The First Language Role In Foreign Language Writing Development The Case Of Third Year Secondary School Pupils In The City Of Laghouat
Résumé: This work is a discussion of the phenomenon of language interference, specifically the positive transfer. This study aims to investigate the positive transfer of pupils’ Arabic L1 into their written performance of the foreign language (English) is pinpointing their teachers’ views about using L1 in learning L2. This study deals as well as with the ways through which we may benefit as much as possible from pupils pre-requisite knowledge to enhance their learning of foreign language. To this end, a questionnaire have been conducted to a sample of study which consists of 18 pupils from five schools in Laghouat city and 18 English teachers of the same schools, during the academic year 2015-2016. The results found after the description and analysis of the data indicate that although some teachers and pupils still have undesirable ideas about Arabic usage in written performance of English, many participants from both teacher and pupils have presented patterns and effective ways of using effectively Arabic in processing English writing
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