This article examines the theoretical and methodological foundations of the competency-based approach in teaching Arabic as a foreign language. The study focuses on the formation of communicative competence through integrating linguistic, sociocultural, and pragmatic components. Special attention is given to the linguistic specificity of Arabic, including diglossia, root-pattern morphology, and syntactic differences. The article proposes a structural didactic model and analyzes its practical implementation through Arabic–Uzbek comparative examples. The findings show that the competency-based approach significantly improves learners’ communicative skills and motivation.

competency-based approach, communicative competence, Arabic language teaching, didactic model, linguodidactics.

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