Pronunciation difficulties in the consonant system experienced by Arabic speakers when learning English after the age of puberty

Abstract Vocabulary development can be achieved by helping the foreign learner of English to acquire productivity and non-productivity in English derivation. In addition, the English productive derivatives should be given special attention in teaching to and learning by native-Arabic speakers because the Arabic language is a language of derivation and it is highly productive. This paper tests how the adult native-Arabic speakers learning English as a foreign language acquire English productive and non-productive derivatives. This will be done by comparing productivity in standard written Arabic and standard written English through contrastive analysis. The concept of contrastive analysis (CA) is initially called upon the fact that Arabic is a language of productive derivation while English is a language of more than one source of word-formation; borrowing, compounding and derivation. Moreover, productivity in English is not high. Secondly, morphology is subject to avoidance phenomenon by foreign learners. Hence, the predictive value of CA and also its testing in this paper should be very helpful for English teachers to native-Arabic speakers learning English and other foreign learners, language acquisition researchers, applied linguists, methodologists and textbook-writers.

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The Markedness in Acquiring Do-support in Negation and Inversion by Adult Native-Arabic Speakers Learning English

3L The Southeast Asian Journal of English Language Studies ◽

10.17576/3l-2017-2304-11 ◽

2017 ◽

Vol 23 (4) ◽

pp. 143-156

Author(s):

Elham Salem AL-Makatrah ◽

Mohamad Subakir Mohd Yasin ◽

Mohamed Zain Sulaiman ◽

Mohammad Irshaid Al-Khawaldeh

Keyword(s):

Arabic Speakers ◽

Native Arabic Speakers ◽

And Inversion ◽

Learning English

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NEED OF A SYNTAX-BASED INTERPRETATION FOR LEARNING ENGLISH AS A SECOND LANGUAGE AMONG ARABIC SPEAKERS

i-manager’s Journal on English Language Teaching ◽

10.26634/jelt.9.3.16032 ◽

2019 ◽

Vol 9 (3) ◽

pp. 49

Author(s):

FAROOQ OVEESA ◽

Keyword(s):

Second Language ◽

Arabic Speakers ◽

Learning English

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The Influence of French on Learning English Vocabulary for L1 Arabic Speakers: The Case of Secondary School Students in Algeria

European Journal of Teaching and Education ◽

10.33422/ejte.v2i1.188 ◽

2020 ◽

Vol 2 (1) ◽

pp. 179-189

Author(s):

Fatiha Sadouki

Keyword(s):

Secondary School ◽

Transfer Students ◽

Secondary School Students ◽

First Year ◽

School Students ◽

First Year Students ◽

Arabic Speakers ◽

The Cross ◽

Lexical Transfer ◽

Learning English

The present study is an attempt to explore the cross-linguistic influence of French on the learning of English vocabulary for L1 Arabic Speakers who have French as L2 and English as L3 in Algeria. In order to investigate this issue, 30 first-year students, at Metkanat Hasi El-ghara Al-gharbiya secondary school – Lmniaa in Algeria, were asked to do two exercises. Both of them is fill in the gap exercises. They were designed to find out how French knowledge affects English and what types of lexical transfer students encountered to be analyzed qualitatively. The findings showed that students tend to transfer from French. These findings support the idea that transfer occurs due to the similarities that exist between languages.

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The Effects of the Use of First Language on Learning English as a Second Language: Attitudes of Arabic EFL Learners

10.31235/osf.io/he7d6 ◽

2019 ◽

Author(s):

Abdulrahman Alzamil

Keyword(s):

Second Language ◽

English Language ◽

Language Attitudes ◽

First Language ◽

Efl Learners ◽

Arabic Speakers ◽

Language Classrooms ◽

Students Attitudes ◽

English Language Classrooms ◽

Learning English

Teachers may wonder whether the use of first language (L1) in the second language (L2) classroom is beneficial or detrimental to L2 learning. The present study investigates the attitudes of L1 Arabic speakers towards the use of English in the L2 classroom. The study examined the following: a) whether Arabic is used in English language classrooms; b) students’ attitudes towards their English teachers’ use of Arabic; c) students’ attitudes towards their classmates’ use of Arabic; d) whether the use of Arabic facilitates L2 English learning. The study was conducted with 149 male Saudi university English as a Foreign Language (EFL) learners studying in a Saudi English department. They were asked to complete two questionnaires: a) a background questionnaire; and b) an attitudinal questionnaire. The findings revealed that the participants believed that: a) Arabic is seldom used by their teachers; b) the use of English is more beneficial than Arabic to learning English; and c) Arabic can be used in some situations by teachers when communicating important information.

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