Second Language Acquisition (SLA) research has long focused on understanding the discourse of language learners as they acquire proficiency in a new language. T-unit analysis, which examines the construction of minimal terminable units comprising independent and dependent clauses, offers valuable insights into learners' syntactic and discourse development. This study aims to investigate how Arab learners of English as a second language progress in their ability to construct T-units accurately across different proficiency levels. The research methodology depended on the collection and analysis of written and spoken language samples from Arab learners who studied English as a second language at different years in their tertiary education in several universities in the Gulf region. Written samples included different types of essays (n=34), while spoken samples comprised oral presentations (n=28). Through systematic T-unit analysis, we examine how learners handle T-unit boundaries and complexity, identifying patterns of development and variation across proficiency levels. Our findings reveal that at lower proficiency levels, learners often demonstrated difficulty in accurately identifying T-unit boundaries, resulting in fragmented or run-on sentences. As the language level increases, learners show greater control over T-unit boundaries and syntactic structures, producing more cohesive and well-structured sentences. Through this research, we offer practical guidance for designing instructional interventions that target specific aspects of T-unit construction and discourse coherence. So, this study contributes to enhancing our understanding of SLA processes and informs evidence-based approaches to language teaching and learning.

Authors:
Doaa Hamam, Higher Colleges of Technology, United Arab Emirates

About the Presenter(s)
Dr Doaa Hamam is a University Assistant Professor/Lecturer at Higher Colleges of Technology in United Arab Emirates

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