A STUDY ON THE PROBLEMS WHICH IS EXPERİENCED IN PRONOUNCING ARABIC LETTERS OF STUDENTS STUDYING IN ARABIC –ADIYAMAN EXAMPLE-

Abstract

Among people the most robust means of communication is language in the context of social relations. Along with this case, each language has its own set of linguistic features. Each voice has its own idioms and adjectives in each language. One of the most important features of the Arabic language is the presence of the letters of throat and lisp. This feature makes Arabic different from many languages. It is normal for people who do not have lisp letters in their mother tongue to have difficulties in pronouncing lisp letters or letters whose names and adjectives are different. There are also some letters that are pronounced with only one letter in other languages. The most concrete example of this is the fact that the Arabic letters ح- خ- ه are only met with the letter "H". There are some letters in the Arabic language that are not available at all in Turkish. For example, ث - ح - خ - ص - ض - ط - ظ - We can give such letters.
It has been determined that our learners have difficulty in pronouncing their pronunciations in letters, and that they are from the throat and are lisp letters. If the letters are not sounded correctly, they will bring some misperceptions. For example, the letter "h" in the word "sahire" is the three letters in Arabic. "Sorcerer woman" when read with ح; "Mocking woman" when it is read with خ; When it is read with ه, it means "the woman who sleeps at night" and "the piece of plain land". For this reason, in order to avoid misperceptions, the letters must be pronounced correctly. In this study, questions were asked to determine the level of pronunciation of Arabic letters in Adıyaman University Arabic Teacher Education students and statistical findings related to them were discussed.
We would like to say that we believe that it is necessary to provide such equipment from time to time in order for our students to be educated and educated in a healthier and realistic light environment. Since our students come from all regions of Turkey, Some of them are graduates of Imam Hatip High School and some of them are other high school graduates, it is not possible to pronounce Arabic letters in the same place. This needs to be welcomed as normal for some time and to be sensitive about correcting the errors periodically.
With this work, we can say that we have achieved the purpose we want to achieve in the pronunciation of Arabic letters. We must not state that this study is a motivation for both students and our instructors. Our aim is to reduce the difficulties we experience and to give our students a more ideal level of education.