ﻲﻓ ﺔﻴﺑﺮﻌﻟﺍ ﺔﻐﻠﻟﺍ ﻢﺴﻗ ﻲﻓ ﺔﻌﺑﺍﺮﻟﺍ ﺔﻨﺴﻟﺍ ﺔﺒﻠﻄﻟ ﺔﻴﺑﺎﺘﻜﻟﺍ ءﺎﻄﺧﻷﺍ* ﻥﺍﻮﻳﺎﺗ ﻲﻓ ﻲﺟ ﻦﻴﺟ ﺔﻌﻣﺎﺟ :ﺔﻴﻠﻴﻠﺤﺗ ﺔﺳﺍﺭﺩ

Abstract

ﺔﻐﻠﻟﺍ ﻢﺴﻗ ﺔﺒﻠﻃ ﺎﻬﻴﻓ ﻊﻘﻳ ﻲﺘﻟﺍ ﺔﻴﺑﺎﺘﻜﻟﺍ ءﺎﻄﺧﻷﺍ ﻞﻴﻠﺤﺗ ﺔﺳﺍﺭﺪﻟﺍ ﻩﺬﻫ ﻲﻓ ﺎﻨﺜﺤﺑ ﺪﻘﻟ ﺏﺎﺒﺳﺃ ﻥﺃ ﻦﻴﺒﺗ ﺪﻗﻭ ، ﻥﺍﻮﻳﺎﺘﺑ ﻲﺟ ﻦﻴﺟ ﺔﻌﻣﺎﺟ ﻲﻓ ﺔﻌﺑﺍﺮﻟﺍ ﺔﻨﺴﻟﺍ ﻯﻮﺘﺴﻣ ﻦﻣ ﺔﻴﺑﺮﻌﻟﺍﻠﻟﺍﻭ ﻡﻷﺍ ﺔﻐﻠﻟﺎﺑ ﺔﻠﺜﻤﺘﻤﻟﺍ ﺙﻼﺜﻟﺍ ﺔﻴﺴﻴﺋﺮﻟﺍ ﺏﺎﺒﺳﻷﺍ ﻰﻟﺇ ﺩﻮﻌﺗ ﻻ ءﺎﻄﺧﻷﺍ ﻩﺬﻫ ﺔﻴﺑﺮﻌﻟﺍ ﺔﻐ ، ﺎﻬﺗﺎﻳﻮﺘﺤﻣﻭ ﺞﻫﺎﻨﻤﻟﺎﺑ ﻖﻠﻌﺘﺗ ﺕﻼﻜﺸﻣ ﻰﻟﺇ ﺎﻬﺗﺯﻭﺎﺠﺗ ﺎﻬﻨﻜﻟﻭ ، ﻢﻬﺴﻔﻧﺃ ﺔﺒﻠﻄﻟﺍ ءﺎﻄﺧﺃﻭ ﺏﺎﻴﻏﻭ ﺔﺜﻳﺪﺤﻟﺍ ﺕﺎﻳﺮﻈﻨﻟﺍﻭ ﺓﺰﻬﺟﻷﺍﻭ ﺔﺜﻳﺪﺤﻟﺍ ﺐﻴﻟﺎﺳﻷﺍﻭ ﺔﻴﺳﺍﺭﺪﻟﺍ ﺕﺎﻋﺎﺴﻟﺍ ﺩﺪﻋﻭ ﺔﻴﺑﺮﻌﻟﺍ ﺔﻐﻠﻟﺍ ﻢﻠﻌﺘﻟ ﻪﻟﻼﺧ ﻦﻣ ﺐﻟﺎﻄﻟﺍ ﻰﻌﺴﻳ ﻱﺬﻟﺍ ﻑﺪﻬﻟﺍﻭ ﺔﻳﻮﻐﻠﻟﺍ ﺔﺌﻴﺒﻟﺍ . ﺎﻨﺣﺮﻃﻭﺍﻭ ﺝﻼﻌﻟﺍ ﻕﺮﻃ ﺾﻌﺑ ﻥﺎﻛﺭﺃ ﺎﻤﻴﺳ ﻻﻭ ، ءﺎﻄﺧﻷﺍ ﻩﺬﻫ ﺔﺠﻟﺎﻌﻤﻟ ﺔﻣﺯﻼﻟﺍ ﺕﺎﻬﻴﺟﻮﺘﻟ ﺔﻴﺴﻳﺭﺪﺘﻟﺍ ﺔﻴﻠﻤﻌﻟﺍ : ﻦﻴﺑ ﺎﻣ ﻥﻭﺎﻌﺘﻟﺍ ﺓﺩﺎﻳﺯ ﻦﻣ ﺪﺑ ﻻﻭ ، ﺞﻬﻨﻤﻟﺍﻭ ﺐﻟﺎﻄﻟﺍﻭ ﺱﺭﺪﻤﻟﺍ ﺭﺎﻤﻀﻤﻟﺍ ﺍﺬﻫ ﻲﻓ ﺎﻬﺗﺪﻋﺎﺴﻤﻟ ﺔﻴﺑﺮﻌﻟﺍ ﻝﻭﺪﻟﺍ ﺔﻌﻣﺎﺟﻭ ﺔﻴﺑﺮﻌﻟﺍ ﻝﻭﺪﻟﺍﻭ ﻲﺟ ﻦﻴﺟ ﺔﻌﻣﺎﺟ. ﺎﻨﻟﺍ ﻲﻓ ﺖﻧﺎﻛ ءﺎﻄﺧﻸﻟ ﻉﻮﻗﻭ ﺔﺒﺴﻧ ﻰﻠﻋﺃ ﻥﺃ ﺎﻨﻈﺣﻻ ﺎﻤﻛ ﺔﻴﻟﻻﺪﻟﺍ ﻢﺛ ﺔﻳﻮﺤﻨﻟﺍ ﺔﻴﺣ ﺐﻟﺎﻄﻟﺍ ﻞﻌﺠﻳ ﺎﻤﻣ ﺔﻴﻨﻴﺼﻟﺍ ﺔﻐﻠﻟﺍ ﺎﻬﻴﻠﻋ ﺮﻓﺍﻮﺘﺗ ﻻ ﺕﺎﻳﻮﺘﺴﻤﻟﺍ ﻩﺬﻫ ﻥﺇ ﺫﺇ ، ﺔﻴﻓﺮﺼﻟﺍﻭ ﺔﻓﺪﻬﺘﺴﻤﻟﺍ ﺔﻐﻠﻟﺍﻭ ﻡﻷﺍ ﺔﻐﻟ ﻦﻴﺑ ﺎﻣ ﻂﻠﺨﻳ . ﺔﻐﻠﻟﺍ ﻢﺴﻗ ﺐﻟﺎﻃ ﻥﺈﻓ ﻚﻟﺫ ﻦﻣ ﻢﻏﺮﻟﺍ ﻰﻠﻋﻭ ﻢﻬﻧﻷ ﺔﻴﺑﺮﻌﻟﺍ ﺔﻐﻠﻟﺎﺑ ﻦﻳﺪﻴﺠﻟﺍ ﺏﻼﻄﻟﺍ ﻦﻣ ﻥﻭﺪﻌﻳ ﺔﻌﺑﺍﺮﻟﺍ ﺔﻨﺴﻟﺍ ﻯﻮﺘﺴﻣ ﻲﻓ ﺔﻴﺑﺮﻌﻟﺍﻀﻗ ﺎﻫﺮﻴﻏﻭ ﺖﻳﻮﻜﻟﺍﻭ ﺔﻳﺩﻮﻌﺴﻟﺍﻭ ﺲﻧﻮﺗﻭ ﻥﺩﺭﻷﺍ ﻞﺜﻣ ﺔﻴﺑﺮﻌﻟﺍ ﺩﻼﺒﻟﺍ ﻯﺪﺣﺇ ﻲﻓ ﺔﻨﺳ ﺍﻮ ﻝﻭﺪﻟﺍ ﻦﻣ . ﺔﻌﻣﺎﺠﻟﺍ ﻲﻓ ﺔﻴﺿﺎﻤﻟﺍ ﺕﺍﻮﻨﺴﻟﺍ ﺔﻠﻴﻃ ﺏﺮﻋ ﻦﻴﺳﺭﺪﻣ ﺩﻮﺟﻭ ﻰﻟﺇ ﺔﻓﺎﺿﻹﺎﺑ ﺔﺒﺳﺎﻨﻤﻟﺍ ﺔﻳﻮﻐﻠﻟﺍ ﺔﺌﻴﺒﻟﺍ ﺏﺎﻴﻏ ﻲﻓ ﺏﺮﻌﻟﺍ ﻊﻣ ﻙﺎﻜﺘﺣﻻﺍ ﺹﺮﻓ ﻢﻬﻟ ﺢﻴﺘﻳ ﺎﻤﻣ . ﺎﻤﻛﻛﺬﻟﺍ ءﺍﺩﺃ ﻦﻣ ﻞﻀﻓﺃ ﺙﺎﻧﻹﺍ ءﺍﺩﺃ ﻥﺃ ﺎﻨﻈﺣﻻ ﺭﻮ . ﻰﻠﻋ ﺕﺎﺒﻟﺎﻄﻟﺍ ﺩﺍﺪﻋﺃ ﺓﺩﺎﻳﺯ ﺎﻨﻈﺣﻻﻭ ﻢﻟﺎﻌﻟا تﺎﻐﻟ ﻞﻛ ﻊﻣ ﮫﺑﺎﺸﺘﺗ ةﺮھﺎﻇ هﺬھو ،رﻮﻛﺬﻟا بﻼﻄﻟا داﺪﻋأ . ﺔﻐﻠﻟا ﺲﯾرﺪﺗ ﺔﯿﻤھأ ﻰﻠﻋ ءﻮﻀﻟا ءﺎﻘﻟﺈﺑ ﺔﺳارﺪﻟا هﺬھ ﻢﮭﺴﺗ نأ ﻮﺟرأ ، ﺪﻌﺑو ﻢﻋد ﻲﻓ ﻢھﺎﺴﺗ ﻲﻛ ﺔﺳارﺪﻟا هﺬھ ﻲﻓ ﺮﻈﻨﻟﺎﺑ نﻮﻟوﺆﺴﻤﻟا مﻮﻘﯾ نأو ، ناﻮﯾﺎﺗ ﻲﻓ ﺔﯿﺑﺮﻌﻟاا ﻢﺴﻘﻟا دﻮﮭﺟ ﺔﯿﺑﺮﻌﻟا ﺔﻐﻠﻟﺎﺑ بﻼﻄﻟا ىﻮﺘﺴﻣ ﻊﻓﺮﻟ ﺔﯿﻣاﺮﻟ . نوﺮﺧﻷا ءﻼﻣﺰﻟا مﻮﻘﯾ نأو ﺐﻟﺎﻄﻠﻟ ﺔﻣﺪﺧ ، ﺎھﺮﯿﻐﺑ ﻦﯿﻘﻃﺎﻨﻠﻟ ﺔﯿﺑﺮﻌﻟا ﻢﻠﻌﺗ تﻼﻜﺸﻣ ﻦﻣ ىﺮﺧأ ﺐﻧاﻮﺟ لﺎﻤﻜﺘﺳﺎﺑ ءاﻮﺴﺑ ءاﻮﺳ ﺔﯿﺑﺮﻌﻟا ﺔﻐﻠﻟاو . ﻲﺒﺴﺣو ، ﻲﺴﻔﻧ ﻦﻤﻓ تﺄﻄﺧأ نإو ، ﷲا ﻦﻤﻓ ﺖﺒﺻأ نﺈﻓ ﺐﯿﺼﻧ ﺪﮭﺘﺠﻣ ﻞﻜﻟو ، ﺖﻟوﺎﺣ ﻲﻧأ

This study aims at analyzing the writing mistakes made by fourth year students in the Arabic Department at Chengchi University in Taiwan. The results of the study showed that the mistakes made do not relate to the three main reasons represented in the mother language, the Arabic language and the mistakes of the students but exceed them to problems related to curricula and their content, the number of teaching hours, the modern methods and theories used, and the absence of the language environment and the reason why the student wants to learn Arabic. We have proposed some remedy methods and necessary guidance to deal with these mistakes especially when it comes to the milestones of the teaching process which include: the instructor, the student, and the curriculum. Cooperation between Chengchi University and the Arabic countries and the Arab League is a must to provide assistance in that regard. The study showed that the highest mistakes were in the, grammar, the semantic (indicative), and the morphological aspects because these aspects are not present in the Chinese language which creates confusion between the source language and the target language. Nonetheless, the fourth year students are considered good in the Arabic language because they spent one year abroad in one of the Arabic countries like Jordan, Tunisia, Saudi Arabia, Kuwait and other Arab countries and the presence of Arab instructors in the University which gives the students the opportunity to interact with Arabs in the absence of the adequate language environment. The study also showed that the performance of female students is better than male students, and that the number of female students exceeds the number of male students which reflects a phenomenon that spreads in many languages in the world.