The Impact of Native Arabic on English Writing as a Second Language (original) (raw)
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The Impact of L1 Arabic on L2 English Writing
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This study explores the correlation between Arabic proficiency and English language performance in the writing skill of grade nine Emirati male students. A distinction between two styles of Arabic (MSA and Colloquial) was necessary to specify the source of negative transfer. Despite the fact that Arabic is the students’ mother tongue, they still making errors in writing in their mother tongue due to the interference of their colloquial language style. This low proficiency in MSA (Fus`ha) caused ample errors in writing in English as a second language. Having higher proficiency in MSA (Fus`ha) attributes to positive transfer into the target language (English). The study was held in four stages in which the researcher examined the students’ performance in the first two stages through controlled task of sentences translation, and a free writing of a short paragraph. Stage three included semistructured interviews with three Arabic language teachers who are teaching the same grade in the ...
The purpose of this study is to investigate whether the grammatical errors committed by the Female Saudi Students can be attributed to their mother tongue interference. This study analyses 120 English essays written by Arabic speaking Saudi Female Students studying at Prince Fahad Bin Sultan University. Since the researcher's mother-tongue is also Arabic, the interference of Arabic language committed by these students was easily found upon examining their writings. The findings of this study revealed that the transfer of Arabic linguistic structures influenced the English writings of Saudi Female Students on the grammatical level. Furthermore, the English writing skill of the Saudi Female Students needs development. The study concluded that the percentage of the total grammatical errors committed by the Saudi students was 1179 errors. Out of the 1179 errors, 59 errors were in Active and Passive Voice, 118 errors in plurality, 118 errors also in articles, 165 errors in the use of word order, 188 errors in prepositions, 244 errors in Verb Tenses and Form, and 306 errors in Subject-verb agreement which is the highest percentage of errors as a result of the effect of the L1. On the basis of these findings, a group of recommendations and some pedagogical implications for educators and policy makers were provided to improve the EFL teaching-learning process.
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This study investigated the syntactic errors of the English Noun Phrase (NP) committed by Saudi female students at Princess Noura University. The purpose of the study was to investigate Arabic interference in learning English as a Foreign Language writing. An overview of related literature confirmed the existence of many prior studies finding that Arabic structures interfered in one-way or another with students' English writing. An error analysis (EA) was conducted on 178 student essays based on James' (2013) model, supplemented by a comparative analysis between Arabic and English to find the sources of interlanguage errors. The EA identified, described, classified, and explained errors through a process that included a comparison between interlanguage and intralanguage errors and a detailed classification of errors into the main NP categories and subcategories. A questionnaire was administered to English teachers to find if there was an influence of those errors on text comprehensibility. The results revealed that: correct NPs were more frequent than incorrect NPs; interlanguage errors were more frequent than intralanguage ones; that interlanguage errors were most frequent in Articles, Pronouns, Nouns, and Prepositions; and the sources of NP errors were related to the structural differences between Arabic and English. Finally, the results revealed that most frequent errors did not have a noticeable influence on text comprehensibility.
English-Speakers' Errors in Arabic as L2 Writing System: A Teacher Perspective
Journal of Education and Practice, 2018
Errors are significant in terms of understanding the acquisition, competence, difficulties, and development of L2 writing. Within the framework of second language writing system (L2WS), this study investigates teacher perspectives on Arabic writing errors made by English-speaking learners in L2 classes. The results suggest that numerous difficulties seem to face the English-speaking learner of L2WS Arabic, as mentioned by the interviewees, such as the move from a fairly dot-free system into a dot-full system. Nine categories emerged and described by the interviewees as the common writing errors; namely 1) letter shape including teeth and size; 2) direction, 3) dots, 4) phonological issues, 5) spelling issues, 6) letter connecting, 7) letter doubling, 8) letterforms, and 9) other errors. According to the interviewees, the reasons of making these errors in such a context are mixture of phonological differences; orthographic differences, spelling error causes; and other reasons. Several suggestions also were voiced by the interviewees in order to develop the teaching methods of Arabic as L2WS. Acknowledgment: the author is thankful to the research centre at Arabic Linguistics Institute for their generous support. Thanks are also extended to researchers who reviewed this article and responded with valuable feedback.
English Education Journal, 2017
The process of second language learning has been influenced by so many factors, the mother tongue (L1) maybe the one of the greatest factors. When the rules of the two languages contact that is called ‘language transfer’. Two results might be caused when the second language learner tries to recall one of his/her mother tongue’s items: positive transfer or negative transfer. In this study, the researcher focuses on the negative transfer or mother tongue interference in English writing. A big number of linguists have researched the influence and the relationship between L1 and L2 learning. Many studies indicate that for EFL students, there tends to be interference from their first language in the process of writing in English. This paper mainly focuses on some factors of the grammatical, namely subject-verb agreement, tenses, articles and prepositions, influence of L1 “Arabic” in L2 “English” writing learning, and the L1 transfer to English writing. The participants of this study were...
Macrolinguistics, 2020
Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants' dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.
InternationalJournal of Linguistics, Literature and Translation, 2021
This research focuses on the phonetic distinctions between Arabic and Turkish and the student's work. Based on ACTFL writing competence requirements, the morphological and syntactical differences between Arabic and Turkish in writing an essay about the student's summer vacation. Also, what is the impact of L1 on L2 and L3 writing proficiency? Additionally, the phonological and morphological differences between Arabic and Turkish, and syntactical variations in Arabic and Turkish. Lastly, a grade 11 trilingual IB student is a case study of the research. Also, CBI (content-based instruction method) and different methods could help students enhance their writing proficiency.