A Classification of Arabic Grammar Rules for Writing Skills Instruction of Persian-Speaking Learners

Articles in Press

Document Type : مقالات علمی پژوهشی

Authors
T. Khanabadi 1
I. Motagizadeh 2
H. Ameri 3
H. Nazarimonazam 4
1 PhD student, Arabic language education, Tarbiat Modares University
2 Professor of Arabic language and literature, Tarbiat Modares University
3 Associate professor, Department of Linguistics, Tarbiyat modares, Tehran, Iran
4 Associate Professor of Arabic Language and Literature, Tarbiat Modares University
Abstract
Among the challenges of language acquisition, developing writing proficiency is widely acknowledged as particularly demanding. Learners must not only select appropriate vocabulary but also use it effectively within a specific context. However, the emphasis on writing skill development should not solely lie in memorizing grammatical rules. Rather, grammar should serve as a tool to facilitate clear and effective communication of ideas. Consequently, prioritizing and strategically selecting essential grammar rules for instruction can significantly enhance and expedite the acquisition of writing skills. This research employs a descriptive-analytical method and utilizes a questionnaire to investigate the potential effects of streamlining Arabic grammar instruction on facilitating and accelerating the development of writing skills in Arabic among Persian undergraduate students majoring in Arabic Language and Literature. To achieve this objective, the study employed a researcher-designed questionnaire distributed among a sample of 16 Arabic language teachers and experts. This instrument aimed to identify the relative importance of Arabic grammar components across three proficiency levels: beginner, intermediate, and advanced. Informed by expert opinion, the research proposes a tiered approach to Arabic grammar instruction. At the beginner level, priority is given to mastering structural order and interrogative particles. The intermediate level focuses on relative nouns, causative constructions, and the mood system. Finally, advanced learners concentrate on verbal mode and aspects. Additionally, the findings highlight the experts' emphasis on introducing similar Arabic and Persian grammar rules in the early stages of education, and Arabic-specific rules at higher levels.

Keywords

Subjects

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Articles in Press, Accepted Manuscript
Available Online from 13 July 2025