األخطاء في استخدام الضمائر العربية لدى الطالبات في مدرسة عربية للبنات بشرق سريلنكا: دراسة وصفية تحليلية

Abstract

The error analysis plays a significant role in developing the writing skills among the students. The numerous studies globally conducted on the error analysis led to form a definite approach for it. Considering its importance in improving the writing skill, this study primarily focuses on identifying the errors in the application of attached, separate, and invisible pronouns in Arabic. The Muslims who live in the minority context of Sri Lanka encounter numerous issues in learning and teaching Arabic as a Second Language. Particularly, the girls’ Arabic schools experience the difficulties and obstacles in the meantime the boys’ Arabic schools are considerably in progress. This study, which based on analytical and descriptive method, was carried out among the students of girls’ Arabic school in the Eastern Sri Lanka. Therefore, this research study has chosen 22 female students from third year of intermediate level in aforementioned school and tried to analyze their competence and level of using Arabic pronouns in a written test. The findings reveal that the errors mostly occur in the use of pronouns, particularly, in writing the attached third person pronouns and in the hidden third person pronouns, where the both represent the percentage 100% while the attached first-person pronouns fall by 95%. However, the errors in the detached third person pronouns account for 50% while the hidden first-person pronouns represent 54%. At the same time, the errors in the first person detached pronouns occur lower reaching 23%. Hence, the study recommends the Arabic teachers to engage the students in the large number of written exercises and to correct their errors until they realize their errors and be capable to tackle them