تحلیل آماری تداخل واژگانی و نقش آن در مهارت نگارش به زبان عربی

ارتباط گستردۀ زبان فارسی و عربی از دیرباز تاکنون سبب پیدایش پیوند واژگانی عمیق بین دو زبان شده است؛ به گونه ای که گاه در یک جملۀ فارسی تمامی اجزای تشکیل دهندۀ آن (به جز عوامل پیوند دهنده) واژگان عربی هستند. این حجم زیاد از واژگان مشترک بین دو زبان، حکم چاقوی دو لبه را دارد؛ زیرا از طرفی به تسریع فرایند آموزش و یادگیری زبان عربی کمک می کند و از طرفی دیگر به دلیل تفاوت معنایی و کاربردی که در دو زبان دارد به تداخل زبانی منجر می شود. هدف از این پژوهش، ارزیابی عملکرد فارسی زبانان عربی آموز در به کار گیری این واژگان در مهارت نگارش 1 و 3 و مقایسۀ عملکرد آن ها در این دو مهارت بود. جامعۀ آماری پژوهش متشکل از 10 دانشگاه دولتی ایران و نمونۀ آماری نیز متشکل از 199 دانشجوی زبان و ادبیات عربی در مقطع کارشناسی بود. روش پژوهش توصیفی تحلیلی و پیمایشی و ابزار به کار گرفته شده، آزمون محقق ساخته در زمینه مهارت نگارش 1 و 3 بود که شامل واژگان مشترک عربی و فارسی بود. برای تحلیل داده ها از آزمون تی مستقل و رگرسیون لجستیک استفاده شد. نتایج به دست آمده حاکی از آن بود که زبان آموزان با وجود پیشرفتی که در مهارت واژگانی خود در نگارش 3 نسبت به نگارش 1 داشتند، همچنان در تشخیص تفاوت معنایی واژگان مشترک و نیز به کار گیری این واژگان در زبان عربی ضعیف بودند. عوامل موثر در این ضعف تداخل واژگانی و نقص دایره واژگانی است. همچنین، نگاه قواعدمحور نیز سبب تشدید این ضعف شده است.

Statistical Analysis of Vocabulary Interference and its Role in Writing Skill of Arabic language

Although the existence of common words between Persian and Arabic languages occasionally facilitates learning Arabic for Persian speakers, it also causes numerous problems, including linguistic interference, for language learners putting language skills into action. Overall, language similarities between Persian and Arabic can be classified into two types: structural and lexical. Lexical similarities may have three different major kinds: 1. similarities in the shape of writing and meaning occurring in nouns, verbs, and letters, with the highest frequencies in nouns; 2. similarities in the shape of writing and complete or partial contrast in meaning, which is mostly seen in nouns and occasionally in verbs; and 3. partial similarities in meaning and contrast in form which is typically observed in Arabic and Persian prepositions. In the current research, not taking structural similarities into consideration and employing a descriptiveanalytical survey approach, the effect of common words between Persian and Arabic languages on the writing skill of undergraduate students of Arabic Language and Literature was studied. The statistical population of this research consists of 10 state universities, including Arak, Tehran, BuAli Sina, Kharazmi, AlZahra, Guilan, Shahid Beheshti, Shiraz, Allameh Tabataba rsquo;i, and Ferdowsi universities. It also includes 199 undergraduate students passing Writing Skill 1 or 3 courses. Since the current study examined the common words between Arabic and Persian languages and the effects of the words on Arabic language learners rsquo; writing from a contrastive perspective, it is considered a pioneer study in this field. The research questions are as follows:1. How good are the students rsquo; vocabulary skills regarding the common words between Arabic and Persian languages in Writing Skill 1 and 3 courses?2. How does the time difference of offering writing skill courses affect students rsquo; vocabulary banks?To answer the research questions, we used a selfconstructed test including the common words between Arabic and Persian languages. The test was designed in four steps:1. Collecting language learners rsquo; highest frequency errors and including them in the test.2. Test verification: After predicting language learners rsquo; errors, the test was designed and 6 copies of the test were given to 6 language skills professors. Modifications were made on the test based on the experts rsquo; comments and then the test reliability was confirmed.3. Conducting the test: The Writing Skill 1 and 3 tests were given to students in Shahid Beheshti and Allameh Tabataba rsquo;i universities. After examining the language learners rsquo; performance, the test was modified. The reliability coefficients were obtained for both tests. In the next step, the test was given to the students in all the abovementioned universities.4. Test analysis: to analyze the test, both quantitative and qualitative methods were employed. According to the quantitative method, the students rsquo; correct answers were marked once (out of 100). The researchers used ttest to determine whether the means of the two universities rsquo; marks in Writing Skill 1 and 3 courses are equal to each other. And to examine the effect of the time of offering the course on these errors, logistic regression analysis was employed.Logically speaking, the signifier with a stabilized signified in our minds causes problems when referring to a different signified. In other words, it is less problematic to relate two different concepts (signified) to two different words in two languages than to relate a common word between two languages to two different concepts and, simultaneously, be cautious enough not to get the different concepts in the two languages mixed up. A lack of awareness of the common words rsquo; semantic and practical differences results in linguistic interference. Given the high frequency of Arabic words in Persian language, mostly with semantic, structural, and practical differences, the phenomenon of linguistic interference is typically expected in the process of learning Arabic language by Persian speakers. To perceive the differences and similarities of the common words between Arabic and Persian languages, a contrastive study was conducted. As for the next step, error analysis, which is the next stage in a contrastive study, was employed because a contrastive study predicts the errors by comparing two language levels and discovering the similarities and differences between two languages, while error analysis either confirms or rejects the predictions. Furthermore, the analysis of linguistic errors, including linguistic interference, provides the researcher with a picture of language learners rsquo; progress and enables him to identify their learning dimensions and address the overlooked aspect of teaching process; by focusing on this aspect in the process of teaching and learning a language, the researcher can help fix the problem. The research results revealed the fact that after passing the writing skill courses, the students rsquo; vocabulary banks were significantly expanded. Also, there is a direct relationship between learners rsquo; language interferences and the semester during which they take the course but this relationship disappears, once they pass the first two writing skill courses and start taking Writing Skill 3. This shows language learners rsquo; capability in using the vocabulary in Writing Skill 3 course. Further, the ttest results highlighted the significance of students rsquo; progress in Writing Skill 3, compared to their abilities in Writing Skill 1 course, in all the abovementioned universities except Tehran and Kharazmi universities. However, the classification of students rsquo; marks in Writing Skill 1 and 3 courses indicated that this progress was inconsiderable because none of these universities got top marks. This finding showed that despite the students rsquo; progress in vocabulary skills during Writing Skill 3 course, compared to Writing Skill 1, they still had problems determining the semantic differences between common words as well as using the vocabulary in Arabic language. The factors leading to this weakness include vocabulary interference and vocabulary deficit. The domination of grammarbased thinking in the minds of most of the students has made them assume that a correct sentence in Arabic language is the one which is grammatically and syntactically correct. It is likely that the difference in Arabic and Persian grammars, due to their belonging to different language families, causes more problems for Persian speakers trying to learn Arabic language. However, the attitude of Arabic language teaching departments in Iran may have been effective. In other words, in teaching Arabic, the focus is mostly on learning the grammar rather than communicating and conveying a message to any target language speakers.