Integrated Analysis of Arabic Language Learning: Syntactic Errors, Speaking Skills Development and Grounded Theory Applications (A Case Study at the Department of Arabic, the New College, Chennai, India)

Abstract

The globalized era has intensified the demand for Arabic proficiency, transitioning its status from a purely liturgical language of religious scholarship into a critical tool for international diplomacy, cross-cultural economy, and global academic exchange. While the ultimate goal of learning is fluent verbal production, pedagogical practices in non-Arabic environments often suffer from an acute systemic disconnect. Instruction is frequently fragmented, treating grammatical precision and verbal fluency as isolated components rather than interdependent dimensions of language acquisition. This integrated research examines Arabic language learning through three interconnected dimensions: syntactic error analysis in daily conversation, speaking skills development, and the application of Strauss's Grounded Theory in Arabic research. The study was conducted with 30 male students at the Department of Arabic, The New College, Chennai, India. Employing a qualitative approach with supporting numerical data, data were collected through interviews, unstructured dialogue, audio recording, observation and documentation. Results revealed that out of 45 identified conversational errors, syntactic errors were classified into 12 subtopics, with the most common being incorrect sentence structure (17.80%), inappropriate preposition use (13.30%), and gender agreement errors (11.10%). Speaking skills development efforts encompassed direct practice activities (8 structured programs), diverse Arabic language activities (12 organized events), and proposed remedial solutions. The application of Strauss's Grounded Theory generated 18 theoretical propositions about Arabic learning challenges specific to the South Indian context.