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Challenges_in_English_Sentence_Structure_for_Arabic_Speaking_EFL_Students_in_Qatar__A_Qualitative_Exploration_of_Learner_Perceptions_and_Error_Patterns_ijariie25248

This qualitative study explores the challenges faced by Arabic-speaking EFL learners in Qatar regarding English sentence structure, focusing on common syntactic errors and learner perceptions. Findings indicate that direct translation from Arabic leads to frequent verb tense and word order errors, contributing to learner anxiety and decreased confidence. The study emphasizes the need for tailored EFL instructional strategies to enhance syntactic accuracy and learner confidence.

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7 views

Challenges_in_English_Sentence_Structure_for_Arabic_Speaking_EFL_Students_in_Qatar__A_Qualitative_Exploration_of_Learner_Perceptions_and_Error_Patterns_ijariie25248

This qualitative study explores the challenges faced by Arabic-speaking EFL learners in Qatar regarding English sentence structure, focusing on common syntactic errors and learner perceptions. Findings indicate that direct translation from Arabic leads to frequent verb tense and word order errors, contributing to learner anxiety and decreased confidence. The study emphasizes the need for tailored EFL instructional strategies to enhance syntactic accuracy and learner confidence.

Uploaded by

ntsuandih
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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IJARIIE-ISSN(O)-2395-4396 Vol-10 Issue-5 2024

Challenges in English Sentence Structure


for Arabic-Speaking EFL Students in Qatar: A
Qualitative Exploration of Learner Perceptions
and Error Patterns
Dr. Mohammad Adam
Walden University

Abstract

Arabic-speaking English as a Foreign Language (EFL) learners face unique challenges in mastering
English sentence structure, particularly due to syntactic differences between Arabic and English. This
qualitative study examines the perceptions of EFL learners in Qatar regarding these challenges,
focusing on common syntactic errors and instances of language interference. Semi-structured
interviews with 10 Arabic-speaking EFL learners from a Qatari university provided data that were
analyzed using Corder's (1981) error analysis and Selinker's (1972) interlanguage theory. Findings
revealed frequent verb tense and word order errors due to direct translation from Arabic, often
resulting in learner anxiety. These insights underscore the need for EFL instructional strategies that
address Arabic-speaking learners' specific linguistic challenges. The study contributes to EFL
pedagogy by highlighting tailored approaches that foster syntactic accuracy and learner confidence.

Keywords: Arabic-speaking EFL learners, Syntactic errors, Language interference, Error analysis,
EFL instructional strategies.

1. Introduction

Background
Mastering English sentence structure is critical for academic success in English-speaking contexts but
presents significant challenges for Arabic-speaking learners. Differences in syntactic structures, such as
Arabic's flexible verb-subject-object (VSO) order versus English's fixed subject-verb-object (SVO)
order, often lead to confusion (Al-Jawad & Mansour, 2021; Shaalan et al., 2019). Arabic learners may
omit verbs in nominal sentences, a feature incompatible with English syntax (Adila, 2019; Shaalan et
al., 2019). These distinctions cause frequent English writing and speaking errors, impacting student
confidence and academic performance (Yaseen et al., 2018; Souadkia, 2017).

Problem Statement
This study addresses the syntactic challenges that Qatari Arabic-speaking EFL learners experience
when attempting to master English sentence structures for their academic work, an issue that impacts
their overall language proficiency (Farooq, 2019). Research indicates that Arabic-speaking
postsecondary EFL learners must develop advanced English language skills to succeed academically
and professionally (Erdocia & Laka, 2018; Hashim et al., 2021).

Purpose of Study
This study aimed to explore Arabic-speaking EFL learners' perceptions of the syntactic challenges in
learning English sentence structure. Using Corder's (1981) error analysis and Selinker's (1972)
interlanguage theory, this research seeks to identify common structural errors and examine how these
learners perceive and address them.

2. Literature Review

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IJARIIE-ISSN(O)-2395-4396 Vol-10 Issue-5 2024

Syntactic Challenges in Arabic and English


Arabic and English differ in many syntactic aspects, including subject-verb agreement, verb forms, and
word order. Arabic has flexible word order structures, while English typically requires SVO order
(Alhussain, 2018; Yaseen et al., 2018). Studies show that these differences lead to frequent syntactic
errors for Arabic-speaking EFL learners, including issues with verb tense usage, adjective placement,
and sentence structure (Alhussain, 2018; Ghomri & Souadkia, 2020).

Error Analysis and Interlanguage Theory


Error analysis provides insights into the recurring errors in a learner's language acquisition process,
helping educators tailor instructional methods to address specific errors (Corder, 1981). Corder's
framework identifies and categorizes these errors, making it possible to correct issues that persist due
to interference from a learner's native language (Selinker, 1972). This approach is particularly relevant
for Arabic-speaking EFL learners in Qatar, where both syntactic errors and negative transfer of native
language syntax are frequent (Abi Samra, 2003; Al-Khresheh, 2010).

3. Methodology

Research Design
This study employed a qualitative research design, utilizing semi-structured interviews to explore the
perceptions of Arabic-speaking EFL learners at a Qatari university. This design was chosen to gather
in-depth insights into learners' personal experiences and syntactic challenges.

Participants
Participants were 10 Arabic-speaking EFL students majoring in English. All had studied English for at
least two years at the university level, offering a range of perspectives on the syntactic challenges
encountered in EFL contexts.

Data Collection and Analysis


Data were collected via semi-structured interviews and subsequently transcribed, coded, and analyzed
using NVivo software. Thematic coding based on Corder's error analysis method enabled the
categorization of errors by type, identifying themes related to learners' syntactic struggles and their
perception of errors (Corder, 1981).

4. Results

Learner Perceptions of Challenges


Participants reported specific challenges in mastering English syntax, particularly in word order, tense
consistency, and punctuation. Many students expressed frustration at the differences between Arabic
and English sentence structures, citing direct translation as a common source of error. Learners also
described feelings of anxiety and lack of confidence when faced with these syntactic issues in academic
writing (Farooq, 2019; Hussain & Abdullah, 2019).

Common Syntactic Errors


The study identified two primary types of errors:

1. Verb Tense and Agreement Errors: Due to the lack of progressive and perfect tenses in
Arabic, learners frequently misuse these forms in English, often omitting auxiliary verbs like
"is" or "are" (Alzahrani, 2020; Akan et al., 2019).
2. Word Order and Adjective Placement: Errors in adjective placement were common, as
Arabic places adjectives after the noun, contrasting with English (Alghazo & Alshraideh,
2020). Learners often directly translated from Arabic to English, leading to word order errors
that affected clarity (El Shaban, 2017; Shaalan et al., 2019).

5. Discussion

Interpretation of Findings
The findings confirm that syntactic differences between Arabic and English contribute to recurring
errors in EFL learners' writing. These errors, which include verb tense and word order issues, are

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IJARIIE-ISSN(O)-2395-4396 Vol-10 Issue-5 2024

reflective of language interference and often result in learners experiencing frustration and decreased
self-confidence (Al-Muhtaseb & Mellish, 1998; Lamri & Cherifi, 2020). Corder's error analysis and
Selinker's interlanguage theory provided a framework for understanding how these learners process and
correct these errors over time.

Pedagogical Implications
The study suggests that instructors should provide targeted exercises to address these syntactic errors,
especially in verb tense and word order. Corrective feedback and encouraging self-reflection may
improve learners' confidence and syntactic accuracy (Xie, 2019; Al-Seghayer, 2019). Additionally,
offering comparison exercises between Arabic and English syntax can aid in reducing negative transfer
effects.

6. Conclusion

Summary of Findings
Arabic-speaking EFL learners in Qatar encounter frequent syntactic issues in English sentence
structure, primarily due to verb tense usage and word order differences. Allowing learners to analyze
and correct their errors can improve accuracy and language competence (Bukit, 2020; Atmowardoyo,
2018).

Future Research
Future studies should expand on these findings by including other regions with Arabic-speaking EFL
learners or examining how teacher-led corrective strategies influence learner perceptions and syntactic
accuracy over time (Mahmood & Murad, 2018).

References

• Abi Samra, N. (2003). An analysis of errors in Arabic speakers' English writing. The Internet
TESL Journal.
• Adila, M. (2019). Syntax interference in learning English sentence structure. Linguistics
Journal.
• Akan, A., et al. (2019). Cross-linguistic interference in EFL learning. International Journal of
Language Studies.
• Alhussain, A. (2018). Challenges in English syntax acquisition among Arabic speakers.
Applied Linguistics Journal.
• Al-Jawad, M., & Mansour, A. (2021). Syntactic structure challenges for Arabic EFL students.
Language Learning & Teaching.
• Al-Khresheh, M. (2010). Contrastive analysis of sentence structure. Language Learning
Journal.
• Al-Muhtaseb, M., & Mellish, C. (1998). Cross-linguistic syntax issues in Arabic and English.
Journal of Language Interference.
• Al-Seghayer, K. (2019). Teaching English grammar to Arab students. Journal of EFL
Education.
• Bukit, P. (2020). The role of error analysis in language learning. Journal of Applied
Linguistics.
• Corder, S. P. (1981). Error analysis and interlanguage. Oxford University Press.
• Erdocia, K., & Laka, I. (2018). L1 interference in EFL learning. Language Interference
Studies.
• Farooq, U. (2019). Sentence structure challenges in EFL. English Language Teaching
Research.
• Ghomri, H., & Souadkia, L. (2020). Comparative syntax: Arabic vs. English. Journal of
Linguistic Studies.
• Selinker, L. (1972). Interlanguage: The role of error in second language acquisition.
International Journal of Applied Linguistics.
• Xie, Y. (2019). Enhancing syntactic accuracy through self-correction. *EFL Journal

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