Unlocking the Future of Arabic languages teaching: Exploring Communicative Language Teaching Methodology

The Communicative Language Teaching (CLT) approach is a technique centred on increasing the learner's abilities via speaking and communication activities between the instructor and the students, as well as between the students themselves. The exercises are relevant to our everyday lives, allowing the student to use the language organically and spontaneously while focusing on what may be taught and improved. Due to the desire of many students to replace traditional learning methods, such as memorization and rule learning, with interactive and innovative methods that place a greater emphasis on communication skills, this study seeks to determine the efficacy of the communicative method in teaching languages. This study found that teaching communicative language is one of the best methods for teaching languages to a variety of groups, including normal children, autistic children, and language learners, based on a review of the literature written about the communicative method in 28 studies employing diverse research methods and methodologies. Numerous linguists and scholars have utilised it as a second language. The research recommends constructing curriculum in a manner that is consistent with teaching the communicative method to students, enhancing the effectiveness of instructors, and enhancing their skills in order to reach a high level of communicative competence among students.


Introduction
The Communicative Language Teaching (CLT) approach is a technique centred on the development of the learner's abilities via the use of speaking and communication activities between the instructor and students, as well as between the students themselves, in the target foreign language.The exercises employed are relevant to our everyday lives, so they allow the student to use the language freely and organically while focusing on what can be improved.Due to the desire of many students to replace traditional learning methods, such as memorization and learning rules, with interactive and innovative methods that emphasise communication skills more, the purpose of this study is to determine the efficacy of the communicative method in teaching languages.This study found that teaching communicative language is one of the best methods for teaching languages to a variety of groups, including normal children, autistic children, and language learners, based on a review of the literature written about the communicative method in 28 studies employing a variety of research methods and methodologies.Numerous scholars and linguists have used it as a second language.The research recommends constructing curriculum in a manner that is consistent with teaching the communicative method to students, enhancing the effectiveness of instructors, and enhancing their skills in order to attain a high level of communicative competence in students.The learner is seen as the receiver of language learning doses, through which he produces scientific materials in order to attain his educational competency.Priority has been given to structural competence over communicative competence, and precision in language output has been favoured above fluency and the capacity to speak many languages in a variety of settings.(2012) (Sreehari, 2012).Developing methods and instructional techniques for language acquisition in traditional or online classrooms.Due to the fast evolution of social and cultural contexts, by establishing several theories to satisfy the demands of learners.2020 (Dos Santos) The selection of this topic was based on the current developments in education through dialogue, expression of opinion, and discussion, as well as the fact that communication is a requirement of learners in modern education, necessitating a variety of teaching methods to provide purposeful educational content.Providing learners with a variety of educational experiences, and to achieve this, the teacher must use teaching methods that are appropriate to the nature of the subject, the educational objectives, the level of the learners, their characteristics, and their experience, so the purpose of this study was to clarify this through the questions and answers it included.The problem of the study is the efficiency of the communicative way of language learning for the learner and the familiarity of teachers with teaching approaches and methodologies.The Report The following research questions have been formulated: 1.
What are the common theories integrated with CLT? 2.
What is the common educational context integrated with CLT? 3.
What kinds of samples were used in the prior studies? 4.
What research methods were used for the preceding studies? 5.
What analyses approaches were used for the preceding studies?6.
Where geographically were the preceding studies conducted?7.
What is the future recommended by preceding studies?8.
How does this theory serve to teach Arabic as a foreign language?

Exclusion and Inclusion Criteria
There will be a comprehensive search of relevant material in major academic databases, including Scopus.This database includes a comprehensive collection of papers pertinent to instructional design and technology integration that have been vetted by experts.

Data Sources and Search Strategies
In accordance with the introduction and rapid expansion of educational technology, the search will include articles from 2012 to 2022.To assure retrieval of relevant research, a combination of keywords and phrases, including " Communication," " Teaching," " Language," and " Foreign Language," will be employed.The AND and OR Boolean operators will be used to refine search queries.Additionally, additional keywords were used to reduce the number of results.As an illustration, TITLE-ABS-KEY (communicative AND language) AND PUBYEAR > 2011 AND PUBYEAR 2023 AND (LIMIT-TO (SUBJAREA, "SOCI") OR (LIMIT-TO (SUBJAREA, "ARTS")) AND (LIMIT-TO (DOCTYPE, "ar") AND (LIMIT-TO (EXACTKEYWORD, "Language") OR LIMIT-TO (EXACTKEYWORD, "Teaching") OR (LIMIT-TO (EXACTKEYWORD, "Foreign Language")) AND Articles will be included if they emphasise the incorporation of technology into the communicative method of instructional design.Exclusion criteria will include non-English publications, non-peer-reviewed sources, and studies published before to 2012, as the review will concentrate contemporary technological integration breakthroughs.In addition, only articles will be included, such as AND (LIMIT-TO (DOCTYPE, "ar")).Thus, only items written in English were considered; for example, "AND (LIMIT-TO (LANGUAGE, ENGLISH)" was applied "The English language").The procedure of this review is illustrated in Figure 1.

Results
To achieve the predefined study objectives, 28 publications found, examined, and included by PRISMA were analysed critically and analytically to determine the direction and trends of CLT research in DL.

Theory Integration
The overriding objective of the 28 stated research projects is to promote a communicative approach to language training, with a focus on the function of language in enabling discussion and engagement.However, these research differ in their motivations for examining educated groups and their methodologies.Using the Australian English Communicative Development Inventory (OZI), Caroline Jones et al.Alzhanova & Chaklikova (2022) investigate multilingual education, whereas Olesia et al (2022) investigate language-learning tutorials based on intercultural and communicative techniques.Trevor & Elison (2022) explore lexical and syntactic acquisition, whereas Bardis (2021) analyses communicative dynamics in the classroom with a focus on cross-cultural pragmatic competence in English as a foreign language.RAMSCAR (2021); Yu and Yu (2020) emphasise the significance of teaching culture to second and foreign language learners, respectively.Segovia-Martin (2020) and Balari promote the development of intercultural competence as a prerequisite for foreign language communicative competence.Santos et al (2020) confirm the efficacy of speech language intervention for schizophrenia patients.Abu Gohar and Yassin (2020) investigate the impact of classroom interactions on the communicative competency of students.Biangbiang (2020) examines the opinions of ESL instructors on Communicative Language Teaching (CLT).
In addition, Mayor & Mani (2019) provide a novel language assessment approach.Humarova et al. (2019) examine the pedagogical efficacy of toponymical dictionaries in foreign language instruction.Tosuncuoglu (2019) investigates the link between language and culture, focusing on the significance of culture in language acquisition.Gali et al. (2019) establish the principles of communicative language instruction.Abdullazyanovich et al. ( 2015) explore the issues of teaching the Tatar language, whilst Xue (2014) and Lyubova et al. (2014) examine the teaching of other languages in Russia.Jabeen (2014) assesses the utilisation of the communicative method in English language instruction in schools in Delhi.Sadykova et al. (2014) analyse pedagogical conditions in foreign language environmental education.Dai (2013) examines linguistic grammar through the lens of human experience.Comparing pragmatic communication initiatives with responsiveness, Fernanda (2012) identifies similar reaction patterns.
In conclusion, the cited research together indicate the importance of communicative language training, with varying aims, methodologies, and theoretical views.
Overall, the text demonstrates the integration of various theoretical perspectives and models in the fields of language acquisition, education, and communication, enriching the discussion and providing a multidisciplinary view of these topics.Theoretical perspectives and models in the fields of language acquisition are presented in table 1. Table 1: Theoretical perspectives and models in the fields of language acquisition

Theoretical perspectives Explanations
Ecological Evolutionary Developmental Biology (Eco-Evo-Devo) Examines the compatibility of eco-evo-devo models of cognitive modernity with cultural evolution theories of language.This combination of ecological and evolutionary ideas with language and culture is an important theoretical link.

Interconnection of Intercultural Competence
Examines how eco-evo-devo explanations of cognitive modernity are consistent with cultural evolution theories of language.This merging of ecological and evolutionary ideas and Communicative Competence with language and culture represents an important theoretical relationship.

Cognitive Modernity and Learning Models
Connecting cognitive theories to language acquisition, the article discusses the notion of cognitive modernity and its consistency with learning models.Communicative Language Teaching (CLT) Language teaching theories are integrated into the conversation via the mention of CLT and the viewpoints of ESL teachers on its application.. Theoretical Models for Language Assessment Some research, such as (Mayor & Mani, 2019), present a novel approach for language evaluation and examine its validity, which is a practical application of assessment-related theoretical conceptions.The Nature of Language Grammar The purpose of (Dai, 2013) is to investigate the nature of language grammar using human experience.This integration of human experience with language theory brings a fresh viewpoint to the subject.

Pragmatic Communication
According to theories of pragmatics and discourse analysis, (Fernanda, 2012) addresses pragmatic communication and the characteristics of communication endeavours.Iterated Learning Models The examination of cultural evolution theories of language based on iterative learning models links cultural transmission theories to language development.
Overall, Table 1 demonstrates the integration of various theoretical perspectives and models in the fields of language acquisition, education, and communication, enriching the discussion and providing a multidisciplinary view of these topics.
samples students children teacher another teacher and student

Geographical Locations
The issue of the communicative approach and its relevance in teaching languages has a wide resonance in diverse groups and communities, thus the 28 papers on this topic were dispersed in the following manner: Russia contributed the most with six studies (Maksimuk et al., 2022;humarova et al., 2019;Gali et al., 2019;Abdullazyanovich et al., 2015;Lyubova et al., 2014;Sadykova et al., 2014), followed by China with four papers, namely: (Rongmei, 2020; Xue, 2014;Sun, 2013;Dai, 2013).Also, Poland and the United States each have two studies (Alcaraz-Mármol, 2020;Rytel, 2014).(Trevor & Elison, 2022;Temirgalinova et al., 2021).In addition, two Turkish investigations (Bardis et al., 2021;Tosuncuoglu, 2019).Likewise from Germany 2 (Ramscar, 2021;Mayor & Mani, 2019).Alcaraz-Mármol, 2020;Rytel, 2014).Two studies for Poland.Moreover 2 from Brazil (Santos et al., 2020;Fernanda, 2012).One from Australia (Jones et al., 2022), one from Ukraine (Olesia et al., 2022), one from Kazakhstan (Alzhanova & Chaklikova, 2022), one from Spain (Segovia-Martn & Balari, 2020), one from Saudi Arabia (Abu Gohar &Yassin, 2020), one from the Philippines (Banagbanag, 2020), one from Iraq (Mart, 2019), and one (Jabeen, 2014).The most important results of all prior research arise from the significance of the communicative technique in teaching languages, as the majority of language instructors throughout the world employ it.Due of the desire of many students to replace traditional learning techniques, such as memorization and rule learning, with interactive and innovative ways that emphasise communication skills, this strategy has shown to be quite beneficial.The communicative curriculum emphasises teaching pupils language in authentic contexts.This involves teaching students how to make reservations, discuss prior experiences, listen to native speakers, and describe images, among other skills.All of these activities and methods are designed to encourage learners to generate meaningful communication statements utilising physical media at all levels.The majority of teachers see the communicative approach as one of the best, quickest, and most efficient methods for learning a new language.Jones et al, 2022) study indicated that Australian English Communicative at Children learn their mother tongue primarily by listening and interacting in a fully physical response manner that combines language learning with physical movement for maximum benefit use with the OZI-SF is a short-form of the OZI that has promise for research and clinical /educational use with Australian families.The second study (Maksimuk & Levonyuk, 2022) concluded for the key to success is accomplished professional and communicative competence, a special place of which is given to discursive competence.(Olesia et al., 2022) The research has proved to have a reliable positive effect on the developing of English-speaking skills in students.It provides argumentation that changes should be introduced into a tutorial design from the standpoint of intercultural and communicative approaches.(Alzhanova & Chaklikova, 2022) The results show the effectiveness of educational activities due to an innovative approach to the development of communication skills supported by the introduction of modern mobile applications into educational activities, which contributed to an increase in students' interest in competence development and created a discussion environment for speech practice.(Trevor & Elison, 2022) "language" on behavior or in the brain is more closely tied to the learning of structure or predictors of sentence structure in a child's language, or to their raw lexical inventory.This would be useful in studying disorders or individuals who may be developing across categories asymmetrically.(Bardis et al., 2021) The findings of the study indicate that EFL students are not furnished with cross-cultural pragmatic competence in the classroom and must be provided with classroom tasks to develop both explicit and implicit communicative competence for a sustainable English learning environment.(Ramscar, 2021) a number of concrete predictions about the kinds of problems that children will encounter in learning a language, and the kinds of properties we should expect human communicative codes to possess for children to learn them.(Yu, 2020) We think that this paper has presented speculations and arguments concerning the definition of culture.have learning a second or foreign language is not simply mastering the linguistic systems of a language, rather, it focuses on learning about the culture as a means of communication.Finally, we have to bear in mind the cautionary remark proposed by Hall that "it is necessary not only to study and understand foreign culture which underlies crosscultural communication, but also to be aware of one's culture so as to learn more about how ones sestem work.(Alcaraz-Mármol, 2020) be understood as a mere channel of communication, but as a gateway to other cultures and contexts.(Segovia-Martín & Balari, 2020) Instead, general abilities unrelated with informational specifcity, such as the ability to copy and to share, are required to develop language through cultural evolution.(Santos et al., 2020) The speech-language intervention in group was effective as a socialization tool and contributing to the improvement of the living conditions of these people with schizophrenia.
(Abugohar &Yassin, 2020) n a nutshell, filling up the teaching and learning environment with the target language in every single corner can maintain escalating classroom communication in L2 through practices and activities.(Banagbanag, 2020) Communicative Language Teaching creates a non-threatening language environment that lowers the learners' anxiety and makes class input comprehensible When CLT is used in the classroom, students can develop their language as well as social skills when they work together with their group members to achieve a common goal.(Mart, 2019) his study revealed the potential of using literature in language instruction.In particular,it unveiled that the improvement of communication skills through holding classroom discussions of literature was not negatively affected by the inclusion of language and content.(Mayor & Mani, 2019) Communicative Development Inventories are among the most widely used language assessment tools for children up to about 30 months of age.Their adaptations in multiple lan-guages makes them especially important for languages other than English, because several alternative tests are not avail-able.(Humarova et al., 2019) The article is of special interest for foreign language teachers and linguists in further development of theoretical and practical issues on language teaching.It is also relevant for university students in the English course.(Tosuncuoglu, 2019) There is a strong need for the ICC to be systematically integrated into the teacher training programs.If we want to endow language teachers with the adequate information and tools in order to develop ICC in class, teachers are required to systematically internalise, acknowledge and include the cultural dimension.(Gali et al., 2019) Communicative language teaching can be set as a set of principles related to language learning goals, how to learn a language with a learner, the types of classroom activities that best facilitate learning, and the role of the learner and teacher.(Abdullazyanovich, 2015) The article provides recommendations for improving the effectiveness of teaching the Tatar language, as well as for developing textbooks on methods of the Tatar language teaching as a foreign language.(Rytel, 2014) the results of an fMRI study according to which communicative and linguistic abilities rely on cerebrally (and computationally) distinct mechanisms.(Xue, 2014) This thesis has conducted a study of the effects of cultural teaching on the development of intercultural communication competence thourough theories and suggests some teaching methods and teaching materials.(Lyubova et al., 2014) Wherein new approaches to teaching a foreign language suppose that English language as a discipline should be an integral component of modern specialist training.(Jabeen, 2014) The significant findings is that CLT coursework has not been adopted by all schools.Efforts must be made to implement CLT at all schools.(Sadykova et al., 2014) All this allows us to conclude that "language teachers have many opportunities to heighten pupils' awareness about the environmental problems plaguing the planet while remaining committed to improving students' English skills.(Sun, 2013) language teachers to find a best suitable way to foster the learner's intercultural communicative competence by teaching foreign culture.The close interaction of language and culture justifies the cultivation of cultural awareness in foreign language teaching as well as challenges the traditional teaching approach centered on the teaching of linguistic knowledge.(Dai, 2013) linguistic competence" as the target of study, but both of them miss the real target.The truth of language is in the history of the being of language, and this being of language should be viewed as co-being of language and humans in the real situation of human beings working with the language in social communication.
The communicative method in teaching Arabic to non-native speakers aims to use the language for multiple purposes and different situations, by working to provide the foreign learner with the ability to communicate in Arabic.The learner's possession of communication is the result of a specific situation and goal that he seeks to achieve, specifically multiple competencies: interactive, logical, cognitive, social, cultural, and other competencies, and each of these competencies requires knowledge of the target language.The communicative method is the most effective method for teaching the Arabic language to non-native speakers, because what are considered its shortcomings can be overcome in choosing the educational material, curricula, and programs.This will only be possible by focusing on the learner and his needs and purposes for learning the language.

Discussion
Communicative competence is one of the priority components of the personality of a competitive specialist.For professional and communication activities across cultures are the key to success in achieving professional achievement and communicative, where special place is given to rhetorical competence.The results also concluded that communication and the intercultural approach have a positive and reliable impact on developing the English-speaking skills of students majoring in East Asian languages.Students also developed their skills in discussing spontaneous actions rationally by building communication, proper intonation of speech, and lexical adequacy within a frame work Speech topics, grammatical correctness.The results also showed the effectiveness of education.Activities due to the innovative approach to developing communication skills it supports.Introducing modern mobile phone applications into educational activities, which contributed to Increased students' interest in developing communicative competence, and created a discussion environment for speaking practice.
On the other hand, "language" in behavior or in the brain is closely linked to its learning Structure or predictions of sentence structure in a child's language from the external environment, or from the lexical stock, which may be useful in studying disorders or changes in behavior.The case method is one of the communication methods that activates theoretical knowledge and practical experience, develops the ability to express ideas and proposals, see an alternative point of view, discuss your point of view through realistic situations, and improves analytical and evaluation skills.From an educational point of view, there is a need to consider the communication terminology of values.The standards depend on the type of words and expressions used among target language learners, there is a need for caution from teachers and learners of English as a foreign language.When dealing with culture shocks among international students in the classroom.It must be flexible, adjustable and tolerant to overcome cultural sentiments at home and abroad School environments.So far it seems fair to say that the literature on human communication and its relationship.When viewed through the lens of learning and information theory, much of the structure of natural communication systems begins to make sense, and many of the mysteries of communicative evolution become clearer and it becomes clear that it is a more complete discriminating theory of human communication.Effective communication between people has become more necessary than ever, as the classroom can become a space that contributes to the comprehensive formation of students and prepares them for the twenty-first century.
Therefore, a programming language should not be understood as just a channel of communication, but as a gateway to other cultures and contexts.
In this regard, communicative language teaching can be defined as a set of principles related to the goals of language learning, how to learn it with the learner, the types of classroom activities that best facilitate learning, and defining the roles of the teacher and the learner.
Through the analysis of studies, we can summarize the statement on this and suggest paying attention to the communicative method in teaching languages, developing curricula, working to find programs that support it through social media programs and advanced computer programs, and working to train and qualify teachers to be qualified to teach it in a way and manner that suits the needs of the learners.Their goals and directions.

CLT with Arabic Future Teaching
The communicative approach represents great importance and a utmost necessity in teaching the Arabic language to non-Arabic speakers, which lies in the fact that it contributes to the development of linguistic skills, and in that it makes the learner as if he were living in natural situations that reflect the real linguistic and cultural environment of the speakers of the language.The link between the language, its environment, and its reality is in everything that is presented.Teaching materials establish the style of the language being learned and help the learner to think in the same way as native speakers of the language.This approach aims to enable the learner to achieve the communicative function, and this does not require overwhelming him with a large number of grammatical topics.These topics are necessary to a certain extent, which is to help communication.They are not a goal in themselves, because they may be a reason for the learner's aversion to the language if the focus is on them.Without focusing on its importance in communicative use, hence the communicative approach "is that approach that focuses in language teaching on the language itself and its functions, as well as communicative competence, and not on grammatical structures." The Arabic language is not just complex linguistic templates that learners stand before in a state of helplessness due to their inability to understand them.Rather, it is a language characterized by a great deal of flexibility, sweetness, and smoothness that is clearly evident in the diversity of its methods of expression.The fact that many books teaching Arabic to nonnative speakers rely in a large part of their material on presenting rules in an abstract way, without linking them to the communicative linguistic context that often concerns the learner, makes the process of learning them extremely difficult.Grammar is necessary insofar as it helps the learner to do well.Using the language and expressing his purposes clearly and understandably in the various life situations he encounters while using the Arabic language.Diving into the details will only play a role in the learner's aversion to the language, especially if his primary motivation for learning it is to achieve communicative competence.Hence, the communicative approach is characterized by the ability to satisfy the learner's communicative need, enables him to face various linguistic situations with confidence and competence, and helps him understand the social context of the language, which helps him master the use of the language.Appendix A  -------------