On the Acquisition of Passive Voice Constructions in English: A Cross-Sectional Analysis of Arabic-Speaking L2 Learners of English

Abstract

This cross-sectional study examines the acquisition of passive voice constructions in English by Arabic-speaking L2 learners of English. The study aims to investigate the implications of the full transfer/full access (FTFA) hypothesis (Schwartz & Sprouse, 1996) on L2 learners’ comprehension and production of passive constructions. As a proxy for understanding the acquisition of passive voice constructions by Arabic-speaking L2 learners of English, the research analyzed errors and patterns exhibited by both beginners and advanced learners in their use of the auxiliary verb, verb conjugation, and verb tense through the application of two tasks. The findings offer significant support for the FTFA hypothesis, highlighting a notable association between the omission of the auxiliary be in English phrases and beginner learners, thus showcasing the influence of their native Arabic language. Moreover, this study contributes to the existing literature by offering further insights into how Arabic-speaking L2 learners of English navigate passive voice constructions.