الفهرس 
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Abstract
Researchers have shown that second language learners are less sensitive than native speakers to morphological structure in general (Clahsen, et al, 2010). Therefore the goal of the current study is to determine what challenges the second language learners face during learning Arabic morphological system, what morphophonemic rules the learners fail to learn, and then putting some suggestions to improve the process of teaching Arabic language to foreigners.
This study is not concerned with classical Arabic or with Arabic as written scripts; it is concerned with spoken Egyptian colloquial Arabic. This study is conducted with 16 non-native learners divided into two groups: Intermediate high level and intermediate low level. Each group contains 8 students, their ages vary from 20 to 45 years old, and they come from different countries to study Egyptian colloquial Arabic at the Faculty of Arts, Alexandria University.
The data is collected via morphological production task with other methods. The recorded speech of the participants has been analyzed, by using the manual rating methodology, to find the areas of difficulties in learning Arabic morphemes and morphophonemic rules.
The overall results have illustrated that Arabic learners face many grammatical difficulties, for instance: Pronouns -- mainly, relative pronouns, the usage of definite article / ʔil /, superlative structure, broken plural, noun agreement -- mainly, in case of plurality agreement, and last but not least, some difficulties in verb negation.
In the domain of morphophonemic rules, the difficulty has been in failing to apply some rules, for instance: The deletion of short vowels, and addition of the /t/ sound as in /xæmæs- tiyyæ:m /.
The study has concluded that despite the superiority of the first group in some domains in this task, both groups face some common difficulties, which strongly supports of the error analysis hypothesis.