The writer would  like to thank the following colleagues from different Arab countries for providing relevant titles that were not included in an earlier draft of this bibliography: Algeria: Zahia Roula, Mentouri University; Bahrain: Omar Atari & Hameed Mattar, Bahrain University; Egypt: Refka Nounou, American University in Cairo; Asmaa Gheith, Ain Shams University; Magda Ibrahim, Alexandria University; Jordan: Abdullah Shunnaq, Yarmouk University; Lebanon: Nola Bacha, Lebanese American University; Palestine: Hanna Tushyeh and Khalil Aziz, Bethlehem University; Qatar: Murtadha Bakir, University of Qatar; Saudi Arabia: Ali Shehadeh, King Saud University & Hashem Noor, Taibah University ; Sudan: Nada Wanni, Khartoum University; United Arab Emirates: Showqi Bauhamid, Ajaman University; Yemen: Abdul Wahed Al-Zumor, Sanaa University;  Zahraa Al-Saqqaf, Aden University

An annotated version of this bibliography has appeared in the International Journal of Arabic-English Studies (6: 189-228).

The studies contained in ILALE may be thematically grouped into two major categories: (i) studies that deal exclusively with Arab learners and these constitute the overwhelming majority of the titles in ILALE and (ii) studies administered to different groups of EFL learners (including Arab Ss) that purport to investigate a particular issue in SLA or test a hypothesis or a language universal. Such studies involving subjects with different language backgrounds are not highlighted in ILALE. Studies that deal exclusively with Arab EFL learners may be thematically grouped into four main categories: (i)  Studies on Error Analysis, (ii) Interlanguage and Proficiency Studies, (iii) Studies on Linguistic Problems/Difficulties, and (iv) Transfer/Interference Studies. For more details, please see my paper in IJAES, Vol. 6, 2005 (pp. 189-228) and the footnotes in it.

Titles of hundreds of relevant MA dissertations produced at international and Arab universities are not included in ILALE on two different counts: (i) They are not easily accessible to researchers, and (ii) Many of them cannot and should not be viewed as instances of original research having either theoretical or pedagogic significance. They are best viewed as acts of training in methods of research and bibliography. Only some representative titles of MA dissertations are contained in ILALE. It should be pointed out, however, that the University of Jordan Library - Thesis Directory/: houses hundreds of approved MA dissertations produced at Arab universities which are members of the Union of Arab Universities. [Titles of these dissertations can be accessed through: http://www.ju.edu.jo/library/english/folder.asp.]

The prefixes / al- / el- /   (equal to the definite article the) typically precede Arabic family names. In fact, most Arabic family names are invariably used with/without such prefixes. In certain contexts the /al-/ or /el-/ are (due to assimilation) pronounced as:  /as- / es- / ; /ar- /; / er-/ ;  or  / at- /, / et- /. There is no agreement as to whether such prefixes should count in arranging surnames alphabetically. In this ILALE bibliography these prefixes are disregarded for purposes of alphabetical ordering and hence, for ease of reference. The prefix will be presented as an independent form immediately before the author’s surname. For example, the name Saleh Al-Salman will be listed under S in the following manner: Salman, Saleh al- (1980).

This bibliography does not include titles of studies that deal exclusively with Arabic-English Contrastive Analysis (AECS).  Such studies appear in Mukattash (2001) and Mukattash (2002). An updated version of the AECS bibliography is loaded on the homepage of the International Journal of Arabic-English Studies: IJAES (www.ijaes.org.) Furthermore, ILALE   does not include titles of studies that deal with the problems/difficulties which Arab students/translators face when translating from Arabic into English or vice versa although many of these studies are by and large studies in error analysis proper. Readers may notice, however, that few titles in the present ILALE may be said to belong more to AECS or to translation studies than to interlanguage studies.  Such studies, though not exclusively devoted to the interlanguage of Arab learners of English as a foreign/second language,   do have a substantial component that deals with errors that are typical of Arab EFL/ESL learners or learning difficulties which they encounter in the process of learning English as a foreign/second language. Such difficulties are either predicted by Arabic-English contrastive analysis (i.e. hypothetical) and/or recorded in actual translation works.