الأخطاء النحوية في اللغة العربية لدى الطلاب العرب في المدارس الثانوية في إسرائيل

Abstract EN

This paper aims at examining the following research questions: 1- Which kinds of errors do Arab high schools make in Arabic grammar? 2- What are the reasons for such errors? 3- Are there any differences in the types of the errors made by students of the mixed cites and homogeneous ones? 4- How, if possible, can we reduce the errors made by those students? Research sample: The sample of the research includes 100 Arab students who learned Arabic in various Arab high schools in Israel, and took the Bagrut exam in Arabic.

About half of them live in mixed cites and the other half live in non-mixed cites.

The tools of the research: The tool of the research is the composition section of the Bagrut exam.

This section is given 30% of the exam mark.

The process of the research: The data of the research was taken from students’ Arabic Bagrut tests, relating specifically to their achievement in the composition section.

While reading the composition, we wrote the errors, and then classified them according to Dulay and Krasben (1982), who suggest classifying errors according to: missing morphemes, adding wrong morphemes, and writing morphemes in the wrong position.

To this we added errors which derive from other languages (second language interference).

Research Findings: Errors largely occurred in the following: accusative nouns, especially when the object did not come directly after the subject; sentences using auxiliary verbs, especially when the predicate did not come directly after the subject; genitive nouns; relative pronouns; gender; the plural and dual forms requiring the nominative case; the “fifth: verbs requiring the nominative case; spelling, particularly the hamza, indefinite nouns whose final letter is ya, and the zero vowel verb with a long vowel; using the conjunction particle wa.

Students who live in mixed cities made more errors than those who live in non-mixed cities.

However, there were no differences between them in relation to the types of errors made.

Furthermore, none of them used the vernacular or other languages in their compositions, and both categories of examinees applied the rule which requires that the adjective take the same case as the noun which preceded it.

Conclusions: The structures and the rules of modern standard Arabic may be difficult and complex to students.

Spoken Arabic may hinder the process of learning standard Arabic.

Hebrew seems to influence spoken Arabic, which in turn influences acquisition of standard Arabic; standard Arabic has been neglected more in the mixed cities because of exposure to Hebrew.

The level of standard Arabic is the same everywhere, so students make the same errors; they also have the ability to differentiate between languages at time of evaluation.

Recommendations: Intensive training in the problematic areas, using suitable methods and focusing on the differences between the languages, as well as providing opportunities for advanced-level study to teachers, may help in the process of the acquisition of standard Arabic and reduction of errors.

Finally we recommend that another study be conducted to check the errors students make in the grammar section of the Bagrut exam