The impact of using the first language on the usage of English prepositions among Omani undergraduate students with disabilities at Gulf College in Oman

Abstract

   The purpose of this study was to look into the grammatical and lexical errors made by Omani undergraduate students with disabilities (SWD) while using English prepositions and to see if these errors are common and connected to the effects of primary language overlap. The research attempted to address three questions: What types of errors do Omani undergraduate students with disabilities (SWD) make when using English prepositions as their target language? How many errors do Omani undergraduate students with disabilities (SWD) make when using English prepositions? Are errors in the translation of English prepositions made by certain Omani undergraduate students with disabilities (SWD) common and linked to the main language overlap? The sample for the study consisted of thirty Omani undergraduate students with disabilities (SWD) from both genders studying Business Management at Gulf College. The researcher used a written tool called the Translation test to answer the three research questions, and the data was gathered using a translation approach to analyze the linguistic and grammatical mistakes made by Omani undergraduate students with disabilities (SWD) at Gulf College while practicing English prepositions as a mandatory primary question in this study. After various tests, the study's findings indicated that participants' ability to translate prepositional English sentences into Arabic varied significantly. Even though there were slightly bigger fluctuations in data results throughout experimental training, particularly in place prepositions than time prepositions. All of these data show that there is diversity across responders in terms of linked systemic neural outputs.