scholarly journals الأخطاء التركيبية لدى متعلمي اللغة العربية للناطقين بغيرها: دراسة تحليلية/ Structural Error of Non-native Arabic Learners: An analytical study

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Abeer Al-Shabel ◽  
Mustafa Bany Ziyab
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learners ◽  
Analytical Study ◽  
Language Teaching ◽  
Arabic Language ◽  
Psychological Factor ◽  
Modern Language ◽  
Structural Error ◽  
Grammatical Errors

ملخص البحث:      هدفت هذه الدراسة إلى تحليل الأخطاء التركيبية اللغوية: الصوتية، والصرفية، والنحوية، لدى متعلمي اللغة العربية بوصفها ثانية، وذلك عن طريق التعرف إلى أسبابها، والعوامل التي تؤدي إلى الوقوع فيها، ومظاهر تلك الأخطاء، والكشف عن تلك الأخطاء التركيبية الشائعة لدى متعلمي اللغة العربية كلغة ثانية، ومحاولة تصنيفها، واتجاهات تحليل تلك الأخطاء حسب نظريات تعليم اللغة الحديثة وتعلمها، والاقتراحات والحلول لعلاج تلك الأخطاء. وقد دلت النتائج التي أشارت إليها بعض الدراسات التي تناولت هذا الجانب أن أسباب الأخطاء التركيبية لدى متعلمي العربية كلغة ثانية تعود إلى: فرط التعميم، أو القياس الخاطئ، أو الترجمة الحرفية، أو استعمال اللغة دون الاستعداد والتحضير، وبعض تلك الأخطاء سببه نفسيّ: كالقلق، أو التعب والإرهاق، ومنها أسباب بيولوجية، وتمّت مناقشة تلك الأسباب، وكيفية معالجتها، وختمت الدراسة بمجموعة من النتائج والتوصيات ذات الفائدة للدارسين، والباحثين، وأهل الاختصاص. الكلمات المفتاحية: مستويات اللغة-التراكيب اللغوية-نظريات تعليم اللغة-اتجاهات تحليل الأخطاء اللغوية-الأخطاء التركيبية.   Abstract This study aims at analyzing the syntactic, linguistic, and grammatical errors of the learners of Arabic as a second language, by identifying the causes, the factors that lead to them, the manifestations of those errors and the detection of these syntactical errors that are common among the Arabic language learners as a second language. The study attempts to classify them and categorizes these errors according to the theories of modern language teaching in addition to suggesting solutions to remedy those errors.The results indicated that the reasons for the syntactic mistakes committed by the learners of Arabic as a second language are due to excessive generalization, wrong measurement, literal translation, or use of language without preparation. Some of these mistakes are caused by a psychological factor such as exhaustion or tiredness and other biological causes which were discussed and deliberated in addition to finding solutions to them. The study concluded with a set of conclusions and recommendations that would be of interest to scholars, researchers, and specialists in the field.   Keywords: language levels - language structures - language teaching theories -linguistic error analysis trends - structural mistakes.   Abstrak Kajian in bertujuan untuk menanalisa kesalahan tatabahasa dan penggunaan bahasa para pelajar bahasa Arab sebagai bahasa kedua dengan mengenalpasti sebab-sebab, faktor yang membawa kepada perkara tersebut, manifestasi kesalahan tersebut serta cara mengesan kesalahan tersebut yang merupakan perkara yang biasa dalam kalangan pelajar bahasa Arab sebagai bahasa kedua. Kajian ini bertujuan untuk mengklasifikasi kesalahan-kesalahan mereka mengikut teori-teori moden bahasa dan juga untuk turut menangani kesalahan-kesalahan tersebut.  Kesimpulan kajian menunjukkan bahawa sebab-sebab untuk kesalahan tatabahasa yang dilakukan oleh para pelajar bahasa Arab sebagai bahasa kedua adalah disebabkan oleh sifat generalisasi yang berlebihan, analogi yang salah, terjemahan harfiyah atau penggunaan bahasa tanpa persediaan. Sebahagian kesilapan-kesilapan ini adalah disebabkan oleh faktor psykologi seperti kepenatan dan sebab-sebab bilogi lain yang telah dibincangkan disamping mencari penyelesaian untuk masalah tersebut. Kajian ini merumuskan beberapa pemerhatian dan cadangan yang akan dapat dimanfaatkan oleh para pengkaji, cendekiawan and pakar dalam bidang tersebut.   Katakunci: Tahap-tahap bahasa – struktur bahasa – teori pengajaran bahasa – teori analisa kesalahan bahasa – kesalahan sruktur

scholarly journals Taṭbīq Uslūb al-Munāẓarah ‘ala Tarqiyyah Mahārah al-Kalām (Dirāsah Ijrā’iyyah laday al-Ṭullāb fī al-Sanah al-Sādisah bi Ma’had ‘Ulūm al-Dīn Lhokseumawe)

2020 ◽  
Vol 3 (1) ◽  
pp. 16
Author(s):  
Zurriyati Zurriyati
Keyword(s):  
Error Analysis ◽  
Female Student ◽  
Analytical Study ◽  
Sampling Method ◽  
Arabic Language ◽  
Research Community ◽  
Grammatical Errors ◽  
Student Error ◽  
The Common ◽  
Semantic Errors

The Ma’had Ulumuddin Lhokseumawe is one of the institutes that encourages students to speak in Arabic. They must use it every day for avoidance and fear of punishment. Students try to use Arabic as much as they know, although there are mistakes. Based on these phenomena support the researcher to correct them. The purposes of this study are identify and analyze the common mistakes of female student, as well as identify the main reasons behind this phenomenon.The method used by the researcher is descriptive analytical study, where described these studies for the existence of mistakes in speech by students at the Ma’had Ulumuddin. The research community is all the 500 students of junior-level. The researcher took 10% of the sampel, that is 50 students of first level. Sampling method is porposive sampling.The results showed that: (1) The common mistakes that occur between students during the communication between them of the kafaiyyah mistakes. That's at 77 or 84.61%. And the adaiyyah mistakes revolve between them less than the limit, which is on the amount of 14 or 15.39%. (2) Student error analysis is divided into four (a) grammatical errors for 38.88%, which are most of the errors that occurred. Followed by (b) semantic errors for 35,55%, and (c) capital errors of 18.88%. And (d) technological errors for 6.69%. Which are the low mistakes that occurred between them.(3) Two main causes of the causes of this phenomenon, which are the errors are: (a) The reasons related to students, the weakness of the Arabic language, and this indicates that the structure or sentence that the students brought confused the language of the mother, Match between the verb and the actor in terms of recall, femininity and others. And (b) the reasons related to the teacher thereof, do not correct their words when they hear the error immediately. Arabic teachers are not accompanied by good accompaniment to students when speaking and others.

Literature Review of Second Language Learners’ Acquisition of Chinese Resultative Construction

2017 ◽  
Vol 7 (10) ◽  
pp. 907
Author(s):  
Yanmei Lu
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Research Results ◽  
Semantics And Pragmatics ◽  
Resultative Construction

Chinese resultative construction was the hotspot of grammar researches and also the difficult point of second language teaching and learning. From the aspects of syntax, semantics and pragmatics, this paper analyzed the ontology researches of Chinese resultative construction, reviewed the research results of second language learners’ acquisition of Chinese resultative construction and also provided some references and directions of related researches.

scholarly journals Students’ Motivation and Attitude towards the Learning of Arabic Language: A Case Study of Arabic Students in Nigerian Universities

2015 ◽  
Vol 3 (1) ◽  
pp. 51-69
Author(s):  
Arifin Mamat ◽  
Kazeem Oluwatoyin Ajape
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Principal Component ◽  
Factor Loading ◽  
Arabic Language ◽  
Moderate Correlation ◽  
Learning Situation ◽  
Attitude And Motivation

The study of students’ motivation and attitude in second language (L2) has recently become an important concept across disciplines of second language acquisition (SLA) and communication. This study sought to validate Gadner’s (2009) Attitude Motivation Test Battery (AMBT) on a population of Arabic language learners in Nigeria, and to determine their attitudes and motivations for learning Arabic language. The sample comprised two hundred and eighty eight (288) Arabic language students from six (6) universities in Nigeria. Principal Component Analysis (PCA) was conducted to explore the dimensions of the AMBT in Nigerian context. Twenty three out of the fifty items with factor loading greater than .40 loaded on four factors with eigenvalues greater than 1.0. Four constructs of the questionnaire are: Integrativeness, Attitudes toward the learning situation, Motivation and Instrumentality. The results showed that students had high levels of both integrativeness and attitude towards the learning situation, while their levels of motivation and instrumentality was very low. There was a positive and moderate correlation  between integrativenness and attitude toward the learning situation while the correlations between attitude and motivation and integrativeness and motivation were very low. Instrumentality failed to correlate with any of the factors. Multiple regression analysis showed that attitude toward the learning situation was a good predictor of students’ integrativeness. Based on these findings, some pedagogical recommendations were provided for the improvement of the students’ motivation and attitude towards the learning of Arabic language in Nigerian universities.      

scholarly journals Book Reviews

2005 ◽  
Vol 22 (2) ◽  
pp. 142
Author(s):  
Clea Schmidt ◽  
Ellen Pilon ◽  
J.E. King
Keyword(s):  
Second Language ◽  
Critical Pedagogy ◽  
Language Learning ◽  
Intercultural Communication ◽  
Language Learners ◽  
Second Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching

Reviews of: 'Language Learners as Ethnographers,' by Ana Barro, Michael Byram, Shirley Jordan, Celia Roberts and Brian Street; 'An Intercultural Approach to English Language Teaching,' by John Corbett; 'Critical Pedagogy: Political Approaches to Language and Intercultural Communication,' by Manuela Guilherme and Alison Phipps; 'Test It Fix It: English Verbs and Tenses Pre-intermediate,' and 'Test It Fix It: English Verbs and Tenses Intermediate,' by Kenna Bourke; and 'Silence in Second Language Learning: A Psychoanalytic Reading,' by Colette A. Granger.

The purpose of Arabic Literature in developing Arabic Language Teaching

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 1857-1859
Author(s):  
Mohd. Azam
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Arabic Language ◽  
Educational Material ◽  
Arabic Literature ◽  
Literary Texts ◽  
Linguistic Rules ◽  
Speakers Of Other Languages ◽  
Literary Arts

The beginner of Arabic as a second language is usually eager first and foremost to attain a level of competency in accepting the culture that embodies the language. As literary arts concurrence the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules. The education of Arabic language as a significant confluence. This is manifested by the extraordinary attention shown by speakers of other languages in Arabic language.

scholarly journals Contrastive analysis and its relevance to language teaching

Literator ◽  
1983 ◽  
Vol 4 (2) ◽  
pp. 63-69 ◽  
Author(s):  
R. C. Jansen van Rensburg
Keyword(s):  
South Africa ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Mother Tongue ◽  
Language Teaching ◽  
Research Projects ◽  
Contrastive Analysis ◽  
Teaching Situation ◽  
Contrastive Linguistics

In the course of learning a second language, learners regularly produce utterances in speech and writing which judged by the rules of the second language are erroneous, or ill-formed. Traditionally the attitude to errors was that they were an indication of the difficulties that the learners had with certain aspects of the language, which could be explained by the persistence of the habits of the mother tongue and their transfer to the new language (Lado, 1957). Errors were the result of interference and in an ideal teaching situation could be avoided. From this notion has developed the whole industry of “contrastive linguistics”, with research projects and regular publications of results in a number of countries, including South Africa.

scholarly journals تعليم اللغة العربية للناطقين بغيرها بين الأغراض الخاصة وأغراض الحياة: مقاربة نظرية وتطبيقية وآفاق مستقبلية/Teaching the Arabic Language for Non-native speakers in between Special and General Life purposes: A theoretical and applied approaches, and future

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Rijan Abduh Obeidat ◽  
Mohammed, A. Al-Qudah
Keyword(s):  
Field Study ◽  
Language Learners ◽  
Analytical Methods ◽  
Ad Hoc ◽  
Native Speakers ◽  
Language Teaching ◽  
Detailed Comparison ◽  
Arabic Language ◽  
Teaching Programs ◽  
Research Centres

ملخص البحث: يهدف هذا البحث إلى إجراء مقارنة تفصيليّة بين تعليم اللغة العربية للناطقين بلغات أخرى، للأغراض الخاصة، وتعليمها لأغراض الحياة (الأغراض العامة)، مع إجراء دراسة ميدانية على عينة من متعلمي العربية من غير الناطقين بها، في مركز اللغات في جامعة اليرموك للوقوف عند مدى قدرة الطلبة على تحديد الغرض من تعلّمهم للغة العربية، وتحديد حاجاتهم لها. وقد اُعتمد في البحث على المنهج الوصفي التحليلي المستند إلى دراسة تطبيقية تعتمد على استبانة محدَّدة الأسئلة. وكان من أبرز النتائج التي توصّل إليها البحث: غياب الاستراتيجية العربية الموحَّدة على غرار الاستراتيجية الأوروبية في تعليم اللغات الحية (ومنها العربية)، وغلبة الرؤى الفردية التي يقدّمها دارسون مختصون، أو مراكز بحثية صغيرة، فيما يتعلق بالجانب النظري والتطبيقي على صعيد بناء البرامج، وغياب الجهود الجماعيّة المتكاملة التي تراكم الخبرات وتستفيد منها، والقصور الواضح في الدراسات التطبيقية التي تقدّم برامج لتعليم العربية لأغراض خاصة، والتداخل بين المفهومات الاصطلاحية، ولاسيّما العربية للحياة والعربية لأغراض خاصة، وغلبة الطابع الاجتهادي لبرامج العربية لكافة برامج تعليم العربية لغير الناطقين بها، نتيجة غياب الاستراتيجية العربية الموحدة. الكلمات المفتاحية: الناطقين بلغات أخرى-العربية للحياة-العربية لأغراض خاصّة-الفروق.   Abstract The study aims at conducting a detailed comparison between the teaching of Arabic language for non-native speakers for special and general purposes. A field study was conducted on a sample of non-native Arabic language learners at the Languages Center at Yarmouk university to identify the learners’ ability to determine their purpose and need of studying the Arabic language. The descriptive analytical methods were used in the applied part of the study through a limited number of questionnaires. The most salient conclusions  of the study are: lack of unified Arab strategy similar to European strategy for teaching live languages (including Arabic); dominance of individual visions, provided by specialized scholars or small research centres, concerning theoretical and applied aspects on creating programs as well as the lack of integrated and collective efforts that accumulate experiences to benefit from them; the clear shortage in applied studies that offer programs for teaching Arabic, for special purposes; overlapping between concept to understand teaching Arabic for life and Arabic for special purposes; dominance of ad hoc approach in Arabic language for all Arabic language teaching programs for foreigners, as a result of the lack of unified Arab strategy. Keywords: teaching Arabic language, non-native speakers, special purposes, life purposes.   Abstrak Kajian ini bertujuan membandingkan di antara mengajar bahasa Arab kepada bukan penutur asli untuk tujuan umum dan khusus. Satu kajian lapangan telah dijalankan terhadap pelajar-pelajar bukan Arab di Pusat Bahasa Universiti Yarmouk untuk mengenalpasti kebolehan mereka untuk menentukan tujuan dan keperluan mempelajari bahasa Arab. Metod deskriptif dan analitikal digunakan untuk bahagian practical kajian melalui agihan soal selidik. Di antara dapatan terpenting kajian ialah: kekurangan strategi bersama Arab yang serupa dengan strategi negara Eropah untuk mengajar bahasa hidup (termasuk bahasa Arab) ; penguasaan visi individu yang diberikan oleh pakar atau pusat-pusat kajian yang kecil berkenaan aspek-aspek teori dan praktikal dalam membuat program juga kekurangan kerjasama untuk memanfaatkan pengalaman masing-masing sebaik mungkin; kekurangan yang jelas dalam kajian gunaan yang menawarkan kursus-kursus dalam pengajaran Bahasa Arab untuk tujuan khas; pertindihan di antara konsep untuk memahami pengajaran bahasa Arab untuk tujuan kehidupan dan khas; banyaknya pendekatan tidak terancang dalam program pengajaran Bahasa Arab kepada bukan Arab kerana ketiadaan inisiatif strategik untuk mengisi jurang tersebut. Kata kunci: Pengajaran Bahasa Arab – bukan penutur Arab asal – tujuan khas – tujuan kehidupan  

scholarly journals Systematic Review of Research in Second Language Acquisition: A Snapshot of the Past Ten Years (2009 – September 2019)

2019 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Research Trends ◽  
Future Research ◽  
Modern Language ◽  
The Past ◽  
Modern Language Journal

The purpose of this systematic review is to provide second language acquisition (SLA) researchers with an overview of research trends in this field in the last ten years (2009-2019). In doing so, three international peer-reviewed journals, Studies in Second Language Acquisition, Language Teaching Research, and The Modern Language Journal, were selected. 150 articles were systematically selected and analyzed. The analysis of data resulted in identifying six descriptive themes. Results showed that some areas of second language acquisition still need further exploration while some areas are of great interest for researchers. Some suggestions for future research as well as implications of the study were discussed in detail.

scholarly journals SURFACE STRATEGY TAXONOMY ON THE EFL STUDENTS’ COMPOSITION A STUDY OF ERROR ANALYSIS

JURNAL IQRA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Suhono Suhono
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Mother Tongue ◽  
Target Language ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Efl Students ◽  
The Subject

This study deals with error analysis on composition written by EFL Students IAIM NU Metro. It aims at developing further analyzing of error analysis in second language learners. For this purpose, an empirical study was conducted, using Indonesian students learning English as the subject of research. To achieve this purpose, the researcher explored the type of grammatical errors made by students at different grade semesters: the second, the sixth, and the eighth. More specifically, this study was an attempt to describe the type of grammatical error which frequently exist in written composition, to describe frequency grammatical error among the grade semesters, and to describe the sources of errors. Students’ writings were analyzed based on surface strategy taxonomy theory. The results of this research revealed that 268 sentences indicated errors. In all semesters, types of omission error was the highest one 131 (48.9%) sentences. Furthermore, grammatical error in the second semester was the highest one 124 (46.8%) sentences. The sources of errors of this research were mother-tongue influence (Interlingual errors). It was influenced by the native language which interferes with target language learning. The second was Intralingual errors, caused by the target tself like, misanalysis (wrong hypothesis), incomplete rule application.   Keywords: Surface Strategy Taxonomy, Error Analysis, IAIM NU Metro.

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