English-Speakers' Errors in Arabic as L2 Writing System: A Teacher Perspective

Abstract

Errors are significant in terms of understanding the acquisition, competence, difficulties, and development of L2 writing. Within the framework of second language writing system (L2WS), this study investigates teacher perspectives on Arabic writing errors made by English-speaking learners in L2 classes. The results suggest that numerous difficulties seem to face the English-speaking learner of L2WS Arabic, as mentioned by the interviewees, such as the move from a fairly dot-free system into a dot-full system. Nine categories emerged and described by the interviewees as the common writing errors; namely 1) letter shape including teeth and size; 2) direction, 3) dots, 4) phonological issues, 5) spelling issues, 6) letter connecting, 7) letter doubling, 8) letterforms, and 9) other errors. According to the interviewees, the reasons of making these errors in such a context are mixture of phonological differences; orthographic differences, spelling error causes; and other reasons. Several suggestions also were voiced by the interviewees in order to develop the teaching methods of Arabic as L2WS.

Acknowledgment: the author is thankful to the research centre at Arabic Linguistics Institute for their generous support. Thanks are also extended to researchers who reviewed this article and responded with valuable feedback.

Keywords: Writing Systems; Arabic Writing System; L2 Writing; L2 Writing Systems; Error Analysis; Phonological Errors; Orthographic Errors.