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Title: English speakers' common orthographic errors in Arabic as L2 writing system : an analytical case study
Author: Hisham, Saleh A.
ISNI:       0000 0004 5991 0834
Awarding Body: Newcastle University
Current Institution: University of Newcastle upon Tyne
Date of Award: 2015
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The research involving Arabic Writing System (WS) is quite limited. Yet, researching writing errors of L2WS Arabic against a certain L1WS seems to be relatively neglected. This study attempts to identify, describe, and explain common orthographic errors in Arabic writing amongst English-speaking learners. First, it outlines the Arabic Writing System’s (AWS) characteristics and available empirical studies of L2WS Arabic. This study embraced the Error Analysis approach, utilising a mixed-method design that deployed quantitative and qualitative tools (writing tests, questionnaire, and interview). The data were collected from several institutions around the UK, which collectively accounted for 82 questionnaire responses, 120 different writing samples from 44 intermediate learners, and six teacher interviews. The hypotheses for this research were; a) English-speaking learners of Arabic make common orthographic errors similar to those of Arabic native speakers; b) English-speaking learners share several common orthographic errors with other learners of Arabic as a second/foreign language (AFL); and c) English-speaking learners of Arabic produce their own common orthographic errors which are specifically related to the differences between the two WSs. The results confirmed all three hypotheses. Specifically, English-speaking learners of L2WS Arabic commonly made six error types: letter ductus (letter shape), orthography (spelling), phonology, letter dots, allographemes (i.e. letterform), and direction. Gemination and L1WS transfer error rates were not found to be major. Another important result showed that five letter groups in addition to two letters are particularly challenging to English-speaking learners. Study results indicated that error causes were likely to be from one of four factors: script confusion, orthographic difficulties, phonological realisation, and teaching/learning strategies. These results are generalizable as the data were collected from several institutions in different parts of the UK. Suggestions and implications as well as recommendations for further research are outlined accordingly in the conclusion chapter.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available