scholarly journals The Speech Sounds of Arabic Language and their Effect on Learning English Pronunciation : A Contrastive Analysis

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Dr. Samer Mahmoud Al-Zoubi
Keyword(s):  
Arabic Language ◽  
Speech Sounds ◽  
Contrastive Analysis ◽  
English Pronunciation ◽  
Learning English

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 Teaching Arabic oral and written communication among the Yoruba speakers in Nigeria: A constrastive analysis

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Muhammad Olatunde Yaqub
Keyword(s):  
Teaching And Learning ◽  
Communication Skill ◽  
Native Language ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Written Communication ◽  
Contrastive Analysis ◽  
Simplified Method

The teaching and learning of Arabic language especially in the non-native environment require a simplified method to make the job a more fruitful enterprise. This paper explores the application of a contrastive analysis of both the target language and the native language in encouraging, motivating and simplifying the teaching and learning of oral Arabic communication skill among the native Yoruba speakers. The work identifies the major areas of difficulties facing the students from this region. This includes phonetics, phonology and agreement relation (otherwise known as concord in grammar). The agreement consists of gender, person, terms and numbers which form a major component of grammatical Arabic sentence. It is observed that understanding these major areas will enhance the performance of the students in achieving the required standard in Arabic oral communication. The paper concludes that Arabic phonetics, phonology and grammar are more elaborate than those of Yoruba. Hence, the instructors need to focus more attention on these difficult areas; especially those areas that do not exist in the native language (Yoruba).

The Impact of Arabic on Wolof Language

2016 ◽  
Vol 6 (4) ◽  
pp. 675
Author(s):  
Muna Aljhaj-Saleh Salama Al-Ajrami
Keyword(s):  
Arabic Language ◽  
Contrastive Analysis ◽  
The West ◽  
Know How ◽  
Masculinity And Femininity ◽  
Religious Factor ◽  
Verb Conjugation ◽  
The Impact

This research aims to study Wolof people in terms of their origin, background, and language. It will also discuss the factors that led Arabic to spread among the members of this tribe, such as the religious factor after the spreading of Islam in the West of Africa (i.e. Mauritania, Senegal, and Gambia), where Wolof people reside. The commercial factor also affected the spreading of Arabic language in the aforementioned areas. In addition to that, the emigration factor of some Arab tribes from Egypt and the Arab peninsula that resided in the far west of Africa for economic and political reasons had an impact on the spreading. Finally, the study will show the impact of Arabic Language on Wolof Language as the following:  1) the Arabic phonetics and their alternatives in this language; 2) the borrowed vocabulary in Wolof language from Arabic; and 3) Conduct a contrastive analysis in verb conjugation, masculinity and femininity, and definiteness and indefiniteness between the two languages to know how far Arabic Language has impacted Wolof Language.

scholarly journals ANALISIS KONTRASTIF PEMBENTUKAN VERBA BAHASA ARAB DAN BAHASA INDONESIA SERTA IMPLIKASINYA DALAM PEMBELAJARAN BAHASA ARAB

2018 ◽  
Vol 6 (2) ◽  
pp. 258
Author(s):  
Isra Mirdayanti ◽  
Najmuddin Abd. Safa ◽  
Kaharuddin Kaharuddin
Keyword(s):  
Arabic Language ◽  
Technical Note ◽  
Contrastive Analysis ◽  
Significant Difference ◽  
Verb Forms ◽  
Verb Phrases ◽  
Semantic Concepts ◽  
The Difference ◽  
And Gender ◽  
Collection Methods

The construction Arabic dan Indonesian verbs within implication of learning Arabic language. The purpose of this study is to describe the process of formation of verbs Arabic and Indonesian, analyzing the difference between the two processes and outlines the implications of the differences in Arabic and Indonesian verb formation on Arabic learning. This research includes qualitative research. The data in this study are written data, whether published in articles, papers, books, and those contained in other writings related to the formation of verbs Arabic and Indonesian language and learning Arabic. The data collection methods used to refer to the technical note. The data collected in this study were analyzed using contrastive analysis. The results of this study describe the formation of Arabic verbs through internal modification and affixation, while the formation of verbs in the Indonesian language is done through affixation, reduplication and composition. The significant difference between the two is that the formation of verbs in Arabic is always related to time, quantity, and gender so as to reveal time, different numbers or genders are expressed grammatically through verb changes, whereas the formation of verbs in Indonesian is not related to time, and gender so as to reveal semantic concepts of time, quantity, and gender are lexically represented accompanying verbs to form verb phrases without altering their verb forms. The differences between them have implications for the Arabic learning process, namely the emergence of difficulties faced by Arabic learners.

scholarly journals Unique Challenges Saudi EFL Learners Face

2019 ◽  
Vol 7 (4) ◽  
pp. p490
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Causal Factors ◽  
Learning To Read ◽  
Efl Learners ◽  
Sociolinguistic Competence ◽  
English Pronunciation ◽  
Learning English

Learning English as a foreign language (EFL) is both a promising endeavor and a challenging undertaking. All language learners encounter unique challenges in the process of learning English, and Saudi EFL learners are no exception. This article identifies the unique and multifarious challenges Saudi EFL learners face, and explores the multidimensional causal factors in the progression of the challenges they face most commonly. The analysis first tackles the considerable challenge of accurate spelling, followed by a discussion of the challenges Saudi EFL learners encounter when learning to read and write in English. This discussion addresses challenges in sociolinguistic competence and English pronunciation arising from multivariate factors, and concludes by offering measures to help Saudi EFL learners overcome these characteristic challenges and promote their trajectory toward successful acquisition of EFL.

scholarly journals RESPON MAHASISWA TERHADAP BUKU AJAR MORFOLOGI BAHASA ARAB BERBASIS ANALISIS KONTRASTIF

2019 ◽  
Vol 4 (2) ◽  
pp. 51-64
Author(s):  
Siti Sulaikho ◽  
Lailatul Mathoriyah
Keyword(s):  
Mother Tongue ◽  
Language Education ◽  
Arabic Language ◽  
Student Response ◽  
Contrastive Analysis ◽  
Study Program ◽  
Response Data ◽  
Arabic Morphology ◽  
Word Change ◽  
The University

Learning Arabic morphology that is not a mother tongue is not an easy matter. Based on the questionnaire given to students, the problem they faced in studying Arabic morphology was that it was difficult to distinguish the terms contained in Arabic morphology by 22.9%, the examples used were always the same in each discussion so as to confuse 14.3%, difficult to find examples other than those already explained by 17.1%, one word can be changed into many other forms by 8.6%, not knowing the meaning of each word change by 14.3%, difficult to translate into Indonesian so it is not easily understood 11.4%, and it is difficult to get an easily understood learning source of 11.4%. This study aims to determine the response of Arabic Language Education study program students at the University of KH. A. Wahab Hasbullah towards Arabic Morphology textbook based on contrastive analysis using quantitative approaches. Student response data collection using a questionnaire instrument. 35 students were conditioned in one room and gave an assessment of the textbooks that had been shown to them. The final results of the 15 assessment points showed that the Arabic Morphology Textbook Based on Contrastive Analysis scored 90.8 with a decent category and a very good predicate.

scholarly journals تغيرات الزيادة العربية والإندونيسية و تأديّتها في تعليم اللغة العربية

Abjadia ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 44 ◽  
Author(s):  
Muhamad Isbah Habibii
Keyword(s):  
Second Language ◽  
First Language ◽  
Arabic Language ◽  
National Language ◽  
Foreign Languages ◽  
Contrastive Analysis ◽  
Language Analysis ◽  
Level Of Difficulty ◽  
Similarities And Differences ◽  
Bahasa Indonesia

<p>منذ 28 أكتوبر 1928 تكون اللغة الإندونيسية لغة رسمية في الإندونيسيا، وهي من اللغات الأوسترونية. ويبدو واضحا من الاختلافات الأنفة الذكر أنها يسبب لأخطأ دارس اللغة العربية. الدارس كثيراما يبدأ الأخطأ في عملية تدريس اللغة العربية. ومن بين اسباب الأخطأ هي خصائص اللغة الثانية أو لغة الهدف لا توجد في لغته الأم. أما المنهج الذي انتجته الباحثة في هذه الدراسة فهو البحث الوصفي والمنهج البحث المكتبي والميداني، ولتحقيقه استخدم هذا البحث البحث الإجرائي. ونتائج هذا البحث قسمان. الأول: وجوه التشبّهات و الإختلافات: فوجوه التشبّهات توجد 10 تشبّهات. ووجوه الإختلافات توجد 25 إختلافات. والثاني: تأديّته في تعليم اللغة العربية. أ) إن وجوه الإختلافات تؤدي إلى مواجهة الصعوبة في مهارة الكتابة. فينبغي للمدرس أن يختار وجوه التشبّهات؛ ب) هذه التقايلية كالأساس في صياغ التقنيق التعليمي في تعليم اللغة العربية ل سيما في ترتيب المواد اللغة لتكون سهلة ولائقة حسب المستوى</p><p>Since October 28, 1928, Indonesian language is officially used by the Indonesian as national language. And when viewed from the clump of this language includes Austronesian based on the classification, and Arabic language includes semid based on the classification. This difference of classification leads to errors in learners’  language. Such as the first language fragmentation of a second language (Arabic) which is also called Interference language. To analyze this research,  the researcher used contrastive analysis. The instruments used in this study are documentation, observation and interviews. The results of this study are divided into two poin, including: similarities and differences Affix Arabic And Indonesian. The first: aspect of the similarities there are ten similarities, and aspects of the two aspects of difference there are twenty-five differences. Second: The implication in maharah kitabah are: a) The contrastive analysis can be used to predict the mistakes of students studying foreign languages. The points of difference in each of the first and second language levels will give students difficulties in learning the second language. Preferably the same items will make it easier for students to learn a second language; b) The contrastive analysis can provide a comprehensive and consistent contribution and as a means of controlling the preparation of teaching materials and second language lessons efficiently. By comparison of differences in each level of language analysis, the material can be arranged according to the level of difficulty of each level.</p><p>Sejak tanggal 28 Oktober 1928, bahasa Indonesia resmi digunakan oleh bangsa Indonesia sebagai bahasa nasional. Jika dilihat dari rumpunnya, bahasa ini termasuk rumpun bahasa Austronesia. Sedangkan bahasa Arab merupakan bahasa Semit. Perbedaan rumpun ini menyebabkan terjadinya kesalahan-kesalahan pada para pelajar bahasa tersebut seperti pergesekan bahasa pertama terhadap bahasa kedua (bahasa Arab) yang disebut juga dengan Interferensi bahasa. Peneliti menggunakan analisis kontrastif. Instrumen yang digunakan adalah dokumentasi, observasi dan wawancara. Adapun hasil penelitian ini terbagi menjadi dua, diantaranya: 1) Persamaan dan perbedaan afiksasi dalam bahasa Arab dan Indonesia. Terdapat sepuluh persamaan, meliputi faidah afiksasi dalam kedua bahasa. Selain itu, terdapat dua puluh lima perbedaan meliputi faidah afiksasi yang ada dalam kedua bahasa. 2) Implikasi Anakon terhadap maharah kitabah adalah: a) anakon dapat digunakan untuk meramal kesalahan siswa mempelajari bahasa asing atau bahasa kedua. Butir-butir perbedaan dalam tiap-tiap tataran bahasa pertama dan kedua memberikan kesulitan kepada para siswa dalam mempelajari bahasa kedua itu. Sebaiknya, guru menggunakan butir-butir yang sama untuk mempermudah siswa mempelajari bahasa kedua;  b) anakon dapat memberikan satu sumbangan yang menyeluruh dan konsisten sebagai alat pengendali penyusunan materi pengajaran dan pelajaran bahasa kedua secara efisien. Dengan membandingkan perbedaan pada setiap tataran analisis bahasa, bahan ajar dapat disusun sesuai dengan tingkat kesulitan masing-masing tataran</p>

Sign in / Sign up

Export Citation Format

Share Document