Grammatiska svårigheter i engelska för elever med arabiska som modersmål : En engelsk-arabisk kontrastiv analys och hur de grammatiska svårigheterna behandlas i svenska läromedel i engelska

Sammanfattning: In Swedish schools English grammar is generally taught in a Swedish-English contrastive perspective. The amount of students with a different native language than Swedish is increasing and Arabic is now one of the most spoken languages in Sweden. This creates a need for a “multi-contrastive“ perspective when teaching grammar. The purpose of this study is to make a contrastive analysis of English and Arabic in order to examine which grammatical elements may be difficult for students with Arabic as the native language. The findings of the contrastive analysis is uses as a basis for an analysis of teaching materials, to discover whether the grammatical elements that were deemed to be difficult are taught in Swedish teaching materials. The results of the study show that there are some grammatical elements that students with Arabic as their native language find difficult which the Swedish teaching materials do not teach. Some of the grammatical elements that are difficult for students with Arabic as their native language are also difficult for Swedish students, mainly because they are typical for the English language. However, they may have different difficulties within those elements.