Cultural Transfer as an Obstacle for Writing Well in English: The Case of Arabic Speakers Writing in English

Ruwaida Abu Rass

doi:10.5539/elt.v4n2p206

Abstract

This paper reviews and strengthens the data on cultural transfer by Arab Muslim students writing in English and adds the significant element of the cultural impact of Islam on such writing. This qualitative study examines the writing of 18 teacher trainees at an Arab language teacher training college in Israel. Results point to a strong cultural influence appearing in the students' writing. It is suggested that greater consideration should be given to the first and the target culture when designing the curricula for writing classes for Arab L1 students in English writing instruction.

Highlights

Writing in English is especially difficult for non-native speakers because they are expected to produce native-like written products (Casanave, 2003)
This paper reviews and strengthens the data on cultural transfer by Arab Muslim students writing in English and adds the significant element of the cultural impact of Islam on such writing
It is suggested that greater consideration should be given to the first and the target culture when designing the curricula for writing classes for Arab L1 students in English writing instruction

Summary

Introduction

Writing in English is especially difficult for non-native speakers because they are expected to produce native-like written products (Casanave, 2003). Since Kaplan's seminal study in 1966, the field of contrastive rhetoric has developed and investigated the influence of L1 on L2 writing. He claimed that the thought patterns which speakers of English appear to expect is a "sequence that is dominantly linear in its development" According to Allen's observation (1970), the organization of the text of Arabic is "circular and non-cumulative," and "Arab writers come to the same point two or three times from different angles so that a native English reader has the curious feeling that nothing is happening" The text in English is expected to be linear, coherent and concise (Sa'adeddin, 1989). The text in English is expected to be linear, coherent and concise (Sa'adeddin, 1989). Derrick and Gmuca (1985) argue that there is no room for doubt in Arab students' writing

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