Why do English Language learners borrow collocations from the Arabic language (their first language)?

L1 transfer of Collocation From Arabic to English Language

One source of errors second language learners make is first language transfer (L1 transfer).

Students tend to borrow from the first language when they are unaware or do not know the equivalent of the words they want to use.

Talk about collocations L1 transfer (borrowing multi-word units from the first language) in the case of Arab learners of the English Language. Specifically, when Arabic collocations are transferred into English writing or speaking:

Why do English Language learners borrow collocations from the Arabic language (their first language)? Talk about L1 transfer and borrowing in general and in the case of Arabic learners of the English language in specific.

How do they do it? Provide L1 transfer examples of collocation errors and explain the L1 transfer in each one of the examples (this should be the longest part it could be divided into categories if necessary).

Does their English level of proficiency affect how much they transfer or how they transfer?

To what extent,does the SRSD instructional model with the TREE strategy improve Saudi students’ argumentative writing? 

L1 transfer of Collocation From Arabic to English Language

Purpose of the Study

The study aims to test a new model of writing with Self–regulated Strategy Development (SRSD) with the TREE (Reasons, Explanations, Ending) strategy of improving English persuasive writing by Saudi students who study English as a second language.

Research Question

To what extent,does the SRSD instructional model with the TREE strategy improve Saudi students’ argumentative writing? 

How can we adjust certain aspects that are too time consuming and that focus too much on the individual so that the whole class can benefit from it?

Extended Teaching Philosophy: Adjusted Community Language learning

For this assignment, you are responsible for writing your own teaching philosophy based on what you have learned over the course of the semester. Your teaching philosophy should synthesize (not summarize) what you learned. Your philosophy should be supported by ideas from class readings, presentations, and discussions, but it should also reflect your own ideas and priorities.

Discuss your approach to teaching all the different skills (listening, speaking, reading, writing, grammar, and vocabulary).

You should enrich the description of your philosophy with examples couched within specific teaching contexts. Appropriate citations and references are expected.

Teaching Philosophy: Community Language Learning adjusted so that it can be implemented in public schools in the U.S..

How can that be done? How can we adjust certain aspects that are too time consuming and that focus too much on the individual so that the whole class can benefit from it?

Describe how learning about this concept has helped you to gain perspective of Deaf culture and the Deaf community.

Explore two of the below concepts and demonstrate your knowledge and insight gained from that exploration:

Audism (Tom Humphries, 1975)
Deafhood (Paddy Ladd, 1993)
Deaf Space (Hansel Bauman, mid-2000s)
Deaf Gain (Aaron Williamson, mid-2000s)
Deaf Ecosystem (Kelby Brick, late-2000s)

Directions: Select two different concepts from above. Once you select the two different concepts,begin researching the two concepts until you have a sufficient understanding of what they means and you feel comfortable with your ability to discuss the impact of learning these concepts has on you as a hearing individual. Your research should include both text and videos. Many videos in ASL on YouTube are captioned,encourage you to view Deaf individuals’ insights on these concepts. Ensure that your resources include multiple perspectives and not just one.The goal is to explore these concepts from the lens of the Deaf community while considering your own personal lens.

Identify the concept chosen (2 different ones)

Define this concept in your own words based on your research (define it in a way that someone who has not yet researched the concept would understand):

List at least three resources used to develop your definition (use direct links, book titles, etc. – text and video must be included):

Describe how these concepts are signed amongst the Deaf community:

In your own words describe how learning about this concept has helped you to gain perspective of Deaf culture and the Deaf community:

What questions would you have for a Deaf community member about these concepts if given the opportunity to interview them in person (include a minimum of three questions per concept):

Explain internal and external factors for such changes and development.

Linguistic Research Paper

Write an overview of the English language history from Old English to World Englishes, focusing on distinctive morphological/syntactic (grammar) features of different eras, which demonstrate the developmental direction of changes in English from a synthetic to analytic language*. That is, use the evolving of English from a synthetic to analytic language as the leitmotiv/trend for framing your answer. Provide examples to support your descriptions of changes and development, explain internal and external factors for such changes and development. Remember that you are not expected to write an exhaustive book of the English language history, but a selective, concise summery of it, in order to construct your own narrative of how English has evolved over time. You need to provide the sources of the details you present.