<![CDATA[This article provides a conceptual analysis of how diglossic conditions involving al-‘Arabiyyah al-Fuṣḥā and the various ‘Āmiyyah dialects shape Arabic language acquisition from a psycholinguistic perspective. Using a library research approach and content analysis, the study examines the cognitive mechanisms underlying phonological perception, lexical access, root–pattern morphological mapping, and speech production among L2 learners of Arabic. Findings indicate that learners develop two parallel linguistic systems, causing frequent lexical competition and dialect-driven interference during language production. Diglossia also increases cognitive load in phonological decoding, working-memory processing, and attentional control, particularly when representations of Fuṣḥā are not yet strongly established in long-term memory. The study concludes that Arabic L2 interlanguage systematically reflects the influence of diglossia, implying that effective pedagogy must integrate Fuṣḥā and dialectal input through multimodal reinforcement, explicit phonological training, and context-sensitive production tasks to support more stable communicative competence.]]>
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