An Educational Strategy To Address Language Errors Among Ninth-Grade Students At Al-Yusra Institute استراتيجية تعليمية لمعالجة الأخطاء اللغوية لدى طلاب الفصل التاسع بمعهد اليسرى
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Abstract
This research aims to analyze the linguistic errors of ninth-grade students at Al-Yusra Institute. These students learn Arabic and its grammar comprehensively. Since they use Arabic daily in various situations, such as delivering speeches, classroom discussions, mosque conversations, and communicating with peers within the institute's environment, some linguistic errors may appear. The research methodology employed by the researcher is a descriptive-analytical approach, which aims to accurately describe and depict facts or characteristics of a population or place as they truly are. The research revealed the presence of linguistic errors among ninth-grade students at Al-Yusra Institute, with a total of 34 errors identified. Furthermore, one of the proposed strategies for addressing these errors is the feedback strategy. This involves a set of information and guidance provided by the teacher to the learner, whether before, during, or after performance, with the aim of modification and development.
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