Embedded Vowels: Remedying the Problems Arising out of Embedded Vowels in the English Writings of Arab Learners

Autor/in	Khan, Mohamed Fazlulla
Titel	Embedded Vowels: Remedying the Problems Arising out of Embedded Vowels in the English Writings of Arab Learners
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 44 (2013) 2, S.233-251 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688213488464
Schlagwörter	Vowels; English (Second Language); Second Language Learning; Second Language Instruction; Arabs; Interference (Language); Semitic Languages; Native Language; Foreign Countries; College Students; Phonetics; Distinctive Features (Language); Written Language; Error Patterns; Writing (Composition); Teaching Methods; Pretests Posttests; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Arab; Araber; Arabisch; Hebräisch; Ausland; Collegestudent; Phonetik; Fonetik; Geschriebene Sprache; Fehlertyp; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Saudi-Arabien
Abstract	L1 habits often tend to interfere with the process of learning a second language. The vowel habits of Arab learners of English are one such interference. Arabic orthography is such that certain vowels indicated by diacritics are often omitted, since an experienced reader of Arabic knows, by habit, the exact vowel sound in each phonetic environment. As a result of their non-dependence on the writings of vowels explicitly, Arab learners tend to ignore writing the vowel letters in their English writings, too. Research scholars name this interference "vowel blindness". This paper is a report on an investigation of the presence of this feature in a group of 20 learners of English, registered for the Foundation Program in King Abdulaziz University, Saudi Arabia. However, this report aims to show that, this vowel blindness could only be a "temporary blindness", and that remedial measures significantly helped these learners overcome this interference. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10