The Challenges of Learning Phonemes of Arabic Language as a second Language

Abstract

 The problem of the research was determined that the researcher noticed many learners of Arabic as a second language in the program of competence in Arabic for non-native speakers of Language and Culture at the Institute of Arabic Linguistics Department at King Saud University, facing challenges in learning Arabic phonemes.  The research aimed to identify the challenges of the three components: (phonetic, skill, social) to learn Arabic sounds as a second language, and to achieve this, the research followed the descriptive analytical approach to the subject literature.  One of its results was;  The challenges of the phonemic component are: (The variation in exits and attributes, or the difference in their features, or their proximity; affects their distinction, perception, or alteration, and that the challenges are not of a single style, governed by individual differences between learners (nationality, gender, language, age). psychological, social, motivation, goals...), the educational environment (internal): (teacher, books, equipment, activities, place...) and external: (community language, open society...), and the challenges of the skill component,  They are: (that it constitutes the reception or pronunciation of sounds of vocabulary and structures that are similar, dissimilar, or merging; it may affect the intention of the linguistic message), and the challenges of the social component are: (Language use in the general social environment affects phonemes in pronunciation, perception, or accent).  In light of the results of the research, the researcher recommended the need to develop special programs to deal with the challenges of learning the phonemes of the Arabic language as a second language, and to pay attention to the phonemic aspect and its strategies at all levels.