تحليل الأخطاء الكتابية لدى متعلمي اللغة العربية في معهد الشيخ محمد الماحي الإسلامي شمال نيجيريا

Abstract

This research deals with the analysis of written errors among Arabic language learners at the Sheikh Muhammad Al-Mahi Islamic Institute in northern Nigeria (Zamfara state, Kauran Namoda local government). This research aims to know the written errors faced by Arabic language learners in the Sheik Muhammad Al-Mahi Islamic Institute. It also aims to analyze and classify the written errors faced by these students. It also aims to contribute to explaining the meanings of the mistakes they falling in, and also aims to know the reasons that lead to these errors, as well as suggesting the methods of handling it. The researcher followed the descriptive analytical approach to this research; and he used the experimental test as a tool for his research in collecting data from the research sample; and he obtained several results, the most important of which are: 1- That the linguistic intervention negatively affects the Arabic language learners at the Sheikh Muhammad Al-Mahi Islamic Institute, due to the similarity between the Hausa and Arabic voices. 2 - The presence of kinship between some of the Hausa and Arabic vocabularies, causes them to feminize masculine, and vice versa. 3- Some teachers are not familiar with the methods of teaching Arabic language to non-Arabic speakers, and the weakness of the skill of speaking from teachers to the learners, because whenever the teacher is weak, the learner will be weak. 4- Failure to do error analysis leads to student's inaction and poor progress. The researcher recommended the following: 1- The necessity of determining some minutes of the structural and grammatical period and reading period for carrying out an analysis of their mistakes in which they fall in. 2- Encouraging students to deliver an assembly speech as is the nature of the institute’s administration. 3- Training them on how to conjugate verbs from their past to the name of the subject and the object. 4- The necessity of continuing language activities at the end of the academic periods. 5- Using classical pure Arabic in the classroom, and this encourages them to use it outside.