A Cross-Sectional Investigation of the Difficulties Encounter Arabic Students in Using English Adjectives: Error Analysis

Shaban, Abir R El

doi:10.5430/wjel.v7n3p29

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…The fourth research question involves whether the students' receptive ability differs between genders or relates to self-rated student language proficiency. Previous studies have generally not compared genders, maybe because there is no apparent reason to expect a difference between genders in this language ability (Amer, 2013;Al-Hassaani and Ja'ashan, 2017;El Shaban, 2017). The present study included gender comparison and surprisingly found a clear and significant difference.…”

Section: Discussioncontrasting

confidence: 40%

Nominal-phrase premodifications by non-native English speakers: The case of attributive adjective word order of Saudi EFL students at tertiary level

Al-khresheh,

Alruwaili

2024

Forum Linguist. Stud.

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English nominal premodifications such as adjective word order have piqued the interest of researchers in recent years due to their learning difficulty for all language learners regardless of their linguistic backgrounds. Non-native English speakers like EFL students may find this case challenging. In light of this, the current study sought to ascertain the difficulty level of Saudi EFL students in recognising the natural order of English attributive adjectives, taking into account the most challenging order sequence, gender, and language proficiency levels. To accomplish this main objective, a designed pronominal adjective test was developed and carried out on 139 Saudi undergraduate EFL students who were purposively recruited for this study. According to the findings, Saudi EFL students had varying degrees of difficulty recognising the natural English adjective word order. While 66.2% of students had moderate difficulty choosing the appropriate adjective sequence, only 15.1% and 18.7% of participants had low and high difficulty, respectively. The most difficult was nominal premodifications with four modifiers, followed by three and two modifiers. When there were only two modifiers, most participants correctly identified incorrect adjective word ordering and provided corrections. When more modifiers existed, the percentages decreased, and the difficulty level increased. Proficiency language level and gender statistically significant differences were also discovered. Although the former revealed no differences, the latter had differences in favour of males, implying that females performed better in the test than males. Based on these findings, limitations and future research directions were proposed.

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Section: Discussioncontrasting

confidence: 40%

Nominal-phrase premodifications by non-native English speakers: The case of attributive adjective word order of Saudi EFL students at tertiary level

Al-khresheh,

Alruwaili

2024

Forum Linguist. Stud.

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“…Not enough attention has adjectives received in EFL textbooks and research (El Shaban, 2017). Similarly, the research into Arabic adjectives has not been clearly identified (Al Mahmoud, 2014).…”

Section: Significance Of the Studymentioning

confidence: 99%

An Analysis of Adjective-Related Errors Made by Jordanian EFL Students

Assaf

2023

Edu

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Objectives: This study investigates the adjective-related errors that Jordanian EFL students make in their speech and writing. Methods: Based on the researcher's observation record of his students' spoken and written assignments from the eighth to twelfth grades, the researcher compiled a list of adjective-related errors that were common among his students. To find out whether such errors were generalizable nationwide, 252 English language teachers, who were randomly selected, completed a five-point Likert-scale questionnaire by marking how often their students committed each adjective-related error. Results: The study showed that there were seven adjective-related errors commonly made by students, and such errors can be generalizable nationwide. The most common error was the use of adjectives with wrong prepositions. Among the potential sources of the seven errors were first language interference, failure to apply the rule completely, and intralingual overgeneralization of the rule. Conclusions: One the areas that requires special attention by Jordanian students is the use of adjectives. Assisting students to identify the causes of the adjective-related errors and laying more emphasis on using adjectives in meaningful contexts are instrumental in dealing with such linguistic errors.

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Teaching English to Arab learners

Chekili¹

2021

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Both ‘Educational Linguistics’ and ‘Pedagogical Linguistics’ have demonstrated the importance of linguistic knowledge in teaching/learning second/foreign languages. More recently, there have been concrete proposals that insights from formal linguistics and theoretical acquisition research may also play a role in pedagogy. Indeed, many observed difficulties in L2 can be traced back to lack of knowledge, on the part of teachers, of certain abstract linguistic concepts. In this paper, two English constructions (constructions with Object pronouns and DP-internal concord) claimed to be problematic for the learner/teacher in the absence of any linguistic knowledge will be investigated in terms of their abstract properties. The implication is that such linguistic knowledge will speed up the process of learning. This will be supported by previous findings on aspectual contrasts in English and Arabic where such knowledge clearly obtains, causing the learning process to be relatively rapid. Evidence for the presence of this knowledge in the learners comes from observation of the transitional stages in the learning process which indicate that the learner is on the right track to learning. The research hypothesis will be argued to have significant implications for teaching, and thus, if correct, will corroborate some recent findings.

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A Cross-Sectional Investigation of the Difficulties Encounter Arabic Students in Using English Adjectives: Error Analysis

Cited by 3 publications

References 5 publications

Nominal-phrase premodifications by non-native English speakers: The case of attributive adjective word order of Saudi EFL students at tertiary level

Nominal-phrase premodifications by non-native English speakers: The case of attributive adjective word order of Saudi EFL students at tertiary level

An Analysis of Adjective-Related Errors Made by Jordanian EFL Students

Teaching English to Arab learners

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