Abstract:

This study seeks to analyze the writings of Arabic language learners from non-native speakers after they finish learning level (advanced). In order to describe how in fact they use the means of textual cohesion (grammatical and lexical) in their writings. Then, to discover the quality of this usage in terms of correctness and wrongness, and to figure out how much it's used in terms of lack and plentifulness. Other than that, to achieve the goals of this study I chose samples of students' writings of writing skills final exam for level (advanced). These samples are for 15 students. This study has led to some important results: 1. Percentage variedinthe existence of these means in the students' writings. Reference came as the top widely used mean of textual cohesion, followed by linking and then repetition. Whereas usage of the other means of textual cohesion was very few, and it was not used in all writings which weakened the characters of textual cohesion in students' writings. This result showed the students' weakness in textual efficiency. 2. The most commonly used means of textual cohesion, by Arabic language learners from non-native speakers after they finish learning level advanced, are: "waw (and) – aw (or) – fa – laken (but) – bal (but rather) – etha (if)- besabab (because) – direct repetition" 3. The results of the research showed that most of the learners mistakes are concentrated in using linking and reference tools. This study came out with these important recommendations: 1. The importance of reconsidering curriculums being taught to Arabic language learners from non-native speakers. Thus adapting them to fit with students' needs and mistakes. 2. Building training programs to develop the textual efficiency for the Arabic language learners from non-native speakers

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