A CONTRASTIVE ANALYSIS OF ENGLISH AND ARABIC PRESENT TENSE SYSTEMS WITH TEACHING AND LEARNING IMPLICATIONS
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Author
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Department of Arts
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.
PLEASE NOTE:
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.
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