الأخطاء الإملائية لدى متعلمي اللغة العربية الناطقين بغيرها : دراسة تحليلية تطبيقية

الملخص EN

Written Errors at Dictation Level of Non-Native Learners of Arabic Language-Applied Analytical Study
This study analyzes written errors at dictation level made by non-native learners of the Arabic language.

Those learners are on the fifth and seventh level at the Language Center in the University of Jordan.

The study consists of three sections.

The first section identifies the study's objective, questions, society, tools, measures and literature.

The second section confirms the findings distributed according to questions.

The last part explains the written errors linguistically and non-linguistically.

In addition, it attempts to correct these errors.

The methodology focused on studying linguistic errors in light of the science of applied linguistics.

The researcher selected the integrative approach in analyzing linguistic errors.

This approach identifies, describes, explains and corrects errors.

The study finds a significant proximity between linguistic competence and performance, with an error difference of only 0.38% .

Many errors were attributed to learners' mispronunciation of Arabic words.

They should have dropped their incorrect pronunciation habits and write properly as dictation is based on custom not habit.

Furthermore, dictation in Arabic is based on morphological, grammatical and phonological analysis.

The study found that the ence of this analysis is what leads to errors.

This finding may indicate a defect related to the learning environment, which is a major source of linguistic errors in general.

Key words: dictation, error analysis, integrative approach, non-native Arabic learners.

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