i. that students at the early stage of school

    i.     AbstractThis paperexamines problems caused by the interference of the first language (L1) uponthe second language (L2) acquisition ??at the Saudi primary Schools. This is a subject withmany aspects to it, and there is a very diverse literature that handles theseproblems. The vital goal of this research is not to present an analytical caseof one of these problems, but simply to try to develop key issues and relevantresearch connected to the problems and their causes generally. IntroductionThe Arabworld has witnessed a very positive and drastic change in the use of Englishlanguage both in business and education. This change is significant in manyways including a society more inclined to literacy, as well as keenness tolearn and command the English language.

However, in differenteducational institutions a peculiar feature of the Arab EFL learners is thatthey cannot understand the oral as well as written English language even when articulatednormally. It has also been observed that still a few of them “prefer” the useof L1 i.e., Arabic, in acquiring the English language (L2) for diverse reasonsincluding not fully skilled and trained in this language or often lackingmotivation to communicate in L2.

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 ii.     Literature ReviewIn hisstudy about the problems that encounter the EFL learners Khan (2011) observedthat teaching of English as a Foreign Language is always a challenging task. English in Saudi Arabia functions a very restrictedpurpose. Thus far, it is very vital for community as well as for scientific growth.Consequently, English language teaching in Saudi Arabia clasps consideration ofmany academics. In spite of good preparation, purposive syllabus, cohesive schoolbooks,competent educators, attainment is below the expectations.

Hence, investigativestudies should better be carried out so that teachers may spotlight problemsand the related factors.Former grammaticalknowledge of the first language plays an awkward role in students’ academic performancein learning English as a second language. Many linguists assured that studentsat the early stage of school always try to implement semantic and syntacticapproaches from L1 while learning L2 different skills. Al Sharaeai (2012) indicated that Arab EFL students make mistakesin the verb phrase; tenses, verb formation, and subject-verb agreement. Alsaigh& Kennison (2017) states that EFL learners face numerous spelling problemsin English mostly in the primary stages of spelling progress. Also, EFL studentsencounter severe complications in using the suitable preposition in theirwriting.Halasa (2012) indicate that Arab EFL students face problems in vocabulary,grammar, organization of ideas, spelling, and referencing.

Al-Jarf (2007)reported that Arabic speaking students commit errors when they producecollocations in English, particularly the English lexical combinations.In awide-scale study about the problems being faced by Arab students, Dillon (2011)observed that these problems are categorized into two: First, most errorscommitted concerned with the pronunciation, morphology, knowledge of the use ofsyntax, and spelling; Second, most Arab students have difficulty expressingthemselves contentedly and competently either when faced with scholarlysubjects or usual everyday issues. ResearchMethodology1.    ParticipantsTheresearcher chooses a sample of 36 students. They were divided into two groups. Thefirst one which worked as (the experimental group), was from a governmentschool (Qurtoba Primary school) with total number of 16 students. The second groupwhich worked as (the control group), was from an international school (NadaInternational School) with total number of 20 students.

Both international ofthem are in the primary stage; both of the classes belong to (Grade 6).2.    Procedures of the studyThis studywill be conducted in two different places; one of them is an internationalprivate school that hires native speakers to teach English language for theSaudi students. The other one is a government school where they recruit Sauditeachers whose mother tongue is Arabic. They will take a similar placement test that coversthe four main skills of the English language to determine students’ realachievement before they attend a well-built class test by the researcher. Questionswere written professionally to show problems that hinder both of the two groupsin the different skills.

Both of the tests consist of twenty multiple choicequestions to facilitate data analysis. Also, a questionnaire of 15 questionswill be given to 10 English language teachers from the two schools toinvestigate their opinions about problems caused by the interference of (L1)upon (L2) acquisition in Saudi primary schools.Instruments This studywill hinge on three main tools; A) Thestudy sample will be given a pre-test, and then they will take the post-testwhich works as an assessment tool.

B) Aquestionnaire of 15 questions will be distributed to 10 English teachers to spotlighttheir opinions on the language problems caused by the interference of (L1) upon(L2) acquisition.C)Statistical Package (SPSS) will be used as a medium to analyze the datagathered from the questionnaire and pre/after tests. iii.     Expected ResultsAfterperforming the practical part of this study and reviewing the former relatedliterature, the researcher expects that problems which encounter Saudi studentsin learning skills of the English language (EFL/ESL) can be solved through A) -intensive training for teachers by English natives.

B) – Teaching strategiescan be a keyword to overpass ESL anxiety for our students. C) –Educationtechnology proved to play a crucial role in avoiding EFL common errors throughimitating natives. According to the researcher’s point of view, Englishlanguage Problems can be classified into two major parts; the first factors arerelated to linguistic approaches such as word order, articles, grammar, andcapitalization…etc. The other factors focus on the social context and theexposure to the target language.

 iv.     Conclusion First, condensed studies should be performed inestablishing the theoretical framework which regulates the ESL learning in theArab world. This framework may find applicable solutions for the obstacles facestudents in their learning. ESL problems still need to be researched in moredetail regarding its nature, causes.