A Pedagogical Comparative Analysis of Naḥw al-Wāḍiḥ and Durūs al-Lughah al-ʿArabīyah in Non-Native Arabic Learning Contexts

Abstract

Arabic grammar remains a major challenge for non-native learners due to its structural complexity and the scarcity of natural linguistic input in foreign-language environments. This research examines the pedagogical approaches, classroom effectiveness, and learner suitability of two widely used grammar textbooks, Naḥw al-Wāḍiḥ and Durūs al-Lughah al-ʿArabīyah. The study aims to identify their instructional differences, evaluate their performance in real teaching contexts, and determine which text better supports non-native learners. Employing a qualitative comparative methodology, the research analyzes textbook structure, sequencing, exercises, examples, and cognitive load, complemented by thematic analysis, teacher feedback, and informal interviews with learners. The findings indicate that Durūs al-Lughah with its inductive, contextual, and scaffolded framework enhances comprehension, motivation, and early communicative ability, making it more suitable for beginners. In contrast, Naḥw al-Wāḍiḥ provides deeper grammatical rigor and supports advanced learners who require systematic rule-based understanding. The study contributes to Arabic pedagogy by offering evidence-based guidance for curriculum design and demonstrating the value of aligning instructional materials with learner readiness. It concludes that a sequenced integration of both texts can optimize grammar acquisition in non-native contexts.