SU'UBAT TA'ALLUM AL-MANSUBAT LIL-TULLAB AL-NATIQIN BI GHAYR AL-LUGHAH AL-'ARABIYAH [DIFFICULTIES IN LEARNING THE ACCUSATIVE FOR NON-ARABIC SPEAKING STUDENTS]

Abstract

Abstract: The importance of grammar is that it is one of the sciences of the Arabic language and its pillar. It studies the control of the word, its type, and the state of the endings of words in terms of inflection and construction, and identifying the correctness or weakness of linguistic structures, nouns, verbs, letters, built, inflected, static, derived, accusative, raised, and jussive. For this reason, this science was created to describe the way Arabs speak, avoid mistakes, and enable non-Arabic speakers to understand, write, and read the Arabic language, which has advantages, characteristics, and difficulties that made non-Arabic speakers find it difficult to learn some of them, such as accusatives in grammar. The problem of this lies in researching the difficulties that non-Arabic language learners face when studying accusatives, differentiating between them, inflecting them, knowing their inflection mark, and extracting them. Therefore, this study aimed to identify the most important difficulties that non-Arabic speaking students face in learning accusatives. It also aimed to measure students' ability to extract, differentiate, and formulate accusatives, and provide appropriate solutions to overcome the difficulties they encounter. The study used the quantitative approach to achieve the study objectives. The study sample was selected in a convenient way and consisted of (140) students from the second, third and fourth year of the Bachelor of Arabic Language Studies at the Faculty of Languages ​​and Communication at Sultan Zainal Abidin University. Data was collected through the study tools to measure the difficulties of learning the accusatives. The questionnaire consisted of (51) paragraphs that included three areas: difficulties related to the students themselves, difficulties related to the scientific material assigned to the students, and difficulties related to teaching methods and faculty members. The results of the study showed that the difficulties related to the students themselves are the largest challenges facing non-native Arabic speakers, then difficulties related to the scientific material, and finally difficulties related to the faculty and teaching methods. There were no statistically significant differences in the level of difficulties facing students due to gender, academic level, or nationality.