scholarly journals How does Diglossia in Arabic affect the development of morphological knowledge throughout elementary schools?

2015 ◽  
Vol 5 (2) ◽  
pp. 736-749
Author(s):  
Riham Mutlak- Abu Dahud ◽  
Raphiq Ibrahim ◽  
Michal Shany
Keyword(s):  
Significant Interaction ◽  
Spoken Language ◽  
Arabic Language ◽  
Linguistic Distance ◽  
Morphological Knowledge ◽  
Standard Arabic ◽  
Knowledge Type ◽  
The Impact ◽  
Spoken Arabic ◽  
Modern Standard

The current study aimed to examine the impact of linguistic distance between spoken Arabic vernacular (SAV) and modern standard Arabic (MSA) on the development of morphological knowledge in the standard Arabic language throughout elementary school. 132 native Arab children (67 boys and 65 girls) from 2nd, 4th and 6th grade have participated in four morphological tasks. The study's results indicated that a significant advantage is ascribed to morphology in spoken Arabic over standard Arabic. This advantage was found beyond the type of task and along the grades examined in the study. In addition, it was found that with the advance in the level of grade, the gaps between the spoken language and the standard language is reduced only at the level of production. Furthermore, the findings showed that throughout the second, fourth and sixth grades, there is a significant advantage for the performance at the identification level over the performance at the production level. A significant interaction was also found in the gap between identification to production and at the level of grade concerning the literary language. The psycholinguistic implications are discussed in light of previous findings regarding morphological knowledge, type of words (cognate versus noncognate) and recognition versus production processes.

The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context

2004 ◽  
Vol 25 (4) ◽  
pp. 495-512 ◽  
Author(s):  
ELINOR SAIEGH–HADDAD
Keyword(s):  
Stimulus Word ◽  
First Grade ◽  
Lexical Status ◽  
Standard Arabic ◽  
Target Phoneme ◽  
Arabic Speaking ◽  
The Impact ◽  
Spoken Arabic ◽  
Modern Standard

The study examined the impact of the phonemic and lexical distance between Modern Standard Arabic (MSA) and a spoken Arabic vernacular (SAV) on phonological analysis among kindergarten (N=24) and first grade (N=42) native Arabic-speaking children. We tested the effect of the lexical status of the word (SAV, MSA, and pseudoword), as well as the linguistic affiliation of the target phoneme (SAV vs. MSA), on initial and final phoneme isolation. Results showed that, when words were composed of SAV phonemes only, the lexical status of the word did not affect phoneme isolation. However, when MSA and pseudowords encoded both SAV and MSA phonemes, kindergarteners found MSA words significantly more difficult to analyze. Comparing children's ability to isolate SAV versus MSA phonemes revealed that all children found MSA phonemes significantly more difficult to isolate. Kindergarteners found MSA phonemes that were embedded within MSA words even more difficult to isolate. Results underscore the role of the lexical status of the stimulus word, as well as the linguistic affiliation of the target phoneme in phonological analysis in a diglossic context.

Cross-dialectal variation in Arabic: Competing prestigious forms

1987 ◽  
Vol 16 (3) ◽  
pp. 359-367 ◽  
Author(s):  
Hassan R. Abd-El-Jawad
Keyword(s):  
Social Groups ◽  
Standard Variety ◽  
Adequate Description ◽  
Sociolinguistic Variation ◽  
Dialectal Variation ◽  
Standard Arabic ◽  
Arabic Sociolinguistics ◽  
Informal Settings ◽  
Spoken Arabic ◽  
Modern Standard

ABSTRACTMost researchers of Arabic sociolinguistics assume the existence of a sociolinguistic continuum with a local vernacular at the bottom and the standard variety at the top. Those researchers seem to equate the terms “prestige” and “standard”; consequently, they tend to consider Modern Standard Arabic (MSA) as the only prestige variety in all settings. This article presents evidence showing that if an adequate description of sociolinguistic variation of spoken Arabic is to be met, it is necessary to posit not only one standard speech variety, MSA, but also other prestigious local or regional varieties which act as local spoken standards competing with MSA in informal settings. It will be shown in the reported cases that in certain contexts speakers tend to switch from their local forms – though these latter may be identical to MSA – to other local features characteristic of other dominant social groups and that happen to be marked [–MSA], These local prestigious norms act like the standard spoken norms in informal settings. (Diglossic model, prestigious varieties, stereotypes, dominant social groups, competing standards, spoken Arabic).

scholarly journals Promoting Arabic Literacy in Primary Schools in the United Arab Emirates through the Emirati Dialect

Sci ◽  
2020 ◽  
Vol 2 (4) ◽  
pp. 93
Author(s):  
Jean Pierre Ribeiro Daquila
Keyword(s):  
United Arab Emirates ◽  
Primary Schools ◽  
Formal Language ◽  
Spoken Language ◽  
Arab Country ◽  
Primary School Children ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
High Regard ◽  
Modern Standard

Globalization has had an impact on the education system in the UAE, where the increased use of bilingual curriculum (Arabic-English) is held in high regard. Nevertheless, literacy in Arabic among Emirati children and teenagers remains low. This study uses a 15-item, open-ended questionnaire completed by Emirati parents and an eight-item, open-ended questionnaire completed by Emirati primary school children from 8 to 11 years of age to compare the translations of The Little Prince into Modern Standard Arabic (MSA) and into the Emirati dialect. The results suggest that not only the Emirati dialect, but any Arabic dialect (in its respective Arab country) could be used in primary schools to motivate children to read in Arabic and bridge the gap between their spoken language (dialect) and formal written Arabic. Not only must an Arab child learn how to read, but also, they have to understand a very formal language system that they are not used to speaking at home, i.e., Modern Standard Arabic (MSA). Having books in their own dialects may make children more interested in reading, as they can understand them more easily.

scholarly journals FACEBOOK WRITTEN LEVANTINE VERNACULAR LANGUAGES

2012 ◽  
Vol 1 (1) ◽  
pp. 68 ◽  
Author(s):  
Dua'a Abu Elhij'a
Keyword(s):  
Social Media ◽  
Spoken Language ◽  
Electronic Media ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Arabic Speakers ◽  
Classical Language ◽  
Arabic Speaking ◽  
Msn Messenger ◽  
Modern Standard

Over the last fifteen years, in every Arabic-speaking country, young Arabic speakers have begun to write their spoken language in electronic media, such as Facebook, MSN Messenger, and so on.  The new way of writing in social media is a radical deviation from the traditional norm of writing the classical language—as well as what is commonly referred to as Modern Standard Arabic.  This study is presenting this phenomenon in the Levant— Jordan, Lebanon, and Israel/Palestine.

scholarly journals Modern standard Arabic interference in Algerian English as a foreign language students’ writings

2020 ◽  
Vol 10 (2) ◽  
pp. 93-100 ◽  
Author(s):  
Chamseddine Lamri ◽  
Amira Cherifi
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Arabic Language ◽  
Modern Standard Arabic ◽  
Authentic Materials ◽  
Standard Arabic ◽  
Foreign Language Learners ◽  
Linguistic Interference ◽  
Semantic Errors ◽  
Modern Standard

Linguistic interference is a phenomenon which occurs when the learners’ knowledge of his first language or the mother tongue interferes with the knowledge of the language that is being learnt. This problem is recurrent among foreign language learners, a case in point in Algeria, Modern Standard Arabic interfere with English in students oral and written productions. Hence, stylistic errors are produced by the learners because the knowledge about the foreign language is established incorrectly. Accordingly,   this paper will explore the   types of linguistic interference errors done by pupils on their English writings at Bouazza Miloud high school in Tlemcen-Algeria. The quantitative and qualitative analysis of pupils’ productions revealed the existence of syntactic, lexical and semantic errors. These findings underline the need for a detailed analysis to propose pedagogical solutions as using authentic materials and the focus on reading to write correctly and coherently.   Keywords: Modern Standard Arabic; language interference; Negative transfer; interlingual errors; writing.

A survey of automatic Arabic diacritization techniques

2013 ◽  
Vol 21 (3) ◽  
pp. 477-495 ◽  
Author(s):  
AQIL M. AZMI ◽  
REHAM S. ALMAJED
Keyword(s):  
Information Retrieval ◽  
Machine Translation ◽  
Arabic Language ◽  
Future Trend ◽  
Text To Speech ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
The Future ◽  
Modern Standard

AbstractIn Modern Standard Arabic texts are typically written without diacritical markings. The diacritics are important to clarify the sense and meaning of words. Lack of these markings may lead to ambiguity even for the natives. Often the natives successfully disambiguate the meaning through the context; however, many Arabic applications, such as machine translation, text-to-speech, and information retrieval, are vulnerable due to lack of diacritics. The process of automatically restoring diacritical marks is called diacritization or diacritic restoration. In this paper we discuss the properties of the Arabic language and the issues that are related to the lack of the diacritical marking. It will be followed by a survey of the recent algorithms that were developed to solve the diacritization problem. We also look into the future trend for researchers working in this area.

Proficiency effects on L2 Arabic refusals

2020 ◽  
Vol 2 (1) ◽  
pp. 26-53 ◽  
Author(s):  
Khaled Al Masaeed ◽  
Naoko Taguchi ◽  
Mohammed Tamimi
Keyword(s):  
Social Distance ◽  
Native Speakers ◽  
Advanced Level ◽  
Spoken Discourse ◽  
Standard Arabic ◽  
Completion Task ◽  
The Relationship ◽  
Refusal Strategies ◽  
Spoken Arabic ◽  
Modern Standard

Abstract This study examined the relationship between L2 proficiency and (1) appropriateness of refusals, (2) use of refusal strategies, and (3) multidialectal practices in performing refusals in Arabic. Using a spoken discourse completion task (spoken DCT), data were collected from 45 learners of Arabic at three different proficiency levels and from 15 Arabic native speakers. The situations used in the spoken DCT varied in power and social distance (i.e., refusing a friend’s request to lend money, refusing a neighbor’s request to lend a car, and refusing a boss’s request to stay late to work extra hours). Findings generally revealed a positive relationship between proficiency and L2 Arabic learners’ appropriateness, use of refusal strategies, and multidialectal practices in their refusals. However, results showed that native speakers solely employed spoken Arabic (i.e., the dialect), while learners relied heavily on Modern Standard Arabic. Analysis of refusal strategies showed that native speakers tended to provide vague explanations in their refusals except when refusing the neighbor’s request, whereas the learners preferred to provide specific reasons for their refusals. Moreover, advanced-level learners were substantially verbose; as a result, their refusals could be perceived as lecturing or criticizing their interlocutor. This paper concludes with implications for researching and teaching L2 Arabic refusals with special attention to multidialectal practices.

scholarly journals Investigating Data Sharing in Speech Recognition for an Under-Resourced Language: The Case of Algerian Dialect

2021 ◽  
Author(s):  
Mohamed Amine Menacer ◽  
Kamel Smaïli
Keyword(s):  
Speech Recognition ◽  
Standard Form ◽  
Arabic Language ◽  
Baseline Model ◽  
Word Error Rate ◽  
Acoustic Data ◽  
Standard Arabic ◽  
Baseline System ◽  
Large Corpus ◽  
Modern Standard

The Arabic language has many varieties, including its standard form, Modern Standard Arabic (MSA), and its spoken forms, namely the dialects. Those dialects are representative examples of under-resourced languages for which automatic speech recognition is considered as an unresolved issue. To address this issue, we recorded several hours of spoken Algerian dialect and used them to train a baseline model. This model was boosted afterwards by taking advantage of other languages that impact this dialect by integrating their data in one large corpus and by investigating three approaches: multilingual training, multitask learning and transfer learning. The best performance was achieved using a limited and balanced amount of acoustic data from each additional language, as compared to the data size of the studied dialect. This approach led to an improvement of 3.8% in terms of word error rate in comparison to the baseline system trained only on the dialect data.

scholarly journals Translating irony into Arabic – who’s having the last laugh? Dubbing Monsters Inc.: Egyptian vernacular vs. modern standard Arabic

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Rashid Yahiaoui ◽  
Basema Alqumboz ◽  
Ashraf Fattah ◽  
Amer Al Adwan
Keyword(s):  
Translation Studies ◽  
Arabic Language ◽  
Modern Standard Arabic ◽  
Feature Film ◽  
Standard Arabic ◽  
Film And Television ◽  
Box Office ◽  
Humor Studies ◽  
Common Technique ◽  
Modern Standard

Monsters Inc., an animated feature film produced by Pixar Animation Studios in 2001, received significant recognition worldwide. The film was nominated in 2002 for the ASCAP Film and Television Music Awards by the Box Office Films. Two dubbed versions of the film were later released with Arabic translations using Egyptian Vernacular, a spoken dialect, and Modern Standard Arabic, used primarily in formal, written communications.This study examines humor in translation and irony as humor which represents a common technique in “Pixar plotting”. The research investigates the strategies, types, and categories of irony as humor within the translations and the success of those translations at accurately transmitting the humorous meaning. Towards exploring the problems of translating irony across languages and cultures, this research examines the shifts in translations between the two Arabic language versions using an interdisciplinary theoretical approach encompassing humor studies, audiovisual translation studies, and descriptive translation studies. Furthermore, the research adopts Muecke’s (1978) classification of irony markers to categorize and identify the strategies used in translating irony as humor. The study finds that the two different versions of Arabic utilize similar strategies at times and divergent ones at others, such as explication, substitution, omission or addition, in translating irony as humor with each succeeding/failing at varied levels of meaning transmission. The research suggests translators’ creativity, or lack thereof, and the language variant used are primarily responsible for the success or failure of transmitting irony as humor for dubbing into Arabic. 

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