Authors : Imad Hamdanat

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://shorturl.at/CzYgO

Scribd : https://shorturl.at/jAqDO

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG267

Abstract : This study investigated the relationship between English and German reading comprehension among Moroccan middle school students. The primary objective was to examine whether proficiency in one language influenced performance in the other. A correlational design was employed, with data collected from 92 students at Ibn Rochd Middle School in Sidi Kacem. Participants completed standardized reading tests in both languages, assessing a range of comprehension skills. Correlation and regression analyses were conducted to explore the relationship between the two variables. Results indicated a lack of significant correlation between English and German reading scores, suggesting that shared alphabetic features do not necessarily translate into direct transferability of reading skills. These findings challenge the notion of automatic language transfer and emphasize the complex nature of bilingual reading development. The study highlights the need for further research to investigate factors influencing language transfer in the Moroccan context, such as instructional practices, curriculum design, and individual differences. Implications for teachers, syllabus designers, and educational stakeholders are discussed.

Keywords : English Reading, German Reading, Bilingualism, Language Transfer, Moroccan Students, Correlational Study.

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