Affirmative Statements Among Omani Learners of English

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1. Introduction
Background Information:
The modals of possibility and obligation, for instance, can, must, should, might, and may, are important parts of English grammar because they help to describe different degrees of necessity, possibility, and even ability. Learning these modals in a second language (L2), especially for Arabic speakers, is often tedious because of structural and syntactic differences between Arabic and English. In Arabic, modal auxiliaries are either absent or used differently than in English, where the modals are used with a more specific grammatical function (Saeed, 2009). Such differences result in problems with understanding and using modals in English.
Omani learners, specifically, have difficulties in learning modals in affirmative statements. This is especially the case when learners depend on the less complex modals like can and will but forget to use modals like must or might (Bensaid, 2016). The absence of similar structures in Arabic leads to learners not using the modals correctly and committing formal and functional mistakes. Besides, the differences in syntax of the two languages make acquiring modal forms even more complicated and cause omission or misplacement of modal verbs in English sentences.
Purpose:
This study aims to examine how Omani Arabic-speaking learners learn modals of obligation and possibility in affirmative sentences in English. By pinpointing common mistakes and examining them in the light of language acquisition theories, the study tries to clarify the difficulties that the learners experience and propose recommendations for perfecting the teaching methods.
Research Questions:
1. To what extent do Omani learners comprehend modals in affirmative statements in English?
2. To what extent do they produce modals in affirmative statements in English?
2. Methodology
Participants:
This study’s participants comprised 30 Omani students aged 12-13 with a basic to intermediate level of English competence. They were in Grade 8, where modals of obligation and possibility are usually taught in the second semester. All participants were chosen from Shaikh Nasser Al Kharousi School in Muscat, Oman, where the study was conducted.
Data Collection:
The study employed four tests to test comprehension and production of modals in affirmative statements. These tests were categorized into two major groups: interactive and non-interactive tests.
1. Comprehension Tests:
• Test 1: Students were given six affirmative statements to read and underline the modal verb in each sentence.
• Test 2: Students were required to classify sentences into two categories: those expressing obligation (e.g., must, should, have to) or possibility (e.g., might, could, may).
2. Production Tests:
• Test 3: Students completed each of the five blanks in five given affirmative sentences using the correct modal verb from a given set of modal verbs.
• Test 4: Students created five positive sentences using the modals must, should, have to, might, and could.
3. Results
Quantitative and qualitative analysis was done on the data from these tests.

Quantitative Results:
The results from the comprehension and production tests were obtained and presented, indicating the number of correct and incorrect responses by the students. The following is a table summing up the correct and incorrect answers for each task:
Task Correct Responses Incorrect Responses
Task 1 Q1 (Modal Identification) 19 11
Task 1 Q2 21 9
Task 1 Q3 12 18
Task 1 Q4 21 9
Task 1 Q5 21 9
Task 1 Q6 21 9
Task 2 Q1 (Classification) 27 3
Task 2 Q2 23 7
Task 2 Q3 23 7
Task 2 Q4 16 14
Task 2 Q5 12 23
Task 3 Q1 (Fill-in-the-Blanks) 3 27
Task 3 Q2 8 22
Task 3 Q3 4 26
Task 3 Q4 14 21
Task 3 Q5 18 17
Task 3 Q6 20 15
Task 4 Q1 (Sentence Writing) 33 2
Task 4 Q2 10 25
Task 4 Q3 30 5
Task 4 Q4 20 15
Task 4 Q5 25 10
Bar Chart Visualization:

Explanation for the Bar Chart:
Task 1: Modal Identification
In Task 1, students were required to read a sentence and underline its modal verb. According to the results, students demonstrated promising recognition of the modals in less complicated sentences. Sentences that included modals, for instance, should and might, were more likely to be answered correctly, as shown by the results. However, sentences that used more complex modals like must and have to were answered incorrectly more frequently, indicating that students had difficulties applying the modals correctly. This could be because there are no equivalent structures in Arabic, which makes modals of obligation difficult to understand.
Task 2: Classification of Modals into Obligation and Possibility
Task 2 was the assignment of sentences to either belong to the category of obligation (for example, must, should, have to) or possibility (for example, might, could, may). Here, there was, in general, improved performance in recognizing modals of obligation, such as must and should. These are easier for students to categorize since they directly have a sense of necessity or duty. However, the results also indicate that students had more difficulties with modals of possibility, especially with might and could. These mistakes show the confusion between the concepts of obligation and possibility, which is probably caused by the overlapping nature of these modals in English and the influence of the Arabic syntax that does not mark such distinctions so clearly.
Task 3: Fill-in-the-Blanks with Correct Modals
In Task 3, the students had to complete the blanks in five sentences by writing the appropriate modal verb. It was a more difficult task for students, as the context is essential for correctly using modals. Students had much trouble completing the blanks using must and have to modals, as several students preferred using simpler modals like can or left the blanks empty. This implies that although students know basic modal forms, they find adapting them to more complex situations challenging. The poor performance on this task indicates the necessity to practice and get accustomed to the particular contexts where different modals are appropriate.
Task 4: Sentence Writing Using Modal Verbs
Finally, in Task 4, students were required to write sentences using five different modals (must, should, have to, might, could). The performance was also not ideal as students continued to make mistakes in the form and use of modals. Specifically, many students misuse must and should, using them in situations where possibility was meant instead of necessity. This error pattern implies that the students frequently mix up the meanings of these modals, arguably because they are only at the initial point of learning how to convey subtle differences in the modality of the English language. The assignment pointed to the challenge students experience when coming up with grammatically correct sentences with modals, which necessitates a good comprehension of the meaning and syntactic placement of the modals.
4. Discussion
The findings outline some significant issues Omani English learners have in acquiring modals. The language transfer from Arabic is the most important part of the lot. Since Arabic has no equivalent system of modals, students tend to use their L1 syntax to L2 structures, which results in errors such as omission of auxiliary verbs or inappropriate use of modals (Saeed, 2009). This correlates with the L1 transfer theory, which provides that learners tend to transfer structures from their first to a second language, especially at the early stages of learning a language.
Additionally, learners’ stage of development also affects their performance. Lower-stage English language learners in Grade 8 (younger learners) had more challenges with modals than older learners would. Following Piaget’s theory on cognitive development, younger learners have a hard time understanding more abstract grammatical ideas, such as modals, which may not have clear equivalents in their L1.
These findings suggest that explicit instructions are crucial for teaching strategies. Teachers should concentrate on the structural differences between Arabic and English, specifically using auxiliary verbs in English to form modality. Contrastive analysis, which involves comparing and contrasting L1 and L2 structures, can be valuable in enabling students to avoid language transfer errors (Bensaid, 2016).
Pedagogical Implications:
In that regard, some of the instructional strategies for addressing these challenges include:
1. Explicit Grammar Instruction:
Explicit grammar teaching is necessary to overcome students’ problems with modals. Teachers should clarify the functions of modals, especially in conveying obligation (must), should, and possibility (might, could). The use of auxiliary verbs, such as be, in passive constructions is important because Arabic does not have such a construction. In this manner, students will internalize the appropriate use of the modals with accuracy and fluency in both comprehension and production.
2. Contrastive Analysis:
Contrastive analysis is critical for solving language transfer problems. Teachers should point out the differences in the structure of Arabic and English modal systems. Since there are no equivalents of English modals in Arabic, learners tend to rely on their L1, which results in errors. By comparing modal usage across languages, students can understand the English system and the errors they make. This way also helps students identify specific knowledge gaps, enabling a clearer understanding of when and how to apply modals in the English language.
3. Use of Real Life Examples and Visual Aids:
Adding real-life examples and visual aids gives an abstract concept, such as modals, a touch of reality. Teachers should give contextual examples that are practical where modals are used in the real-life circumstances like when one is giving advice or making predictions. Besides, illustrations such as charts and diagrams on contrasting various modals assist students to understand their meanings and use better. These tools contribute to active learning, in which students can associate grammatical notions with real-life situations, which helps them remember and use modals correctly in written and spoken English.
5. Conclusion
This study reveals that Omani learners encounter significant challenges in developing modals of obligation and possibility in affirmative statements. These challenges result from language transfer from Arabic and the learners’ levels of development. The challenges can be overcome using targeted teaching strategies, contrastive analysis, explicit grammar instruction, real-life applications, etc. The findings stress the need to consider L1 influence in L2 teaching and indicate that further specialized instruction concerning modals may bring about better learning results in Omani students of English.
References:
Bensaid, M. (2016). Arab ESL learners and modals. Arab World English Journal (AWEJ), 6.
Ministry of Education Oman. (2024). EFL Textbooks. Retrieved from https://ict.moe.gov.om
Saeed, A. T. (2009). Arab EFL learners’ acquisition of modals. Research in Language, 7, 75-98.

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