Independent thesis Advanced level (professional degree), 20 credits / 30 HE credits
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.