مدى تمكن طلبة اللغة العربية بكلية التربية/ صبر في جامعة عدن من المهارات الإملائية

Abstract

The study aimed to determine the extent to which students of Arabic at the University of Education/Sabre at the University of Aden have mastered spelling and to identify their common errors. To achieve the aim of the study, the descriptive analytical approach was used and the researcher prepared a list of spelling skills to be mastered by students of Arabic language at the University of Education/Sabre at the University of Aden and a diagnostic test to measure the students’ mastery of the spelling skills in the list.

The study population consisted of (114) male and female students from the Department of Arabic Language at the University of Education/Sabre at the University of Aden for the academic year (2020/2021), while the sample consisted of (90) male and female students for the levels: second, third and fourth, with a ratio of (30). The level of mastery was also assumed at a rate of more than (75%), i.e., with a margin of error of less than (25%), by reviewing previous studies that have assumed this rate. After collecting and analysing the data, the study came to the following conclusions:

The extent to which the students of Arabic at the University of Education/Sabre at the University of Aden mastered spelling at their three levels was (69%), which means that they did not reach the range of mastery approved in the study by more than (75%) and their spelling errors accounted for a percentage of more than (25%).

There are no statistically significant differences at the significance level (α = 0.05) between the mean scores of the students of Arabic language at the University of Education/Sabre at the University of Aden in the spelling test due to the academic level variable.

There are common spelling errors among the students of Arabic language at the University of Education/Sabre at the University of Aden at their three combined proficiency levels: the medium hamza (60%), the extreme hamza (41%), the soft alif (40%) and the tanween (37%). The percentage of letters deleted during writing is (37%) and the percentage of letters added during writing is (35%).

In light of the results of the study, the researcher recommended rethinking the methods and procedures for teaching dictation skills by using methods and procedures that make students enthusiastic about the Arabic language and its skills in general and dictation skills in particular and encouraging them to practice them orally and in writing.