Arabic Syntactic Interference On Efl Writing: An Analysis Of First Year Efl Students’ Written Productions At Skikda University, Algeria

Résumé: This study investigates the impact Arabic syntactic structures interference on learning English as Foreign Language. It seeks to examine the extent to which the native Arabic system (L1) is relied on by Algerian students as a learning strategy in learning English as a foreign language (L2). Therefore, a descriptive analytical method is undertaken through a corpus analysis of first year EFL students’ assignments on grammar and writing at Skikda University. The analysis of assignments reveals that the majority of students commit syntactic errors in their written productions which are specifically come from the interference of Arabic syntactic structures on English at different levels such as word choice, word order and inflection. A possible interpretation could be attributed to students’ learning strategies. Therefore, it is recommended that EFL teachers would employ strategies to help learners avoid the interference of L1 on L2.

Publié dans la revue: دراسات