Reiteration Relations in Arab ESL Student Writing: Effect of First Language Transfer

Autor/in	Almuhaysh, Marwan A.
Titel	Reiteration Relations in Arab ESL Student Writing: Effect of First Language Transfer
Quelle	In: English Language Teaching, 13 (2020) 7, S.8-18 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Undergraduate Students; Foreign Students; Arabs; English Language Learners; Writing (Composition); Transfer of Training; Grammar; Connected Discourse; Language Proficiency; Repetition; Ohio + Suchen Sie Ihr Suchwort? Arab; Araber; Schreibübung; Training; Transfer; Ausbildung; Grammatik; Language skill; Language skills; Sprachkompetenz; Wiederholung
Abstract	Cohesive devices have long been a challenging aspect for second language learners of English, especially for learners whose native language is linguistically distant from English such as Arabic. This study investigates the frequency of using lexical cohesion by Arab ESL undergraduate students studying at the intensive English course at Ohio University. T-test was used to measure the frequency of cohesive types students employed in their writings. Due to the existence of cohesive ties in Arabic that are similar to "repetition" in English, the study hypothesized that students with lower proficiency levels are more likely to overuse "repetition" cohesive ties compared to higher proficiency students who have a better awareness of the second language's linguistic features. However, results indicated otherwise. Repetition lexical ties were used more by the higher proficiency level students. This study findings contradict with other similar studies conducted on ESL students that stated lower proficiency students tend to rely on repetition to compensate for their lack of English vocabulary. The different educational systems and linguistic backgrounds of the participants can be the result of such different findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01