Grammar Errors of ESL Arab Learners - Coursework Example

Grammar Errors of ESL Arab Learners Introduction Acquisition of a second language is instrumental in integrating individuals into new academic contexts. With increased globalization, individuals face the need to move from their native cultural settings into foreign settings. Frequently, students from Arabic speaking nations move to study in English speaking nations like the UK and the US. While in classroom, such immigrating students must acquire the instruction language in these new classrooms in order optimally pursue their academic dreams. In this context, the central topic for this paper is acquisition of English as a second language by Arab learners. Research in this topic is essential in understanding challenges faced by Arab learners in English classrooms. In practical settings, it emerges that acquisition of English language by Arab learners is more challenging than previously thought (Majed, 2007, p. 4). This means language acquisition techniques used in English as second language classrooms today do not objectively meet the language needs of Arab learners, and highlighting the challenges is important in remedying the situation. Admittedly, there are a myriad of linguistic challenges faced by Arab learners in English as second language classrooms. Some of these challenges fall under the language phonology category while others fall under the lexical and syntactic categories. In this research paper, detailed focus on grammatical errors in either spoken or written categories will be appraised. Practically, linguistic transition from Arabic to English language acquisition is characterized by hurdles presented by grammatical errors. Repeatedly, Arab learners commit inter-lingual and intra-lingual grammatical errors in English as second language classrooms (Ebtesam, 2013, p. 20). Specifically, acquisition and use of English by Arab learners suffer from grammatical interference from their native language. Within English as second language classrooms, use of grammar components like verbs, adjectives and adverbs proves troublesome to Arab learners, especially because their native language compromises on the students’ ability to contextually comprehend correct function of these grammar elements (Hashim, 2006). Succeeding sections of this paper contains a detailed theoretical review of the intricate grammar interference between Arabic language and English language in classrooms. In addition, a detailed dissection of practical learning environments will be conducted, particularly on how teachers and students should overcome grammar barriers in English as second language classrooms. Section A: Literature Review Inside English as second language classrooms, Arab learners demonstrate limited transition competence in acquiring the second language. Syntactic or grammar errors are among the obstacles hindering smooth transition competence among these students. Apparently, language learning strategies in use offers little help in mitigating the effect of grammar errors among Arab learners. Typically, grammar errors are conspicuous in the use of verbs, relative clauses, articles and even sentence structures. With respect to verbal errors, Arab learners encounter challenges in the use of tenses, specifically tense sequence. For example, it is common to come across such a sentence written by an Arab learner in English as second language classroom, “They came late yesterday and go directly to the class” (Ebtesam, 2013, p. 26) In this sentence, the verbs ‘came’ and ‘go’ are not sequentially correct. In terms of relative clauses, Arab learners have a great tendency to write, “The physician whose son study with me man generous”, instead of “The physician whose son studies with me is a generous man.” Actually, these grammar errors emerge when Arab learners engage in both speaking and writing activities. Having superficially comprehended the nature of grammar errors made by Arab learners in English as second language classrooms, it is time to appraise the academic effects of these errors from a theoretical perspective. Previous research on the issue of English as second language by Arab learners shows that competency in the use of classroom language determines a student’s motivation in academic tasks (Fuente & Scott, 2008, 107). Limited proficiency in the use of English by Arab learners increases the learners’ anxiety, subsequently causing limited motivation in academic activities. Most previous research highlight on the effects of limited grammar proficiency. Other research articles strived to unearth the relationship between native language and second language acquisition. Findings from these research indicated that acquisition of a second language is substantially influenced by students’ beliefs and attitudes towards the second language. Usually, native beliefs and attitudes surrounding the cognitive components of memory and logic produce anomalies in acquisition of a second language (Majed, 2007). Consequently, grammatical errors observed among Arab learners in English as second language classrooms results from the interference between learners’ first and second languages. Subsection 1: Interference between First and Second Languages Interference between languages is the reason why in English as second language classrooms, Arab students cannot demonstrate massive production of correct English phrases and sentences. Correct use of a second language demands understanding the conceptual nature of a language’s grammatical framework. Understanding the conceptual framework requires engagement of both conscious and unconscious learning capabilities (Fuente & Scott, 2008, p. 108). Unconscious acquisition of language occurs when learners are implicitly exposed to a language’s original background. Unconscious learning proves effective in childhood acquisition of first language. For example, Arab learners were exposed to Arabic speaking backgrounds in their childhood. At their teenage and adulthood ages, Arab learners get exposed to English language contexts. At this time, Arab learners cannot form meaningful sentences, unless they spent enough time in acquiring the new language through both conscious and unconscious learning techniques. Apparently, acquisition of a second language through conscious learning cannot occur successfully, unless complemented with unconscious learning. At their post-childhood ages, Arab learners possess certain beliefs and attitudes towards English language that cause substantial interference between their first and second languages. In English as second language classrooms, teaching techniques are meaning-focused rather than being form-focused (Hashim, 2006, p. 1443). Undeniably, contextual use of distinct languages is influential in learning a second language. More often, Arab learners cannot independently construct English sentences without unconsciously relying on linguistic structures of their mother language. As aforementioned, Arab learners encounter challenges related to verbal errors, especially tenses. This challenge arises from the distinct structural use of tenses within Arabic and English linguistic contexts. Current methods used in teaching English as second language lacks in the component of contextual linguistic practices (Fuente & Scott, 2008, p. 104). Eventually, intensive focus on meaning at the expense of contextual use of language causes significant interference between Arabic and English languages. Section 2: Fossilization and its Effects in Learning L2 Grammar In the context of second language acquisition, fossilization acts as an immovable roadblock in the journey of language acquisition. Typically, Arab learners reach a point whereby their acquisition of English as a second language stagnates. During fossilization, the forward progress of language learning inevitably halts, regardless of a learner’s motivation and willingness to continue. At this point, teachers repeatedly correct Arab learners on persistent grammar errors without avail. With time, Arab learners develop negative attitudes towards the constant corrections, and most of these learners are often heard saying, “I hate English grammar.” Arguably, fossilization results from the unconscious learning gap. Above a certain age, unconscious learning capabilities diminish. Arab learners in English as second language classrooms are past the age of optimal unconscious learning. In childhood, learners employ exceptionally high logical and memory capacities in unconsciously acquiring a mother language (Majed, 2007, p. 7). At a later age, these exceptional capabilities diminish; hence a learner’s induction and deduction learning processes slows down. Regardless of the instructional intensity used in teaching English language, native Arabic speakers seem to inevitably write such sentences, “She wrote a letter to the girl never answered it.” In this context, the stagnation effect caused by linguistic fossilization hinders proficient acquisition of a second language. Section B: Application to the Classroom Subsection 1: Teachers in Teaching Grammar to L2 Learners Admittedly, teachers’ beliefs and attitudes influence their behavior in classroom. At this juncture, it is acknowledgeable that fossilization, and interference between first and second languages impede second language learning. Instructional methods and techniques used in second language classrooms are also instrumental in influencing the learners’ resultant proficiency in second language acquisition. In this case, the depth and width of instructions provided by teachers in English as second language classrooms influence language acquisition by Arab learners. For example, grammatical errors remain the most challenging issue experienced by Arab learners (Tran, 2009). In English as second language classrooms, teachers should employ varied techniques in assisting Arab learners to improve on their grammar aspect. Admittedly, grammar holds a central position in second language acquisition. Prior to teaching complex grammar components, teachers should ensure that learners have acquired significant lexical knowledge. Technically, teachers should bear in mind that teaching of grammar should be conducted independently from other curriculum components (Tran, 2009). In classroom application, one effective technique of teaching English to Arab learners is the Focus on Form method. Focus on Form is a deductive teaching technique which involves highlighting and correcting errors whenever they emerge in classroom work. Apparently, it emerges that those Arab learners in English as second language classrooms repeat errors on verbal use and structural misrepresentation of relative clauses. Therefore, teachers should isolate such erroneous instances, and re-teach on the mistaken linguistic concept. Focus on Form is a problem-based approach in second language learning. Occasional extraction of specific problems from the bulk of class work content is effective in facilitating structural accuracy of grammar among Arab learners in English as second language classrooms. Besides the use of deductive techniques, teachers can enhance learners’ understanding of grammatical form, use, and meaning through implicit and inductive approaches like homework practice and participative interactions in study groups (Tran, 2009). Subsection 2: Students in Overcoming Grammar Difficulties Aside from teachers’ role in using appropriate teaching methods, students also have a role to play in second language acquisition. Arab learners in English as second language classrooms should tune their belief and attitudes to facilitate optimal learning. Relevant research asserts that harboring misguided beliefs and unrealistic attitudes towards English language learning substantially impede a student’s learning process (Shawn et al, 2009, p. 92). The effects of misguided beliefs and attitudes are mostly felt when learners take error correction negatively. For example, verbal and adverbial errors surface a lot among Arab learners. Frequently, teachers are forced to use either oral or written messages in correcting these grammar errors. Most Arab learners dislike oral corrections, and prefer written corrections. Contrarily, most teachers prefer oral corrections because written corrections lack the feedback mechanism associated with oral messages. In this case, Arab learners may fail to achieve their potential learning levels because of their indifference with instructions methods. However, these learners can overcome their grammar difficulties by embracing the variety of instructional and corrective methods used in second language learning (Shawn et al, 2009, p. 94). Recent research concerning learners’ perceptions on grammar shows that most students of English as second language prefer real-life use of English to proficient acquisition of grammar rules. In this case, Arab learners possess negative attitudes towards the learning of grammar rules. Actually, difficulties encountered by Arab learners in English as second language classrooms are attributed to their negative attitudes towards grammar rules (Shawn et al, 2009, p. 103). Typically, most English as second language learners spent relatively limited time studying grammar rules, and pays little attention to error correction on grammar rules. As a result, Arab learners experiences premature fossilization of English linguistics because of the poor attitudes towards learning. In order to overcome grammar difficulties, Arab learners should; increase time spent in studying grammar, and shed their negative perceptions towards error correction. Conclusion In conclusion, it is acknowledgeable that Arab learners in English as second language classrooms encounter multiple problems than theoretically expected. Information from the numerous research findings highlight the causes and effects of grammar errors observed among Arab learners. Among the causes of these errors include interference between Arabic and English languages, and premature fossilization in the leaning process. As a means of mitigating there effects, contextualized teaching methods should be employed by ESL teachers. In addition, learners can improve their second language proficiency through improved attitudes towards language grammar and error correction aspects. References Ebtesam, A. O. (2013). An Approach for Teaching English Language Grammar to Arab Young Learners. Journal of Research & Method in Education, 1(2), 20-30. Fuente, M. & Scott, V. M. (2008). What’s the problem? L2 Learners’ Use of the L1 during Consciousness-Raising, Form Focused Tasks. The Modern Language Journal, 92, 101-113. Hashim, H. N. (2006). English Syntactic Errors By Arabic Speaking Learners: Reviewed. King Abdul-Aziz University Review, 1442-1461. Majed, A. (2007). Concept-Based Grammatical Errors of Arab EFL Learners. Journal of Instructional Psychology, 37(1), 3-9. Shawn, L., Li, S., Fei, F., Amy, T., Kimi, N., Ahn, S. & Chen, X. (2009). Second Language learners’ Beliefs about Grammar Instruction and Error Correction. The Modern Language Journal, 93, 91-104. Tran, H. T. (2009). Teachers’ Perceptions about Grammar Teaching. New York: Alliant International University Press. Read More