<![CDATA[Arabic language teaching has long been marked by a methodological tension between grammar‑based and communicative approaches, often resulting in an imbalance between structural accuracy and communicative fluency. This study aims to critically review both approaches and to propose a more integrative and context‑sensitive pedagogical framework. Employing a qualitative systematic literature review, the study analyses classical and contemporary works in applied linguistics, second language acquisition, and Arabic language education. The findings reveal that grammar‑based approaches are effective in developing grammatical accuracy and text‑based competence, while communicative approaches enhance fluency, interaction, and learner engagement. However, when applied in isolation, both approaches exhibit significant pedagogical limitations. Based on this synthesis, the study proposes a Form–Meaning Balance Model that conceptualises accuracy and fluency as complementary dimensions of language competence. The model offers implications for curriculum design, teacher education, and balanced assessment. Nonetheless, the study is limited by its conceptual nature and requires further empirical validation.]]>
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