Linguistc and Non-Linguistic Challenges for Non-Native Learners of Arabic: Propsed Solutions in Light of the Contrastive Approach

Linguistc and Non-Linguistic Challenges for Non-Native Learners of Arabic: Propsed Solutions in Light of the Contrastive Approach 
Amira Mohamed Ateyya Abu Al-Azm,
Department of Language Fundamentals, Faculty of Islamic and Arabic Studies for Female Students, Al-Azhar University, Cairo, Egypt
 E-mail: amiramohamed2717290@azhar.edu.eg
Abstract:
Arabic is a derivational and inflectional language, which poses challenges for non-native learners. These challenges may be linguistic (phonetic, morphological, syntactic, and semantic) or non-linguistic (social, cultural, psychological, cognitive, economic, and historical), including educational issues and teaching methods. This study aims to shed light on some of these challenges, using the descriptive-contrastive method. The contrastive approach seeks to predict difficulties encountered by some learners and focuses on points of convergence and similarity between source and target languages, while sometimes highlighting differences to make students aware of the unique features of each language. This study also aims to propose solutions for both linguistic and non-linguistic challenges faced by learners of Arabic and to examine the psychological impact of these challenges while providing suggested solutions. Key findings of the research include: 1) The contrastive method is among the most essential linguistic methods in the field of language teaching. 2) Arabic scholars were pioneers in identifying contrastive linguistic studies or methods. 3) It is essential to consider the learners' actual levels in phonology, morphology, syntax, and semantics, progressing through these levels to enable learners to advance effectively in their studies.