The Impact of L1 Transfer on Learning English Adjective Order by Saudi EFL Learners

• Published in: Journal of language teaching and research Vol. 15; no. 6; pp. 1845 - 1853
• Main Author: Alrashed, Mohammed A.
• Format: Journal Article
• Language: English
• Published: London Academy Publication Co., Ltd 01.11.2024
• Subjects: Adjectives; Arabic language; English as a second language; English as a second language learning; English proficiency; Grammar; Learning outcomes; Learning transfer; Literature reviews; Saudi Arabia
• ISSN: 1798-4769; 2053-0684
• DOI: 10.17507/jltr.1506.10

This study examined the impact of first language (L1) on adjective ordering among Saudi English as a Foreign Language (EFL) learners. The main hypothesis posited that the presence of a common adjective ordering convention in both Arabic and English would influence the proficiency and accuracy of Saudi EFL learners in generating this specific ordering in English. To test this hypothesis, 36 Saudi EFL learners representing high and low levels of proficiency were selected. They were instructed to arrange a set of adjectives in three combinations: non-absolute + absolute (NA), absolute + absolute (AA), and non-absolute + non-absolute (NN). Statistical analyses revealed that the performance of the NA combination, which exists in both languages, was superior to the NN and AA combinations for all participants. Additionally, a significant interaction was observed between the participants' proficiency levels and the adjective combinations, with the high-proficiency group outperforming the low-proficiency group in all combinations. These findings suggest that L1 influence may have a role in learning English adjective ordering and emphasize the importance of considering L1 transfer in EFL instruction.