Sociolinguistic Competence and Language Transfer among Omani ESL Learners: Institutional and Cultural Perspectives

Abstract

This study examines the interplay between sociolinguistic competence and language transfer in English as Second Language (ESL) learning within Omani higher education. With Arabic as the first language, Omani ESL learners navigate linguistic and cultural influences that shape their English proficiency. Grounded in transfer theory and sociocultural perspectives on second language acquisition, this research investigates how institutional and cultural contexts impact sociolinguistic competence and the extent to which Arabic linguistic norms contribute to language transfer. Using a comparative methodology, data was collected through surveys, interviews, and language use analysis from students across three distinct institutions: Sultan Qaboos University (public-urban), Muscat University (private-urban), and Sur University College (public-rural). Findings indicate that sociolinguistic competence varies based on institutional setting, exposure to English, and interactional norms, with Arabic exerting both positive and negative transfer effects. The study underscores the challenges of integrating sociolinguistic competence into ESL curricula and provides recommendations for enhancing pragmatic training, pedagogical strategies, and teacher professional development to mitigate negative transfer and improve communicative proficiency.