|Alternative Abstract||Arabic learners encounter the problem of their inability to learn and master Arabic in different communicative situations, particularly, their inability to learn language grammar to use it in correcting spoken Arabic. In this problematic context, this research attempts to answer a key question: Why learners study Arabic for Twelve years, yet they are unable to master it and use it in daily communication? This problem is considered from the perspective of language learning curricula.
To address its problem, this study adopts the functional approach by using such approach’s tools, techniques and procedures provided by The Functional Linguistic Theory.
This research provides a perception to develop Arabic curricula, focusing on teaching Arabic to native speakers through building on the theories of modern linguistic lesson upon which this research is based in its references and fundamentals. The research in hand selects the theory of functional grammar and address its broader model, namely, Natural Language Users Model. This model studies the underlying structure of language that allows language users to communicate amongst each other, and contributes to uncovering the nature of language acquisition process by understanding its components, how such components work and interact with each other, namely "linguistic capacity
, cognitive capacity, logical capacity, perceptive capacity, social capacity and imaginative capacity ".
There are two ways in which language develops. The first is innate, in which language is learned naturally and effortlessly, and this is what is meant by language acquisition. The second way is the one in which language is acquired consciously, where effort is needed to acquire language, and this is what is meant by the learning process. Therefore, this study seeks to utilize the innate way of acquisition and employ it in the learning process, thus, it restores language natural acquisition scenery, in a synthetic way reflected in the educational process, which provides an Arabic curriculum that is applicable, easy to understand and compatible with brain’s natural functioning mechanisms, thereby alleviating pressure on the learner with creating the supportive linguistic environment.
The researcher hopes that this study results in planting a primal seed to design more profound educational curricula, thus it becomes an integrated educational system in all academic stages. In the first stage, the study presents a model for an educational curriculum designed to provide the learner with sufficient communication competence. In an effort to win this scientific bet, the study examines “The book of Arabic Language (seventh grade) produced by Al Bayan Educational Complex for teaching Arabic in the State of Qatar", analyzes its cognitive components, and uncovers levels of compatibility between the cognitive components and communication competence, in order for the future of curriculum development to be based on solid scientific foundations. The study also seeks to benefit from the experience of living languages’ field, benefiting from cognitive and quantitative richness achieved by experts in this field, in addition to the experience of teaching Arabic using instinct and practice in learning Arabic according to the communicative approach.
One of the most important findings of the study is the possibility of utilizing the communicative approach in the teaching of Arabic using three methods, one of which is compatible with the actual activity of speaker’s communicative competence in the period of language acquisition, and it exists in the pre-formal learning stage. The second method is compatible with the formal education period, where speaker’s communication competence can be activated. It is applied through from creating a linguistic environment - the educational curriculum that is compatible with the interaction of communicative competence components. The third method is for those whose communicative competence have been completed, thus, the process of correcting mistakes they produce in the use of the communicative and written language is undertaken, as well as creating the linguistic environment, and the educational approach that contributes to the teaching of language in the natural way of acquisition.
In addition, Natural Language Users’ Model has provided educators with a great favor, thus it explained how the acquisition of language occurs according to the interaction of communicative competence components. Educators only have to start designing curricula, taking into account the progress of certain capacities over others in interaction, in alignment with activities designed in the educational curriculum. The base upon which all capacities are based is the interaction between the cognitive capacity and the grammatical template, while other capacities come in the second stage. This indicates that all knowledge is derived, in all terms, from the cognitive capacity stored inside the speaker, and then it is properly formulated through language grammar.
Whereas Arabic is at the heart of pan Arabism, and represents its Islamic identity, and an incubator of its cultural heritage, therefore it was imperative to appreciate Arabic and accord it its due regard. Qatar has been keen to have Arabic at the center of its interests, as much as it is keen to promote its Arabic identity and reinforce the language of its culture by which it is known, privileged and honored. Therefore, the State of Qatar has regarded the need to elevate and develop Arabic as a key pillar in Qatar National Vision 2030 and has drafted parts of the vision accordingly.
Whereas education is the core of human development, Qatar has taken care of the educational system and has placed it on the peak of its priorities through the development of educational curricula that emanates the spirit of citizenship and establish the Arab culture in a sound scientific methodology that complies with the requirements of the age, citizens’ ambitions and labor market needs. This study is consistent with the vision and aspirations of the State of Qatar in serving Arabic, seeking to leave a real imprint in the educational system, in an attempt to present a perception to develop Arabic teaching curricula, based on a strong knowledgeable base from the modern linguistic theories; to serve Arabic, and facilitate Arabic native speakers’ mastery of Arabic in light of linguistic competitiveness in the scientific arena.