نوع المستند : المقالة الأصلية
المؤلف
قسم الإعداد اللغوي، كلية اللغات وعلومها، جامعة الملك سعود المملكة العربية السعودية
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلف [English]
Error analysis is considered an important tool relied upon by applied linguistics and the teaching of Arabic to speakers of other languages to measure students' writing abilities. Therefore, the current study aims to identify the common and distinct writing errors among students of the Language Preparation Department from various nationalities at the College of Languages and Linguistics, King Saud University. It also aims to analyze these errors according to different writing levels from grammatical, syntactical, spelling, and phonetic perspectives. To achieve these objectives, the descriptive statistical analytical method was used to analyze the written data obtained from fourth-level students in the Language Preparation Department, using tools for collecting primary information and data. Field data were collected through a written expression form with varied topics and analyzed according to error analysis theories. The research sample consisted of 30 students out of 31 fourth-level students for the current year 1445H, representing the research population. The study concluded with several significant findings, among which the most important errors shared by learners of Arabic from different linguistic backgrounds is the absence of the definite article "al-", except in English and Arabic. This leads learners to generalize the rules of the target language - Arabic - on most Arabic words during writing, such as defining what should be indefinite or making indefinite what should be definite. Another important shared error among the sample is the lack of knowledge regarding the governing rule for writing the hamza, whether it is connected or disconnected, and the drawing
الكلمات الرئيسية [English]
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