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Introduction of the topic
It is important to consider structural differences evident in the English language in order to understand how the norms of communication and ways of speaking differ for Arabic speakers learning the language. Linguistic differences exist between communities embracing unrelated social and cultural obligations.
This is a fundamental observation when considered critically. Cross Cultural Communication (CCC) faces numerous challenges when given a linguistic approach. The situation has interfered with effective communication capabilities of most Arabs endeavouring to learn English. This is evident with respect to language structure, norms pronunciation of words, utterances, and other relevant provisions that compromise communication capabilities.
This report/case study focuses on the differences in language (English) structure in order to consider how the norms of communication and ways of speaking differ for Arabic speakers learning English as indicated earlier. Additionally, it illuminates the linguistic disparities that exist between Arab native speakers enduring to learn, use, and embrace English despite the challenges.
The aspects of miscommunication, misapprehension, and other relevant factors are equally notable among the Arabs endeavouring to learn English. It is notable that various problems exist (for Arab natives) in the realms of writing and speaking English due to cultural influences and the way Arabic language is structured, a situation that affect effective communication when considered in a CCC context.
In fact, it is notable that both languages conflict each other in various areas including structures, writing style, pronunciation, tenses, and other relevant features as notable in the data collected.
Notably, languages observe particular structures, norms, and ways of speaking. In the context of English, these differ considerably for Arabic speakers (Rababah, 2002). This is a critical linguistic provision in diverse contexts. This study endures to unveil the lexical, syntactical as well as phonological mistakes committed by the Arab learners of English language and other related concerns in the matter. This issue is vital when considered decisively in the CCCs context.
From the data collected (through observation), it is apparent that Arabic is written from right to left while English is written from left to right. This is a structural difference amidst the two languages. This disparity is rather mystifying to the new language (English) learners. Other language provisions in this context have also indicated the disparities, confusions, inappropriateness, and the misunderstandings that occur among the English learners from Arab origin.
Discussed sections of this report incorporate the questions being addressed, data collected, data analysis, and discussion of the inferences obtained from the study (Vang, 2010). The case study bases on original observation/data collection and analysis of cross-cultural communication (culturally situated communication) from public sources, personal observations, and interactions.
The questions being addressed
This report focuses on numerous questions in order to address effective communication expected among the Arab native endeavouring to learn English in various contexts. Evidently, this study focused on the differences in language structure so as to consider how the norms of communication and ways of speaking differ for Arabic speakers learning English.
One major question illuminated in this scenario is; what are the difficulties faced by new language learners in the context of English and Arabic native speakers? This question is important in discerning the difficulties faced by Arabs learning English in the context of effective communication.
Evidently, it is due to cross cultural differences and other characterising factors that the noticed linguistic difficulties, structures, norms, and incoherency in the learning, writing, and speaking second language emerge. Arab students find it hard to discern various provisions of English due to the dissimilarities mentioned before.
It is through this provision that the whole arguments lie with precision. Notably, students usually face difficulties in learning second languages (with respect to communication) especially if there are stringent cultural and linguistic differences in both groups.
Another question addressed in this context is: Which aspects and learning strategies can be applied by teachers and students to gain an improved language and enhance the teaching and learning progress in a CCC context? Following the difficulties faced by both groups, it is important to discern strategies, which can be established, enacted, and embraced by the language learners in order to enhance their cross-cultural communication capabilities and other related provisions.
Another question is: What else do Arabic speaking students need to learn in order to obtain effective communication capabilities? Additionally, based on the language teaching experience, how is the use of linguistic competence and language in interaction?
Both questions endeavour to discern various aspects related to the linguistic issues and other related CCC concerns (Gudykunst, 2003). Notably, the questions are addressed later in the discussion section while emphasizing the aspects of effective communication and other relevant provisions.
Describing the kinds of data collected, how, and why
Data collection was an important provision of this study following its ability to discern various aspects of the language difficulties faced by the Arab students learning English in the languages department. The data focussed on the aspects of effective communication by illuminating the concerned linguistic disparities amidst the two CCC factions.
Precisely, the data were collected from personal observations ad experiences when studying in the English language centre. It was possible to unveil the difficulties faced by most Arabs in various contexts regarding the aspects of language (Vang, 2010). This is a fundamental consideration when analysed critically. The reasons behind the collection of such data was to have a primary indication of how CCC could face stringent difficulties when analyse between two different cultural and linguistic groups.
Possessing a personal experience in this study helps in making personal inferences regarding the matter. It is from this concern that the entire prospects lie. Additionally, it is proper to illuminate various disparities that exist amidst the data collected.
Due to structural differences in English compared to Arabic, Arab speakers learning English face critical challenges when considered in the linguistic realms. This relates to the mentioned CCC challenges and the concerned miscommunication alleged in this context.
Evidently, the challenges can be related to the fact that the two languages originate from different cultures, families, and are spoken with different linguistic terms, structures, and norms. This factor contributes immensely to the mentioned CCC challenges noticed among the Arabic native speakers in their efforts to learn English (Gudykunst, 2003).
It is evident that Arabic is a Semitic language while English is an Indian-European language. The two languages contain numerous disparities in their structure, syntax, phonetics and other linguistic provisions relevant in this context. During the data collection, it was evident that Arabic letters or writing structures are totally different from those of English. This factor even complicates the issue further. It is from this consideration that the entire linguistic provisions lie.
Furthermore, it was evident that Arabic language does not have some sounds in its entire frameworks. Conversely, sounds like V, P and others in the same calibre can be found in the English language. Consequently, it becomes very difficult for Arab students learning English to grasp the missing sounds in order to learn, write, and speak the language fluently.
The situation relates to the structures of English and the way the language is spoken. This is a crucial consideration following its viability in the linguistic context. It is important to enhance the language norms and structures before declaring it difficult to learn. The way Arabs pronounce their vowels are quite different from English as evident in various observations made during the study (Nelson, AL-Batal & Echols, 1996).
Another considerable data collected incorporate the mastery of English words by the Arabic students. Evidently, it is notable that Arabs who want to learn English find it daunting to master specific characters of words. For example, it was notable that some letters were pronounced differently depending on the characters that followed. For example, C is pronounced (s) when followed by the following characters (e, i, or y).
Conversely, it is pronounced (k) before most of the alphabet English, except (h). Arabs find such linguistic complications unbearable and confusing with regard to English. The matter has retarded the learning, writing and speaking of English among the Arab learners learning English. Concurrently, another observation made that contributes to the difficulties faced by the Arab students learning English is the changing pronunciations of ph & gh.
For example, it is observable that (P), if followed by the letter (h), might sound as (f). This occurs regardless of the positional arrangement of the concerned word. Additionally, (gh) changes its pronunciation depending on its position in the concerned word. This observation is evident in word such as enough and night.
These provisions indicate the difficulties that Arab natives learning English experience in their endeavours to adopt effective communication in English as a language. This supports the aspects of CCC mentioned earlier in the context of language and communication prowess.
On another supportive observation, it is notable that (ph) is uttered as (f) while (th) can be pronounce differently depending on the word involved. This is observable in words like (third and the) among others. Additionally, Arab students have realised that some letters are not pronounced as they should be. For example, letter (k) becomes silent when used in the word (know) and (p) in the word (psychology).
Another observation relevant in this CCC context is that the Arabic wordings, acts, names, and some adjectives are different from those in English. This is relevant when considered by Arab students in their native languages. Precisely, these observations (data) made are relevant in discerning the difficulties that Arab student face while learning English in various contexts. The situation is quite challenging especially to the new English learners.
Analysis of the data
The data collected focused on the differences in English language structures in order to unveil the norms of communication and ways of speaking that are peculiar for Arabic speakers learning English. The data collected indicates how the vowels, wordings, syntax, phonology, and other linguistic provisions differ considerably between English and Arabic natives. Miscommunication and other and other conversational hitches are evident in this context.
Since English structures and wordings are pronounced changeably (a fact that is contrary to the expected utterances), it is crucial to note that Arab speakers must learn these linguistic provisions before they speak effective English. There are various factors that emerge from the collected data with regard to English applicability, viability, and relevance in the linguistic realms (Rababah, 2002).
The aspects of writing skills equally matter in this context following the variability that is evident in the language realms with respect to CCCs context. From the data collected, it is notable that language structures and arrangement of characters can influence the capabilities to learn such a language.
From the English structures and other provisions, it is important to note that culture, communication and fluency in the first language can influence the acquisition of other languages especially if their provisions, structures, norms, phonology, and characters among other aspects differ considerably.
Since Arabic and English are written, spoken, and pronounced differently, it is apparent that their provisions can influence the prowess of other learners (Arabs) in such languages. The situation fronts bountiful challenges to various language departments in the Arab world (Mattock, 2003).
The ability to pronounce other characters differently is considerable in this context. Such pronunciation differences and challenges fronted by various words are of critical concerns as indicated before. The entire situation has contributed to miscommunications besides the difficulties experienced by the concerned learners. It is similarly notable that the structure of English tenses might confuse Arab learners further.
Discussion
From the data collected, it is evident that the structure of English language, its norms, and utterances (ways of speaking) differ considerably for Arab speakers learning English. Arab students face varying difficulties when subjected to an English language environment.
The situation has compromised various components of effective communication as mentioned earlier. The fact is also true to the English speakers when subjected to Arab language scenarios. These observations follow linguistic differences existing amidst the two languages in the context of their structures, norms, applicability, utterances, and usability in various contexts for effective communication. Initially, the situation starts with how the two languages are written and structured for viable communicational provisions.
This is a considerable linguistic framework as indicated in the collected data and other relevant provisions related to this study. It is crucial to consider such linguistic aspects in differing contexts as demonstrated and argued earlier. There are reasons behind the difficulties noticed in the entire context. This provision is imperative when considered critically and decisively in varying contexts (Nelson, AL-Batal & Echols, 1996).
The differing structures, norms, and sounds evident in both languages are important in indicating the lingual differences between Arabic and English in the linguistic realms. It is evident that some sounds and language structures are found in English but not in Arabic. This provides Arab students learning English with some considerable difficulties in mastering the language.
They must take some time to master the language (English) provisions as argued before. This will help in providing the alleged solutions helpful to Arab students in learning English. This is a fundamental provision when considered critically in the linguistic context.
It is important to learn and speak a second language despite the difficulties. This is relevant in this milieu following the need for the Arabic speakers to learn English for international application (Mattock, 2003). The structure, norms, and pronunciation of various characters in the English language has fronted varying challenges to the Arabic speakers. As indicated in the data above, the fact that letter (C) can be pronounced as (S) among other examples is of some considerable concern.
The matter is quite challenging hence rendering communication and adoption of English (as a second language) quite difficult. However, there are other learners who have endured to enhance their learning capabilities by mastering the sounds considerably. The applicability of the mentioned characters is important when mastering their contexts and concepts.
Having done language interaction provisions, it was essential to discern various linguistic issues related to CCC in this context. As indicated before, it was notable that Arabs endeavouring to learn English face vast challenges in the realms of mastering specific characters, which are pronounced differently and uniquely from the rest. This is a critical provision in the entire linguistic context as observed in this study.
There are various supportive evidences regarding this claim (Rababah, 2002). Additionally, other relevant factors and examples provided in this study support the alleged linguistic claims in the realms of CCC. Since the reasons behind the alleged mastery difficulties have been discerned, it is important to scrutinise the aspects and learning strategies that can be applied by teachers and students to gain a better language and communication prowess.
Regular practices and learning dedications are relevant in this context (Rababah, 2002). Despite the language disparities noticeable amidst the two linguistic groups, it is apparent that Arab students learning English can enhance their competency in the English language despite the difficulties. This is a critical provision when considered critically. It is important to understand both situations before rendering them ineffectual.
The tutors can also assume proper learning practices to ensure that their students understand, master, and embrace the new language provisions (Nelson, AL-Batal & Echols, 1996). The Arabic speaking students need to learn about how to use the language (English) in various occasions despite the challenges. Concurrently, adhering to the structures set for the language can help considerably.
Addressing other Questions in the Study
There are numerous learning strategies that can be applied by teachers and students to gain an improved language while enhancing the teaching and learning progress in a CCC context with respect to effective communication. Firstly, Arab students should embrace a daily/regular study of English in order to enhance their mastery and connection with the language (Mattock, 2003).
Teacher should also encourage this provision among students despite the challenges. Another strategy is to discourage the use of Arabic (first language) while enhancing the use, practice, and embracement of English (second language) despite the difficulties. This is a critical provision meant to enhance the mastery of English language.
It is crucial to consider such provisions in the communication context. Additionally, it is agreeable that learning another language (English in this context) requires stringent language mastery. It is not just familiarity with the language as expected by some individuals. This is achievable through regular practice and involvement in the English sessions and other relevant activities (Rababah, 2002).
It is notable that perfection will only emerge after a stringent language practice is involved. Importantly, there should be note taking, asking of questions on challenging areas, and frequent guidance on various aspects of the language. Teachers should embrace questions from students and encourage the use of the language after classes. Practicing with friends is an important consideration among students.
Additionally, it is important for teachers to teach abstracts (complex words and phrases necessary in understanding contents that students will encounter). This acts as a basis from which the language is built. It is important to utilize content-related words in order to understand concepts in various occasions.
This will augment the aspects of communication and other related learning provisions. Additionally, teachers should always provide contextual examples and other easy to understand sentences that are addressing the syntax, phonology, and pronunciation problems mentioned earlier. Concurrently, content-related words should be revisited frequent. Crucially, it is advisable to discourage frequent use of Arabic as the preferred language.
Additionally, it is vital to exploit prior knowledge of the language, embrace its explicit modeling and cooperative learning, use graphic organizers, and ratify continuous assessments to unveil the progress among students. The most important provision in this context is whether the involved parties can communicate effectively amongst themselves (Mattock, 2003).
The aspects of miscommunication evident among these factions should be eliminated. Following the difficulties faced by both groups, it is important to discern strategies, which can be established, enacted, and embraced by the language learners in order to enhance their cross-cultural communication capabilities as well as other related provisions. This will help students gain improved language mastery while enhancing the teaching and learning progress in a CCC context.
Another question inquiring what else Arabic speaking students should learn in order to obtain effective communication capabilities can be given bountiful approaches (Rababah, 2002). Firstly, Arab students taking English should admit that English (as a language) is totally different from Arabic in numerous contexts and its various provisions can be challenging. Associating the two languages can create more confusion and hinder effective learning and communication in English.
Since the data collected reveal some aspects of miscommunication related to CCC challenges, it is crucial to consider various provisions addressing this issue. Another thing to learn is that the disparities in the pronunciation of some English characters can only be trounced through frequent practices, familiarity, and mastery of such characters, words, and some English phrases (Mattock, 2003). It is also important to gain opportunities for additional practice while avoiding word-level translation cases.
Taking English as a different language with varying structures and communication obligations is important. This will help in eradicating conflicting linguistic provisions in the entire communication milieu. Additionally, it is crucial to address the use of linguistic competence and language interaction based on the language teaching experience. It is through linguistic competence and language fluency that people can enhance their interaction and communication capabilities.
Thus, it is crucial to gain such linguistic competence for effective communication. This is a critical provision in enhancing English as a language among the Arab natives. It is evident that the questions provided endeavor to illuminate various linguistic aspects and other related CCC concerns (Gudykunst, 2003). Issues related to effective communication are important in cross cultural contexts as focused in this study.
Conclusion
This study focussed language structural differences (English) in order to consider how the norms of communication and ways of speaking differ for Arabic speakers learning English. The subject (CCC) should be addressed appropriately in order to remain relevant in various contexts. There are various CCC difficulties experienced by Arabic speakers when they endeavour to learn English as their second language. This has hindered effective communication and learning structures in the Arab context.
Arabic and English differ in numerous contexts ranging from their structures and other considerable linguistic provisions. This is a significant stipulation when considered critically. From the data collected (through personal observations), it was apparent that various linguistic provisions in English (as a language) front massive challenges to Arab speakers in their efforts to learn and communicate the language.
The alleged difficulties incorporate the language structures, norms, writing styles, phonology, syntax, pronunciation, and other factors characterising the English language. It is through this consideration that the entire CCC concepts lie. Nonetheless, this case study took a specific linguistic approach, focused on specific language issues, and gave examples of linguistic evidences, structures, and norms with regard to English.
References
Gudykunst, W. (2003). Cross-cultural and intercultural communication. London: SAGE Publications.
Mattock, J. (2003). Cross-cultural communication. London: Kogan Page Limited.
Nelson, G., AL-Batal, M., & Echols, E. (1996). Arabic and English Compliment Responses: Potential for Pragmatic Failure. Applied Linguistics, 17 (4), 410-432.
Rababah, G. (2002). Communication Problems Facing Arab Learners of English. Journal of Language and Learning, 3 (1): 180-197.
Vang, C. (2010). An educational psychology of methods in multicultural education. New York, NY: Peter Lang.
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