Interlingual Interference in the English Language Word Order Structure of Jordanian EFL Learners

Mohammad Hamad Al-khresheh

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

Abstract

The present study investigates the interference of L1 (Arabic) syntactic structures on L2 (English) syntactic structures amongst Jordanian learners of English. The focus of the study is on the errors committed by these EFL learners in using one syntactic category, namely word order within simple sentence structure. The objectives of the study are to investigate the errors committed by these EFL learners in order to find out the impact of their L1 on their L2. To achieve these objectives, Corder’s (1981) method, which consists of a multiple-choice test was utilised in this study. The subjects of the study comprised 115 tenth grade school students from Al-Mazer district of education in the south of Jordan. The findings of the study suggest, firstly, that the subjects committed a total of (1266) interlingual errors with respect to simple sentence structure word order. The errors committed as a result of transfer from standard Arabic (SA) were higher than those committed as a result of transfer from non-standard Arabic (NSA). Secondly, the findings also reveal that interlingual errors committed by the same subjects were due to differences between the subjects’ L1 and the L2 as well as transfer from two different varieties of Arabic. On the basis of these findings, pedagogical implications are discussed and recommendations for further research are suggested.

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