Comparative study of English and Arabic grammatical errors of high school students in Shahryar city

Universal Linguistics

Dissertation for Master's degree (M.A)

Abstract:

The comparative description of language systems is an important issue that not only leads to a better understanding of each of these languages ??and their structures, but also in the context of global cognitive classification. language also obtains valuable information. One of the prominent applications of confrontational linguistics in language teaching is usually called confrontational examination. The comparison and comparison of bilingual characteristics obtains valuable information, and this information can provide a lot of help to the language teacher and language learner in order to solve educational problems and further progress. The present study aims to determine the grammatical errors of students in the English and Arabic language lessons, and then compare these errors. The research hypotheses are intended to answer these questions:

1) Is there a difference between the type and amount of grammatical errors resulting from the teaching of English and Arabic to Persian students? 2) Which approach of comparative analysis is more effective in describing the grammatical errors resulting from the teaching of these bilinguals (English and Arabic)?

Sampling of this research was conducted randomly among fourth grade Persian-speaking female students of the city high school. This research It was done in a descriptive-inferential method and the data was collected from the questionnaire and the text test that was made by the researcher under the direct guidance and supervision of the instructor. In total, 37 cases were examined in the questionnaire and the text test, the results of the descriptive statistics show that 32 cases were strong and 2 cases were moderate. In these 3 cases, none of the approaches could be proven, and the results of the inferential statistics also show that in 32 cases, the strong approach was confirmed.

These results show that:

There are different differences between the type and amount of grammatical errors resulting from teaching English and Arabic to Persian students. 2) There is a strong approach of confrontation analysis in describing the grammatical errors resulting from the training of this bilingual, so both hypotheses of this research are confirmed.

Chapter One:

Overview of the research

1-1- Introduction

The subject of grammar is always considered. Grammar in modern studies of linguistics is a part of the cognitive system of the human mind, and this cognitive system naturally exists in the mental and psychological structure of all human beings. Within the framework of modern linguistics, every person knows the grammar of his native language and is able to produce and understand sentences based on such knowledge. In fact, the speakers of any language do not know this knowledge consciously, but use it unconsciously. Chomsky called this unconscious knowledge based on which sentences are produced and understood ability[1], and then he named the manifestation and application of this linguistic knowledge in different action situations[2]. Of course, in most cases, linguistic action is not an accurate reflection of linguistic knowledge, and we are all familiar with errors[3] in speech and writing production or misunderstanding of sentences, but these errors do not mean not knowing grammar, but it may be used correctly in a situation for some reason. (Gulfam, 1389: 5-6).

Learning [4] the mother tongue is part of the entire process of child maturation, while learning [5] a second language usually starts only after the maturation process is mostly complete, so it is of utmost importance that a person is aware of the amount and type of his mistakes and takes steps to correct and optimize that step. Berdard (Korder [6], 1381: 7).

The key to the ease and difficulty of learning a foreign/second language is comparing this language and the native language, concepts that are similar to the native language are easy for the learner and concepts that are different are difficult for him.

The key to the ease and difficulty of learning a foreign/second language is comparing this language and the native language, concepts that are similar to the native language will be difficult for the learner and concepts that are different will be difficult for him (Lado [7], 1957: 2-1). In other words, the change that should occur in the language learner's verbal behavior is equivalent to the differences between the language structure and the native culture and the target language and culture (Banati and others [8], 1966: 37). rtl;"> One of the basic problems in the secondary schools of our country, especially in the less developed areas, is the academic decline in the English language course, which according to the expert in charge of the educational groups and referring to the passing rate charts, the average pass rate for this course at the secondary level is about 60% and in some years it is even lower than that. And this is in the case that the average pass rate of the same students in the Arabic course is about 70% and in some years it is even higher. The most emphasis of the contents of English and Arabic language books at this point is on grammar, so the analysis of grammatical errors [9] in these two languages ??and their comparative review [10] can certainly be an effective step in improving the existing situation and challenge the theories of comparative review. The mistakes that a person makes while building a new language system need to be carefully analyzed because it is possible that there are some important ways of understanding the language learning process in them. The mistakes are important from three points of view:

A. The mistakes are extremely important for the language teacher because if he does a systematic analysis of them, the result will clarify the level of progress.

B. Errors provide evidence to the researcher about how the language is learned and which strategies and processes the learner uses to discover the language. C. Errors are also inevitable for the learner because making mistakes is like a tool that the learner uses to learn (Korder, 1967: 167).

From Since the author is engaged in teaching English at the secondary level, he has always faced the same problem in the classroom that students make many mistakes in grammar and most of their sentences are not expressive enough to convey the meaning. The analysis of errors can identify and describe the grammatical errors of students in Arabic and English lessons.

3

Since Persian language is related to English, but on the other hand, the proximity of the two language communities, Arabic and Persian, and the influence of the two, it should be seen how strong, weak and moderate approaches deal with students' errors in these two languages. they do Therefore, the question of the present research is about the issue that by using the approaches of contrast analysis and especially the strong approach in analyzing students' errors, in which language, English or Farsi, do they make more errors.

Based on the reasons mentioned, despite the researches that have been conducted in the field of error analysis and contrastive investigation, the present research with a different perspective first analyzes the grammatical errors of foreign language (Arabic and English) students in It deals with the secondary level and then achieves valuable results through the comparative examination of these two languages, such as presenting strategies that language learners have benefited from in order to maintain communication. scientific, cultural, etc. One of the major and fundamental problems in the country, especially at high educational levels, is the lack of familiarity with a foreign language (English/Arabic), which causes problems in direct and indirect communication, such as presenting articles and