Analysis of common linguistic errors in the writings of Sana'a University students: a descriptive linguistic study

This study analyzes common linguistic errors in the academic writing of Sana'a University students from a descriptive linguistic perspective. It is based on a sample of 100 actual essays, randomly collected from the Faculties of Education, Sharia, and Commerce. The descriptive-analytical method was employed to identify and classify errors across four main linguistic levels: phonological, morphological, syntactic, and grammatical. These errors are then interpreted according to the models of interlinguistics as presented by modern linguistics.

The results reveaed a pattern of errors indicating the presence of a temporary “intermediate language” that forms in the student’s mind during academic writing, influenced by the local phonological system and the everyday oral environment. Spelling errors were found to top the list of recurrences at 92%, followed by grammatical errors at 4.3%, semantic errors at 4%, and morphological errors at 2.5%.

The study provided a qualitative and quantitative analysis of these linguistic deviations as systematic representations of a temporary internal deficiency in linguistic competencies, rather than as incidental disturbances. The study recommended proposing the development of databases for university language performance, which would pave the way for linguistic reforms based on realistic scientific analysis rather than preconceived normative judgments.