Certain simplification and reduction processes used by Arabs in learning English as a second language are examined, such as: (1) simplification of syllables, (2) deletion of English articles, and (3) generation of English questions by using only intonation and leaving word order intact. The study is made from the perspective of two theories of second language learning: the restructuring continuum, where the learner gradually replaces the first language features with second language features, and the developmental continuum, where the learner proceeds in the manner of a child learning the native language. The specific processes examined are: deletion of the final consonant, especially in a consonant cluster, or insertion of a vowel to break the consonant cluster; deletion of the final vowel-consonant combination, such as -ed; reduction of syllables by internal vowel deletion; reduction of an initial consonant cluster or middle abutting consonants; and deletion of a weak syllable or consonant-vowel form from a syllable. The relationship of these processes to Arabic or English structures or to interaction between them is also analyzed. The data are drawn from a 1979 error analysis study. A three-page bibliography concludes this paper. (MSE)