تحليل الأداء الإنتاجي الكتابي لمتعلمات اللغة العربية الناطقات باللغات الأخرى في ضوء منهج تحليل الأخطاء
This study focuses on analyzing the writing errors of Grade Four female learners in light of the Errors Analysis methodology that identifies the errors to describe, classify and interpret them in order to know their sources and then to suggest solutions for them. The study shows the Interlanguage concept, which this method takes care of analyzing it, and indicating the types of errors related to linguistic competence, linguistic communication, linguistic levels, and the stages that error analysts have followed in studying the errors of learners. The study aims to shed light on the problems facing female learners in language levels spelling, structural level, syntactic level, and semantic so as to explain the causes in order to address the difficulties they encountered. The study concluded that the average of 24.93% in the total number of errors do not affect the clarity of significance because the learners have language adequacy that allows them to complete the linguistic communication. Through the interpretation of the female learners’ errors, it reveals that most of errors are within the target language and they are resulted from mixing between grammatical rules. However, their errors in structure are often due to the lack of Curriculum while the synthetic and semantic errors are resulted from the teaching methods and aids. The study recommended the provision of the audio lab, the inclusion of a scientific decision related to the Structure of words, the inclusion of Synthetic issues that are common error at the beginning of the curriculum, providing lexicons that meet the linguistic needs of learners and providing audiovisual aids in the library of the Institute. (Published Abstract)