Teaching Arabic Language Through Eclectic Method: Optimizing The Quality of Teaching Arabic

Teaching and learning Arabic language faces remarkable challenges. The main problem is the traditional method of teaching. Review of earlier studies showed that traditional method is not an appropriate approach to teaching and many studies indicated the inadequacy of this method. The main purpose of this study is addressing Arabic language teaching with an eclectic method. The research method of this study is descriptive survey. The population is Arabic language teachers at school and professors at universities in Hamedan province. Through simple random sampling method, 45 participants were selected and a researcher-developed sale was used to collect the dat. The scale contained 24 items. To evaluate the reliability Cronbach Alpha (.86) was calculated and to ensure the validity of this scale, content validity was examined.  Descriptive statistics (e.g. frequency, SD, means, T-test and Kolmogorov-Smirnov tests were conducted. SPSS 22 was used to analyze the data and findings showed that the factors to use eclectic method included teaching goals, Arabic language teachers’ capability, learners’ potential, classroom size and status, school atmosphere, equipment, facilities and infrastructures, learning media, and time availability. Also, based on nazhariyah al-wihdah theory for teaching Arabic language three hypotheses were considered in teaching Arabic language: psychology, linguistics and education principles must be takes into account in teaching Arabic language.