From Sign to Cause: The "Parsing Equation" as a Model for Representing Arabic Syntax and Developing Grammatical Competence

Abstract

This study addresses the persistent pedagogical shortcomings in teaching Arabic grammar, specifically the practice of parsing (iʿrāb). It argues that these challenges stem from prevalent educational practices characterized by procedural fragmentation and rote learning rather than any inherent complexity in the grammatical system itself. Employing a descriptive-analytical approach to diagnose the problem and a deductive method to construct a proposed pedagogical framework, the study introduces the "Parsing Equation" (Governor + Governed = Inflectional Effect). The primary result is the presentation of this equation as a cognitive-procedural model that restructures grammatical knowledge into explicit functional-causal relationships. This transition shifts iʿrāb from a mere formal description to an inferential mental activity, reducing cognitive load and fostering "parsing security" for learners. The study concludes that restoring the causal logic of "Governor Theory" (ʿāmil) within an educational "algorithmic" template bridges the gap between rule memorization and functional application. Furthermore, the model demonstrates high adaptability for teaching Arabic as a foreign language (AFL) and significant potential for integration into digital and intelligent learning environments. The study recommends re-engineering grammatical curricula through this functional perspective, harmonizing classical tradition with modern educational linguistics