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The present study aimed at investigating the effect of the L1 negative transfer on the writing of EFL Saudi students. It examined the common grammatical errors that Saudi students made while writing in English and analyzed the sources of their errors. The samples consisted of English essays written by 74 freshmen female students enrolled at Majmaah University in Saudi Arabia. The samples were analyzed and the errors classified according to grammatical sub-categories including tenses, singular/plural markers, prepositions, articles and pronouns. This study found that 81% of the students' errors can be accounted for in terms of L1 transfer. Grammatical errors were the most frequent ones, recording 67% of the total rate of errors. More specifically, preposition (40%) and tense (32%) errors constituted the most frequent subcategories of the grammatical errors. It was concluded that learning basic linguistic differences between Saudi students' L1 and English language is a necessary condition for helping the learners to overcome the problem of first language interference in their writing.

The translation of legal texts is often considered one of the most difficult types due to the potential consequences of any misinterpretation. Translation students at the University of Duhok struggle with legal translation and make errors when translating legal documents from English into Kurdish due to the absence of sufficient resources. For the lack of research in this area, this study investigates the types and frequencies of errors made by senior students at the Department of Translation at the University of Duhok to identify common translation errors and understand the challenges faced by students in this specialized field. By employing a mixed method, the study analyzes the errors found in 58 samples of a legal document translated from English into Kurdish. The study adopted Na Pham's (2005) model for analyzing translation errors. The analysis of the data uncovered a total of 1272 errors. The errors were categorized into grammatical, syntactical, morphological, and collocational types. Grammatical errors were found to be the most frequent, constituting 49.89% of the total, with preposition misuse and case marker errors being the most dominant. Syntactical errors accounted for 22.01% and included missing verbs and incorrect word order. As represented by 26.10% of the total, morphological errors were primarily caused by wrong word selection. Collocational errors were the least frequent type at 2.98%. This research aims to contribute to improving the students' curriculum by identifying the most common areas of weakness for students and educators. The study also calls for further research in this area to better understand the challenges and strategies for effective legal translation.

هدفت الدراسة الحالية إلى الكشف عن طبيعة الأخطاء الإملائية الشائعة في كتابات التلاميذ التعبيرية، والوقوف على أهم الأسباب الكامنة وراء ارتكاب هذه الأخطاء، ومن ثم وضع المقترحات اللازمة لعلاجها، ولتحقيق ذلك تم اختيار عينة قوامها (112) تلميذ وتلميذة في الصف الخامس ابتدائي، تم اختيارهم بطريقة العينة العشوائية العنقودية، كما تم إعداد استبيان طبق على مجموع من المعلمين (56) بالمرحلة الابتدائية، وبعد معالجة البيانات إحصائيا أسفرت نتائج الدراسة على: أن أكثر الأخطاء الإملائية شيوعا تمثلت في كتابة الهمزات بأشكالها المختلفة، والخلط بين التاء المفتوحة والتاء المربوطة أثناء الكتابة، إلا أن الفروق بين الذكور والإناث في نسب الأخطاء لم يصل إلى مستوى الدلالة الإحصائية، كما توصلت الدراسة إلى الكشف عن وجود عوامل عديدة وراء ارتكاب التلاميذ لهذه الأخطاء، هذا وقد خلصت الدراسة في الأخير إلى مجموعة من الاقتراحات.

Die vorliegende Arbeit widmet sich der Fehleranalyse im Fremdsprachenunterricht und betrachtet diese als wertvolles Hilfsmittel zur Erkenntnisgewinnung über den Sprachlernprozess von Lernenden und Lehrenden. Der Fokus liegt dabei auf der Identifizierung und Klassifizierung häufig auftretender syntaktischer Fehler bei ägyptischen Deutschlernenden in der Schreibproduktion. Zur Beantwortung dieser Fragestellung werden 40 schriftliche Texte von DaF-Studenten der Sprachenfakultät Al-Alsun zu verschiedenen Themen im Fach Schreiben analysiert. Die Schreibproduktion als eine bedeutende produktive Fertigkeit im Fremdsprachenunterricht steht im Zentrum dieser Arbeit. Die Erkenntnisse aus der Fehleranalyse sollen dazu beitragen, mögliche Fehlerursachen aufzudecken und das Verständnis für den Schreiblernprozess zu vertiefen. Ergänzend dazu werden Lehrer- und Studentenbefragungen als Methoden herangezogen, um zusätzliche Einblicke und Perspektiven zu gewinnen. Die Arbeit verfolgt das Ziel, den Deutschunterricht in Ägypten zu verbessern, indem sie konkrete Vorschläge zur Fehlertherapie unterbreitet. Die Erkenntnisse sollen dazu beitragen, gezielt auf häufige syntaktische Fehler einzugehen und entsprechende Unterstützungsmaßnahmen im Lernprozess zu entwickeln. Durch die Identifizierung von Problemfeldern und die gezielte Förderung der Schreibkompetenz können Lehrkräfte ihre Lehrmethoden optimieren und den Lernenden eine bessere Sprachentwicklung ermöglichen. Die Arbeit leistet somit einen wichtigen Beitrag zur Weiterentwicklung des Deutschunterrichts an ägyptischen Universitäten und zur Förderung der sprachlichen Kompetenz der Studierenden. Der Fokus auf die Schreibproduktion und die Verknüpfung von Fehleranalyse mit Lehrer- und Studentenperspektiven ermöglicht einen ganzheitlichen Ansatz zur Verbesserung des Sprachlernprozesses und zur Steigerung der Sprachkompetenz der Lernenden.

Error analysis is a way to investigate errors in the second or foreign language acquisition. This study of error analysis is part of an investigation of the process of English language learning. Making grammatical errors by students of English as a Second/Foreign Language (ESL/EFL) in their writing is unavoidable and this makes the task of language teachers rather difficult to help learners overcome this stage. Some learners feel frustrated dealing with the same mistakes repeatedly. Therefore, language teachers should investigate students' common mistakes and seek for the reasons of making them. Thus, the researcher, as a teacher, in this study aims at describing the grammatical errors committed by Arabic-speaking learners of EFL. This research is based on the analysis of writing compositions done by the students at Al-Dayer university college, Jazan University. The research is conducted based on the comprehensive error taxonomy of Byrd & Benson (1994). The errors were classified into three parts, 'The Most Serious Errors', 'Intermediate Errors', and 'Punctuation and Mechanic Problems'. It is found that learners made various grammatical errors and the most common errors occurred in the third group, 'Punctuation and Mechanic Problems' (32.7% of the students). The second highest number of errors lay in the first category, 'The Most Serious Problems' (26.9% of the students). The second category in the table, 'Intermediate Problems', came as the least number of errors; 18.3% of the students made grammatical mistakes in it. It seems that L1 (Arabic) influence is the cause of so many errors that are committed by students such as 'spelling', 'verb tense', 'word form', 'run-on sentences' and 'comma splice'. The study suggested some recommendations for further studies and also suggested to take in consideration students mistakes in the materials of grammar and writing courses so as students' writing in English could be improved and grammatical errors be reduced.

The present study has three objectives: 1) to investigate the prevalence of complex nominals in economic discourse represented via the selected business news texts, 2) to shed some light on the most common translation errors made by second year students in the Department of Translation in rendering complex nominals into Arabic, and 3) to detect the possible causes behind such translation errors and suggest some translation tips which might sound helpful to the students of translation to find the most suitable translation equivalent. The present study is based on an empirical survey in which a selective analysis of some economic texts represented in business news texts is made. A corpus of 159 complex nominals was selected from seven business news texts collected from the students' examination papers. It is hypothesized that many different errors will arise as a result of translating complex nominals as precisely as possible from English business news texts into Arabic. The results of the analysis revealed that the selected business news texts represented a serious challenge for second year translation students, and resulted in a number of various translation errors. It has been found that the students' low level of bilingual competence represented the major reason for translation errors. Study findings also revealed that lexico-semantic errors were the most common type of translation errors, followed by omission, grammatical errors, misreading and finally confusion.

This study investigates the effectiveness of a remedial teaching program designed to minimize grammatical errors made by Iraqi students learning English as a foreign language, particularly in their use of verb tenses. The research is based on the hypothesis that tense-related difficulties stem from structural differences between Arabic and English tense systems, as well as from traditional teaching approaches that emphasize memorization over contextual understanding. Employing an experimental design, the study compares two groups: one experimental group receiving targeted remedial instruction and one control group taught through conventional methods. The remedial program included contextualized exercises, guided practice, and immediate feedback mechanisms that encouraged students to self-correct and internalize accurate tense usage. Findings show a significant reduction in tense-related errors-especially in the present perfect and past continuous tenses-among the experimental group, along with marked improvement in grammatical accuracy and writing proficiency. The author attributes these results to the interactive and corrective nature of the program, which fosters metalinguistic awareness and learner autonomy. The study concludes that integrating remedial instruction within language curricula can serve as an efficient pedagogical strategy for addressing persistent grammatical errors, ultimately enhancing both syntactic competence and communicative performance among EFL learners. Abstract Written by Dar AlMandumh, 2025, Using AI.

استهدفت الدراسة الحالية استقصاء الأخطاء النحوية المرتكبة في أثناء القراءة الجهرية من قبل معلمي العربية المتوقع تخرجهم في كلية التربية بجامعة الكويت. وأجريت الدراسة على عينة عشوائية ضمت 50 معلمًا ومعلمة مسجلين في التربية العملية في برنامج اللغة العربية في الفصل الأول من العام الأكاديمي 2021/2022. طلب من المعلمين ضبط نص معلوماتي للصف الرابع الابتدائي يقع في صفحتين، وتقديم تسجيل صوتي للنص المضبوط يمثل قراءتهم الجهرية. أثبتت النتائج أن معلم العربية المتوقع تخرجه في كلية التربية بجامعة الكويت يرتكب وسطيًا 94 خطأ نحويًا لكل 463 كلمة مقروءة في أثناء القراءة الجهرية، وذلك يمثل 20% من إجمالي ما يقرأه المعلم. فشل أي من معلمي العربية في قراءة صفحتين دون ارتكاب أي خطأ. شكلت اثنتا عشرة وظيفة نحوية، من إجمالي ثلاثين وظيفة تضمنها النص، ثلثي إجمالي الأخطاء النحوية. في مقابلات أجريت مع المعلمين بعد انتهاء المسار الكمي للدراسة للبحث عن أسباب ضعف أدائهم النحوي، أرجع المعلمون كثرة أخطائهم النحوية في أثناء القراءة الجهرية لأسباب أبرزها: غياب الهدف من تعلم النحو، الممارسات التدريسية السلبية القائمة على التلقين والتحفيظ، وعدم الترابط بين المقررات النحوية.

This paper investigates the omission of articles in newspaper headlines. A sample of 35 news headlines is going to be collected randomly from 5 of the most trusted, bestselling newspapers in the world, The Guardian, The wall street journal, The new york times, The Washington post and The Times. 7 headlines from each newspaper from the 21/ 12 / 2019 issue, it is going to be analyzed. The analysis proves that newspaper headlines rarely use articles. The Guardian used the biggest number of the articles in comparison with the other newspapers however, the number remains very small. On the other The Wall Street Journal which is the bestselling newspaper in America, did not use any articles in the collected samples. This result proves that article omission in newspaper headlines among other grammatical errors is a good selling strategy. Also this paper come up with other results, that headlines of breaking news use less articles in comparison with headlines of opinion, review and outlook reports, and when breaking news uses articles sometimes it is either for emphasizing, sarcasm or in slogans.

يهدف هذا البحث إلى الوقوف على مسائل نحوية غلط فيها المبرد (285ه) سيبويه (180ه) استدركتها على كتاب (الانتصار) لابن ولاد المصري (332ه)، الذي أورد فيه ثلاثاً وثلاثين ومئة مسألة غلط فيها المبرد سيبويه وانتصر ابن ولاد فيه لسيبويه على المبرد، وبعد بحث وتنقير ومقارنات وقفت على تسع مسائل غلط فيها المبرد سيبويه لم ترد في كتاب (الانتصار) المذكور سلفاً، وقد وجدت أربع مسائل منها في كتاب المقتضب، وثلاثاً منها في كتاب الكامل - وكلاهما للمبرد - وواحدة منها في كتاب الخصائص لابن جني(395ه)، وواحدة أخرى في معجم (لسان العرب) لابن منظور (710ه)؛ خلافاً لما ذهب إليه عبد الخالق عضيمة محقق كتاب (المقتضب) للمبرد الذي قطع بعدم وجود مسائل أخرى غير الموجودة في كتاب الانتصار؛ فجمعتها في هذا البحث ورتبتها وفق ترتيب أبواب كتاب سيبويه، ثم قمت بتحليلها، وبسطت أقوال العلماء الأئمة فيها، بعبارة سهلة توضح المستغلق منها، دون أن أنتصر لطرف على طرف، لأن مثلي لم يكن ليركب هذا الصعب، فرحم الله امراً عرف قدر نفسه.