استراتيجيات تعلم اللغة العربية والأخطاء اللغوية التحريرية : دراسة حالة في جامعة السلطان الشريف علي الإسلامية (UNISSA)سلطنة بروناي دارالسلام /
This study examines Language Learning Strategies (LLS) and language errors of 103 students at Faculty of Arabic Language and Islamic Civilization of Sultan Syarif Ali Islamic University Brunei Darussalam. It also investigates the effects of independent variables (gender, age and year of study) on le...
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Ma'ahad al-Tarbiyah, al-Jami'ah al-Islamiyah al-'Alamiyah,
2015
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | This study examines Language Learning Strategies (LLS) and language errors of 103 students at Faculty of Arabic Language and Islamic Civilization of Sultan Syarif Ali Islamic University Brunei Darussalam. It also investigates the effects of independent variables (gender, age and year of study) on learners' strategies using SILL (Strategy Inventory of Language Learning) version 7.0 by Rebecca Oxford. 75 students (72.8%) of the total sample were chosen as sub-sample to examine the relation between Language Learning Strategies (LLS) and Language Errors (LE). These students wrote an Arabic essay as well answered the SILL questionnaires to analyzed statistically and contextually in order to specify the causes of errors related to the LLS employed by the sub-sample in their inter language. Results of SILL analysis show that the level of LLS used by members of the sample was medium average at all levels; Overall (3.13), Six categories of strategies between (3.35) and (2.95) and Individual Strategies between (3.74) and (2.43). The ANOVA indicates that there is no significant variation in overall strategies used by the sample except in usage of memory strategies by male and female (M<F) as well as year of study (2<3<4). Among the significant results of the attempts to link the strategies and error analysis is that the level of using LLS is the main cause of these errors, which varied from grammatical errors (57.2%), morphological errors (21.7%), spelling errors (14.8%) and lexicographical errors (6.3%). This result supports the hypothesis that the inculcation of awareness to Arabic language learners and guiding them to use suitable and effective LLS will help them to reduce or to prevent the possibilities of making errors. |
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| Physical Description: | xiv, 231 leaves ; 30 cm. |
| Bibliography: | Includes bibliographical references (leaves 212-225) |