Challenges in English Sentence Structure for Arabic-Speaking EFL Students in Qatar: A Qualitative Exploration of Learner Perceptions and Error Patterns

ESL, Applied Linguistics,

Arabic-speaking English as a Foreign Language (EFL) learners face unique challenges in mastering English sentence structure, particularly due to syntactic differences between Arabic and English. This qualitative study examines the perceptions of EFL learners in Qatar regarding these challenges, focusing on common syntactic errors and instances of language interference. Semi-structured interviews with 10 Arabic-speaking EFL learners from a Qatari university provided data that were analyzed using Corder's (1981) error analysis and Selinker's (1972) interlanguage theory. Findings revealed frequent verb tense and word order errors due to direct translation from Arabic, often resulting in learner anxiety. These insights underscore the need for EFL instructional strategies that address Arabic-speaking learners' specific linguistic challenges. The study contributes to EFL pedagogy by highlighting tailored approaches that foster syntactic accuracy and learner confidence.

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