Abstract
This research focuses on the phonetic distinctions between Arabic and Turkish and the student's work. Based on ACTFL writing competence requirements, the morphological and syntactical differences between Arabic and Turkish in writing an essay about the student's summer vacation. Also, what is the impact of L1 on L2 and L3 writing proficiency? Additionally, the phonological and morphological differences between Arabic and Turkish, and syntactical variations in Arabic and Turkish. Lastly, a grade 11 trilingual IB student is a case study of the research. Also, CBI (content-based instruction method) and different methods could help students enhance their writing proficiency.
Highlights
1 Learning how to share your ideas and experience with others by writing is a significant development field for the second language (L2) Arabic language learners
This study focused on phonological differences between Arabic and Turkish and what the student has produced
The morphological differences and syntactical variations between Arabic and Turkish in writing an essay about the student's summer vacation based on ACTFL writing proficiency standards
Summary
1 Learning how to share your ideas and experience with others by writing is a significant development field for the second language (L2) Arabic language learners. This study focused on phonological differences between Arabic and Turkish and what the student has produced. The morphological differences and syntactical variations between Arabic and Turkish in writing an essay about the student's summer vacation based on ACTFL writing proficiency standards. Research into L2 writing has investigated a broad spectrum of variables that explain writing development and proficiency, including first language background (Connor, 1996), writing purpose, writing medium (Biesenbach-Lucas, Sigrun, & Wesenforth, 2000), cultural expectations (Matsuda,1997)
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