Common errors in written expression relating to the use of pronouns among second-year students in the Language Preparation Department at Ar-Rāyah University, and how to address them الأخطاء الشائعة في التعبير التحريري عند استخدام الضمائر لدى طلاب المستوى الثاني من قسم الإعداد اللغوي بجامعة الراية وطريقة علاجها

Abstract

This study aims to identify the most common types of errors in the use of pronouns among second-year students on a language preparation programme, and to identify appropriate corrective methods to address them. The background to this study is the persistently high incidence of errors in the use of pronouns in Arabic, both spoken and written, resulting from a grammar-teaching approach that emphasises theory over practice. Errors frequently arise due to discrepancies between pronouns and verbs in terms of gender, number, and grammatical function. This study employs a qualitative descriptive approach, utilising data collection techniques such as observation, testing, and documentation. The data were analysed using a language error analysis method to classify the types of errors and identify their underlying causes. The results of the study reveal three main types of errors: mismatches between pronouns and verbs in terms of gender and number; errors in distinguishing between bound and free pronouns, as well as visible and hidden pronouns; and errors in the i‘rab and morphology of pronouns. Contributing factors include a weak grasp of linguistic rules, a lack of practical practice, and the influence of the first language. The recommended corrective measures are the provision of materials that train linguistic sensitivity, an increase in practical exercises, the provision of gradual corrective feedback, and the implementation of contextual learning strategies. This research is expected to help teachers design more effective Arabic language lessons.