Testing the acquisition of English productive and non-productive derivatives by native-Arabic speakers

1996 ◽  
Vol 113-114 ◽  
pp. 203-220
Author(s):  
Nassir Saleh Al-qadi
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Predictive Value ◽  
Vocabulary Development ◽  
Arabic Language ◽  
Word Formation ◽  
Contrastive Analysis ◽  
Arabic Speakers ◽  
Native Arabic Speakers ◽  
Learning English

Abstract Vocabulary development can be achieved by helping the foreign learner of English to acquire productivity and non-productivity in English derivation. In addition, the English productive derivatives should be given special attention in teaching to and learning by native-Arabic speakers because the Arabic language is a language of derivation and it is highly productive. This paper tests how the adult native-Arabic speakers learning English as a foreign language acquire English productive and non-productive derivatives. This will be done by comparing productivity in standard written Arabic and standard written English through contrastive analysis. The concept of contrastive analysis (CA) is initially called upon the fact that Arabic is a language of productive derivation while English is a language of more than one source of word-formation; borrowing, compounding and derivation. Moreover, productivity in English is not high. Secondly, morphology is subject to avoidance phenomenon by foreign learners. Hence, the predictive value of CA and also its testing in this paper should be very helpful for English teachers to native-Arabic speakers learning English and other foreign learners, language acquisition researchers, applied linguists, methodologists and textbook-writers.

scholarly journals Il terzo stadio dell’imparare

2019 ◽  
Author(s):  
Andrea Facchin
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Arabic Language ◽  
Essential Work ◽  
Figures Of Speech ◽  
The Third ◽  
Arabic Speakers ◽  
Level Of Knowledge ◽  
Shed Light

In 1983 the eminent Egyptian linguist Tammām Ḥassān (1918-2011) wrote al-Tamhīd fī iktisāb al-luġa al-ʿarabiyya li-ġayr al-nāṭiqīn bi-hā (Introduction to the Acquisition of Arabic Language by Non Arabic Speakers), an essential work in the field of Teaching Arabic as a Foreign Language, where he theorised his three-level approach for the acquisition of Arabic language by non Arabs consisting of the first level of knowledge, the second of comprehension and the third, the ‘enjoyment level’ (marḥalat al-istimtāʿ). The aim of the study is to shed light on the third level of language acquisition, which allows learners to detect the beauty of a text and results particularly interesting since it considers certain aspects that characterise Arabic language specificity and legacy such as literary taste (taḏawwuq adabī), stylistic embellishments, figures of speech, etc.

scholarly journals at-Tahlil Ghair at-Taqobul Litahlil al-Akhtha'

2019 ◽  
Vol 3 (1) ◽  
pp. 109
Author(s):  
Mabruroh Mabruroh
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Learning Process ◽  
Word Formation ◽  
Contrastive Analysis

In learning Arabic, each student will experience difficulties in the learning process. The difficulties faced by these students will affect the process of acquiring and absorbing the knowledge channeled by the instructor. Some of the effects of these difficulties are the existence of errors in understanding the rules of writing letters (Imla '), the rules of compilation of sentences (Nahwu), the process of word formation and so forth. To overcome errors in language acquisition in learning Arabic, the theory of contrastive analysis and error analysis in learning Arabic was born. Contrative analysis aims to predict the difficulties students will face in the learning process. While error analysis aims to understand the nature of errors that occur. However, in fact error analysis is the result of reflection from contrastive analysis and complementary to one another in realizing effective Arabic learning.

scholarly journals FONOLOGI BAHASA ARAB (Tinjauan Deskriptif Fonem Bahasa Arab)

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
MUHAMMAD AFIF AMRULLOH
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Human Life ◽  
Arabic Language ◽  
Comprehensive Understanding ◽  
Two Sides

Language as an object of linguistics studies has an important role in human life. Language and life is a phenomenon that can’t be released like two sides of a coin. Language is a symbol of sounds system arbitrarily used by humans to communicate between each other. As a system, the language has a systematic nature (berkaedah) and systemic (bersubsistem). One of the subsystems is phonology. Phonology as one field or level of study in linguistics were discussed related to everything about language sounds. The language sounds are categorized into two, namely phonetic and phonemic. Phonetics as a branch of phonology discusses relevant language sounds without affecting the meaning, while discussing about the sounds of language phonemes that affect meaning. This paper would like to study about the Arabic language phonology, in particular on phonemic. This study included within the scope of the al-Aswa> t, which is the science deals with the narrative of the language sounds, movement and acceptance. Before studying how to prepare the structure of a language and its meaning and so on, then it must first be familiar with the sounds of the language in it. Sounds of language that are must be known in advance for language learners (Arabic learners). Therefore, phonology becomes important to study in learning and language acquisition (foreign language). Thus, it becomes very important to understand the study of phonology or al-Aswa> t, in order to obtain a comprehensive understanding associated Arabic language sounds, which certainly every sound has its own meaning

scholarly journals Earlier is Better: Learning English in Saudi Arabia

2017 ◽  
Vol 11 (1) ◽  
pp. 141
Author(s):  
Meshari A. Alsairi
Keyword(s):  
Saudi Arabia ◽  
Language Acquisition ◽  
Foreign Language ◽  
Critical Period ◽  
Research Study ◽  
Time Frame ◽  
Actual Time ◽  
Foreign Language Acquisition ◽  
Learning English

Various studies have been carried out in order to find out the suitable age for foreign language acquisition. Every research study has had a different Critical Period (CP) and most of them have not been really close together in terms of years. Critical Period refers to the actual time frame during which foreign language acquisition should take place. The study at hand does not look at the actual age, but at theories about why there is an age. Age comes as a result of factors that urge one into learning a second foreign language. These factors are known as domains. Due to this fact this survey investigates why children should be taught a foreign language earlier as well as assessing their feelings about learning a new language (Li & Schmitt, 2009).

Using English as a gateway to Romance language acquisition

2016 ◽  
Vol 6 (1) ◽  
pp. 28
Author(s):  
Jana Beresova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
The Other ◽  
Romance Languages ◽  
English Learning ◽  
Contrastive Analysis ◽  
Romance Language ◽  
Other Hand

The paper focuses on Romance language acquisition through English acquired as the first foreign language. A conscious approach to relations between languages enables learners, who acquired certain knowledge, attitudes and skills while learning one language, to learn other languages more easily. Research is based on contrastive analysis of two Romance languages – French and Spanish – and their relations to English. Learning those two Romance languages was carried out through the knowledge of some principles of how languages function and are related to each other. The analysis of vocabulary and grammar focuses on similarities between the three mentioned languages, emphasising the level of intensity in similarity on one hand, and possible problems related to spelling, pronunciation and meaning on the other hand. The research supports the idea of language plurality in education, and the necessity to help learners construct and continuously broaden and deepen their own plurilingual competence. Keywords: pluringuialism; multilingualism; FREPA; contrastive analysis; 

Word learning by young sequential bilinguals: Fast mapping in Arabic and Hebrew

2018 ◽  
Vol 39 (3) ◽  
pp. 649-674 ◽  
Author(s):  
ZOHAR EVIATAR ◽  
HAITHAM TAHA ◽  
VIKKI COHEN ◽  
MILA SCHWARTZ
Keyword(s):  
Language Acquisition ◽  
Word Learning ◽  
Morphological Awareness ◽  
Arabic Language ◽  
Home Language ◽  
Fast Mapping ◽  
Language Experience ◽  
Arabic Speakers ◽  
Mapping Task ◽  
Better Than

ABSTRACTWe tested children attending bilingual Hebrew–Arabic kindergartens on a fast mapping task. These early sequential bilinguals included those with Hebrew as their home language and those with Arabic as their home language. They were compared to monolingual Hebrew and Arabic speakers. The children saw pictures of unfamiliar objects and were taught pseudowords as the object names that followed typical Hebrew, typical Arabic, or neutral phonotactics. Memory, phonological, and morphological abilities were also measured. The bilingual groups performed similarly to each other, and better than the monolingual groups, who also performed similarly to each other. Memory and the interaction between language experience and metalinguistic abilities (phonological and morphological awareness) significantly accounted for variance on the fast mapping tasks. We predicted that bilinguals would be more sensitive to phonotactics than monolinguals. Instead, we found that Arabic speakers (bilinguals and monolinguals) performed better with Hebrew-like stimuli than with Arabic-like stimuli, and no effect of phonotactics for Hebrew speakers. This may reflect the diglossia in Arabic language acquisition. The results suggest that the process of fast mapping is sharpened by multilingual experience, and may be sensitive to sociolinguistic factors such as diglossia.

scholarly journals The role of feedback in the process of learning English as a foreign language

2018 ◽  
pp. 127-143
Author(s):  
Anna Herra ◽  
Anna Kulińska
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Student Teacher ◽  
Learning Process ◽  
Experienced Teachers ◽  
Teacher Interaction ◽  
Individual Needs ◽  
Learning English

The aim of the paper is to answer the question of what is the role of Feedback in the process of learning English as a foreign language. Feedback is an important element of student-teacher interaction in the classroom. Even experienced teachers admit that it is beneficial to put oneself in the student’s position in order to understand their individual needs, and hence adjust the instruction, assessment and feedback moves to aid language acquisition. Since errors are an unavoidable part of the learning process and teachers feel compelled to address students’ spoken errors, it seems significant to consider how the learners perceive the feedback they receive.

scholarly journals The Markedness in Acquiring Do-support in Negation and Inversion by Adult Native-Arabic Speakers Learning English

2017 ◽  
Vol 23 (4) ◽  
pp. 143-156
Author(s):  
Elham Salem AL-Makatrah ◽  
Mohamad Subakir Mohd Yasin ◽  
Mohamed Zain Sulaiman ◽  
Mohammad Irshaid Al-Khawaldeh
Keyword(s):  
Arabic Speakers ◽  
Native Arabic Speakers ◽  
And Inversion ◽  
Learning English
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