Recurring errors in the use of the definite article: Causes and pedagogical responses

Abstract

Recurring grammatical errors in the use of the definite article ال (al) in noun-noun and noun-adjective phrases remain common among learners of Arabic, even at intermediate and advanced levels. This study explores the reasons behind these recurring errors from learners’ own perspectives. Using a mixed-method design, the research analyzes 153 learner writing samples from two Lebanese universities and conducts semi-structured interviews with 21 students from universities in the United States, Canada, Europe and the United Kingdom, and Lebanon. Triangulation of these data sources offers a comprehensive perspective of recurring errors. Findings uncover that first-language (L1) interference, the complexity of Arabic grammar, and limited corrective feedback among others are key contributors to recurring errors. The study highlights the need for reinforcing core grammatical structures, experiential learning, building an Arabic cognitive community and timely targeted feedback, offering practical implications for improving Arabic language teaching globally.