The Communicative Approach and Language Immersion in Teaching Arabic to Non-Native Speakers: A Study in Light of Second Language Acquisition Theories

Abstract

This study examines the teaching of Arabic to non-native speakers in light of the communicative approach, as a modern pedagogical framework that focuses on developing the ability to use language in real-life communicative situations. It aims to analyze the theoretical and practical foundations of this approach and to clarify the role of language immersion in enhancing the acquisition of Arabic by connecting learners to an authentic linguistic environment. The study adopts the descriptive-analytical method, reviewing the fundamental concepts of linguistic communication and analyzing its components and skills, in addition to examining communicative competence as a primary goal in language teaching. It also addresses the types of language immersion and the factors influencing it, linking these to major theories of second language acquisition, such as behavioral, cognitive, and interactionist theories, as well as Krashen’s theories. The study concludes that adopting the communicative approach supported by language immersion effectively contributes to the development of learners’ language skills and enhances their ability to engage in communicative interactions across various life situations. However, this requires the provision of an appropriate learning environment and the addressing of challenges that hinder effective communication, such as diglossia and the limited practical use of the language.