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Grammatical Errors by Arabic ESL Students : an Investigation of L1 Transfer through Error Analysis

Author: Aisha Saud Alasfour
Publisher: [Portland, Or.] : Portland State University, 2018 ©2018
Dissertation: M.A. Portland State University 2018.
Edition/Format:   Thesis/dissertation : Document : Thesis/dissertation : State or province government publication : eBook   Computer File : English
Summary:
This study investigated the effect of first language (L1) transfer on Arabic ESL learners' acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether  Read more...
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Details

Material Type: Document, Thesis/dissertation, Government publication, State or province government publication, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Aisha Saud Alasfour
OCLC Number: 1103324485
Description: 1 online resource (vi, 77 pages) : illustrations (some color)
Responsibility: by Aisha Saud Alasfour.

Abstract:

This study investigated the effect of first language (L1) transfer on Arabic ESL learners' acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether L1 transfer was, in fact, influencing students' errors predicted by CA. The analysis of the interviews suggested that L1 still played a crucial role in influencing learners errors. The analysis also suggested that the frequency of transfer errors in the papers used in this study might have been influenced by CA-informed instruction students received and students' language level. Specifically, learners reported that both factors helped them reduce the frequency of L1 transfer errors in their writing. The teaching implications of this study include familiarizing language instructors with possible sources of errors for Arabic ESL learners. Language instructors should try to identify sources of errors by conducting their own analyses or consulting existing literature on CA paired with EA. Finally, I recommend adopting a CA-informed instruction to help students reduce and overcome errors that are influenced by their L1.

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