Acquiring Reading and Writing Skills among Beginner Learners of Arabic Language, An Applied Analytical Study of the First and Second Books of the University of Jordan’s Arabic Curriculum for Non-native Speakers

Izdihar  Yunis; Basma  Dajani

doi:10.35516/hum.v49i5.3474

Authors

Izdihar Yunis Department of Arabic Language and Literature, School of Arts, The University of Jordan, Amman, Jordan
Basma Dajani Department of Arabic Language and Literature, School of Arts, The University of Jordan, Amman, Jordan; College Of Islamic Studies, Hamad Bin Khalifa University, Doha, Qatar

DOI:

https://doi.org/10.35516/hum.v49i5.3474

Keywords:

Education, Arabic language, non-native speakers, reading skill, writing skill

Abstract

This applied study identifies the common mistakes among beginner learners of the non-native Arabic language in reading and writing skills. It measures the two skills in the progress of those learners according to the descriptive-analytical method. It answers the following questions: What are the types of errors in reading among non-native Arabic learners at the beginner level? What are the types of errors in writing, and their proportion among non-native Arabic learners at the beginner level? The sample of this study consisted of 50 students who studied at the beginner level at the University of Jordan before the Arab Spring. Two tests were conducted for them in reading and writing skills to obtain consistent results. The first test measured verbal reading skills, and the second test measured writing. The study analyzed patterns of writing errors among beginners of non-native Arabic language learners, revealed their frequency and percentages, and highlighted their diversity among three main sections: spelling errors, a synthetic, and a third semantic.

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