AN ANALYSIS OF INTERLINGUAL VS INTRALINGUAL ERRORS MADE BY ARAB LEARNERS OF ENGLISH AND TEACHING STRATEGIES TO REDUCE THE ERRORS

Abstract

Arabic students learning English as a second language tend to commit several errors. This paper explores some of the common interlingual versus intralingual errors made by Arabic learners of English. The authors consider that by addressing morphological, lexical, and semantic errors, English teachers can help Arabic learners develop a more comprehensive and nuanced command of the English language, leading to improved communication skills in various contexts. The instructional strategies offered in this paper provide insights to English teachers and Arabic tertiary-level students on reducing or eliminating these errors. The teaching tips presented in this paper are also helpful to both seasoned and new teachers to reduce errors made by Arabic students learning English as a second language.