types of errors

In the history of Quranic sciences, particularly the science of Qira’at, the discipline of Waqf wa Ibtida’ (pausing and resuming) holds significant importance among Islamic scholars. Numerous works have been authored in this field, one of which is ‘Ilal al-Wuquf by the 6th-century scholar Moḥammad bin Tayfur Sajawandi. In this work, Sajawandi classifies pausing into six categories, elaborates on the criteria and definitions for each, and then applies these categories to specific pausal positions throughout the Quran. While Sajawandi’s efforts are commendable and generally accurate, it appears that in a few instances, he may have erred or deviated from his established criteria. This study aims to identify and analyze these errors through a critical and analytical method, focusing on the grammatical structure (I’rab) of phrases and sentences in the Quran while using the very criteria Sajawandi outlined for defining and determining pausal positions. The analysis reveals that in certain cases, Sajawandi’s determinations contradict grammatical considerations or his stated principles. Such errors include instances where: 1. He designated a pausal position where pausing is grammatically or contextually inappropriate, 2. He prohibited pausing where it is valid, or 3. The hierarchical ranking of a pause differs from the classification he provided. This study identifies and evaluates these inconsistencies, contributing to a deeper understanding of Sajawandi’s methodology and the broader discipline of Waqf wa Ibtida’.

Making errors in the process of learning German, generally also has positive aspects, because it indicates the level of linguistic knowledge and specifies ambiguous points in the learning process of the learner.  Many of the mistakes of language learners are hidden because such errors are only identified by the practical use of language, orally or in writing or after clarification by the speaker.   Basically, hidden errors can be seen in sentences despite a grammatically accepted structure, or after the additional explanations of the language learner or after a complete study of the text.  The present article follows the hypothesis that one of the causes of hidden or latent errors is the lack of knowledge of language learners (especially Iranian learners) in pragmatics or semantics, which are linguistic fields that discuss  the impact of context on meaning. They include the speaker's attitudes and beliefs and his level of understanding, including his knowledge of how to use language. The existence of cultural and social differences between the origin of the two languages (Iran and Germany) fhas a major effect on the occurrence of errors. This requires additional explanations.While investigating the factors causing errors in the field of pragmatics and the possibility of reducing and eliminating such errors, the present article examines the question of whether paying attention to pragmatics along with learning the different meanings of words in the structure of a text and paying attention to the intended meaning is effective in reducing errors and using the correct words.

Background research:

Most of the articles and theses in the field of German language education have dealt with the topics of teaching grammar, practicing vocabulary and other educational topics and literary approaches. However, so far, there has been no mention of pragmatics in the process of teaching and learning German.

In order to investigate the presence of pragmatic errors in learners and to obtain a reliable result, 66 written answer sheets of Iranian language learners engaged in learning German have been investigated by field method. Language learners were required to write a text related to a given subject. Students were present and were not allowed to use dictionaries or mobile phones.

The detailed examination of the written sentences of the experimental group clearly shows the weakness and lack of knowledge of the majority of Iranian language learners about pragmatics or semantics, which is the cause of errors, namely those that can only be recognized by considering the text and the topic.The presence of the mentioned errors will lead to the non-compliance of the language knowledge of Iranian language learners according to the approved standards of the Common European Framework of Reference for Languages (CEFR). Therefore, teachers should pay close attention to pragmatics and semantics in order to teach the language learners the ability to present correct and appropriate sentences. This is considered one of the most important duties of the teacher in the educational course.Considering the fact that most language learners due to various personal reasons rarely participate in practical activities of the German language their teachers will be their main motivators to practically apply the learned language.It is mainly the continuous use of the language that reduces the number of errors, especially those in pragmatics and semantics. Therefore, teachers are required to pay attention to the existence of linguistic and cultural differences between the language of origin and the destination language in order to reduce errors in the mentioned category.