Writing and Grammatical Errors among Non-Native Arabic Language Learners

Abstract

This study aimed to analyze the writing and grammatical errors of non-native Arabic language learners. The study followed the descriptive analytical methodology, and a purposive sample was chosen consisting of (37) male and female students, in the fourth and fifth levels at the Language Center at the University of Jordan, and an essay test was developed in spelling and grammar to detect patterns of errors. The validity and reliability of the analysis were verified. Errors were recorded as soon as possible, and any error that appeared was coded and added to the errors. The results showed patterns of errors related to spelling, the most frequent of which were the pattern of error “not writing the vowels and consonants correctly,” and “not writing the hamza in all its types and shapes and not distinguishing between them according to the principle of the strength of the movements” at both levels. They also showed patterns of errors related to grammar, the most frequent of which were: “Not forming vowels at the end of words” and “not writing words (the accusative noun, the adjective, the object, the definite noun, the masculine noun, that, etc) correctly” and the fourth level had more than the two levels, and the study recommends several recommendations, including: developing training programs. Learners gain writing skills and increase training hours Learners on spelling and grammar skills.