scholarly journals Common mistakes in drawing writing for students of Arabic of non-native speakers

2021 ◽  
pp. 55-79
Author(s):  
عدنان عبد الخفاجي
Keyword(s):  
Native Speakers ◽  
Arabic Speaking

It aims to identify the most common mistakes in drawing writing among students of Arabic speaking of non- native speakers. In two fields . errors related to drawing of the words. errors related to Spelling and punctuation . The researcher reached to a number of these errors, the most important of which are: Not to put movements and stillness in their places The lack of match between drawing the letter of the spelling and its sound.

scholarly journals The Effects of Language Games on Smartphones in Developing Arabic Speaking Skills among Non-Native Speakers

2019 ◽  
Vol 10 (05) ◽  
pp. 972-979
Author(s):  
Hamadallah Mohammad Salleh Kenali ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Noor Saazai bt Mat Saad ◽  
Hazlina Abdullah ◽  
Ashwaq Mohammad Salleh Kenali
Keyword(s):  
Native Speakers ◽  
Language Games ◽  
Arabic Speaking ◽  
Speaking Skills

scholarly journals COLLABORATIVE LEARNING TO ENHANCE ARABIC SPEECH SKILLS AMONG STUDENTS OF BACHELOR’S DEGREE (ISM) IN ARABIC LANGUAGE WITH EDUCATION AT SULTAN IDRIS EDUCATION UNIVERSITY

2021 ◽  
Vol 58 (2) ◽  
pp. 1854-1860
Author(s):  
Saipolbarin Ramli Et al.
Keyword(s):  
Collaborative Learning ◽  
Native Speakers ◽  
Positive Impact ◽  
Field Studies ◽  
Arabic Language ◽  
Bachelor's Degree ◽  
Before And After ◽  
Arabic Speaking ◽  
Speaking Skills

Collaborative learning refers to learning activities that involve two or more people who learn something together. This learning requires no teacher supervision and is not structured. This is the opposite to the cooperative learning where the role of the teacher as facilitator is to structure and monitor group activities to achieve their objectives. This study aimed to identify the issues faced by the students of bachelor’s degree (ISM) in Arabic Language with Education at Universiti Pendidikan Sultan Idris (UPSI) to master Arabic speaking skills. This study also aimed to analyze the effectiveness of collaborative learning to enhance speaking skills and to analyze the degree of differences in the speaking skills before and after the implementation of collaborative learning. This quantitative study used a questionnaire and diagnostic test involving 29 Arabic language student respondents of the second semester in UPSI. In addition to conducting field studies, this study also made references to books, journals and theses on speaking skills and collaborative learning. The findings showed that collaborative learning methods could help students improve their proficiency in speaking Arabic. The results of this study are expected to have a positive impact and contribute to the teaching pedagogy of Arabic speaking skills for non-native speakers.

scholarly journals Overt and covert contrast in L2 phonology

2015 ◽  
Vol 1 (2) ◽  
pp. 254-278 ◽  
Author(s):  
Fred Eckman ◽  
Gregory Iverson ◽  
Jae Yung Song
Keyword(s):  
Native Speakers ◽  
Voice Onset Time ◽  
Onset Time ◽  
Intermediate Stage ◽  
Time Lags ◽  
Phonological Acquisition ◽  
L2 Phonology ◽  
L1 Acquisition ◽  
Arabic Speaking ◽  
Disordered Speech

This paper reports results on the acquisition of the English /p/–/b/ contrast by native speakers of Arabic. This contrast does not exist in the participants’ native language (NL). The central finding of this study is that some of the research participants exhibited a covert contrast between these segments in their interlanguage productions. That is, two of the five Arabic-speaking participants who were transcribed as having no contrast between [p] and [b] did, in fact, produce a statistically reliable distinction in voice onset time lags between the two target segments. The existence of such an intermediate stage of covert contrast in the learning of L2 phonology is eminently plausible, in view of the progressive nature of phonological acquisition. Our results help bring the learning of second-language contrasts into conformity with findings of the same phenomenon in the areas of L1 acquisition and phonologically disordered speech.

scholarly journals Arabic Across the Curriculum in a Bilingual Gulf University

2004 ◽  
Vol 1 (1) ◽  
pp. 61-76
Author(s):  
Nagwa Hedaiat
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Native Speakers ◽  
Arab World ◽  
Language Skills ◽  
Arabic Language ◽  
Support Program ◽  
Language Support ◽  
Arabic Speaking

Arabic Across the Curriculum is a broad language support program at Zayed University in the UAE, which has stimulated discussion on several issues concerning Arabic language support in the Arab world in general and in the Gulf area in particular. These issues can be summed up in the following questions: Why do we need to teach Arabic to native Arabic-speaking students? How will Arabic language proficiency help students in their academic and future careers? Which Arabic language skills should we teach native speakers in higher education, and how? What means of assessment and what criteria might be helpful to Arabic programs and instructors?

Morphology and Syntax in Arabic-Speaking Adolescents Who Are Deaf and Hard of Hearing

2021 ◽  
Vol 64 (10) ◽  
pp. 3867-3882
Author(s):  
Khaloob Kawar
Keyword(s):  
Word Order ◽  
Hard Of Hearing ◽  
Native Speakers ◽  
Oral Narrative ◽  
Linguistic Features ◽  
Language Abilities ◽  
Complex Sentences ◽  
Arabic Speakers ◽  
Language Interventions ◽  
Arabic Speaking

Purpose Diagnoses, assessments, and treatments, as well as social and language interventions, can be effective in identifying and interpreting specific linguistic features that present special challenges to the language abilities of individuals who are deaf and hard of hearing (DHH). This article reports on a study analyzing complex sentences and morphosyntactic error production by Arabic-speaking adolescents who are hearing and DHH. Method A total of 124 adolescents participated, all native speakers of Arabic in Grades 6–10 (63 hearing and 61 DHH). The participants were asked to provide an oral narrative about a dangerous experience. Results Both groups produced a low mean percentage of complex sentences out of the total number of clauses. However, adolescents who are DHH produced significantly fewer complex sentences and more morphosyntactic errors when compared with their hearing peers. The most common errors produced by both groups were clause errors including omission of subject or predicate and errors in word order. Determiner errors were produced significantly more often by adolescents who are DHH. Conclusions To our knowledge, this study is one of the first to investigate morphosyntactic aspects of complex sentences and morphosyntactic errors produced by Arabic-speaking adolescents who are hearing and DHH. This study therefore has significance for further research on language development among Arabic speakers and on definitions of vulnerable linguistic aspects in DHH.

scholarly journals Metadiscourse, Writer Identity and Reader Construction among Novice Arabic-Speaking ESL Writers

2019 ◽  
Vol 5 (2) ◽  
pp. 284-307
Author(s):  
Christina A DeCoursey
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Discourse Markers ◽  
Visual Media ◽  
Teacher Talk ◽  
Student Writers ◽  
Composition Instruction ◽  
Novices And Experts ◽  
Novice Writers ◽  
Arabic Speaking

This study used qualitative analyses to explore novice ESL writers’ concepts of writers, readers and texts. Metadiscourse studies tabulate frequencies of discourse markers in order to characterise the different ways novices and experts, native-speakers and non-native speakers, construct themselves as writers, engage with their readers, and guide readers through their text. But the picture created by these descriptive statistics lacks many content areas voiced by student writers, including their reliance on visual content, and their emotions. Student writers’ experiences in a world saturated by visual media and marketing views are also factors shaping how they construct their identities as writers, the identities of their projected readers, and how they understand what they are doing when writing text. This study used content and transitivity analyses to assess how Arabic native-speaker novices understand themselves as writers, how they project their readers’ identities, and how they try to engage them. Results show that visuals are indistinct from text, and verbs of seeing are used for reader understanding, in novice writers’ sense of their texts, and how they understand engaging the reader. These novices have a demographically granular assessment of audiences, but aim to please readers with expected content rather than challenge them with academic content, and they downplay important elements of teacher talk, syllabus and second-language (L2) composition instruction, particularly data, research, structure and language.

Bidirectional cross-linguistic influence in late bilingualism

2017 ◽  
Vol 8 (4) ◽  
pp. 411-445
Author(s):  
Mahmoud Azaz ◽  
Joshua Frank
Keyword(s):  
Noun Phrase ◽  
Native Speakers ◽  
Prepositional Phrase ◽  
Water Bottle ◽  
Spanish Speaking ◽  
Semantic Shift ◽  
Arabic And English ◽  
Arabic Speaking

Abstract The container-content relation represents a set of nominal configurations unexplored in the acquisition literature. Whereas in English the switch from a noun-noun compound (water bottle) to a noun-prepositional phrase (bottle of water) is associated with a semantic shift from container to content, Spanish and Arabic adopt single canonical configurations for both conditions, noun-prepositional phrase and noun phrase, respectively. Importantly, Spanish, Arabic, and English display structural overlap in the content condition maintained by head-first isomorphic strings. In the container condition, they show structural dissimilarity; whereas English uses a head-final construction, Arabic and Spanish consistently use head-first constructions. Results from an elicited sentence-reordering task demonstrate that advanced late learners pattern native speakers when tested in Spanish but not when tested in English. Additionally, when tested in English, Arabic-speaking and Spanish-speaking learners overextend their L1 canonical configurations to both conditions. Furthermore, bilingual native speakers do not perform at ceiling, suggesting bidirectional cross-linguistic influence.

Recognizing numbers in different scripts

1991 ◽  
Vol 7 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Mick Randall
Keyword(s):  
Word Recognition ◽  
Native Speakers ◽  
Speakers Of Other Languages ◽  
Arabic Speaking

This paper considers the effects of different language scripts on the recognition of digits. It reports on two experiments with Arabic-speaking subjects in which they were asked to scan arrays of digits in both standard 'Western numeral' and 'Indian numeral' forms. It compares the array-scanning patterns observed with patterns observed with speakers of other languages, in particular with English native speakers. It discusses the implications of these findings in terms of the use of language-specific word recognition strategies.

Varieties of Today’s English

1987 ◽  
Vol 76 ◽  
pp. 63-86
Author(s):  
Ali M. El-Sayed
Keyword(s):  
Effective Teachers ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Arab World ◽  
Arabian Gulf ◽  
Arab Students ◽  
Native Speakers Of English ◽  
Arab Schools ◽  
Arabic Speaking

Today’s English refers to a state or states of the English language as used by its speakers. There are many varieties of English spoken throughout the world. Today’s English is a term that does not describe a single regional or national variety of English, but a language that extends beyond the national borders of native speakers to include second and foreign language speakers. Recent research focuses on the state of the language, the diversity of its users, the contexts of its use, and the effects on the communities using it. It has been the practice of those in authority in the Ministries of Education and universities in the Arab World in general and the Arabian Gulf in particular to hire many native speakers of English to teach English in schools and universities. The assumption was that natives with native speakers’ accent are more effective teachers than teachers of English whose native language is Arabic. Why should an Arab student learn, for instance RP and not any other variety? The writer advocates the practice of hiring a greater percentage of Arabic speaking teachers to teach English in Arab schools and universities. Hiring a particular native speaker of English to teach English to Arab students forces those students to listen and be exposed to a particular variety instead of an international variety that is intelligible and international enough to be accepted by every one. Besides, listening and speaking to a Britisher more an American are not of great importance to Arab students. What is more important are the two skills of reading and writing since they are the only two channels through which western science and technology could be transferred to Arabs. Because of the nature of Arab students’ motivation, the writer advocates the use of more suitable cultural materials.

scholarly journals Learning Model of Speaking Arabic: Field Research Based on Constructivism Theory at Al Muhsinin Islamic Boarding School Kerinci

2020 ◽  
Vol 3 (2) ◽  
pp. 140-151
Author(s):  
Abdul Muid ◽  
Sulhi Muhamad Daud Abdul Kadir ◽  
Noza Aflisia ◽  
Neldi Harianto
Keyword(s):  
Design Methodology ◽  
Native Speakers ◽  
Field Research ◽  
Boarding School ◽  
Learning Model ◽  
Independent Learning ◽  
Learning Models ◽  
Arabic Speaking ◽  
Value Learning ◽  
Speaking Skills

Purpose - This study aimed to analyze the learning model for speaking Arabic in the perspective of constructivism theory at Al Muhsinin Kerinci Islamic Boarding School and teachers’ effort in supporting the learning model used. Design/methodology/approach - The research method used by researchers in this study was field research is descriptive qualitative. Findings - The results showed that the learning model of Arabic speaking skills at Al Muhsinin Kerinci Islamic Boarding School studied contextual learning models consisting of daily communication activities using Arabic, quantum learning models related to independent learning activities and further learning, cooperative learning models including activities morning vocabulary learning and Arabic conversation and problem-based learning models in Arabic discussion. Originality/value – Learning Arabic speaking skills for non-native speakers in the Boarding School needs to be constructed with complications from a compilation of various learning models. Paper type – Research Paper

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