A Curriculum For Teaching Arabic Language For Non- Arabic Speakers With Reference To Modern Linguistics

This Research utilizes, to a certain degree, a new methodology in teaching Arabic Language For non- Arabic speakers. The novelty comes from integrating the ancient with the modem, drawing from modem linguistics which witnessed a significant development recently. This reasearch tackles the contemporary Arabic language in its basic forms without emphasizing the many rules of Arabic grammar. It followed a descriptive oppositional methodology. The reaseach concluded with specifying the following points that should be included in any curriculum for teaching Arabic: 1- The silent period, where every beginner needs a specific period called thesilent period. 2- The internal obstacles, the research attempts to overcome this challenge since instructors sometimes treat the students as if they were machines without regard to the internal obstacles such as his educational and intellectual level and the psychological tendencies. 3- Errors and oppositional analysis. 4-Noam Chomesky and the oppositional lesson. 5- Language type 6- The role of the native language in learning a new language. 7- vocabulary building. 8- Deductive method. 9- Linguistics harrowing. 10- The use of two languages at the same time. The reseach include other results, the reader will find them discussed in the text.