Document Type : Original Article
Authors
1 Faculty of Languages and Literature, University of Yazd, Yazd, Iran.
2 Yazd university
3 Department of Arabic Language and Literature, Faculty of Languages and Literature, Yazd University, Yazd, Iran.
4 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Yazd, Yazd, Iran.
Abstract
The use of teaching methods in the field of language instruction is one of the key factors that determines learners’ attitudes—either positive or negative—toward that language. Teaching Arabic grammar, as the foundation of Arabic language instruction, is no exception to this rule. Among the various approaches used by instructors to teach Arabic grammar are the deductive, inductive, text-based, and spiral methods. In the deductive method, instruction is based on presenting grammatical rules first, followed by illustrative examples. In contrast, the spiral method teaches through texts in a gradual and repetitive manner, emphasizing the principle of sequencing until the grammatical concepts, along with their related rules and notes, are fully internalized by the students. This study, conducted using a descriptive–survey design with a qualitative approach, compares the deductive method—considered the traditional and common approach in teaching Arabic grammar—with the spiral method as a modern instructional strategy. The research involved 60 undergraduate students majoring in Arabic Language and Literature at the University of Yazd, divided into two groups of 30 participants each: students admitted in 2023 (1402 SH) who were taught through the deductive method, and students admitted in 2024 (1403 SH) who learned Arabic syntax through the spiral method. Both groups were tested on the topic of *marfūʿāt* (nominal subjects). The test results were analyzed using statistical test analysis and one-sample *t*-tests with **SPSS 2025** software. The findings indicate that the spiral method, as a modern approach to teaching Arabic syntax, demonstrates significantly greater effectiveness compared to the deductive method—showing approximately twice the impact on students’ learning outcomes.
Keywords
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