Grammar is one of the most important branches of the Arabic language. Despite its immense importance, teaching and learning grammar to non-native speakers still faces several challenges and obstacles. This study aims to examine the teaching of Arabic grammar to non-native speakers in Malaysia, focusing on the major challenges encountered in the educational process and proposing appropriate pedagogical and practical solutions. The research adopts a descriptive-analytical methodology based on the review of previous studies, analysis of the prescribed curricula, and consideration of the linguistic and cultural characteristics of Malaysian learners. The study concludes that Malaysian learners face multiple difficulties in acquiring Arabic grammar due to the structural differences between Arabic and Malay, the weakness of the surrounding linguistic environment, and the use of traditional teaching approaches that neglect communicative contexts. The findings also indicate that the adopted curricula require revision and modernization, and that teacher training and the integration of technology can significantly enhance the effectiveness of grammar instruction. The study recommends simplifying grammatical content, integrating grammar with language skills, developing a pedagogical guide for the Malaysian context, and strengthening teacher training for teaching Arabic grammar to non-native speakers.
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