ABSTRACT
The study contrasted English and Arabic present tense systems with a
view of identifying the areas of similarities and dissimilarities
between the two languages as well as the problems the findings posed for
both Learners of English and Arabic. The work sought to find out how
English present tense system posed problem for learners of Arabic as a
second language. Four research questions were raised to back up the
study. The study involved eighty (80) sentences from both Arabic and
English data. The eighty sentences were described through
Transformational Generative Grammar and contrasted with the use of Di
Pietro Contrastive Analysis Model. The results revealed high differences
between Arabic and English present tense systems and, therefore,
confirmed that Arabic learners of English have problems with the use of
English present tense especially in the use of present perfect and
present continuous tenses. The study also showed that Arabic students
learning of English as well as English students of Arabic as a second
languages may encounter different learning difficulties as a result of
language differences. Based on this result the researcher suggested,
amongst others, that the curriculum planners should bear in mind the
linguistic differences that exist between Arabic and English present
tense systems when designing curricula for schools. The teacher, in
particular, should extensively drill the students using translation and
present the language to the learners in meaningful and manageable units
with adequate drills.