تأثیرنظام نوشتاری و خط فارسی بر آموزش زبان فارسی به زبان‌آموزان عرب (علل خطاهای املایی و رسم‌الخطی فارسی‌آموزان عرب‌زبان)

Analyzing the Persian written errors of students can help to identify the problems and shortcomings of the Persian script, and by using this tool, we can understand the problems of Arab learners in learning words, phonemes, pronunciation and their impact on spelling, and ultimately the role of learner in the process of teaching the Persian language to the non-Persian speakers in all four language skills. By classifying their errors and analyzing them and providing useful solutions, we can improve the quality of learning learners.Therefore, our purpose in this study is to analyze the causes and how this kind of errors make in the mind of the learner, pronunciation, and writing. On the other hand, the causes of a significant number of written and spelling differences caused by the Persian script while arabs are learning, can be considered as intralinguistic (native language) or extralinguistic errors. One of the results of this study is the identification and categorization of Persian script and writing errors as well as the provision of educational solutions that can be one of the most important and essential teaching the writing to Arab learners of Persian; In particular, in addition to spelling, the role of the script in reading and writing skills is also very prominent. It is effective in accelerating learning of learners.

Extended Abstract:
Acknowledgment
The analysis of errors in this research is considered as a part of applied linguistics and it has been considered, since a long time ago, as a tool to find the obstacles and problems of education.
In this regard, the inconsistency of the Persian writing and spelling system with the Arabic language is one of the main factors in the occurrence of writing errors of these language learners; in such a way that there is no clear relationship between the written form of letters and their sound in Persian (the phonetic difference of words) and, about those consonants with the same pronunciation in Persian that are also exist in the Arabic language although with different pronunciation, such as the same pronunciation of the sound /z/ in Persian which are associated with the letters ز، ض، ظ or the sound /s/ with the letters س، ص، ث، in the writing and handwriting of Arab-speakers, which is a very common source of scribal error (interlingual error).
The grammatical and spelling errors that are investigated in this area are divided into two important categories. Such errors are known as "phonological errors" that occur in the field of letters and alphabets of the Persian language and mostly occur at the introductory level; but due to the lack of common phonemes in the second language (Persian), most of these errors remain even at advanced levels. These types of errors (phonetic and pronunciation errors) also affect the writing of Arab students learning Persian as a second/foreign language. This research has been performed based on the theory and framework that James (1998) presents regarding error analysis in three contextual, textual and discursive levels and four main groups. Using such details, James classifies errors into spelling, mechanical, lexical and grammatical (structural and syntactic) errors. In this research, we deal with the first part of the group of errors (that is spelling errors) which are divided into phonemic and writing errors (James, 1998, 185-184). In the phonetic section, we will discuss two groups of vowels and consonants based on phonetic processes, and in the writing section, we will evaluate errors based on the writing style of Persian characters and symbols.
 
Methodology
This research is a library and field research because a part of the research (the study of theoretical foundations and literature review) was conducted and compiled using library sources and the other part is field research. The research tools were interviews and class homework sheets of the language learners. To carry out this research, after library studies, the errors of language learners have been selected and categorized comparatively by selecting repeated errors with high frequency, in the way we have discussed in the article. Also, error analysis has been quite practical. It is done by using appropriate tools and based on the experience of classroom teaching during teaching and it is practical in terms of results and goals.
The statistical sample of the research includes 80 Arab language learners; mostly of Iraqi, Syrian and Lebanese nationalities who have been studying in the Persian language teaching center for non-Persian speakers, Qazvin, Iran
Results
The results of the data analysis show that 98 cases of spelling errors with their types and subgroups were examined. In the field of spelling errors, 57 cases of the language learners' errors are related to spelling-phonological errors.
 
Conclusion
Among the phonetic differences between Persian and Arabic languages (consonant and vowel), most of them are intra-linguistic errors, and 41 cases are related to script errors. Among the phonetic differences between Persian and Arabic languages (consonant and vowel), most of them are intralinguistic errors, and 41 cases are related to writing errors.
 
Conflict of Interest
The authors have no conflict of interest.
 
 Acknowledgment
We are grateful to the Persian language learners of the International College of Tehran University of Medical Sciences, who helped us in this research.