scholarly journals Diglossia

Pragmatics ◽  
2018 ◽  
Vol 28 (2) ◽  
pp. 185-216
Author(s):  
Helge Daniëls
Keyword(s):  
19Th Century ◽  
Common Sense ◽  
Language Use ◽  
Native Speakers ◽  
Arab World ◽  
Arabic Language ◽  
Special Focus ◽  
Speech Community ◽  
Lexical Items ◽  
Ideological Attitudes

Abstract Diglossia is, as far as the Arabic language is concerned, a concept that has been taken for granted, as much as it has been criticized. First, based on Ferguson’s article on diglossia and subsequent interpretations and ramifications of the concept and with a special focus on how language variability is discursively deployed and how it is perceived in the Arab speech community, I will argue that diglossia does not so much describe actual language use, but rather how language variability is ‘read’ in the Arab world. In the second part of the article, an analysis of labeling in a 19th century debate will show how the dichotomy between fuṣḥā and non-fuṣḥā varieties (ʿāmmīya),1 which is the basis of diglossia, was already taken for granted long before the concept and the term existed, and even before fuṣḥā and ʿāmmīya were used as independent lexical items. The analysis in both parts of the article shows how much diglossia is taken for granted by most native speakers of Arabic, even if it defies linguistic descriptions of actual language use. It is exactly this ‘common-sense-ness’ that suggests that diglossia is a useful tool to describe language ideological attitudes.

scholarly journals ILM AL LUGHAH AL IJTIMAI WA TALIM AL LUGHAH AL ARABIYYAH LI AL NATHIQINA BI GHAIRIHA

ALSINATUNA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Ahmad Ubaedillah Fathuddin
Keyword(s):  
Social Context ◽  
Language Learning ◽  
Language Learners ◽  
Language Use ◽  
Native Speakers ◽  
Arabic Language ◽  
Speech Community ◽  
Foreign Language Learners ◽  
The Social ◽  
The Relationship

Language learning cannot work without integrating other fields of knowledge such as psychology, anthropology, sociolinguistics, etc. Sociolinguistics is a branch of linguistics which discusses about language due to social factors. It has an important role in language learning especially in making it easily understandable for the language learners by understanding the language use of the native speakers. The contribution of sociolinguistics in Arabic language learning for foreign language learners can be seen from the relationship between language and social environment. In this case, it does not only learn about the elements or internal systems of Arabic language such as phonology, syntax, and morphology, but also the social context such as speech community, social class, language use and culture. It means sociolinguistics gives information about the definition and use of Arabic language based on the social context.

Researching the Etymology of Australian English Colloquialisms in the Digital Age: Implications for 21st Century Lexicography

English Today ◽  
2016 ◽  
Vol 32 (3) ◽  
pp. 40-44 ◽  
Author(s):  
Lisa Donlan
Keyword(s):  
English Language ◽  
Language Use ◽  
Contextual Information ◽  
The Internet ◽  
Speech Community ◽  
Language Resources ◽  
Linguistic Research ◽  
Methodological Problems ◽  
Lexical Items ◽  
Australian English

In the December 2012 issue of English Today, Philip Durkin argues that lexis is currently a ‘Cinderella’ subject: he suggests that the methodological problems generated by the study of lexis have led to it being marginalised in contemporary linguistic research (2012: 3). Nevertheless, Durkin notes that ‘lexis (or vocabulary) is probably the area of linguistics that is most accessible and most salient for a non-specialist audience’ (2012: 3). Thus, one cannot overestimate the importance of lexical research with regards to engaging a wider audience in linguistic discourses. Prior to the advent of the internet, however, researching etymology was a laborious process for English language enthusiasts, especially when the lexical items of interest were considered to be colloquialisms or slang. Indeed, ‘non-standard’ lexis, historically, has been marginalised and sometimes even excluded from dictionaries (Durkin, 2012: 6); however, the rise of the internet and social media has led to the increased visibility of ‘non-standard’ lexis, making information about language use more accessible to researchers outside of the local speech community (Browne & Uribe-Jongbloed, 2013: 23). Moreover, the internet has given language enthusiasts unprecedented access to a range of historical and contextual information which proves invaluable when considering etymology. This article demonstrates how more conventional language resources such as the Oxford English Dictionary (OED) can be used alongside a variety of other online resources and fictional and nonfictional texts to identify the etymologies of contemporary English lexical items. Specifically, this essay explores the etymologies of three Australian colloquial nouns (bogan, cobber, and sandgroper) taken from travel website TripAdvisor's (2011) user-generated glossary of Australian English colloquialisms.

scholarly journals Geschlechtergerechte Sprache im Arabischen. Skizzierung des Forschungsstands und Fallanalyse arabischer Übersetzungen bayerischer Behördentexte.

2021 ◽  
Author(s):  
◽  
Lisa Schor
Keyword(s):  
Gender Bias ◽  
Language Use ◽  
Arab World ◽  
Qualitative Content Analysis ◽  
Arabic Language ◽  
Inclusive Language ◽  
Geschlechtergerechte Sprache ◽  
State Of Research ◽  
And Gender

Während sich geschlechtergerechter Sprachgebrauch im deutschen Sprachraum bereits mehr oder weniger etabliert hat, steckt die Forschung zur sprachlichen Gleichbehandlung in der arabischen Welt noch in den Kinderschuhen. In der vorliegenden Arbeit wird zunächst der aktuelle Forschungsstand rund um Gender Bias und geschlechtergerechte Sprache im Arabischen skizziert. Im Anschluss folgt eine Einzelfallstudie, in der 15 Behördentexte bayerischer Staatsministerien und deren arabische Übersetzungen einer qualitativen Inhaltsanalyse unterzogen werden. Anhand eines eigens erstellten Kategoriensystems wird analysiert, welche Strategien derzeit bei der Übersetzung geschlechtergerechter Formulierungen ins Arabische angewandt werden. Aus der Skizzierung des Forschungs-stands geht hervor, dass die arabische Sprache sowohl auf formaler als auch auf soziolinguistischer Ebene viele androzentrische Elemente enthält. Verschiedene Möglichkeiten für einen geschlechtergerechten Sprachgebrauch werden dargestellt. Es wird ersichtlich, dass in der arabischen Welt eine zunehmende Sensibilisierung für sprachliche Gleichbehandlung zu beobachten ist. Die Einzelfallstudie zeigt, dass geschlechtergerechte Formulierungen bei der Übersetzung ins Arabische bevorzugt ins generische Maskulinum übertragen werden. Gelegentlich finden sich zwar auch Beidnennungen, diese sind jedoch als wörtliche Übersetzung der Ausgangsformulierungen zu interpretieren. Die Intention der Ausgangstexte für sprachliche Gleichbehandlung spiegelt sich in den arabischen Übersetzungen nicht wider, daher wird geschlussfolgert, dass den Übersetzenden das Konzept geschlechtergerechter Sprache nicht hinreichend bekannt ist. While gender-inclusive language use is already more or less established in the German-speaking society, research on linguistic equality in the Arab world is still in its early days. This paper first outlines the current state of research on gender bias and gender-inclusive language in Arabic. It is then followed by a case study in which 15 official texts of Bavarian state ministries and their Arabic translations are subjected to a qualitative content analysis. Through a system of categorization, the study analyzes which strategies are currently used in translating gender-inclusive phrases into Arabic. From the outline of the state of research, it is clear that the Arabic language contains many androcentric elements, both on a formal and sociolinguistic level. Various possibilities for gender-inclusive language use are presented. It becomes apparent that there is an increasing awareness of linguistic equality in the Arab world. The case study shows that gender-inclusive phrases are preferably transferred to the generic masculine when translated into Arabic. Occasionally, pairing is also found, however it is to be interpreted as a literal translation of the source material. The intention of the source texts for linguistic equality is not reflected in the Arabic translations. Thus, it is concluded that the translators are not sufficiently familiar with the concept of gender-inclusive language.

scholarly journals Arabic Across the Curriculum in a Bilingual Gulf University

2004 ◽  
Vol 1 (1) ◽  
pp. 61-76
Author(s):  
Nagwa Hedaiat
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Native Speakers ◽  
Arab World ◽  
Language Skills ◽  
Arabic Language ◽  
Support Program ◽  
Language Support ◽  
Arabic Speaking

Arabic Across the Curriculum is a broad language support program at Zayed University in the UAE, which has stimulated discussion on several issues concerning Arabic language support in the Arab world in general and in the Gulf area in particular. These issues can be summed up in the following questions: Why do we need to teach Arabic to native Arabic-speaking students? How will Arabic language proficiency help students in their academic and future careers? Which Arabic language skills should we teach native speakers in higher education, and how? What means of assessment and what criteria might be helpful to Arabic programs and instructors?

scholarly journals The Solution of Arabic Teaching: Design of Arabic Teaching for Non-Native Speakers through Creative Ways as An Initial Step to Raises Enthusiasm Learning Arabic

2018 ◽  
pp. 1
Author(s):  
Rizqy Maulana Hakim ◽  
Adam Doni Mauladi
Keyword(s):  
Native Speakers ◽  
Arab World ◽  
Language Education ◽  
Initial Step ◽  
Arabic Language ◽  
Arab Countries ◽  
International Affairs ◽  
Educational Curriculum ◽  
Arabic Speakers ◽  
Official Languages

The Arab world has an extremely rich culture and history with diverse region geographical in the Arabian Peninsula. The religion of Islam was spread in Arab firstly by the prophet Muhammad SAW and the only language he spoke was Arabian well as Arabic also is the language of the Quran. There are 300 million Arabic speakers in the world and Arabic is the official language in 22 countries. Arabic is also one of the six official languages in the United Nations (UN). Arabic language education is very important, benefits that received from learning Arabic could implement into daily life and any aspects such as understanding the meaning of the Holy Qur’an and very potential to increase good relations in international affairs especially among Indonesia and Arab countries. However, Arabic teaching in non-native speakers' countries has some challenges. We observe that the biggest challenge teaching Arabic in Indonesia is the lack of knowledge among society about the benefit that we can gain from learning Arabic and the educational curriculum has been relying heavily on aspects of memorizing without any effective aspects or understanding of the Arabic lesson, it caused the low level of awareness to learn Arabic. Refer to the research of Jamsuri Muhammad Syamsudin and Mahdi Mas’ud on 30 students of IIUM indicates the biggest challenge to learn Arabic influenced by psychological factors such as desire, motivation, and un-confident. The question then is how to increase Arabic enthusiasts in non-native speakers’ countries and how to improve the educational system to learn Arabic effectively? The serious effort to increasing Arabic enthusiasts and to improve the educational curriculum is through simplification of the Arabic curriculum, as said before that much of the curriculum on Arabic depends on rote teaching methods that can’t truly benefit today. This can be done through creative ways and implement human behavior-based approaches or multiple forms of incentives to raises enthusiasm among non-native speakers to learn Arabic. We propose technology and fun activities that giving out the rewards and without it feels as if a burden to learn Arabic. This approach needs to be developed because the individuals need to be encouraged to do things that will bring benefits much than the act itself. In conclusion, solving the challenge of Arabic teaching is neither easy and improves its educational curriculum is crucial. It is hoped that Arabic teaching will have innovation for its development and overcome its challenges.

scholarly journals HIGH VARIETY VS LOW VARIETY CULTURE IN THE ARABIC LANGUAGE : THE TENSIONS BETWEEN FUSHÂ AND ‘ÂMIYYA IN THE CONTEMPORARY ARAB WORLD

2020 ◽  
Vol 5 (1) ◽  
pp. 25
Author(s):  
Yoyo Yoyo ◽  
Abdul Mukhlis ◽  
Thonthowi Thonthowi ◽  
Ferawati Ferawati
Keyword(s):  
Language Use ◽  
Arab World ◽  
Arabic Language ◽  
Official Language ◽  
Religious Literature ◽  
Political Events ◽  
Arab People

Arabic language, in its sociological context is divided into two varieties: fusha and ‘amiyya. Arabic fusha is the official language and perceived as the language of Islam. In contrast to the fusha, ‘amiyya is the language used by the Arab people in their daily conversations. However, this ‘amiyya is considered as inferior. The method used in this study was qualitative that stressed the interaction between language and its sociological context. The method assumed that social and political events affected language use in a particular society. The paper tries to re-popularize the two terms used by Ferguson that are "high variety" (H) and “low variety” (L) culture in analyzing the two languages varieties. Besides, the paper explores the tension of the two languages through contemporary social and political events taking place in the Arab World. The Arabic fusha is perceived as a representation of “H” culture because it is a language used in religious literature and official writings, while the ‘amiyya referred to as a representation of “L” variety culture because it is used only as a medium of regular communication.

scholarly journals Main peculiarities of Arabic-language content on the Internet

Litera ◽  
2020 ◽  
pp. 29-38
Author(s):  
Tatiana Vavichkina
Keyword(s):  
Native Speakers ◽  
Arab World ◽  
Arabic Language ◽  
Arab Country ◽  
Text Messages ◽  
The Internet ◽  
European Languages ◽  
Written Form ◽  
Group 2 ◽  
Development Of Language

This article is dedicated to the trend that emerged in recent decades to transliterate Arabic text in the Internet comments and text messages, using the numbers for conveying the specificity of Arabic sounds. The object of this research is Arabizi – the macaronic jargon in electronic correspondence of Arabic native speakers, while subject is its specific characteristics. In the course of study, the author selected the microtexts posted by Arabic-speaking audience in the popular social networks Facebook and Twitter, YouTube video hosting, as well as private correspondence via such messengers as Viber and WhatsApp. The mandatory criterion was the affiliation of words to the common Arabic lexicon, as well as validation and similarity of the materials from different sources. Misprints and erratives were left out. The selected examples were classified by age (group 1 – 30 – 35 years old, group 2 – above 35 years old.) and nationality (from any Arab country) of their author. The scientific novelty is define by the fact that this article is first to examine the features that differentiate Arabizi from similar macaronic jargons, such as Denglish, Franglais, Spanglish, Ruglish. Possible ways for further development of language situation in the Arab world are proposed. The author determined that short messages in Arabizi virtually frame the written form that captures the specificity of oral dialect speech of the Arabic native speakers. The conclusion consists in formulation of distinctive characteristics of the indicated macaronic language that emerged as a result of interference due to familiarization of Arabs with the European languages, namely English.

scholarly journals THE PRAGMALINGUISTICS OF APOLOGIZING IN THE ARABIC LANGUAGE BY NON-NATIVE SPEAKERS

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Abdulkhaleq Al-rawafi
Keyword(s):  
Second Language ◽  
Speech Acts ◽  
Analytical Approach ◽  
Native Speakers ◽  
Arabic Language ◽  
Pragmatic Competence ◽  
Special Focus ◽  
Native Languages ◽  
Arabic And English ◽  
Linguistic Proficiency

Learners of a second language struggle to select and produce appropriate different kinds of speech acts due to their complexity. The students of the Islamic boarding schools are assigned to acquire two non-native languages compulsory and concurrently, namely Arabic and English. This study adapts the descriptive analytical approach to investigate the pragmalinguistic of the speech acts of apologizing in the Arabic language as produced by non-native speakers with special focus to the IFIDs. The participants are 202 students recruited to fill in a DCT that consists of eight situations regarding the students’ violation of the rules of the school. The results show that the students tend to use certain semantic formulas of apologies due to their lack of linguistic proficiency. To conclude, these forms are template slots of the IFID in which the non-native apologizer can slot his/her apology within these templates, and hence, enrich their pragmatic competence ability.

The Esperanto denaskulo

2012 ◽  
Vol 36 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Sabine Fiedler
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Use ◽  
Native Speakers ◽  
Mother Tongue ◽  
International Communication ◽  
Speech Community ◽  
Ethnic Language ◽  
The Status ◽  
Family Language

Native speakers traditionally occupy a special position in foreign language teaching and learning because their language use is norm-providing. In linguistic studies they are crucial as informants because they decide whether an utterance is correct or incorrect. Although Esperanto as a planned language aims at facilitating international communication by means of a common second language, there are also people who speak this language as a mother tongue, a fact that has recently received growing attention both within and beyond the Esperanto-speaking community. The phenomenon deserves attention because it throws light on the character of the speech community, and especially on questions of language loyalty and speaker identity. In addition, the use of Esperanto as a family language stimulates the development of the language. However, the status of Esperanto native speakers cannot be equated with the status of native speakers of an ethnic language both because of their limited number and also because Esperanto is only one of their mother tongues among several. Above all, native Esperanto speakers do not decide on the standard of the planned language.

Speech community theory and the language / dialect debate

2016 ◽  
Vol 26 (1) ◽  
pp. 8-31 ◽  
Author(s):  
Daming Xu
Keyword(s):  
Identity Formation ◽  
Language Use ◽  
Native Speakers ◽  
Speech Community ◽  
Linguistic Identity ◽  
Political Factors ◽  
Community Theory ◽  
Linguistic Classification ◽  
Linguistic Approach

Much research has been done addressing the issue of language and dialect and has attracted much interest in the Sinophone world. In this paper, the issue is approached from the perspective of Speech Community Theory (SCT) with discussion of the identification of Chinese varieties. There are mainly two approaches in previous research: linguistic and sociolinguistic. In the linguistic approach, the classification of languages and dialects is through comparison of linguistic descriptions and intelligibility. In the sociolinguistic approach, actual language use and attitudes of the speakers are investigated and ethnic and political factors are considered. The two approaches tend to result in different classifications. The purely linguistic classification tends to be narrower than the classification invoking attitudinal, cultural and political factors, resulting in a larger number of languages than the sociolinguistic approach. The different approaches are traced to divergent understandings of what a language is. A language is often understood purely as a tool of communication or, alternatively, it is regarded primarily as an identity device. Applying SCT, we analyze the connection between communication and identity formation, taking the example of Cantonese speakers. That case shows a correlation of linguistic contact with linguistic identity among native speakers. Consequently, the relevance of cultural and socio-political factors is explained through their impact on communication rather than directly on a linguistic identity.

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