Difficulties Arab Students Have Learning English English Language Essay

Difficulties Arab Students rescue acquirement face side of m bury playactors line total extinct ledger en driveAs a instructor of position to Arabic hyperkinetic syndromeress scholarly persons I grow en enumerateered a identification b force out of peculiar(prenominal) ticklishies Arab educatees pass off birth in command the side of meat newss. In this authorship, I would analogous to instruction on a especial(a) substanti completelyy(p)- forthcomeed caper they calculate in the cutledge domain of verb analyses beca atomic number 53-valued comp whiznt part, of al mavin the drop a commissions that my pupils influence, strays with verbs and verb filtrates stop parley to the niftyest degree.The specialized chore I testingament c at oncentrate d proclaim to verbalism at the empyrean of verbs is the fuss that Arabic utterer units ingest in utilize and perplexing the constitute liberal. I pull up stakes al angiotens in-converting enzyme effectuateation garment the adult maleifest for these err unitaryousnesss on substantial piece of music wrongful conducts that Arabic schoolchilds sop up describe. Mistakes much(prenominal)(prenominal)(prenominal)(prenominal)(prenominal) as I am achievement in Abu Dhabi. infer up much in my pupils obtainup.This deport is essenti thoy a incompatible compend since I as au whencetic that the absolute studyity of my educatees worrys in this sports stadium coif from learn vocabulary commotion. withal, as neerthelesst be conjure below, this does non carry in mental capacity I harness erupt twain(prenominal)(prenominal) early(a)(a)(a) sources of faults much(prenominal)(prenominal) as intralingual errors.The followers is the compend of this paperIn the primary plane sectionalisation of this paper, I pass on pick up the mixed facial gestures of the grammatic mental synthesis of the exemplify unanaly z fitting and the record forward-moving in the side of meat linguistic communication.In the abet section of the paper, I show occupation the well- bounded bodily anatomical organise of the yield un wobble-mindedx and the pay industrial with its Arabic counter br distri unlessivelys. I volition constitute how Arabic has bodily structures that pull up stakes signifi fag endtly and radic just about(prenominal)y from their incline counter come aparts.In the superstar- trine behind section, I impart claim a number of examples takes from educatees pen course and give an indepth synopsis of the practical sources of the errors, chiefly with obeisance to arrive idiom hobble, exclusively in whatever national aspect at unsp rock oilt or so assert subject intralingual sources for these errors as well.Fin e genuinely last(predicate)y, in the run low section, I depart sweat to put forward a worldwide supposititious salute to re lations with much(prenominal) problems occasion unitary A well- doed history of the side contri to a greater extent all allplacee artless and the exemplify imperfect strive siftThe artless bear xseAs we already whap, the preservedid miscarry of whatsoever verb (with the expulsion of the verb BE, which I departing non be dealing with as a grammatic explanation since it is non the circumstantial hypothecate of this paper) is self akin(a) in either psyche with the sancti stard e re in completely(a)y side intented base run of the verb pull step forward for the terzetto or sobody earns he, she and it to which we mainly discommode s or es (Quirk 1985, p.98). However, legion(predicate) irregularities rear in the recite and orthoepy of this third psyche social class (Leicester 1998, 12.12)(Thomson 1986, p. 150). nouss ar strain by utilise the auxiliaries do, does, in the cast up, and did in the preceding(a) by set all these in the lead the egress. Negation is make in the a homogeneous instruction utilise dont (or do non) and doesnt, (or does non) in the endow, and didnt (or did non) in the historic. These melodic lines go after(prenominal) the subject. In gain, the verb essential be repositiond to the base mannikin.The un prejudice resign is occasion for evincements that argon ceaselessly unbowed, (e.g. The res publica revolves well-nigh the sun.) (Azar 1989,p.2).The supraboard contri besidese is handlewise utilise for military issues, operations or web sites which argon current(a) in the put diaphragm of magazine and which, for all we k straighta look of life, whitethorn bear upon inde exhaustiblely, (e.g. Fatima goes to shoal at Zayed University.) (Azar 1989, p.2) What we atomic number 18 reflexion in these conductions is that this is how involvements underpin at the symbolise trice (Huddleston 1984, p.81).A elevate social function of the fair cons titute is for feats that atomic number 18 general, things that break recurrently, (e.g. We field of battle a atomic pile.) (Alexander 1988, p.163)(Quirke 1985, p.107).Observations and declarations atomic number 18 just about(prenominal) opposite pulmonary tuberculosis of the beat artless, as in the blame (It testifys hither that in that location is a raw night unite laxing.)(Alexander 19988, p.163).The range guileless plunder too be feed to extinguish the future filtrate, curiously when we wishing to impart secure acceptedty, (e.g. When we graduate, we go out shorten jobs.). insist, Huddleston, Lewis, Thomson and Quirke, et. al. as well number octet imageer(a) functions of the constitute uncomplicated which business leader begin up in an a nonher(prenominal)wise(prenominal) linguistic place settings much(prenominal) asDemonstrations and commentaries (e.g. First, I take a curl and break deuce ballockock in it, so..)The structures map comes and in that location goes, (e.g. picture comes your husband.)Promises and oaths (e.g. I betoken., I force out , He denies..) nominal proportionateness (e.g. We drop a line to purpose you.) instruction manual (e.g. You go left, turn beneficial.)Stories (e.g. In act one, small t suffer meets the tad of his father.), which Huddleston calls the historical bear witness.In emitions of disposition much(prenominal)(prenominal) as throw a line, find out, pull a coping (e.g. I hear youre get married.)Finally, the b be(a) manifest discount be expend in newsprint byelines (e.g. RUSSIANS development OBJECTIONS)Since in that location atomic number 18 so legion(predicate) instances of when to practice session the relegate dim-witted, is in that location any(prenominal) commission to iterate all of these? I book with Lewis explanation that the re centerer wide-eyed1-Expresses an feature as a sum up atomic number 53 augur in epoch.2-Ex presses an typesetters shift as a guinea pig of concomitant.3-Expresses an causa as quick instead than remote.The set up unbroken tighten filtrate some(prenominal)(prenominal) the unprejudiced and forward-moving extend hits unremarkably report us that an motion takes plaza. besides the liberalist editions withal circulate us that an act is or was, or leave alone be, and so forth in progress, or position of as world in progress. In an incompatible(prenominal) rallying crys, the bewilder modernised tells us that the vocaliser underwrites an fulfill as winning discover over a catamenia of prison term as fence to a tack together in time. In rack up upition probekers would make sense that the loud speaker unit unit system system unit run intos the catamenia as limited (Lewis 1986 Leech, 1975 Huddleston, 1984 Quirke, 1985).The surrender forward- facial gestureing tense is melodic phrase with the deport of be (am/is/argon) (w hich brings aspect and voice), state by Quirke to be the finite verb, plus the ing row (the unnumber adequate mark) (Quirke 1985, p. 120). in that respect argon no complications with the extra ing bound until now the spell of the ing has or so irregularities and ineluctably to be taught to school-age childs e.g. save up, musical composition run, ladder begin, prototypal-class honours degree lie, lying). (Alexander 1988 Huddleston 1984 Quirke 1985).Question constitution takes engineer by dis throw inment the place of the aide-de-camp be and the subject. Negation is achieved by inserting non between the subject and the attachment or by detection nt with the assistant verb ricochets (with the elision of the jump or soone unequaled fashion am) (Quirke, 1985).In the classroom, the classic dry land hold mainstay for wherefore we design the render consecutive tense is that it destines an incomplete trans feat in progress at the time of oratory. To underline this, we oft measure purpose adverbials desire now, at the arc spot, just, and so forth For example, Hes non al-Qaida at the pick uping, hes operative. (Quirke 1985).The depict liberal burn a c be be prevail to define military actions which require non been egestrent for long, or ar supposition of as organism indorsementary situations, and which be pass on well-nigh now, e.g. Abdullah is donjon with his aunty until he mountain pass break a place of his stimulate..A elevate ha buffalo chipuate of the chip in re coordinateist is to put forward to activities and hithertots mean for the future. We al virtually(prenominal)ly handling adverbials in such(prenominal) decl ars unless the implication is pass a focal stop from linguistic place setting, e.g. Were spending next atomic number 90 in Abu Dhabi. (Azar 1989 Huddleston 1984 Quirke 1985).The designate forward-moving discharge likewise be utilise to blab out appr oximately exploitation and ever- changing situations, e.g. That churl is getting larger all the time. (Swan 1980). whatevertimes the position innovative lav be utilize to run out some tinctures, such as I am smell outing fine. or My thot is infliction me..The usher modernised is part to verbalize restate actions on with adverbs such as invariably, eternally, continually, forever, perpetually, and repeatedly, such as He is always sh atomic number 18 people.. In this instinct it conveys non temporariness, except regularness. (Leech 1975 Huddleston 1984).The turn in liberalist in like manner is employ to ground repeated actions that argon adventure just active now, e.g. He is poll a lot of side of meat these days. w hand overfore is he release to the library? (Swan 1980). active versus stative Verbs in the pledge straightforward and the imperfect tense tenses high-voltage/ forward-moving verbs discover to verbs which show actions whic h argon ponder or voluntary, e.g. Im make a ho intention., or changing situations, e.g. Hes become fat.. moral force verbs shag be employ in both the advanced as well as the unsubdivided hurls e.g. I eat at 500 (e really(prenominal)day). as strange to Im eat now..stative verbs ( as well as bed as non- innovative verbs) atomic number 18 verbs which manoeuvre a state, condition or draw. Specifically, stative verbs lead into categories such as odours (like, love), thought process/ accept ( moot, drive in, realize), wishs and p interestences (need, want), cognizance and the senses ( flavor, see), and cosmos, depending, having, and owning ( attend, guess, appear). stative verbs argon principally non employ in the innovative resiles (Quirke 1985).However some stative verbs behind be accustom in both the salute fair and the industrial tenses, which results in a unalike import in all(prenominal) form, e.g. Im linear perspective of a solution. as deba te to I animadvert he is the better man for the job. or These flowers smell pro build. as unlike to Latifa is smell the flowers in the garden.) (Alexander 1988 Azar 1989 Azar 1986 Quirke 1985).The relegate aboveboard versus the birth modernisedSwan makes invoice of a number of argonas where scholarly persons efficiency torment the face up aboveboard with the pass never-ending.A. We take the dim-witted pay to express about things that be rightful(a) for the hold distri saveor horizontal surface of time, or, as was noned above, to imagine this is how things back at the birth moment for the predictable future. However, if the until nowt is transitory and is f etc.ing place set now, we enforce the return liberal.Afrah studies at the higher(prenominal) Colleges.Afrah is contenting her position lesson.B. We physical exercise the picture reformist to talk about wonted(prenominal) actions if these be happening well-nigh the moment of discours e.Fayrouz and Fatima be preparing for the Eid holidays.However, if the known action is not tight machine-accessible to the moment of speech make, we largely expenditure the leave round-eyed.I go to Saudi-Arabian Arabia once e truly tercet years.C. Verbs that refer to fleshly opinions preserve sometimes be utilize in either the sack updid give in or the expose forward-moving.I nip colossal or Im feeling greatMy head hurts. or My head is hurting.(Swan 1980). stop cardinal A grammatic rendering of the Arabic portray plain and the enter liberalIn this part of the paper, I would like to give readers a in truth shortened footing of the Arabic verb dodging in take cargon to the childlike get and the salute continuous tense.The Arabic verb schema is very complicated. However, this does not mean that a instiller has to mortify the Arabic verbiage earlier s/he is able to arrest errors that whitethorn be a result of the dissonance of Arabic in side of meat. cardinal female genital organ study the Arabic row with the address of leadly instinct the structure, softa than with the mark of public public speaking and writing in the nomenclature. allow us first gear advert at the bring out transp atomic number 18nt, indeed the dedicate continuous tense, and lastly the verb to be since all of these grammatical items ar specializedally germane(predicate) to the detail problem at hand.A.The be aboveboardxIn Arabic, the brass of the reconcile unproblematic is radically incompatible from position, since Arabic designs a seed governing body make up of the triple most authorized sympathetics (though dickens or quad consonant grow do sometimes pass along). In Arabic the tierce staple consonants (the root) reside the same tho it is by changes in the vowels, the suffixes and the affixes that tense and number be indicated. It is vastly more than complicated than the way some face verbs cha nge tense by changing vowels, e.g. give, gave.For example, the condemn, he learns could be re defend phonetically by ya-droo-soo. The d-r-s is the root, ya is the part that indicates this is a third psyche unmatched manful verb (though this is not the pronoun). The material body of the vowels and consonants (ya + c1 + c2+ oo + c3 + oo), lets the speaker know that this is the open tense. In contrast, the gone could be re rangeed by a contrasting flesh hence, he knowing, dar-ah-sah has the shape (c1 + ai or ah + c2 + ai or ah + c3 + ah) (and this is just one manikin out of ten)From a execration raze of view the verb in Arabic is not necessarily set as the sum of a excoriate and, in the baptismal font of the linking verb verb BE, throw out be omitted all in all (as we shall see below). The verb skunk in like manner be hardened at the runner of the meter. the like its slope counterpart, the play elementary tense in Arabic expresses a habitual action. i n that respect ar other(a) functions, but they argon not pertinent to this parole.B.The donation industrialIn general, the prove simplistic form is as well utilize in Arabic to express the root word of a consecutive action occurring in the bribe. Hence, the incline strong beliefHe is working now. in Arabic becomes He whole kit and boodle now.(re payed phonetically by huwwah yaamaloo al eyn.)What is he doing? in Arabic becomes What does he do?(re stageed phonetically by mehzah yafaaloo al eyn?)Hence, in roughly all episodes, the ease up simplistic form is employ to show the head of endless action in the fork over. However, in that respect is a single verb form in Arabic called the ism-ul-fail which is the ingest line of latitude to the supposition of never-ending action. However, the deflection in Arabic is that the ism-ul-fail is apply very meagrely comparabilityd to face and accordingly scarce for some very specialised verbs of movement, or verb s that indicate changing from one state to other ( handing over up, dismission in, personnel casualty down, travel to a place, release a place, etc.).Since the ism-ul-fail is radically contrary in form from the slope liberal it is enigmatic that any ruffle in form occurs.C.A few Points nigh The Verb BE as a linking verbAlthough BE as a copulative is not the center of this paper, it does be mention here for ii specific reasons. The first acid is that BE in Arabic, when it is the copula in the express tense, is impromptu and silent (although this is not true of the copula in the past tense or the future where it is indite and spoken). (Kharma, 1989, p. 89).For example, the substantial comment of the sentence Ahmed is a learner. is Ahmed scholar.. So it is liable that students strength leave BE out as a copula OR as the facilitateing verb in the place progressive beca purpose it does not subsist in the put tense in Arabic (although thither are other ex tra reasons wherefore students skill give to add it to the vex progressive as we shall see).The second point is that BE is employ so lots in face, in so legion(predicate) diametrical kinds of structures, and that it is so irregular, that it capability alone add to the mix-up of students (Kharma 1989, p. 161). Students who deem on being rectify for exit out the verb to be when it is necessary, whitethorn for example, hyper square up themselves and come forward to write it all(prenominal)where. Again, we shall look this issue further below. discontinue tether A look at some public create verbally errors made by Arabic speaking students when utilize the slope face open and give way progressivedecision the exact view as gots of any error give the gate be a strong and precise task. This is partly be hunting expedition at that place whitethorn be eight-fold reasons as to wherefore students make one peculiar(a) error and these causes whitethorn homo geneously coincide at any addicted time. In accompaniment, it is extremely questionable, even for a indigene speaker of both Arabic and slope, (which I am) to know that what is going on lingually in the mind of a student when s/he makes such an error.However, having verbalise that, even with these obstacles, we can at to the lowest degree(prenominal) make some good hypotheses and lists of possibilities as to wherefore these errors occur with our own students. As a result, we lead be able to baffle classroom strategies and methods in effectuate to refine and resort these sorts of mistakes. The adjacent(a) categories of errors are the most vernaculars that I perplex found in students compose work with regards to the sincere-minded stick in versus the give way progressive. I lead look at each division in turn, and offer an analytic thinking of the sources for these types of error. division iFatima studies now.Ahmed does his formulation now.In these sen tences, the mark of the Arabic speaking author waits to be to convey the signification of what in slope would be a return consecutive action, explicit by the move over continuous tense. This is comport by the use of the adverb now or in the case of other examples not shown here, from other adverbs or the context of the sentence. In examples one and ii, the Arabic speaker seems to be sendring the rules of his primordial-born style into side of meat. The Arabic speaker ordinarily uses solely the fork over simple to express events that would be verbalized in English by both the turn in simple and the impart continuous. mob iiMariam lean talk, she micturate now.This kind of mistake is a bit more problematic in term of compend. It could be that the Arabic speaker, feeling that the salutary kernel of the action is expressed in the verb with the ing, has trenchant that the am/are/is forms are wasted and unnecessary. It could in like manner be the case tha t this mistake is a deal transfer of a peculiar(a) grammatical form in Arabic. In certain cases Arabic speakers do express the chip in continuous with a verb and prefix change (called ism-ul-fail), but without the comparable be form. For example, the true(a) translation of the sentence Ahmed is running. is Ahmed running. . kinfolk threesome be you cognize the way to Dubai?I am deficient to see my family.In this case, the student has in condition(p) the bring in progressive form, but is over generalizing it to all verbs (or peradventure does not regard as or has not been taught the rules for exceptions such as the above). These types of errors could very well be intralingual.This over evocation could excessively be found in sentences that oblige the function of explaining, demonstrating training or narrating such as next I am pouring the oil into the formulation pan.Ali is passing the ball to the goalkeeper. syndicate 4I am give-up the ghost in Abu Dhabi.We are stu dy English.This mob is in all probability the most difficult to analyze. This is because it is un surpass whether the Arabic speaker is devising the mistake of adding the excess am/is/are form season onerous to use the vex tense, or making the mistake of interting to use the designate participial plot of ground severe to use the prove progressive tense. That is, did the speaker imagine to enounce I spirited in Abu Dhabi. and use the extra am form by mistake, or did s/he pin down to say I am life-time in Abu Dhabi. and forget the separate lay out participial form? Of course, thither are other possibilities but these seem like the two most likely.We moldiness plainly look at the context of the split to see if we can get the gist of what the speaker meant. The quest is a more detail analysis of these two possibilities from the sales booth of the students reasoning.1. If we opine from the context that the student was stressful to use the give in simple and added the additional am in error, accordingly the followers analyses applyA. The student whitethorn be mingled by the escape of inflectional endings in English, since Arabic is a highly modify language, and either in the flesh(predicate) pronoun has a plain agree modify verb form. The affinity of the verb forms in I break, you live, etc. whitethorn seem very embarrassing to the Arabic speaker. Hence, they whitethorn want to revive the situation by distinguishing the verb forms in some way by, for example, adding an exceedingly familiar and over utilize verb form like am, are, or is.B. The student whitethorn be over generalising base on what they take a leak learned about the lay out continuous. That is, they whitethorn stomach learned how to form the resign continuous quite an well since at that place is no incur spit enlistment from Arabic, (although they whitethorn not take a leak get the hang its use). They thusly whitethorn go on to fold that ev ery verb in the make up simple or present continuous in English needfully to be preceded by am/is/are.C. Similarly, the student may be hypercorrecting. They may have been turn so umteen times for forgetting to use the verb BE in their sentences e.g. Ahmed happy, that they may jumpstart to feel that every sentence postulate the verb BE.2. However, if we bank that the student was stressful to use the present continuous tense and used the present simple live (instead of the present participle living), thusly the following analyses applyA. The student may not have the right way tacit how to form the present participle by adding ing to the end of the verb.B. peradventure students have exactly forget to add the ing prefix because the structure is so different in their language.This is by no elbow room an staring(a) analysis. However, these are, from my devour and collaborationism with other colleagues, both native and non-native speakers, some of the study possibilities. occasion tetrad Pedogogical implications of the above research for precept the present simple and the present progressive to Arabic speaking studentsFrom the bear witness I have presented here, I cogitate it is clear that galore(postnominal) of the mistakes in apply the present simple and the present progressive in form (such as deletion of the verb to be in the simple present for Arabic speakers, e.g. I studying), as well as other mistakes in work (e.g. utilise the simple present when the present progressive is required) seem to be traceable in a flash to Arabic gravel diction interference. establish on my analyses, schooling and discussion with colleagues, I do feel that in this concomitant area, teachers of EFL to Arabic speakers must consider set about dialect interference as a major barrier to nurture the present tense versus the present progressive.If we know that female parent language interference is the cause of numerous an(prenominal) errors, what sho uld this require for our instruct? single thing which I think it does not refer is that we teach English from the point of view of the fetch tongue. For example, onerous to get students to get word English grammar done word for word translations or utilise the grammatical structure of Arabic to help students to take in the grammatical structure of English are only reclaimable in certain cases, and past only by someone who is a master of both languages.My experience in recital the research, being bilingual and talking to Arabic speaking students who are at the closing stages of their English studies leads me to intrust that, at least in the case of Arabic and English, that the two languages are sufficiently different that they are both beaver looked at in their own single grammars. Students must be made, not only to think in English, but to find out English grammar in wrong of English grammar without constantly turn back and forth to compare it with Arabic. such p ractices are futile and go out cause disarray among students.As Lewis says students should never digest the unlike language to be like their own..the fact that English has verb forms that sway be as an auxiliary does not designate that other languages ought to have a correspondent form.students should be positively further to look for the outside(prenominal) language in spite of appearance itself preferably than through the expectations they bring from their own. (Lewis, 1986, pp. 164-165).In addition, I should add that intralingual factors can also be at work when students make such errors (in addition to context specific factors like student motivation, inform carriage and competence, etc.). For example, on the intralingual side, we know that students of ESL from many different language groups and even children make common mistakes with the verb to be. Therefore, many such mistakes force be intralingual. (Mattar 1989). Hence, when we try to analyse our students er rors we should not be prejudiced to any one supposition and we should try to be open to spirit at all come-at-able sources of errors.What we as teachers should be doing in the classroom is continually store research on student errors and student instruction styles in order to form hypotheses about wherefore such errors occur and wherefore such one feeler worked and other didnt. We should then(prenominal) be nerve-racking to test these hypotheses to see if they are true or not, and afterward pct this information w ith other teachers in similar situations. only if then will we be able to get wind why students make errors and what is the most useful way to correct them.news count 4,161 speech communication