Theoretical foundations of developing oral communicative competence in foreign language teaching (with reference to Arabic)
Abstract
This article offers an extensive and structured exploration of theoretical and scientific perspectives on fostering oral communication skills within foreign language teaching, with emphasis on the Arabic language. It analyzes methodological approaches shaped by the convergence of psycholinguistics, linguodidactics, communicative pedagogy, and sociolinguistics. The research explains how Arabic phonetic-phonological features, grammatical patterns, semantic connections, and cultural elements contribute to the development of communicative competence. Additionally, the paper discusses the “skill-getting” and “skill-using” framework, TBLT, interactive instructional techniques, the evolving role of the teacher, psychological factors affecting learners, and the pedagogical value of digital technologies in light of current studies. Drawing on educational practices in Malaysia, Indonesia, and other regions, it proposes integrated, effective, and practice-focused methodological strategies for enhancing spoken Arabic proficiency.