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Second Language Acquisition and the Impact of First Language Writing Orientation

Second Language Acquisition and the Impact of First Language Writing Orientation

Samia Naqvi, Jesudasan F. Thomas, Kakul Agha, Rahma Al-Mahrooqi
ISBN13: 9781466666191|ISBN10: 1466666196|EISBN13: 9781466666207
DOI: 10.4018/978-1-4666-6619-1.ch003
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MLA

Naqvi, Samia, et al. "Second Language Acquisition and the Impact of First Language Writing Orientation." Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, edited by Rahma Al-Mahrooqi, et al., IGI Global, 2015, pp. 28-43. https://doi.org/10.4018/978-1-4666-6619-1.ch003

APA

Naqvi, S., Thomas, J. F., Agha, K., & Al-Mahrooqi, R. (2015). Second Language Acquisition and the Impact of First Language Writing Orientation. In R. Al-Mahrooqi, V. Thakur, & A. Roscoe (Eds.), Methodologies for Effective Writing Instruction in EFL and ESL Classrooms (pp. 28-43). IGI Global. https://doi.org/10.4018/978-1-4666-6619-1.ch003

Chicago

Naqvi, Samia, et al. "Second Language Acquisition and the Impact of First Language Writing Orientation." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, edited by Rahma Al-Mahrooqi, Vijay Singh Thakur, and Adrian Roscoe, 28-43. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6619-1.ch003

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Abstract

Arabic has a right to left writing orientation, whereas English, which Arab students learn as a foreign language, uses a left to right orientation. This reverse directionality leads to such issues as the jumbling and mixing of letters within words among adult learners. Hence, this chapter identifies, describes, and diagnoses Omani Arabic speakers' errors when writing English and also attempts to find the sources of these errors and possible remedies. It further seeks to determine whether these phenomena are transient in nature and thus subject to correction. Comparable populations of foundation-level students are studied and also the potential effects on adult learners of content delivery methods in English that mimic the writing orientation of their L1. In addition, EFL teachers with diverse multicultural backgrounds are surveyed to find the extent of the problem, the level of teacher awareness, and whether ongoing limited classroom intervention could tackle the problem.

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