Most studies on cross-linguistic influence have so far focused on the effect of the first language on the second or foreign language for pedagogical purposes. However, cross-linguistic influence is bidirectional, also allowing for ‘reverse’ transfer. This article sheds light on the influence of English on modern standard Arabic (MSA). It discusses the most common linguistic manifestations of this reverse interlingual transfer together with some of the possible consequences. Data were collected from books, articles, manuals, reports and recommendations. Adopting a descriptive linguistic approach, the paper lists some of the manifestations of this reverse transfer such as transliteration, substitution, re-ordering, overproduction, omission, poor translation, calquing, borrowing, and code mixing. It also enumerates some of the detrimental effects of reverse cross-linguistic transfer from EFL to MSA: linguistic invasion, ‘foreignness’, alienation of the audience and the speaker/writer, incomprehensibility, misunderstanding, and exposing readers to poor and incorrect MSA. The paper concludes with a recommendation for further studies to give more insight into the negative effects of this reverse transfer, to investigate the other factors leading to the deterioration of the standard of MSA, and to propose some solutions. Further studies are needed to investigate this and other factors and propose practical solutions to the problem.
Saudi English majors’ level in reading achievement has been reported to be of low quality. Lack of extensive reading materials at the secondary stage is assumed to be one reason behind this low level. As a remedial treatment, the study proposes an extensive reading program composed of 90 simplified supplementary materials (each student should finish at least 10 of these by the end of the program). A list of performance standards in reading is developed and a standard-based test in reading is administered to measure the effectiveness of the proposed program in extensive reading. Students (n = 100) were treated as a control and an experimental group, both registered at the reading course in Taibah University. The control group studied the normal reading course without submission to any experimental treatment, while the experimental group was treated by the proposed program. Results showed that reading extensively (mostly fiction) had a positive effect on students’ skills in other nonfiction readings. Students’ scores after the experimentation reflected their motivation for reading and raised their performance toward meeting the set reading standards.
The present study investigates the Theatre of the Absurd for the Spanish playwright, Fernando Arrabal, particularly the first phase of his works. Fando y Lis (1955), which is considered one of the most remarkable works in this period, was selected for analysis. Born in Melilla (1932), Arrabal chose a voluntary exile for himself in France since 1955 owing to the repressive regime of Franco. Framing himself in a queer and controversial pattern, he is one of the famous Spanish playwrights in the second half of 20th century. Because of his audacious works, he surpassed his contemporary writers to the global recognition. His works are popular in Europe and are highly appreciated by critics, especially El arquitecto y el emperador de Asiria (1977) and El cementerio de Automóviles (1977). The author began his career with quite creative works of art. He wrote plays where death is ever present not as a destination from a philosophical point of view, but as a ritual ceremony. In Fando y Lis, Arrabal presents a universe dominated by anxiety and meaningless, using the most absurd dialogue and situations, strange and inconceivable objects. Fando y Lisis a work marked by its absurd scenes, dialogue incongruous repetitive language and presents characters who are on their way to Tar (walking to get the reality, happiness, freedom, heaven, etc.). Through Fando y Lis, we try to prove the literary and artistic value of Arrabal works, and how they reflected the crises and destruction that happened in Spain and Europe after the Civil Spanish War and World War II.
New forms of literacy and reading approaches are emerging as a result of the Internet’s increasing dominance as a major source of information. To foreign language learners, the Internet is a tool through which they can access authentic target language content. This study reports the results of a study conducted to explore the effect of reading on the Internet on Saudi EFL learners’ overall reading comprehension performance. The participating students were divided into two groups. The experimental group was asked to take a reading comprehension test in an internet format. The control group took the same test in its print format. The results indicate that the Internet has a positive impact on the overall reading comprehension ability. Students who are asked to take the Inherent-based reading test outperformed the other group. This finding comes in accordance with the results of some of the few studies carried out in this area within EFL contexts. Several factors could have contributed to this outcome. The assumption that the Internet raises the level of motivation among EFL learners can justify this conclusion. Another hypothesis is based on the form of strategies and skills involved in reading on the Internet. Online reading may encourage the proper use of the right strategies that meet the particular needs of reading comprehension among EFL learners. Whatever the explanation is, the study calls for more in-depth examination of the online reading strategies and skills.
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