Rethinking Arabic alphabet instruction: A comparative study of learning strategies for non-native speakers

Abstract

  This research explores methods of instruction and learning of the Arabic alphabet for non-native speakers at the university level. It is based on the comparative study and quantitative analysis of the existing methods presented in Alif Baa: Introduction to Arabic Letters and Sounds; ʿArabiyyat al-Naas, Part I, First Edition; Arabic for Life: A Textbook for Beginning Arabic; Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners; and Mastering Arabic, alongside an innovative approach in the “Arabic for Beginners” online course developed by the lead author. The authors argue that using a multisensory method, such as the one adopted in the lead author’s “Arabic for Beginners” course, would yield better results in students’ recognition and production of the alphabet. Current methods largely rely on English transliteration to teach the Arabic alphabet. This creates its own challenges for learners, especially in pronouncing letters without direct English equivalents. In contrast, the “Arabic for Beginners” e-course follows a new approach based on introducing letters without transliteration or English translation. Instead, this method follows a “Listen, Watch, Mimic, Repeat, and Produce” model. It relies on images, voice recordings, and associated words to promote a method of learning which more closely replicates the natural learning process of the first language. The objective of this study is to improve upon current instruction models so that non-native speakers may benefit from better teaching and learning practices. The study uses a quantitative approach to assess the effectiveness of current teaching methods through surveys conducted with a total of 84 university students enrolled in Arabic language courses. Ultimately, this article contributes to ongoing efforts to improve Arabic language acquisition by presenting models for multisensory learning that immerse students in the physical act of producing Arabic letters and sounds rather than merely memorizing them.