عنوان مقاله [English]
نویسندگان [English]چکیده [English]
The present research aims to analyze the orthographic errors of German-speaking learners of Persian at the elementary level. To do so, pieces of writing of 34 students were gathered via self-motivated method and examined based on the corpus of orthographic errors, using the frameworks proposed by Keshavarz (1994) and Ziahoseini (1999). 850 phonological, morphological, and orthographical errors were identified. Phonological errors were divided into four processes of incorrect substitution, incorrect addition, incorrect deletion, and incorrect order of graphemes. Also, the errors were classified into 2 groups of interlingual errors and intralingual errors on the basis of error origin. The results showed that 672 phonological errors were interlingual whereas 218 errors were related to intralinguial errors. In addition, 671 errors were classified as incorrect substitution, 316 errors as incorrect addition, 268 errors as incorrect deletion, and finally 25 errors as incorrect order of graphemes. The incorrect substitution of graphemes included both incorrect addition and incorrect deletion. Finally, the frequency of phonological processes in making errors was computed and presented in relevant tables. The research findings revealed that Persian as a second language had a greater impact on learners’ orthographic errors than did mother tongue.