Indimaj al-Manhaj al-Lughawi al-Taqabuli fī Talim al-Lughah al-Arabiyyah Lughatan Ajnabiyyah lil-Natiqin bi-Ghayr al-Arabiyyah

Abstract

Learning Arabic as a foreign language presents various challenges arising from differences between learners’ first language and Arabic as the target language. This study aims to examine the linguistic differences between Arabic and Indonesian, identify their relationship with language interference and errors, and formulate their implications for Arabic language teaching. The study employs a library research method with a qualitative approach and descriptive-analytical analysis of relevant scholarly sources. The findings indicate that differences in phonology, morphology, and syntax can constitute potential sources of difficulty for Arabic language learners. However, not all errors can be attributed to the influence of the first language, as some may result from the development of the target language system and other learning-related factors. Therefore, contrastive analysis needs to be integrated with error analysis to identify the sources of learning difficulties more accurately. Based on the findings, this study proposes an integrative instructional model consisting of five stages: contrastive analysis, difficulty prediction, error diagnosis, instructional intervention, and language use and evaluation. The model provides a basis for developing Arabic language instruction that is more systematic, diagnostic, and responsive to the needs of non-Arabic-speaking learners.