<![CDATA[Language errors in Arabic learning refer to deviations from the standard rules of Arabic made by non-native learners. These errors span phonology, morphology, syntax, semantics, and pragmatics, potentially hindering effective language acquisition. This study aims to examine the types of language errors in Arabic learning, analyze their causes, and propose relevant teaching recommendations. The method employed is a qualitative literature study that gathers data from academic journals, books, articles, and related websites. The findings reveal that syntactic and phonological errors are the most common, primarily caused by first language interference, poor understanding of Arabic grammar, and non-contextual teaching approaches. These results highlight the importance of error analysis-based strategies to improve the quality of Arabic language instruction.]]>
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