عنوان المقالة [English]
Considering the constructive effects of analyzing the problems of educational systems on improving the process of learning foreign languages especially Arabic language, the present study was conducted to analyze high frequency orthographic-phonetic errors as one of the problems of Indian learners of Arabic. Hence, the study tried to investigate this problem by analyzing the difficulty of learning the Arabic phones and their orthography as well as the reasons for these problems. Indian students of Jame-al- Mostafa in Isfahan constituted the statistical population of the study. Among them, 15 female sophomore B.A. students were randomly selected. The study analyzed the orthographic-phonetic errors of these students during the process of learning Arabic language through a statistic-descriptive-analytic method and suggested necessary solutions. The findings demonstrated that substitution of some phones, writing “Ta Maftoohe and Ta marbooteh”, “Tanvin”, “Hamze” and shortening the high phones and extending the short phones were the most frequent orthographic errors of the students. Also, the most important reasons for making such errors were intra-lingual interference and extra-lingual interferences.
الكلمات الرئيسية [English]