Abstract:

As well as the first language influences the second, the second language influences the first. Therefore, research has to focus not only on the L1⇛ L2 but also on the L2⇛ L1 effect. There has been extensive research into how L1 affects L2, commonly known as ‘’ Negative interference, but a lot less about the opposite direction, commonly known as ‘’ Reverse or Backward ’’ transfer .

This study provides a comprehensive synthesis of research on the issue of ‘’ backward transfer’’ to date, with a view to establishing a theoretically sound basis for L2 teaching pedagogy. It attempts to demonstrate how an emerging new language (L2) affects the existing L1. It, also, examines the pedagogical aspects of both direction, as manifested in L2 classroom.

First, it traces the conceptual framework of how L1 effect has been examined in L2 acquisition research. Second, it sheds light on how L2 effect has been investigated. Third, it relates theory to practice; That is, how classroom practice can benefit from punch theoretical positions. The focus will be on either or not we use Arabic when we teach English as a second language. The present study shows that there are many factors that determine our decision of how much Arabic we can use in teaching English, it's up to the teacher to decide such an amount.

Keywords:

Backward transfer, Positive/Negative Effects, Pedagogical Perspectives.