CONTEMPORARY LINGUISTIC TRENDS AND THEIR APPLICATIONS IN ARABIC LANGUAGE TEACHING
DOI:
https://doi.org/10.51878/language.v6i3.11888Abstract
ABSTRACT
Modern linguistic schools, such as structuralism, transformational-generative linguistics, functionalism, and sociolinguistics, have made significant contributions to the development of language theory and teaching practices. In Arabic language learning, understanding these linguistic approaches serves as a strategic foundation for designing curricula, instructional methods, and assessment systems that are more effective and responsive to learners’ needs. This study aims to identify the major schools of modern linguistics, analyze their fundamental characteristics, and examine their relevance to Arabic language teaching. The study employs a library research method with a descriptive-analytical approach through the review of various primary and secondary sources in both theoretical and applied linguistics. The findings indicate that each linguistic school offers distinct perspectives for Arabic language learning, ranging from strengthening structural and grammatical aspects to developing communicative competence and incorporating social and cultural contexts into the learning process. The study further reveals that no single linguistic approach can fully address the diverse needs of Arabic language instruction. Therefore, an integrative approach that combines the strengths of various linguistic schools is necessary to accommodate different learning objectives, instructional materials, and learner characteristics. In conclusion, the integrated application of modern linguistic approaches can enhance the effectiveness of Arabic language teaching while fostering learners’ linguistic and communicative competence.
ABSTRAK
Aliran linguistik modern seperti strukturalisme, transformasional-generatif, fungsionalisme, dan sosiolinguistik telah memberikan kontribusi penting terhadap perkembangan teori dan praktik pengajaran bahasa. Dalam pembelajaran bahasa Arab, pemahaman terhadap berbagai aliran linguistik menjadi landasan strategis untuk merancang kurikulum, metode pembelajaran, dan sistem evaluasi yang lebih efektif serta sesuai dengan kebutuhan peserta didik. Penelitian ini bertujuan untuk mengidentifikasi aliran-aliran linguistik modern utama, menganalisis karakteristik dasarnya, serta mengkaji relevansinya dalam pembelajaran bahasa Arab. Metode yang digunakan adalah kajian pustaka (library research) dengan pendekatan deskriptif-analitis melalui penelaahan berbagai sumber primer dan sekunder dalam bidang linguistik teoretis maupun terapan. Hasil penelitian menunjukkan bahwa setiap aliran linguistik menawarkan perspektif yang berbeda dalam pembelajaran bahasa Arab, mulai dari penguatan aspek struktural dan gramatikal, pengembangan kompetensi komunikatif, hingga pemanfaatan konteks sosial dan budaya sebagai bagian dari proses pembelajaran. Temuan ini mengindikasikan bahwa tidak ada satu aliran yang sepenuhnya mampu menjawab seluruh kebutuhan pembelajaran bahasa Arab, sehingga diperlukan pendekatan integratif yang mengombinasikan keunggulan berbagai aliran linguistik sesuai dengan tujuan, materi, dan karakteristik peserta didik. Dengan demikian, penerapan pendekatan linguistik modern secara terpadu dapat meningkatkan efektivitas pembelajaran bahasa Arab sekaligus memperkuat kompetensi kebahasaan dan komunikatif peserta didik.
Downloads
References
Abdalla, E. A. M. A. (2024). A Model for Teaching Arabic Grammar in Light of the Common European Framework of Reference for Languages. Ijaz Arabi Journal of Arabic Learning, 7(3). https://doi.org/10.18860/ijazarabi.v7i3.27825
Abdy, Y. (2025). Education and Identity in the Crisis of Arabic: A Sociolinguistic Reading of Diglossia and Language Policies. ????, 18(4), 78–95. https://asjp.cerist.dz/en/article/284464
Al Qorin, A. S., Mahliatussikah, H., & Sumalee, Y. (2025). Designing Communicative-Based Arabic Learning Materials to Enhance 21st Century Skills of Students in Thailand. Journal of Arabic Language Studies and Teaching, 5(1), 1–16. https://doi.org/10.15642/jalsat.2025.5.1.1-16
Arifah, F., Zulharby, P., & Heider, A. S. (2025). A Multifactorial Analysis of Communicative Performance Among Arabic Language Education Students. Alsinatuna, 11(1), 46–74. https://doi.org/10.28918/alsinatuna.v11i1.13298
Azhar, M., Wahyudi, H., & Promadi, P. (2022). Arabic Language Learning with Communicative Method and Factors Affecting Student's Speaking Ability. Takuana: Jurnal Pendidikan, Sains, Dan Humaniora, 1(2), 92–101. https://orcid.org/0000-0002-1743-2489
Beshiri, U. H. (2024). Comparative Analysis of Language Teaching Methods: A Systematic Review. International Journal of Education Teacher, 27, 62–71. https://doi.org/10.20544/teacher.27.07
Bouknify, M., & Mrani, M. (2025). Reconceptualizing Krashen’s Comprehensible Input Hypothesis for Lifelong and Skills-Oriented Language Learning. Psychology Research on Education and Social Sciences, 6(4), 211–219. https://doi.org/10.5281/zenodo.18052906
Dimyathi, M. A., & Junaedi, J. (2025). Utilizing Pragmatic Theory in Arabic Language Teaching: Enhancing Students’ Communication Skills Effectively. Jurnal Edusci, 2(5), 366–383. https://doi.org/10.62885/edusci.v2i5.756
East, M. (2024). TBLT from the Teachers’ Perspective: A Response to Ellis (2024). International Journal of TESOL Studies, 6(4), 20–33. https://doi.org/10.58304/ijts.20240403
Ellis, R. (2021). Options in a Task-Based Language-Teaching Curriculum: An Educational Perspective. Task, 1(1), 11–46. https://doi.org/10.1075/task.00002.ell
Fatima El Zahraa. (2024). Sociolinguistic Competence and Sociolinguistic Appropriateness in the Context of Arabic Language Based on the Common European Framework of Reference for Languages Scale. Al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab, 16(2), 1–24. https://doi.org/10.32678/alittijah.v16i2.10882
Idris, I. M. A., Sholahudin, S., & Abdurahman, M. (2025). The Representation of Communicative Competence in the Arabic Language Learning Outcomes of Indonesia's Merdeka Curriculum. https://doi.org/10.37680/aphorisme.v6i2.8329
Imam Haromaen, D., Wahyudin, D., & Fadli, A. (2026). Building Communicative Competence in Arabic Using a Communicative Approach. Inovasi Pembangunan: Jurnal Kelitbangan, 14(1). https://doi.org/10.35450/jip.v12i02.1776
Imelda, N., Ayu, N. P., Ulfa, M., & Khalaf, A. M. A. (2024). ???????? ????? ????? ??????? ??????? ??? ???? ??? ????? ??????? ?????????. Arabiyyat?: Journal of Arabic Language Education, 1(1). https://doi.org/10.65679/arabiyyat.v1i1.73
Manasiq, G. Z. A. S., & Mustaufir, M. (2025). Tren Komunikasi dalam Pengajaran Bahasa Arab: Sebuah Tinjauan Literatur Sistematis (2020–2025). Journal of Education and Contemporary Linguistics, 2(02), 44–59. http://journal.alifba.id/index.php/jcl/article/view/105
Marlina, R. (2023). English Language Teaching in the Postmodern World: RELC Journal's Contribution. RELC Journal, 54(3), 568–573. https://doi.org/10.1177/00336882231214003
Mohammed Harbi, A. (2022). Arabic Diglossia and Its Impact on the Social Communication and Learning Process of Non-Native Arabic Learners: Students’ Perspective. Arab World English Journal (January 2022), Theses ID, 283. http://dx.doi.org/10.2139/ssrn.4037655
Nufus, N. A., & Azis, A. (2025). Innovations in Arabic Language Learning: A Systematic Literature Review of Teaching Strategies and Technological Integration. An Nazhair: Journal of Arabic Education, 2(1), 1–12. https://doi.org/10.20414/nazhair.v2i1.40
Ortega, L. (2026). A Decolonial Approach to Second Language Acquisition. In Alternative Approaches to Second Language Acquisition (pp. 146–170). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003426516-7/decolonial-approach-second-language-acquisition-lourdes-ortega
Pawlak, M., Kruk, M., & Zawodniak, J. (2026). Language Learning Strategies and Strategies-Based Instruction. In Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-032-18663-8_1
Poehner, M. E., & Lantolf, J. P. (2021). Sociocultural Theory and Second Language Development. In H. Mohebbi & C. Coombe (Eds.), Research Questions in Language Education and Applied Linguistics. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-79143-8_150
Rahimi, A. R. (2024). Beyond Digital Competence and Language Teaching Skills: The Bi-Level Factors Associated with EFL Teachers’ 21st-Century Digital Competence to Cultivate 21st-Century Digital Skills. Education and Information Technologies, 29(8), 9061–9089. https://doi.org/10.1007/s10639-023-12171-z
Rambe, P. (2025). Innovative Methods and Strategies in Arabic Language Teaching: A Systematic Review of International and National Literature (2020–2025). In Tarbiyah Suska Conference Series, 4(1), 68–86. https://jom.uin-suska.ac.id/index.php/TSCS/article/view/5736
Richards, J. C., Panahi, A., & Mohebbi, H. (2023). Reflecting on Jack C. Richards’ 60 Years in TESOL: A Systematic Review. Language Teaching Research Quarterly, 33(2), 4–67. https://doi.org/10.32038/ltrq.2023.33.02
Saidatul Azizah, Hikmatuddiniah, M. Syukron Maksum, & Nur Hasanah. (2025). The Urgency of Sociolinguistics in Arabic Language Education: Strengthening Social Awareness and Language Proficiency Through Effective Educational Management. Journal of Educational Management Research, 4(1), 400–411. https://doi.org/10.61987/jemr.v4i1.841
?ahinkaya, H. A. (2024). Explicit vs. Implicit Grammar Teaching in EFL Classroom: A Literature Review. International Journal of Academic Research in Education, 9(1), 14–26. https://doi.org/10.17985/ijare.1369773
Sanusi, A., Hamid, M. A., Nurbayan, Y., bin Ismail, Z., & Maulia, L. N. (2024). Arabic Teachers Pedagogical Competence: Cultural Approach in Enhancing the Students’ Communicative Skills. Arabiyat: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 11. https://doi.org/10.15408/a.v11i1.39919
Sapawi, M. S. M., & Yusoff, N. M. R. N. (2025). Integrating Technology into the Arabic Language Curriculum: A Systematic Review of Trends, Strategies and Cultural Dimensions. Social Sciences & Humanities Open, 12, 101974. https://doi.org/10.1016/j.ssaho.2025.101974
Shahbari-Kassem, A., Schiff, R., & Saiegh-Haddad, E. (2025). Development of Morphological Awareness in Arabic: The Role of Morphological System and Morphological Distance. Reading and Writing, 38, 2235–2267. https://doi.org/10.1007/s11145-024-10581-0
Shimabukuro, M. A. (2024). Promoting Autonomy for Language Learning Powered by Data-Driven Methods and Learner-Centred Design. https://hdl.handle.net/10155/1905
Sulton, A., & Kabir, S. M. (2025). Integrating Arab Cultural Elements in Arabic Language Education. Lahjatuna: Jurnal Pendidikan Bahasa Arab, 4(2), 133–146. https://doi.org/10.38073/lahjatuna.v4i2.2597
Syafei, I., Ardiansyah, A. A., & Nugraha, D. (2025). The Communicative Approach in Arabic Language Learning (Theoretical and Practical Perspectives). In Gunung Djati Conference Series, 55(1), 477–491. https://conferences.uinsgd.ac.id/index.php/gdcs/article/view/2906
Thomure, H. T., Taha, H., Sabella, T., & Saleh, R. (2025). A Systematic Review of Teaching and Learning in the Context of Arabic Diglossia. Social Sciences & Humanities Open, 12, 102281. https://doi.org/10.1016/j.ssaho.2025.102281
VanPatten, B., & Smith, M. (2022). Explicit and Implicit Learning in Second Language Acquisition. Cambridge University Press. https://doi.org/10.1017/9781009043571
Yani, A., Ahmad, S. S. B. H., Abdullah, R. B. H., Shalihah, S., & Thoha, A. M. (2025). The Effectiveness of the Arabic Language Environment in Enhancing Communicative Competence in Teaching Arabic as a Foreign Language: An Applied Study at the Faculty of Usuluddin, Sultan Sharif Ali Islamic University (UNISSA) Brunei Darussalam. European Journal of Literature, Language and Linguistics Studies, 9(2). http://dx.doi.org/10.46827/ejlll.v9i2.633
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Althaf Javid H. Aziz, Dewy Sartika, Hayatun Nissa, Dika Syam El-Fathony, Fachrul Ghazi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
