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August 16, 2026The International Journal of Communication and Linguistic StudiesOpen Access

“No” and “Not” in the Arab Learner’s Mind

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Authors

ASAmrendra Kumar SinghFAFatimah Albedah

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Overview

Linguistic analysis reveals syntactic and pragmatic barriers in English negation acquisition among Arabic speakers, highlighting the need for explicit contrastive pedagogy.

Key Points

  • Investigate the syntactic, semantic, and pragmatic challenges Arabic speakers face when acquiring the English negation system, specifically the distinction between 'no' and 'not'.
  • Conducted a comparative linguistic and formal semantic analysis contrasting particle-verb-based Arabic negation with auxiliary-dependent English negation.
  • Evaluated structural cross-linguistic differences alongside pragmatic discursive factors, specifically communicative context and face-threatening acts.
  • Identified persistent L1 transfer resulting in fossilized structural errors, including the omission of auxiliary verbs and persistent confusion between 'no' and 'not'.
  • Demonstrated that while underlying logical semantic representations of negation align across languages, diverging syntactic mapping rules drive acquisition difficulties.
  • Determined that overcoming first-language syntactic interference and mastering pragmatic discourse requires explicit, contrastive pedagogical instruction.

Cite This Study

Singh et al. (2026) studied this question.

synapsesocial.com/papers/6a8179bcf2fb91fc834ad08ahttps://doi.org/10.18848/2327-7882/cgp/a260
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