Fourth-Level Students in The Arabic Language Department Were Able to Write The Spelling Hmazat

Abstract

The study aimed to identify the extent to which fourth-level students in the Arabic Language Department were able to write the hamzats, hamzat al-wasl and qat`, and the researchers used the descriptive analytical approach. The study population consisted of fourth-level students in the Arabic Language Department at the College of Education, who numbered (48) students, including (2) male students and (46) female students. The study sample consisted of fourth-level students in the Arabic Language Department at the College of Education, who numbered (27) students, including (2) male students and (25) female students. The study relied on the questionnaire as the main tool for collecting data and information necessary for the study. The study reached the following results, the most important of which are: The results of the study showed that the general frequency of the responses of the study sample members regarding Hamzat al-Wasl was repeated for writing and extracting with (369) correct words out of a total of (864), with a percentage of (41.5%). The results of the study showed that The general frequency of the responses of the study sample members regarding the fragment and the hamzat al-qat’ was repeated for writing and extracting with (373) correct words out of a total of (594), with a percentage of (72.7%). The researchers attribute these results, and the errors of neglecting the hamzat al-wasl came first with a percentage of (41.5). %), then the hamzat al-qat` with a percentage (72.7%). The reliance of teachers on the method of recitation, and the lack of diversification in teaching methods for dictation, which increases the prevalence of spelling errors among students, and because teachers have a direct impact on students, and the lack of understanding by students of the spelling rules related to the conjuncts of connection and interruption, and students’ feeling that they do not need to master dictation, and the speed Students while writing, and the lack of training for students in spelling practice.

         The level of reasons for the fourth-level students in the Arabic Language Department to make spelling errors in relation to (the axis of reasons related to the teacher) is very high, while the level of (the axis of reasons related to the student) is medium to high.

         The level of reasons why fourth-level students in the Arabic Language Department make spelling errors in relation to (the axis of reasons related to the student) indicates medium to high. The level of reasons for the occurrence of spelling errors by fourth-level students in the Arabic Language Department in relation to (the axis of reasons related to the curriculum) indicates a very high level