Lead Guest Editor
Department of English, University of Adrar,
Department of English/faculty of Arts and Languages, University of Adrar,
Department of English/ Faculty of Arts and Languages, The University of Biskra,
Department of English/ Faculty of Arts and Languages, The University of Oran,
Department of English, Institute of Higher Education,
Department of English/faculty of Arts and Languages, University of Biskra,
Department of English/ Faculty of Arts and Language, The University of Ouargla,
Department of English/ Faculty of Arts and Languages, The University of Ouargla,
Department of English/ Faculty of Languages, University Emir Khaled,
Riyadh, Saudi Arabia
Hind Amel Mostari
Department of English/ Faculty of Arts and Languages, The University of Sidi Belabbes,
Sidi Belabbes, Algeria
Department of English/ Faculty of Arts and Languages, The University of Mostaganem,
Guidelines for Submission
Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.
Papers should be formatted according to the guidelines for authors (see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=611
). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login
. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.
The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here
The interference of the mother tongue on the learning of English emphasizes the difference that exist between the two languages at the morphological, phonological, lexical, semantic, rhetorical and orthographical aspects. Consequently, EFL/ESL students confront several hindrances to master the English language for various reasons; among these are the influence of the mother-tongue’s syntax, lexical-semantics, and phonology (Interlingual transfer), or the unconscious over-generalization of wrong patterns based on their mother-tongues (Intralingual transfer). Other causes can be taken into consideration such as the teachers themselves, who are non-native English users with different educational and geographical backgrounds. Moreover, the causes may be pedagogical (curricula, methodology, and translation), personal (motivation and instrumentality of learning English), and social (local culture, and lack of language environment to perform in the target language, TL). The societal environment is a significant factor for enhancing or hindering the learning/teaching of English in non-English speaking countries, too.
Starting from this theoretical background, the present issue aims at gathering academic papers evolving around the causes that affect EFL/ESL learners and teachers at the linguistic, pedagogical, personal, or social levels.
Aims and scope:
The proposed axes of research are (not limited to) the following:
Dissimilarities between the mother-tongue and English as causes of errors
Inaccurate teaching/learning methods
Inaccurate curricula and syllabuses
Inaccurate approaches to EFL teaching/learning in non-English speaking countries
Lack of material for EFL teaching/learning
Lack of motivation for EFL teaching/learning
Sources of EFL errors and mistakes
Societal hindrances towards EFL
Teacher-induced errors and mistakes
The latter axes are by no means exclusive; any subject related to the EFL teaching/learning process is welcome.