Common Mistakes Made by Esl Learners Using Arabic as Reference Language

By Dr. M. Solainman Ali, Dr. Bibi Bakarally, Prof. Omar S. Aburizaiza and Dr. Heinz F. Tengler

Purpose and Scope: This text has been produced to alert learners of English using Arabic as L1 to the most typical problem areas that tend to hinder their progress as they endeavor to overcome native language interference in the process of growing into the target language. The functions of capitalization and syntax have received special emphasis. The analytical perspective takes precedence over its pedagogical counterpart.

Learner Focus: The primary readership is expected to grow beyond Arabic speakers per se and is most likely to include learners using Farsi, Urdu, or Turkish as L1. In addition, even a broad spectrum of learners using reference languages with various different alphabets (e.g. Bengali, Hangul, Hebrew, Hindi, Japanese, Mandarin) will find the text useful to a considerable extent.


Appendices: The exercises included in the three appendices are ambitiously written and intended to reveal to the learner the formidable amount of lexical material that will have to be internalized on the road to solid proficiency. ESL instructors teaching Arabic speakers are aware of the difficult and time-consuming effort involved in the acquisition of vocabulary.

• Language: English
• Publisher: AuthorHouse
• Release date: Feb 6, 2013
• ISBN: 9781481704595

Dr. M. Solainman Ali

Dr. Heinz F. Tengler has taught English as a Second/Foreign Language to adults in various countries including the US, Korea, South Africa and Saudi Arabia. He taught Technical Report Writing to Engineering students since 2004. He holds a Ph.D. in Literature from the University of California, San Diego. He presently lives at 2014, Kombe Dr., Livingstone, Zambia. His e-mail: [e-mail]. Omar S. Aburizaiza is a professor of the Dept. of Civil Engineering, King Abdulaziz University, Jeddah, Saudi Arabia. He earned his Ph.D. in Water Resources Planning & Management, Civil Engineering, from Oklahoma University in 1982. In addition to teaching graduate courses, he supervises M.Sc & doctoral theses in Civil Engineering. He has an illustrious academic career and currently holds the position of General Director, Unit for Ain Zubaida Rehabilitation & Ground Water Research, King Abdulaziz University. Among the many areas of his academic interests, he has authored books and articles, and has been teaching a graduate course in Technical Report Writing (IE694: Graduate Research & Writing). E-mail: [e-mail]. Dr. M. Solaiman Ali has been teaching Technical Report Writing courses at the College of Engineering, King Abdulaziz University. He holds a Ph.D. in Language Education (with emphasis on TESOL/Applied Linguistics) from Indiana University, Bloomington. E-mail address: [e-mail]. Dr. Bibi Baqarally taught English for over 30 years in KSA. She holds a Ph.D. Language Education from Southampton, UK. She retired to her native country – Mauritius, in 2012.

Book preview

© 2013 King Abdulaziz University. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

Published by AuthorHouse 01/26/2013

ISBN: 978-1-4817-0461-8 (sc)

ISBN: 978-1-4817-0460-1 (hc)

ISBN: 978-1-4817-0459-5 (e)

Library of Congress Control Number: 2013900236

Any people depicted in stock imagery provided by Thinkstock are models,

and such images are being used for illustrative purposes only.

Certain stock imagery © Thinkstock.

This book is printed on acid-free paper.

Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the authors and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

TABLE OF CONTENTS

Acknowledgements

Introduction

Chapter 1: Use Of Prepositions

Chapter 2: Verbs

Chapter 3: Nouns

Chapter 4: Spelling

Chapter 5: Adjectives & Adverbs

Chapter 6: Matching Of Nouns And Verbs

Chapter 7: Difficult Clauses

Chapter 8: Word Order Problems

Chapter 9: Pronunciation

Chapter 10: Stress / Accent, Intonation, Pauses, Etc.

Chapter 11: Syllabification

Chapter 12: Abbreviations

Chapter 13: Redundancies & Wrong Word Choice

Chapter 14: Punctuation & Awkward Phraseology: Courtesy Clauses, Terms Of Reference Etc.

Chapter 15: Capitalization

Chapter 16: Organizational Aspects

Chapter 17: Titles Of Academic Degrees

Chapter 18: Conclusion

Notes

References

Recommended Reading

Appendix 1

Appendix 2

Appendix 3

About The Authors

ACKNOWLEDGEMENTS

The authors are grateful for the inspiration and contributions received from various individuals. In particular, the following persons are specifically recognized:

Ms. Heidi Aboutaj, ELI, Women’s Campus, KAU.

Dr. Abdullah Alger, English Language Institute, KAU

Mr. Wayne Oliver, English Language Institute, KAU

INTRODUCTION

The learning of a foreign language may be seen as a linguistic experiment in which learners improve by means of a trial and error method, somehow reminiscent of hit or miss tactics. This is the case in both writing and speaking. The Ciceronian notion of writing amounting to a series of erasures is echoed by others who advocate the indispensability of time in the writing process. More than two thousand years ago, the Roman poet Horace (Quintus Horatius Flaccus) referring to the delicacy of good penmanship made the following point:

Siquid tamen olim scripseris, in Maeci descendat iudicis auris et patris et nostras, nonumque primatur in annum.

If you ever write anything, let it first be carefully reviewed by Maecenas and myself, and then published after nine years. (1)

As the above statement suggests, the dynamic process of learning to write in a foreign language cannot flourish without the routine occurrence of errors and their subsequent correction. The continual application of this experimental skill (usually monitored in terms of proficiency) is generally characterized by a certain error pattern associated with the learning process in general. The reference language (or L1) has a large role to play in the manifestation of this pattern, mirroring a repertoire of (or central tendency towards) recurring instances which are variously indicative of incorrect grammar, poor word choice, inadequate syntax, or weak style. Learners from certain (related) language groups share similar error patterns, which are often difficult to eliminate and require long-term effort.

Some of the learners, using Dutch, Flemish, or German as L1, can approach the subject of English with relative ease. The proximity of these languages to English (linguistically and culturally) saves them a great deal of hard work. One could say almost the same for Danish, Norwegian, or Swedish. Not quite as close are the Romance languages, including Catalan, French, Italian, Spanish, Portuguese, and Rumanian. Even the (mostly Slavic) languages of Eastern Europe, such as Bulgarian, Czech, Hungarian, Polish, Russian, Serbo-Croatian, Slovakian, or Slovenian, have a relative advantage. On the opposite side of the spectrum are languages such as Amharic, Arabic, Basque, Bengali, Cantonese, Farsi, Hebrew, Hindi/Urdu, Japanese, Korean, Mandarin, Mayan, Navajo, Quechua, Setswana, Sotho, Swahili, Thai, Turkish, Vietnamese, Xhosa, or Zulu.

Arabic, despite being closer to English than Japanese, Mandarin, or Korean, is still fairly remote from the European languages. Thus, for students using Arabic as L1, while endeavoring to learn English as their first European language, the obstacles encountered are formidable, especially if the secondary school education (or social environment) did not teach them solid basics in their teenage years. Comparing learners using Arabic as L1 to their European peers, Bernard Smith (2001) explains the gap as follows:

Arabic speakers have very few aids to reading and listening comprehension by virtue of their first language, and they should not be expected to acquire English at anything like the same pace as European learners. (2)

A certain pattern of common irregularities in English language use is characteristic of Arabic speakers, comparable to the common problems of millions of Latin Americans (with Spanish or Portuguese as L1) learning English in the United States.

This text constitutes an attempt to illustrate various instructive examples that are most representative of the problems experienced by learners using Arabic as L1. Most examples were taken directly from texts written by learners in a program designed to prepare Saudi graduate students for further studies abroad, especially in the USA or Canada. Analyzing these examples should make the learners aware of the widespread pitfalls interfering with proper spelling and a more effective use of grammar, syntax, word choice, and capitalization (for which there is no equivalent in Arabic). The examples also show how the management of style is affected. The resulting reorientation is likely to improve the approach to academic writing, especially Technical Writing, and contribute to the furtherance of professional careers, where success appears to increasingly depend on the researcher’s ability to publish material (in English) in reputable international journals or (elsewhere) in book form.

The only chapter in this text that goes beyond language or linguistics, but rather deals with organizational and structural considerations is Chapter 16, where the focus is on clarification and description of vital terms and concepts that students must clearly understand in order to avoid redundancy by misplacing or repeating data unnecessarily.

The information presented here would be incomplete if it did not include a chapter on pronunciation. The focus is on a number of words and sounds that are typically mispronounced by Arabic speakers. A special case in point is the p sound, mistakenly rendered as b, principally because there is no actual p sound in the Arabic alphabet. Another item is the inappropriate use of short syllables instead of long ones. A good example is the word job where a long, drawn-out vowel (characteristic of English) is often shortened to the extent that the utterance [jopp] becomes almost unintelligible. Another example is the word sheep, which is rendered as ship. A number of French expressions have been included, where the original French pronunciation has been retained.

This material may be used by students as a study guide but could be even more productively employed as a supplementary text, especially in a writing course for intermediate levels.

Some of the material discussed and referred to in this text has been published as part of a different and more concise study, also focusing on common mistakes made by learners of English using Arabic as L1.

This book contains three appendices:

(a) Appendix 1: Vocabulary Tests

(b) Appendix 2: Grammar Test

(c) Appendix 3: Sample Lesson

CHAPTER 1:

Use of Prepositions

1.1 Arabic has a great number of fixed prepositions and particles that are used with verbs as well as adjectives. Many of these do not coincide with their direct English translation.

1.1.1 Incorrect use of prepositions: Some of the most typical errors are listed here and elaborated on below:

VERBS & ADJECTIVES:

- to arrive to [for in, at]

- to look to (for at]

- to be short to [for of"]

- to be responsible from [for for]

- to be afraid from [for of]

- to be near from [for to]

- to be angry on [for at]

NOUNS:

- a picture from [for of]

- in spite from [for of]

- an expert by [for in]

1.2 Confusion with prepositions:

1.2.1 Confusion concerning "of and for":

One is responsible for one’s duties, heading for a destination, or preparing (or ready) for something. One is aware, conscious, informed, or tired of something.

Examples:

Joe is responsible for assisting new employees with computers and printers.

Many people are not aware of the severity of economic downturns.

Alpinists are not always fully conscious of the danger they are facing.

Tired of Dallas, Mr. Young was heading for the bright lights of L.A.

Jim was informed of the problem but not prepared for a catastrophe.

1.2.2 Confusion concerning "in and on":

I met her on Monday. I saw him in May. Some people buy cars on credit.

Examples:

Marty is in Cairo and Helen in London.

Volume II of Don Quixote by Cervantes was written in 1615.

Many European couples get married in spring.

Joe is in trouble: He lost his job in England.

Ellen is still on vacation. Rick went on emergency leave.

Prior to 1929 many investors bought stock on margin.

The armored brigade is on standby for overseas deployment.

The train was on time.

1.2.3 Confusion regarding "in" with certain verbs: This preposition is often confused with by or with, especially when used with verbs like "participate, contribute or attend." NOTE: The verb attend is NOT followed by the preposition "in. It may or may not be followed by to."

Examples:

Dr. Martin participated in the conference.

Steve and Janice attended the meeting. (No "in").

The receptionist had to attend to various clients.

The new staff members contributed very little (to the meeting).

1.2.4 Confusion regarding "for and to": They cannot be used interchangeably.

Examples:

Joe decided to apply to MIT.

Jack was accepted for a Nuclear Physics program.

Bill is not eligible for a student grant.

Jim appealed to the Governor for a pardon.

1.2.5 Confusion regarding by, at, "into": The prepositions "at" and into refer to locations (or facilities) per se; whereas by refers to the authority of institutions.

Examples:

Jack was accepted at Stanford (University).

He was also accepted by UCLA but rejected by Yale.

Miriam was allowed (admitted) into a special research program.

1.2.6 Confusion regarding "in, on, and at: Regarding academic institutions, the use of the preposition in refers to departments, schools, or faculties; whereas on is used for the location of premises per se and at for universities or colleges in terms of authority. The preposition in" can be used for physical presence (e.g. office, classroom, lecture hall, building, etc.).

1.2.6.1 Use of in and on in reports (providing context and specific dates) as opposed to casual reference to the time of day: A police report will state: "The accident occurred on the morning of May 7, 1945. Compare this to: It can be pleasant to go walking in the morning or in the afternoon." (This refers to any suitable time of day). Compare this to: "The store was robbed: at dawn, the shop at dusk, the bank at noon, and the supermarket at night."

Examples:

Jim works in a new building on campus.

Louis was commissioned as a second lieutenant in the U S Army.

Dr. Ali has been teaching at KAU for 17 years.

"Let’s meet at the post office," Ellen said to Hank.

The Civil Engineering Department is in the College (or Faculty) of Engineering.

The colonel is in his office on post (e.g. Kelly Barracks, APO NY 09701).

The cattle rustler was arrested in the afternoon. He will be hanged at dawn.

The incident happened on the morning of July 20, 1944.

1.2.6.2 Use of upon:

The preposition upon can be often used interchangeably with the preposition on. There are a few exceptions, as shown below:

Examples:

He climbed upon his horse. [indicating ascent]

There was a flag upon the roof of the house. [indicating a prominent position]

The enemy was upon the defenders. [approaching a target]

The holiday will soon be upon us. [approaching a point in time]

They were joyful upon seeing Jim back from the hospital. [expressing time]

Mr. Hill bestowed his 1942 black-lacquered Packard upon his niece, Jane.

[prose style]

NOTE: The use of upon instead of on is sometimes preferred for euphonic or metrical reasons, as in poetry, and used in some legal and scriptural language found in texts written in archaic forms of English.

1.2.7 Confusion regarding beside (preposition) and besides (adverb):

The word beside is a preposition meaning "next to or by the side."

Examples:

The bedside table is positioned beside the bed.

Mrs. Miller stood beside her daughter during the funeral.

"I would like to sit beside you in the misty moonlight!" Jim said to Doris.

Joe was beside himself after hearing the news. (surprise)

The word besides is an adverb meaning "in addition to or also".

Examples:

Joe is very patient. Besides, he is very active.

Besides being charming and witty, Lily is a fabulous musician.

1.2.8 Confusion regarding in / on in the context of scholarship, etc.:

The preposition in is used when the abstract noun "scholarship is used in terms of practice, e.g. Hard work is important in scholarship. The preposition on" is used when the count noun scholarship refers to the financial package (or stipend) provided by a government or other donor, e.g. "Joe went to Paris on a scholarship." In this case the article is used.

Examples:

Many students go abroad on scholarships.

Max received a scholarship for Canada.

In scholarship there is no substitute for diligence and motivation.

Poor writing reflects modest standards of scholarship.

1.2.9 Confusion regarding with and for when used with the noun reason:

If reasons are stated, referred to, or summarized, the preposition for is used and followed by an adjective, a determiner, or a demonstrative pronoun. One cannot write: With these reasons, etc. One might say, With this in view; or: With this in mind, etc. If the singular is used, an adjective is appropriate.

Examples:

For the above reasons, the application is declined. [PL]

The organization revised its policy for various reasons. [PL]

Joe had good reason for proceeding with caution. [SI, no article]

1.2.10 Confusion regarding of, from and into:

The preposition of is typical for the use of the possessive case in the declension of a noun. The preposition "from" usually indicates direction, origin, or difference. The preposition into refers mainly to direction, division, or separation.

Examples:

For T. A. Edison, writing was more a question of perspiration than of inspiration.

The propeller of the Hurricane, a WWII fighter aircraft, was made of wood.

Many societies abound with people of various different social perspectives.

Hardcore ideologues reject opinions that are different from their own.

Many international students in Canada are from China and Japan.

It is a long way from L.A. to Denver.

Jack drove his father’s Cadillac into the garage wall.

Rosie said to Josie: "Guess who I ran into just now? Do you mean Lily?"

An armored division is divided into regiments or brigades.

Josie waved Rosie a fond farewell as she sailed into the sunset.

The butcher cut the sausage into three equal pieces.

1.2.11 Confusion regarding the use of in and of after the noun point:

When the preposition in is used after the noun point, it is usually followed by the –ing form of the verb; whereas when the preposition of is used, the next syntactical element is usually a pronoun or a noun.

Examples:

1. There is no point in looking for a needle in a haystack.

2. Jack had a point in warning his friends.

3. The point of his argument is economy of effort.

4. The alpinists were getting close to the point of exhaustion.

Additional examples:

Incorrect: I am aware about the problem.

Correct: I am aware of the problem.

Incorrect: The reason lies under the spending and distribution of money.

Correct: The reason lies with [OR is] the spending and distribution of money.

1.2.12 Use of wrong preposition:

Incorrect: From I was a child I have been interested in books.

Correct: Since I was a child I have been interested in books.

1.2.12.1 Use of preposition ‘to’ with verb ‘must’:

Incorrect: We must to cooperate with the other party.

Correct: We must cooperate with the other party.

Correct: We have to cooperate with the other party.

1.2.13 Omission of preposition [or pronoun] in an adjective clause:

Incorrect: The first person receive gene therapy was a four-year-old girl.

Correct: The first person to receive gene therapy was a four-year-old girl.

Correct: The first person who received gene therapy was a four-year-old girl.

CHAPTER 2:

Verbs