Ding Yibing
Department of Arabic and Middle Eastern Languages, Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur 50603, Malaysia
Mohamad Hussin
Department of Arabic and Middle Eastern Languages, Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur 50603, Malaysia
Mohammad Seman
Department of Arabic and Middle Eastern Languages, Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur 50603, Malaysia
This study investigates innovative teaching strategies for Arabic interrogative sentences, aiming to enhance language learners’ proficiency and comprehension in this linguistic domain. The target audience for these strategies includes Arabic language instructors and learners seeking to improve their language skills. To achieve the objectives of the current research, the researcher designed 3 tables to identify the distinctions and commonalities between English and Arabic while recognizing the unique characteristics of each language. By examining syntactic structures, verb conjugation patterns, and cultural nuances, this research seeks to provide valuable insights into the complexities of Arabic interrogatives and offer practical pedagogical approaches for language instruction. This study also aims to address the significance of employing the right strategies in second language acquisition by providing a comprehensive review of existing literature on teaching Arabic interrogatives and proposing innovative pedagogical approaches based on cognitive grammar theory. This research then seeks to contribute to the field of Arabic language teaching by offering practical solutions to the challenges associated with interrogative sentence learning, thus empower learners to navigate real-world scenarios effectively and engage meaningfully with Arabic interrogative structures. In short, this research underscores the importance of adopting innovative teaching strategies for Arabic interrogative sentences to facilitate language learners’ proficiency and comprehension. By providing practical insights and pedagogical approaches, this study aims to enrich language instruction and contribute to the broader discourse on language teaching and learning.
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Copyright © 2024 Ding Yibing, Mohamad Hussin, Mohammad Seman
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