گل نوش شفاعی

In recent decades, a growing number of non-Persian speakers have been visiting Iran, eager to gain a deeper understanding of Iranian culture and civilization. Simultaneously, there has been a notable influx of Arabic-speaking students enrolling in Iranian universities. Therefore, in this research, an attempt has been made to examine the Persian writing structure of advanced-level Arabic language learners from the corpus-based perspective. The study aims to discern spelling and technical errors in their written works, adhering to the writing guidelines established by the Persian Language and Literature Academy. To achieve this objective, a corpus consisting of 151 Persian essays from Arab learners from Iraq, who underwent the Persian proficiency test at Imam Reza International University, was compiled. The corpus consists of 3234 types and 32096 samples. Utilizing the Wordsmith software, word frequencies were extracted from the essays. Employing content analysis, the study scrutinized various error types, including spelling/stylistic errors, semi-space deletion errors, space deletion errors, space insertion errors, cross-typing, and separate writing. The findings highlighted that the most prevalent errors were in the category of space insertion, followed by semi-space deletion errors, spelling/stylistic errors, and spelling errors. Separate writing exhibited the lowest occurrence, with no errors identified in the category of space deletion. The analysis revealed that these errors predominantly originated from intra-language factors, specifically second-language learning and developmental errors.