Enhancing Non-Native Speakers' Comprehension of Arabic "Ma" and Its Grammatical Functions through a Meaning-Based Approach

Abstract

Students through various teaching methods. It aims to assess the effectiveness of teaching (the types of "ma" and their grammatical functions) to a sample of students at King Khalid University by comparing the meaning-based method with the inductive method. The study followed a descriptive experimental approach, utilizing a test after teaching using the inductive method and another test after teaching using the meaning-based method. It conducted statistical comparisons between the grade percentages and learning outcomes in both tests. The study includes a general framework, theoretical and practical frameworks, and a conclusion. The key findings indicate that the application of the meaning-based teaching method improved the sample's understanding, ability to deduce rules, and mastery in applying them concerning the types of "ma" and their grammatical functions.