Taḥlīl muḥtawa al-mufradāt fī kitāb “al-lughah al-ʿarabiyyah” li al-ṣhaf al-tāsiʿ al-tsānawī wifqa maʿāyīr jaudat al-muḥtawa al-lughawī lil-khoulī (Analysis of vocabulary content in the Arabic language book for the ninth grade of secondary school acc

Vocabulary is a fundamental element in all languages, and there is no language without the evidence of vocabulary. However, the attention given to it in some educational materials has not met the required standards; instead, it needs to be reviewed, scrutinized, and addressed again. The study revealed the appropriateness of the vocabulary content in the "Arabic Language" textbook for the ninth grade from various aspects such as highlighting new vocabulary, selectingvocabulary, classifying new vocabulary, controlling vocabulary, vocabulary and the learner's age, and vocabulary and the learner's goals. The study adopted the descriptive-analytical method with a qualitative approach, and data was collected through documentation and then analyzed according to the Miles-Huberman model in four stages: data collection, classification, presentation, and conclusion. The study's result showed that the vocabulary content in the "Arabic Language" textbook for the ninth grade doesnot fully align with Al-Khawli's standards of linguistic content quality. It highlights new vocabulary in each lesson while meeting the learners' objectives, and the vocabulary selection is based on frequency, ease, utility, and relevance. The vocabulary is appropriate for the learners' age. However, the study also pointed out the lack of differentiation between active and passive vocabulary and the selection of vocabulary in each lesson. The vocabulary used in the texts is mostly not among the new vocabulary; there is no gradual introduction from one lesson to the next, and some vocabulary is uncommon, complex, and outdated.