Vol. 2 No. 1 (2024): April; Arabic Language Pedagogy, Grammar Studies, and Contemporary Linguistic Perspectives

This issue features two scholarly articles that contribute to the advancement of Arabic language education and linguistic scholarship. The first article investigates the implementation of the Discovery Learning model in fostering students’ independence in learning Arabic, highlighting learner-centered instructional practices that promote active engagement and autonomous learning. The second article proposes an integrative model of Arabic grammatical analysis (I‘rāb) by bridging the classical Arabic grammatical tradition with modern linguistic theories, offering a contemporary perspective for Arabic language research and teaching. Together, these studies demonstrate the importance of pedagogical innovation and theoretical integration in enriching Arabic language education within both academic and classroom contexts.

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