scholarly journals WORD FORMATION AS A MODERNIZATION TOOL OF MODERN STANDARD ARABIC (FROM THE POINT OF VIEW OF ARABIC AND WESTERN LINGUISTS)

2013 ◽  
pp. 263-268
Author(s):  
Y. S. Ayvazyan
Keyword(s):  
Word Formation ◽  
Point Of View ◽  
Formation Processes ◽  
Linguistic Features ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Arabic Word ◽  
Current Article ◽  
Modern Arabic ◽  
Modern Standard

The current article is devoted to the analysis of word formation processes in Modern Standard Arabic from the point of view of Arabic and Eastern linguists. Due to the fact that modern Arab studies in Russia lack systematic coverage of word-formation processes while existing works – monographs, thesis’s and articles are written about unconnected with each other aspects of this theme, which scrutinize the problem in two ways: by approaching the issue in terms of terminology and by overviewing only methods of word formation, it is interesting to observe the formation of words with general meanings. This paper contains approaches of different foreign linguists to the articulated problem, and also includes the author’s vision on the structure of the Arabic word-formation. In addition to that the article covers the historical periodization of the Arabic lexicon and some linguistic features related to Modern Standard Arabic. The article also describes the main attitude of the Arab linguists to the problem of arabic word formation and names the primary Arabic Linguistic Academies, dedicated to the process of term accumulation and treatment. All methods of word formation in MSA are illustrated by numerous examples of modern Arabic terms from different fields, some of which are pure neologisms.

Theoretische und praktische Probleme einer arabischen Synonymik für deutschsprachige Wörterbuchbenutzer

1989 ◽  
Vol 42 (6) ◽  
Author(s):  
Eckehard Schulz
Keyword(s):  
Theoretical Foundation ◽  
Arab Countries ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Regional Dialects ◽  
German Speaking ◽  
Modern Arabic ◽  
Modern Standard

SummaryA dictionary of Synonyms in Modern Standard Arabic for German speaking users is still one of the desiderata despite the importance of Synonyms for teaching Arabic and translation. Compiling such a dictionary needs a solid theoretical foundation which has to take into consideration that Modern Arabic is spoken in the Arab countries in numerous regional dialects and sociolects which are in permanent interaction with Modern Standard Arabic.

scholarly journals Word Formation at Time Term in Modern Standard Arabic and Egypt

2019 ◽  
Author(s):  
Donald Matheos Rattu ◽  
Santje Iroth ◽  
Darsita Suparno ◽  
Kundharu Saddhono
Keyword(s):  
Word Formation ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Time Term ◽  
Modern Standard

scholarly journals DESIGN AND DISCOURSE OF MODERN STANDARD ARABIC E-TEXTBOOK

LITERA ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 1-20
Author(s):  
Muhammad Thohir ◽  
Mohammad Kurjum ◽  
Abdul Muhid
Keyword(s):  
Research Approach ◽  
Learning Material ◽  
Modern Standard Arabic ◽  
Web Based ◽  
Modern Language ◽  
Standard Arabic ◽  
Colloquial Language ◽  
On Line ◽  
Modern Arabic ◽  
Modern Standard

An E-textbook of Modern Standard Arabic (MSA) is an important device that supports the on-line practical aspects of the teaching Arabic as a foreign language (TAFL). The present study was aimed at describing the characteristics of the design and discourse of the Schulz’s E-textbooks of MSA. The study focused on Schulz MSA E-Textbook as an instructional material package of standard Arabic of the intermediate levels (B1 and B2 levels). The study used the qualitative research approach with the discourse-analysis method of data analyses.The results showed the following findings. The design of the E-package is web-based with multimedia as resources. The content prioritizes on grammar material in each initial lesson unit of the textbook. Although standard modern Arabic is used as the language variant for the language skills, colloquial language variants are given sufficient attention that can be accessed only in the E-edition version of the package. In terms of the contents of the discourse, a wide selection of texts are used with varied themes in the field of education, social affairs, economy, culture,  politics,  religion, environment,  and technology. Citations embedded in header texts do not always match the contents of the discourse. The religious discourse pieces in the materials seem to be positioned more as socio-cultural facts rather than as theological facts. Keywords: E-textbook, Modern Standard Arabic, discourse, learning material  DESAIN DAN WACANA BUKU PELAJARAN BAHASA ARAB BAKU AbstrakBuku ajar elektronik bahasa Arab standar merupakan perangkat penting yang mendukung aspek-aspek praktis online pada pembelajaran bahasa Arab sebagai bahasa asing (PBABA). Penelitian ini bertujuan untuk menggambarkan karakteristik desain dan muatan wacana buku ajar elektronik bahasa Arab Standar. Kajian difokuskan pada e-text karya Eckehard Schulz yang banyak digunakan di Indonesia dan dibatasi pada tingkat menengah (tingkat B1-B2). Penelitian menggunakan pendekatan penelitian deskriptif kualitatif dengan analisis wacana. Hasil penelitian menunjukkan temuan berikut. Desain e-textbook MSA Schulz berkarakter web based dengan multimedia sebagai resources. Kontennya memprioritaskan materi tata bahasa di setiap awal pelajaran. Meskipun keterampilan berbahasa Arab ditekankan pada penggunaan variasi standar atau modern language, variasi colloquial language mendapat perhatian cukup memadai yang hanya dapat diakses dalam versi e-edition. Dari segi muatan wacana, ia menghadirkan banyak muatan seperti pendidikan, sosial, ekonomi, budaya, politik, agama, lingkungan, dan teknologi. Kutipan yang disematkan di setiap header halaman tidak selalu cocok dengan isi wacana. Yang menarik, wacana agama di dalamnya terlihat lebih diposisikan sebagai fakta sosial-budaya daripada fakta teologis. Kata kunci: buku elektronik, bahasa Arab standar, wacana, kegiatan pembelajaran

scholarly journals From time to space: The impact of aspectual categories on the construal of motion events: The case of Tunisian Arabic and Modern Standard Arabic

Linguistics ◽  
2017 ◽  
Vol 55 (1) ◽  
Author(s):  
Christiane von Stutterheim ◽  
Abbassia Bouhaous ◽  
Mary Carroll
Keyword(s):  
Point Of View ◽  
Motion Events ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Linguistic Form ◽  
The Past ◽  
The Impact ◽  
Tunisian Arabic ◽  
Modern Standard

AbstractMotion events and their linguistic form have been studied extensively over the past decades from a typological as well as a psycholinguistic point of view. While many studies take

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

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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