Interference of L1 Proverbial Expressions of EFL Native Arabic Speakers by Hussam Rajab, of King Fahd University of Petroleum and Minerals

The British Institutes English Language Teaching Professional Network at the Coral International Hotel in Al Khobar, Kingdom of Saudi Arabia Thursday, 16 February 2012

Mr. Rajab is a researcher, who has documented and catalogued English errors committed by native Arabic speakers of Saudi Arabian origin: he calls them EFL student errors . . . of L1 EFL Native Arabic Speakers. His presentation was not an apology or excuse for English errors committed by students who share his mother-tongue, rather, a lesson to instructors on the importance of using those errors to better-teach their students. L1 Proverbial Expressions were presented as evidence that native idioms translated into English can exhibit the level of a speakers English comprehension as well as the speakers ability to relate native idiomatic expressions literal meaning in an English context. Some concepts are cultural, without an equivalent in the English-language culture, such as On my nose, teacher. In American culture, placing a hand on the heart while promising is similar to On my nose, teacher. Both express solemn vows; not expected to be broken by the one who makes the promise. Rajab related that L1 Arabic EFL students will assure him that a paper will be turned in on time by placing a forefinger on the right-side of the nostril and assuring him On my nose, teacher! It will be there. The action of touching the nose, increases the sincerity of the vow, he related. We are all aware that idioms are a group of words presented in a whole context, which, individually, have different meanings from the grouped-word expression. For example, Make hay while the sun shines is an American idiom which has nothing to do with anyones ability to make the dried grass and stalks fed to farm animals that we call hay. According to The Free Dictionary by Farlex (http://idioms.thefreedictionary.com/Make+hay+while+the+sun+shines) it means to do something while the conditions are right . . . or, to take advantage of an opportunity while you can.

REPORT presented by Shelia Ann Peace for XXXXXXX College: Echo Seminar 25 February 2012

Mr. Rajab related his experiences teaching English to male Saudi students who feel free to use Arab proverbial expressions, in English, to relate to their instructor about assignments and class requirements. Their errors in expressing these idioms in the English tongue showed him, apparently, the need to address L1 Interference in English production: transfer of meaning. To stick in ones throat might adequately express how some of our shy students express themselves when called to answer questions using English. One might say that the answer stuck in my throat. Again, there is nothing, literally in the throat of a student who is not comfortable using English in the classroom. It just means that one can hardly speak because he or she is so overcome by
emotion. (American Idioms and Expressions, http://www.americanidioms.net/make-hay-while-thesun-shines/). So, why are these errors important? Carl James, in his Error Analysis study (1998), wrote that errors tell: the teacher . . . what needs to be taught. . . . the researchers how learning proceeds. And they are the means by which the learner tests hypotheses about learning. In other words, errors are not obstacles to the learning process; rather, stepping-stones to be used by the instructor, researchers and learners. A mistake is something that can be self-corrected by the EFL student. Ancker (2006) paraphrased H.D. Brown (1994), calling an error a problem that a native speaker would not have: a noticeable deviation in the adult grammar of a native speaker, reflecting the interlanguage competence of the learner. Though Arabic Proverbial Expressions were the hook for this presentation, Mr. Rajab solicited input from participants on common errors made by Saudi EFL learners. Answers included structure and verb placement. As well, he sought techniques employed to assist Arabic EFL learners with their L2 problems. Answers included explanation about word deviation and word families . . . vocabulary description, and focus on verb and indefinite article usage; sentences with exercise for SubjectObject and relative pronoun uses. He put the participants in the shoes of their Arabic students by asking them the meaning of several Arabic idioms. What does it mean to Enter the golden cage? he asked. This instructor can tell you that the American idiomatic equivalent is to get hitched, based on Americas early farming history. Wagons were hitched to horses before leaving the farm so they could transport goods or people. In Saudi Arabia, Enter the golden cage. means to get married. When Rajabs students want his attention, he might hear Give me face, teacher. Thats a far cry from the American idiom saving face which means to preserve one`s good reputation or
REPORT presented by Shelia Ann Peace for XXXXXXX College: Echo Seminar 25 February 2012

dignity when something has happened to hurt it. Yet, a native-English speaker might misinterpret Give me face . . . with a near-meaning to reputation or dignity, as it applies to their own culture. Idioms require a knowledge of vocabulary and social context for comprehension. That is one of the reasons why proper usage of idioms is considered an indication of native-like fluency in a second language speaker. According to Brown (1998) and Rod Ellis (1994:47-71) one of the major causes of errors is interference from the native language. In addition, William Ancker wrote that errors are caused by an incomplete knowledge of the target language and the complexity of the target language exampled by third person singular present tense (he sees vs. he see). (2006)

An error requires further relevant learning to take place before they can be self-corrected. Brawn (2006). Brawn quotes Canale (1983) and describes Communicative Competence as being composed of four areas of knowledge and skill: Grammatical competence Sociolinguistics competence Discourse competence Strategic competence Mr. Rajab conducted a three-year error-analysis study of native Arabic students studying English as a Foreign Language at King Fahd University of Petroleum and Minerals. His findings showed that 78% of the oral examination errors committed were lexical/semantic: that is, related to meaning and relations of words. (2011) From My Eyes Teacher! Common Lexical Errors in English of College Level Saudi Students shows Putting ashes in the eyes. When the cow does Hajj on its horns.

are further examples of Arabic idioms which non-Arabic speaking teachers will never learn the meaning of, from our students, unless we have taught them how to express themselves clearly in English as a Foreign Language: equipping them with the tools for understanding meaning of individual words and context for word groups: developing comprehension and self-expression.
REPORT presented by Shelia Ann Peace for XXXXXXX College: Echo Seminar 25 February 2012

As well, we want our EFL students to understand that quick on the draw does not mean that one draws pictures quickly; rather, to respond quickly to a situation (http://www.americanidioms.net/q/) based upon the American Wild Wests frontier heritage when people pulled guns and shot at people or animals for survival. Its equivalent to She thinks fast on her feet.

Suggested reading: To Err is Human: Error Analysis at a Glance. (http://www.ameprc.mq.edu.au/docs/conferences/2006/pbrawn.pdf) From My Eyes Teacher! Common Lexical Errors in English of College Level Saudi Students. (http://info.psu.edu.sa/pscw/PSCW/psutl2011/workshops/3.pdf) Harvard Conference Seeks to Jolt University Teaching, by Dan Berrett. The CHRONICLE of

Higher Education (Feb. 5, 2012)

(http://www.linkedin.com/news?viewArticle=&articleID=5572116390363533322&gid=2104040&ty pe=member&item=96039660&articleURL=http%3A%2F%2Fchronicle%2Ecom%2Farticle%2FHar vard-Seeks-toJolt%2F130683%2F&urlhash=7HOp&goback=%2Egde_2104040_member_96039660)

REPORT presented by Shelia Ann Peace for XXXXXXX College: Echo Seminar 25 February 2012

References
Ancker, William (2006) Errors and Corrective Feedback: Updated Theory and Classroom Practice (Forum online_English teaching) Brawn, Pornsawan (2006) To err is human: Error analysis at a glance. Workshop. AMEP National Conference 2006 (http://www.ameprc.mq.edu.au/docs/conferences/2006/pbrawn.pdf) James, Carl (1998) Errors in Language Learning and Use. New York: Longman.

Rajab, Hussam (2011) From My Eyes Teacher! Common Lexical Errors in English of College Level Saudi Students (http://info.psu.edu.sa/pscw/PSCW/psutl2011/workshops/3.pdf)

REPORT presented by Shelia Ann Peace for XXXXXXX College: Echo Seminar 25 February 2012