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Tutoring

This assignmentrequired an individual to spend time with a student writer and givefeedback on the writing ability of the learners. In this case, theprimary focus of the task related to identifying the problems thatface Arabic students when writing in English. During my interactionwith the student, I began by instructing him to write simple wordswith one or two syllables before proceeding to technical terms in anattempt to gauge his grasp of the English language. I then noted downthe challenges that the student faced.

The Arabicspeakers are likely to face various problems in the process oflearning the English language. To begin, they face a challenge withregards to the use of ‘b’ and ‘d’ when writing a word. Thisis because the two letters are mirror images of one another. As such,it is common for them to write Sudway rather than Subway. A similarproblem is likely to be witnessed when they write words such as“bomb, tomb, and comb. Similarly, differentiating between “p”and “b” also becomes an issue for the Arabic speakers.

The Arabic language has no “v” and as a result, the Arabicspeakers find it hard to determine the difference between “f” and“v” when constructing English sentences. The major differencesbetween the two languages can be attributed to the fact that Englishhas more vowel sounds than Arabic. English words that are onlydifferentiated with vowel sounds are therefore difficult tocomprehend for the Arabic students. Arabic has only a threeconsonants root as its basis, and all the words use the three-rootconsonants in addition to fixed vowel consonants. The language isdevoid of the patterns of verbs and adjectives like English.Additionally, Arabic has 28 consonants and eight vowels. The shortvowels are considered to be insignificant and are therefore notincluded in writings. On the other hand, English incorporates allvowels in writing.