Reading Errors for Learners of Arabic to Non-Native Speakers

(Unit of Teaching Arabic to Non-Native Speakers at King Khalid University as a model)

Abstract

This study was launched from the reading errors of the students of the Unit of Teaching Arabic to Speakers of Other Languages ​​at King Khalid University. The descriptive approach based on analysis was followed, and the study sample (14) students from the second level students in the Unit of Teaching Arabic to Speakers of Other Languages ​​at King Khalid University, and (13) teachers in the unit, and the most prominent results in the reading errors were as follows: errors of the silent (51.4%), The short and long vowels (15.9%), then the errors of the vowels on the letters reached (13.4%), followed by the pronouns errors by (7%), and (4.9%) in the tandem, while the singular and plural errors reached (3.8%). The reasons behind these errors are as follows: (mother tongue, educational environment, target language (Arabic), curriculum, teacher).