This thesis reports on the factors that hinder the acquisition of the past verb forms in (past simple form, past progressive form, past perfect form) by Saudi learners of English. This study argues that Arabic and English share similar grammatical characteristics in the past verb forms. It also sheds light on the role of these similarities in facilitating the acquisition process of the targeted forms. This is a mixed-method study conducted on thirty-six Saudi EFL learners. The participants were assigned to two groups: group A (received treatment session about the past verb forms in English and highlighted their counterparts in Arabic) and group B (received treatment session about the past verb forms in English only). Three types of tasks were employed: multiple choice, gap-filling, and storytelling, and they were conducted at three periods: pre intervention, post intervention, and delayed test. A randomly-selected group was invited for stimulated recall interviews immediately after the delayed test. The interviews were conducted individually. The study answered two research questions and hypotheses: RQ1: To what extent does linking the similarities in the past verb forms between English and Arabic help Saudi EFL learners to acquire these forms? H1: Drawing the Saudi EFL learners’ attention to the similarities in the past verb forms between Arabic and English facilitates their acquisition. RQ2: Does L1 Arabic influence the choice of past verb forms in English for Saudi EFL learners? (a) What is the impact on explicit and implicit knowledge? (b) What is the impact on receptive and productive knowledge? H2: Saudi EFL learners consciously resort to their first language when they lack the correct past verb form in English. The results show that the intervention that highlighted the similarities in past verb forms between Arabic and English helped the participants to acquire the targeted forms. L1 has influence on the learners’ choice of forms, and they consciously resort to their first language. The results suggest that rising the awareness of Saudi EFL learners about the. The study suggests further research utilising a longitudinal QUAN-QUAL research paradigm.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:721746 |
| Date | January 2016 |
| Creators | Alanazi, Sami |
| Publisher | University of Central Lancashire |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://clok.uclan.ac.uk/17670/ |
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