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From my personal experience, Arabic students who are learning English manifest a form of interlanguage. I observed that students are having problems in learning English because of the variations of Arabic, where they have Standard and Colloquial varieties and regional dialects affecting their learning of TL phonology through NL phonology. TL phonology problems come from syntax and grammar differences between NL and TL, which impact how L2 learners read the TL. The more that the students relied on a specific or multiple Arabic dialects to translate TL, the more difficult it seems for them to understand TL. However, some students showed interlanguage in how they bridged NL and TL phonology without depending on NL or TL phonology. I noticed how interlanguage may be allowing these students of creating a new mental system that goes outside NL and TL language structures. A universal language mental system can help explain how SLA happens when phonological variations are strong enough and certain sounds and syllables present in TL are not practiced in NL. Perhaps this is the way of the human brain of optimizing phonological domains through interlanguage strategies. It would be interesting to gather empirical evidence to back up the use of interlanguage strategies.
In Chapter 20, second language speech production’s importance in developing particular SLA skills is discussed through related language theories. Accented TL is an ongoing center of SLA study, especially as age and other social and biological factors affect it. I am interested in focusing on the validity of the Critical Period Hypothesis (CPH) to Arabic L2 learners. Though there are variations to age ranges, CPH basically argues that there is an age limit (from five to fifteen years old) in which students learn the native accent of TL. Some aspects of CPH are true, depending on different internal and external factors.
In my teaching
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