The Impact of Raising Awareness of Arabic and English Word Order Differences on Arabs' English Use

Autor/in	Bukhari, Shahinaz Abdullah
Titel	The Impact of Raising Awareness of Arabic and English Word Order Differences on Arabs' English Use
Quelle	In: Arab World English Journal, 13 (2022) 1, S.342-351 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bukhari, Shahinaz Abdullah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Metalinguistics; Contrastive Linguistics; Semitic Languages; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Pretests Posttests; Language Variation; Foreign Countries; Undergraduate Students; Syntax; Transfer of Training; Error Analysis (Language); Language Teachers; Teacher Attitudes; Scores; Language Styles; Native Language; Language Usage; Saudi Arabia + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Linguistics; Kontrastive Linguistik; Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachenvielfalt; Ausland; Training; Transfer; Ausbildung; Error analysis; Language; Fehleranalyse; Language teacher; Sprachunterricht; Lehrerverhalten; Sprachstil; Sprachgebrauch; Saudi-Arabien
Abstract	English is a language with a rigid word order, whereas Arabic is more flexible. Canonical English word order is often a challenge for users whose first language is flexible. This study explores how Arabic learners transfer their knowledge of Arabic word order styles into the English language, and it compares Arabic learners' use of English word order before and after raising learners' awareness of Arabic and English word order differences. The significance of this study is manifested in its employment of both Error Analysis and Contrastive Analysis to determine priorities for efforts. The study employed an action research design to investigate the impact of adapting Galperin's teaching model alongside explicit teaching of differences in Arabic and English word order. Four Arabic English language teachers and 142 Saudi students participated in the present study. The participating students were taking a beginning-level English course at a Saudi university. Through mixed-method approaches, the findings of the pretest and posttest showed that some learners used their knowledge and experience of Arabic standard and slang word order to compose sentences in English. This study concludes that the intervention helps Arabic learners avoid committing word order errors, as the posttest scores are better than the pretest scores at a statistically significant level. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01