Lexical Interference in Arabic Writing Proficiency: A Study of Tamil-Speaking Learners in Chennai

Authors

  • K. M. A. Ahamed Zubair Postgraduate and Research Department of Arabic, The New College, Chennai, India.

DOI:

https://doi.org/10.56778/rss.v1i2.717

Keywords:

Language Education Research, Research Pedagogy Framework

Abstract

This study investigates the impact of vocabulary interference on the Arabic writing skills of Tamil-speaking learners in India, focusing on common Arabic-Persian vocabulary that also exists in Urdu and indirectly influences Tamil-speaking Arabic learners via historical lexical borrowing. Using a descriptive-analytical survey approach, a researcher-constructed test was administered to 199 undergraduates of Arabic Language and Literature at the Department of Arabic, The New College, Chennai, India. The test evaluated learners’ ability to use common Arabic-Persian vocabulary in Writing Skill 1 and Writing Skill 3 courses. Quantitative analysis using independent t-tests and logistic regression revealed that while students showed significant improvement in vocabulary usage from Writing 1 to Writing 3, they continued to struggle with semantic differentiation and the proper application of shared vocabulary due to lexical interference and vocabulary deficits. The dominance of grammar-focused instruction further exacerbated these challenges. The findings suggest that explicit contrastive teaching of shared vocabulary is essential for mitigating interference and enhancing writing proficiency.

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Published

2026-01-29

How to Cite

Zubair, K. M. A. A. (2026). Lexical Interference in Arabic Writing Proficiency: A Study of Tamil-Speaking Learners in Chennai. RADINKA IN SOCIAL SCIENCE, 1(2), 78–90. https://doi.org/10.56778/rss.v1i2.717

Issue

Vol. 1 No. 2 (2026): Radinka in Social Science

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Articles

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