/r/ /l/

2010 2011

/r/ /l/

/r/ /l/

k q

b d

f s x h

z

m n

r

l

w j

/i,a,u/ Hanan 2007

Husaam 2005 Manaaf 1998

1

Card 1983 Hanan 2005 1990

/r/ /l/

2008 2004 1996

/hi/ /hu/ /h/ /i/ /u/ /hi/ [çi]

/hu/ [ ]

/ti/ /tu/ /t/ /i/ /u/ /ti/ [ ]

/tu/ [ ]

/si/ /s/ /i/ /si/ [ ]

/ / /si/

CV CVV CVC CVVC CVCC

CV CVV CVC CVVC CVCC Al-Ani

1973 Aniis 1984

coda

hearing 1 3

6 1 El-arabiya Bayna Yadayika1

Alif Baa2

2 3 Al-Kitaab i Taallum al- Arabiyya3

2 3

2010 2011

1 3 1

2 3

15

2 2 1 2

19

3 3 1 2

3

17

1 3 51

r l2010 2011 48

/r/ /l/ /r/ /l/ 8

r l

37 1 14 2 12 3 7 4 3

2 1

1 3 51

313 2

r lr ll r

4538

83

h

hh

hh f

h

32241151

73

3116

47

811419

42

nh

523311

15

hfx

832

13

541

10

q kq kk q

62

8

x x 6 6

xfj

3111

6

s

ð zf

3322

10

313

2

/r/ /l/

/r/ /l/ /h/

313 8

/x/ / /

313 47

1 6

r l

2010 2011 /r/ /l/ 78.94

/r/ /l/ 3 4

5 6

r l74.66 86.4880.40 75.3384.12 72.6379.73 78.15

r l37.5/100 (62.5) 50/100 (50)37.5/100 (62.5) 37.5/100 (62.5)

25/100 (75) 37.5/100 (62.5)

1 14 72.77%2 12 81.08%3 7 83.04%4 3 84.73%

1 93.75%

100 190 1080 570 1260 840 1

/r/ /l/

/l/ /r/ 2

/r/ /l/ 100 25

60 70

12

/r/ /l/

Kasim (2010) /r/ /l/

/r/ /l/

2007 /h/ / /

2007 20

/r/ /l/ /r/ /l/

/l/ /r/

2

/r/ /l/

/r/ /l/

/r/ /l/

/r/ /l/

/r/ /l/ 100 25

37 /r/ /l/ 100

27 70 /r/

/l/

/h/

/hi/ /hu/

Briere, Campbell and Soemarmo 1983 2008

1

2

3

Al-Ani (1973) The phonological structure of the syllable in Arabic .American Journal of Arabic

Studies 1.37-49

Aniis Ibrahim(1984) il-aswaat il-laghawiya. Makatabit il-angolo il-misiriya. Cairo

Briere Eugene J., Campbell Russell N., Soemarmo. (1983). A need for the syllable in contrastive

analyses . Second Language Learning Contrastive Analysis, Error Analysis, and Related Aspects.

The University of Michigan Press. 63-72

Card Elizabeth Anne (1983) A phonetic and phonological study of Arabic emphasis.

Ph.D.dissertation. Cornell University.U.M.I.

Hanan Ra k Mohamed 1990

Phono- Laryngograph . . 9.

51-64

(2005)

(2007)

. Dar Elibdaa Lilsahaafa wi Elnashir wi Eltawziia Vol. 40. 63-74,Cairo.

Higazy, Mahamd Fahimy 1978 Madikal illa ilm il-laughah. Dar il-saqafah. Cairo

Husaam El-bahnasaawi (2005) El-dirasaat il-sawtiya Inda Olamaa El-Arab wi El-daras El-sawti El-

hadiis, Makatabit Zaharaa El-Sharaq, Cairo

KASIM Hosam Ahmed 2010 Dif culties of Learning Arabic for Japanese Student and Some

Suggestions for Their Improvement: A Study in the Light of Contrastive Analysis and Linguistics

Error Analysis 3 207-245

Manaaf Mahdi Mohamed (1998) Ilim il-aswaat il-laghawiya. Word of Books, Bierut, Lebanon

(2008)

8 63-72

(2004) EFL

3 17-22

(1996)

2007 2007

In this paper, I discuss the listening problems of Japanese Arabic learners focusing on the is-

sue of / r / and / l /. First, I introduce a contrastive phonetic analysis of Arabic and Japanese. Follow-

ing this, I analyze learners errors through listening investigations. These investigations show that the

problems arise from the interference of the learners mother tongue, i.e., Japanese. The summary of

learners errors is as follows:

1) The most dif cult problem for Japanese Arabic learners is distinguishing between / r / and

/ l /.

2) The percentages of correct answers for word-initial / l / and word- nal / r / are slightly high-

er compared with other positions. Based on these results, I conclude that these two positions are easier

to learn than other positions. Therefore, I recommend starting practicing from these two positions.

3) The range of correct answers for / r / and / l / is between 100% and 25%. This implies that

there is a huge difference among the learners. In order to clarify the cause of this difference, it is im-

portant to understand at what age the learner started to learn a foreign language, the experience of

learning a foreign language, and other elements.

4 Voiceless glottal fricative / h / is obviously dif cult for learners. This could be because the

possibility of the in uence of Japanese / hi / and / hu / is high.

5) Distinguishing between pharyngealised and non- pharyngealised sounds is dif cult.

6) The incorrect answers of velar fricative / x / and / / is about half of the incorrect answers

of pharyngeal fricative / / and / /.Based on this, I conclude that the acquisition of velar fricative

sounds is easier than pharyngeal fricative sounds to the learners.

7) Distinguishing between glottal stop / / and vowels is dif cult.

8) Distinguishing between velar stop / k / and uvular stop / q / is dif cult.

Finally, I suggest not only segment-level investigations, but also syllable-level investigations

in order to make the actual situation of Japanese Arabic learners even clearer for future studies.