scholarly journals Attitudes towards Diglossia in an Algerian Educational Context: An Investigation of the Primary Level in Tlemcen

2019 ◽  
Author(s):  
Chahrazed HAMZAOUI
Keyword(s):  
Primary Schools ◽  
School Context ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Qualitative Approaches ◽  
Formal Instruction ◽  
Positive Attitudes ◽  
Tight Association ◽  
The One ◽  
Modern Standard

Since diglossia has an immense impact on formal instruction, the present paper aims to detect teachers’ as well as pupils’ attitudes towards the forms of Arabic at play, Modern Standard Arabic on the one hand and Algerian Arabic on the other. To achieve the aims of this study, and try to find an answer as to the way teachers and learners react to Modern Standard Arabic and Algerian Arabic in attitudinal terms inside the school context, two instruments were utilized to collect data. First, a questionnaire was administered to a sample consisting of 12 teachers and then, the matched-guise technique was designed to 72 pupils from two different primary schools. Based on both a quantitative and qualitative approaches, the findings of this empirical study reveal that both teachers and pupils display positive attitudes towards Modern Standard Arabic since it is granted an outstanding predominance and prestige in the community, especially because of its tight association with the Qur’an. However, the findings also reveal that pre-school grade pupils hold a less positive attitude towards Modern Standard Arabic and favour Algerian Arabic instead.

scholarly journals A Systemic Functional Analysis of Theme in Modern Standard Arabic Texts

2021 ◽  
Vol 12 (4) ◽  
pp. 15
Author(s):  
Tareq Alfraidi
Keyword(s):  
Systemic Functional Linguistics ◽  
The Other ◽  
Modern Standard Arabic ◽  
Written Discourse ◽  
Standard Arabic ◽  
Logical Frameworks ◽  
New Information ◽  
The One ◽  
The Empirical Analysis ◽  
Modern Standard

The concept of Theme is regarded as a functional linguistic element that exists in many languages. The main aim of this study is to explore the functions of Theme in Arabic, applying the Systemic Functional Linguistics framework adopted by Downing (1991). Methodologically, several related real examples have been selected from the written discourse of Modern Standard Arabic and then analyzed contextually. The empirical analysis has revealed that (i) Theme can provide different functions, such as Individual, Circumstantial and Subjective and Logical Frameworks for the interpretation of the Rheme, and (ii) Theme can interact dynamically with different grammatical functions (e.g. Subject, Object, etc.) and have different pragmatic functions (e.g. Topic, Given and New information). Therefore, the view that makes a necessary link between Theme on the one hand and Noun Phrase, Topic or Given information on the other hand is proven incorrect and empirically invalid. Similar results have been obtained in the context of English (Downing 1991) but not yet for Arabic? This strengthens not only the universality of the concept of Theme but also its functions.

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 Patterns and Functions of Total Reduplication in Classical Arabic and Modern Standard Arabic:

2019 ◽  
Vol 94 (1) ◽  
pp. 83-99
Author(s):  
Mohammed Modhaffer ◽  
Sivaramakrishna Challavenkata
Keyword(s):  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Word Level ◽  
Sql Database ◽  
The Status ◽  
Interesting Variation ◽  
Reliable Quantification ◽  
The One ◽  
Classical Arabic ◽  
Modern Standard

In this paper, we investigate the form, salient patterns and core functions of word-level total reduplication in Classical Arabic (CA) and Modern Standard Arabic (MSA). Using a multi-genre corpus of 469 million words, we extract total reduplication (TR) candidates into an SQL database, manually filter them, and perform concordance search to identify the patterns and functions. Data analysis reveals nine patterns and eleven functions of TR and compares their relative frequency in each variety. The functions of TR are mapped into two broad categories: morphological and semantic/pragmatic. Results show an interesting variation in terms of top functions being favored by the two varieties. While TR is favored by CA to express serial ordering, MSA is noticed to favor it to express intensification. The empirical findings of this study provide a reliable quantification of the status of TR in CA and MSA which is rather difficult to obtain by theoretical means: on the one hand, TR in Arabic is not as productive as in other languages such as Indonesian. On the other hand, it is more common in CA than in MSA because the latter usually resorts to using loose phrases to express the same concepts expressed by TR in CA.

scholarly journals Modal Existential Constructions in Modern Standard Arabic

2020 ◽  
Vol 6 (1) ◽  
pp. 151
Author(s):  
Ahmad Hamad Khatatneh
Keyword(s):  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Different Types ◽  
Existential Constructions ◽  
Universal Properties ◽  
The One ◽  
Modern Standard

Modal existential wh-constructions can be associated with three different types of structures, namely, wh-constructions, existential constructions, and modal constructions, but also have their own unique features. Idiosyncratic though it may look, the structure is characterized cross-linguistically by several shared properties. In this paper, we aim to examine in detail the properties of these constructions in Modern Standard Arabic. We show that MECs in Modern Standard Arabic share the defining and universal properties found in MECs cross-linguistically. Furthermore, we find that MSA’s MECs differ in three tendencies, namely; the relative nature of the wh-word in MSA, syntactic transparency and sluicing confirming the assumption that a relativization strategy, as opposed to the interrogative strategy found in plenty of other languages, is the one available for MECs in Modern Standard Arabic. We argue that these differences are also related to the [Spec, FP] position occupied by the wh-word.

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

Sci ◽  
2020 ◽  
Vol 2 (4) ◽  
pp. 79
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 increased use of bilingual curriculum (Arabic-English) is held in high regard. Nevertheless, literacy among Emirati children and teenagers remains low. This study uses a 15-item, open-ended questionnaire completed by Emirati parents and an 8-item, open-ended questionnaire completed by Emirati primary school children from 8 to 11 years of age, and compares the translation 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.

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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