<![CDATA[This research addresses the pedagogical impasse in Arabic grammar instruction caused by mechanistic, rote-heavy approaches. Traditional naḥw teaching often leads to excessive cognitive load and low learner engagement, hindering the transition from theoretical rules to communicative proficiency. Utilizing a qualitative library research design, this study reconstructs grammar pedagogy through the lens of Cognitive Load Theory and integrative models. The findings indicate that traditional methods generate significant cognitive redundancy, which exhausts learners' working memory. Consequently, this study proposes an integrative model that synergizes cognitive management, specifically through scaffolding and extraneous load reduction, with proactive learner participation. By positioning syntactic rules as functional semantic markers within authentic discourse, this model optimizes cognitive processing and enhances engagement. This reconstruction transforms Arabic grammar from a static theoretical burden into a dynamic communicative tool, ensuring its pedagogical relevance in the contemporary era.]]>
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