can make students feel disgusted and alienated from the Arabic language.

One of the important things that must be realized is the necessity of using modern technology in learning the Arabic language and moving away from the mechanisms of indoctrination and memorization that are prevalent until now. It is a known phenomenon that we live in what is called the age of images, and therefore we use graphic techniques, namely animation, to transform scientific content into a theatrical form, where students listen to poems that can be prepared as a class. It is read - aloud - and in an expressive voice.

The role of the Madrasa.com platform in identifying the difficulties and challenges facing mastering Arabic grammar and ways to address these challenges

Almadrasah.com has a very important role in identifying the difficulties and challenges facing mastering Arabic grammar, as it provides many different courses and is one of the most famous platforms in the Arab world that provides many services and training courses to users. It also allows users the opportunity to learn more about the Arabic language and the challenges and problems it faces, as well as the opportunity to develop language skills, whether in writing or pronunciation, and increase their awareness of the importance of the classical Arabic language, as the Almadrasah.com platform provides many means that help in mastering the Arabic language, including multimedia lessons, various educational resources, communication with teachers, providing tests, and temporal and spatial flexibility. Through these means, Almadrasah.com works to provide a comprehensive and integrated educational environment.

In conclusion, this article, as we must learn to master the rules of the Arabic language and master speaking in classical Arabic, we must also recognize the challenges and difficulties that may appear on our way during the journey of mastering the rules of the Arabic language and speaking in classical Arabic, and this is what we provide at Al-Madrasa.com, an integrated environment to explain how to master the Arabic language in writing and speaking, as well as identifying the most important challenges and difficulties facing mastering the rules of the Arabic language.