چکیده:
Since the possibility of error exists in all stages of learning and teaching, in language learning and teaching as well, in all stages, including speaking and writing—which involves the application of spoken and written grammatical rules as well as idioms and expressions specific to that particular language—the possibility of error occurrence is very high. These errors can also result from difficulties in hearing certain words. Examining these errors provides very important and valuable information that can help provide more advanced teaching methods and richer educational materials to language learners, and prompts experts to compile and author more appropriate educational materials according to the specific needs of their language learners. In the present research, the author, based on the theoretical principles of error analysis (Corder, 1970), has examined the writing mistakes of language learners. These learners were Arabic-speaking Persian learners studying at the advanced level in the Faculty of Persian Language Teaching at Imam Khomeini International University, Qazvin. In this study, 40 essays written by Arabic-speaking Persian learners at this center were discussed and examined using a descriptive method, and writing errors were classified into four categories: orthographic, lexical, structural, and discourse. The results obtained from the investigations include 20% lexical errors, 15% orthographic errors, 55% structural errors, and 10% discourse errors, with structural and discourse errors being examined separately. Structural errors consisted of: failure to use appropriate verbs 40%, omission of the verb without context 10%, failure to observe sentence component order 8%, and omission or misuse of particles 42%. Additionally, discourse errors included failure to observe writing style 62% and the use of meaningless phrases 38%. The results indicate that in the studied group, errors in all four of Corder's (1970) categories were present; discourse errors had the lowest occurrence rate at 10%, while structural errors had the highest occurrence rate at 55%.
خلاصه ماشینی:
Descriptive Analysis of Writing Errors of Arabic-speaking Persian Learners Seyyed Behnam Alavi Moghaddam Paria Hassas Sedighi Faculty Member of the Institute for Research and Educational Planning MA in Teaching Persian to Non-Native Speakers Behnam_9002@yahoo.
Non-Iranian Researchers Corder 1 (1970), in his book titled "Approaches to Applied Linguistics," in contrast to contrastive error analysis, which believed that the main obstacle to second language learning is the interference of the first language structure, proved that many errors do not stem from the mother tongue.
In this way, 40 samples of essays from Arabic-speaking Persian learners at the Persian Language Teaching Center of Imam Khomeini University (RAH) Qazvin, who were studying at an advanced level, were examined to determine the type and frequency of written errors of the two groups in terms of spelling, lexical, structural, and discourse.
} Failure to observe writing style / Use of meaningless phrases or failure to use forms written by native speakers 5-4 Structural errors present in the writing of Arabic-speaking Persian learners Occurrence (Example) Error Type - In the south are Syria, Jordan and Palestine.
) deletion of verb without context failure to observe sentence component order deletion or inappropriate use of particles From the examination of writing errors of advanced-level Arabic-speaking Persian learners at the Faculty of Persian Language Teaching, Imam Khomeini (RA) University of Qazvin, lexical errors were 20%, spelling errors 15%, structural errors 55%, and discourse errors 10%.
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