Sound Correspondences of Modern Standard Arabic  Moroccan Arabic and Najdi Arabic

This paper studies the process of sound correspondences that occur in Modern Standard Arabic (MSA), Moroccan Arabic (MAR), and Najdi Arabic (NAR). It attempts to find answers for the following questions: a) What are the identical word pairs, words couples that have a phonemic correspondence, a phonetic similarity, and a pair of words that contains difference of one phoneme, b) What are the process of morphophonemic in the form of assimilation, metathesis, and epenthesis. It is addressed to portray the process of morphophonemic assimilation, metathesis and epenthesis in three Arabic languages using Crowley’s theory. This study used 207 of Morris Swadesh's basic vocabulary as the key standard procedure for collecting data. The criteria adopted to analyze the data were orthographic, sound-change, phonological, and morpheme contrast. This research used descriptive qualitative method. The source of the data was basic-word vocabulary. The data were gathered from three dictionaries as sources to get information. The data were analyzed by using structural linguistics, especially phonology, morphology, and semantics. This investigation informed several aspects of findings such as identifying prefixes, suffixes, assimilation, metathesis, and epenthesis. Using the Swadesh vocabulary list, the results of this study found 207 vocabularies for each language. By analyzing parts of speech, it was found that these vocabularies can be classified into five-word classes, namely, nouns, pronouns, verb, adjectives, adverbs, and determiners.

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R-Expressions and the Interrogative Use of Anaphora in Najdi Arabic

International Journal of Linguistics ◽

10.5296/ijl.v12i5.17503 ◽

2020 ◽

Vol 12 (5) ◽

pp. 1

Author(s):

Mahmoud S. Al Mahmoud

Keyword(s):

Central Region ◽

Arabian Peninsula ◽

Proper Names ◽

Binding Theory ◽

Modern Standard Arabic ◽

Standard Arabic ◽

Najdi Arabic ◽

Modern Standard

This paper endeavors to explain how Najdi Arabic (NA), one of the dialects spoken in the central region of the Arabian Peninsula, diverges from Modern Standard Arabic (MSA) in its anaphoric treatment of R-expressions and pronominals. Data from a native Najdi Arabic informant suggest that only a subset of NA verbs allow proper names to be referentially bound by their antecedent pronouns in interrogative structures. Although this property is characteristic of Najdi Arabic not MSA, it yields certain challenges to the basic tenets of the Binding Theory. While Principle C of the Binding Theory requires R-expressions to be free, a referential reading of the NA data, which syntactically binds proper names with their pronominal referents, violates such principle.

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Comparative Basic-Words of Standard Arabic Palestinian and Tunisian

Insaniyat Journal of Islam and Humanities ◽

10.15408/insaniyat.v4i2.14509 ◽

2020 ◽

Vol 4 (2) ◽

pp. 103-122

Author(s):

Darsita Suparno ◽

Santje Inneke Iroth ◽

Syifa Fauzia Chairul ◽

Muhammad Azwar

Keyword(s):

Word Formation ◽

Comparative Linguistics ◽

Standard Arabic ◽

Word Categorization ◽

Depth Interview ◽

Structural Linguistics ◽

Basic Vocabulary ◽

Palestinian Arabic ◽

Tunisian Arabic ◽

Modern Standard

This paper studies comparative linguistics on the process of word-formation that occurs in Modern Standard Arabic (MSA), Palestinian Arabic (PLS), and Tunisian Arabic (TNS). It is addressed to portray the process of the verb, adjective, and noun formation in three Arabic languages by using Plag’s theory and to identify sameness and contrariness of basic words by using Hock’s theory. This study used 220 of Morris Swadesh's basic vocabulary as the main guidelines for obtaining data. The criteria were adopted to analyze the data were orthographic, sound-change, phonological and morpheme contrast. This research used descriptive qualitative. The source of the data was basic-word vocabulary. The data were gathered by conducting an in-depth interview with five post-graduate students of the Arabic Department at Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta as informants to get information. The data were analyzed by using structural linguistics, especially phonology, morphology, and semantics. This investigation informed several aspects of findings such as processes of cognates, back-formation, phonological variations, prefixes, clipping, derivation, acronym, loanword, blending, and metathesis of MSA, PLS and TNS. Using the Swadesh vocabulary list, the results of this study found 207 vocabularies for each language, such as MSA, Tunisian, and Palestinian. Using word categorization, it has found that these vocabularies have categorized into five words classes, namely, nouns, adjectives, verbs, adverbs, determiner.

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The effects of motivation on processing instruction in the acquisition of Modern Standard Arabic gender agreement

Instructed Second Language Acquisition ◽

10.1558/isla.34879 ◽

2018 ◽

Vol 2 (1) ◽

pp. 61-82

Author(s):

Ayah Farhat ◽

Alessandro Benati

Keyword(s):

Academic Motivation ◽

Processing Instruction ◽

Gender Agreement ◽

Modern Standard Arabic ◽

Language Background ◽

Standard Arabic ◽

Positive Effects ◽

Sentence Level ◽

Post Test ◽

Modern Standard

The present study investigates the effects of motivation and processing instruction on the acquisition of Modern Standard Arabic gender agreement. The role of individual differences (e.g. age, gender, aptitude, language background and working memory) on the positive effects generated by processing instruction has been investigated in the last few years. However, no previous research has been conducted to measure the possible effects of motivation on L2 learners exposed to processing instruction. In addition, a reasonable question to be addressed within the processing instruction research framework is whether its positive effects can be generalised to the acquisition of Modern Standard Arabic. The Academic Motivation Scale (AMS) and the Attitude Motivation Test Battery (AMTB) motivation questionnaires were used to capture different variables that influence motivation in order to create the two different groups (high and low motivated). In this experimental study, forty-one native English school-age learners (aged 8–11) were assigned to two groups: ‘the high motivated group’ (n = 29): and the ‘low motivated group’ (n = 12). Both groups received processing instruction, which lasted for three hours. Sentence-level interpretation and production tasks were used in a pre-test and post-test design to measure instructional effects. The learners were required to fill in gaps in both written and spoken mode for the activities. The study also included a delayed post-test administered to the two groups four weeks later. The results indicated that both groups improved equally from pre-test to post-test in all assessment measures and they both retained the positive effects of the training in the delayed posttests. Processing instruction was proved to be the main factor for the improvement in performance regardless of the learner’s level of motivation.

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