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English Education Reform in Arab World
Rana Khan Mohammed Ishaq
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DOI:10.17265/1539-8080/2018.03.003
Algonquin College, Kuwait
Learning a second language always poses a challenge to learners. Arab learners have specific weaker areas and their problems need special consideration from English as a second language (ESL) teachers. This paper first aims to systematically discuss and deal in detail with the problematic areas that need attention. Arab learners show problems in communication and interaction. They lack fluency and feel shy in participating in class activities. Negative transfer from language one can hinder their learning and seriously affect the development of their productive and receptive skills. Secondly, some positive approaches have been suggested to minimize the effect of mother tongue interference on learning of English like guided step by step approach of the teacher to show the syntactic and semantic differences between the two languages. Contextual learning along with blended learning can also create the mood for young hi-tech learners, paving the way for the much-needed motivation for learning. ESL teachers need to tread cautiously and carefully while teaching English, as with a planned approach and perseverance, they can achieve their goals.
blended learning, contextual learning, mother tongue interference
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