This study aims at revealing the reasons behind foreigners interest in learning Arabic language. In fact, the search for modern creative means for teaching Arabic language prompts foreign students to readily accept them to enable us in the modern age world that is characterized by the availability and accessibility of information to rely on media technologies, digital technology, and multimedia. This study focuses on the significance of multiple intelligences theory in teaching Arabic language for several reasons to facilitate the process of language acquisition for students. Such theory points out that each student has unique multiple intelligences and different ways to learn. It entails that language learning and acquisition is associated with the learning methods that vary from one person to another. The current study seeks to observe the methods of teaching Arabic language for non-native speakers as well as the different types of teaching methods that differ among teachers, along with students responses and motivations. The study raises the following questions: how the teaching methods employed for encouraging students enable them to be creative? How can the teacher enhance students' motivation to learn Arabic language? and how can the teacher employ multiple intelligences for teaching Arabic language for non-Arabic speakers? For this objective, descriptive and analytical research are used for describing the phenomenon and highlighting its reasons that led to its emergence, followed by analyzing and its effects and consequences. Finally, the study provides suggestions to accept and adapt language learning. Most important, such approach attempts to cover the general and private motives for learning Arabic among foreigners. It assumes that such motives might be integrative, religious motive, complementary, beneficial or functional motives.
Key words: Arabic language, teaching, speakers of other languages, linguistic strategies
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