Linguistic Error Patterns And Barriers To Arabic Language Acquisition Among Islamic University Students In Indonesia

Abstract

The acquisition of Arabic as a foreign language in higher education presents complex challenges involving structural linguistic and psycholinguistic factors. Arabic differs typologically from Indonesian in phonology, morphology, and syntax, which often leads to first language interference and the development of unique interlanguage systems among learners. This study aims to analyze the patterns and distribution of linguistic errors among university students, identify interlanguage phenomena in both written and oral production, and examine the influence of psycholinguistic factors, particularly foreign language anxiety, on learners' linguistic performance. This research employed a mixed-methods descriptive-analytical design. Data were collected through language production tests, analysis of students' written texts, foreign language anxiety questionnaires, and semi-structured interviews. Linguistic error analysis was conducted by classifying phonological, morphosemantic, and syntactic errors, while correlational statistical analysis was used to examine the relationship between foreign language anxiety and the frequency of linguistic errors. Instrument validity and reliability were ensured through expert judgment and internal consistency analysis. The findings indicate that phonological and syntactic errors were the most dominant categories, largely influenced by first language interference. The complexity of the Arabic morphological system, particularly root-and-pattern derivation and inflection, also contributed significantly to persistent errors in written production. Interlanguage analysis revealed that learners developed systematic but non-target-like linguistic systems, reflecting transitional competence in Arabic. Moreover, correlational results demonstrate a significant positive relationship between foreign language anxiety and the frequency of linguistic errors, suggesting that affective factors function as a barrier to effective language acquisition. This study contributes to the field of Arabic second language acquisition by integrating structural linguistic and psycholinguistic perspectives within an interlanguage framework. Practically, the findings provide an empirical basis for evidence-based pedagogical strategies, including explicit phonetic training, morphological awareness enhancement, contrastive syntactic instruction, and affective interventions to reduce foreign language anxiety. These results offer valuable implications for curriculum development and instructional practices in Arabic language education in higher education contexts.