This article provides a theoretical analysis of two major paradigms in teaching Arabic grammar: the traditional grammar-analytical methodology developed in Eastern madrasas and modern interactive-communicative methods widely used in contemporary foreign language teaching theory. Particular attention is given to the integration of these two approaches. The author examines the philosophical and pedagogical foundations of both paradigms and the theories of language learning underlying them, including the grammar-translation method, cognitivism, constructivism, and the communicative approach, while identifying their respective strengths and weaknesses. The study argues that rather than opposing the two paradigms, developing a “hybrid” educational strategy that combines the advantages of each represents the most appropriate way to enhance the effectiveness of contemporary Arabic language education.

Arabic grammar, traditional education, interactive methods, integration, communicative approach, grammar-translation method, cognitive pedagogy, educational technologies.

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