Relevant bibliographies by topics / Arabic as a second language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Arabic as a second language'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Arabic as a second language"

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Prayogi, Rayinda Dwi, and Sudharno Shobron. "Arabic as Second Language of Educated Generation." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 13–25. http://dx.doi.org/10.51425/ierj.v1i1.2.

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Arabic has been chosen as a medium of the revealed language for every language speakers in the world. Arabic is a language which rich in vocabulary and also as an intact language which has the system and style of language to overcome other languages. This language is the language of science, civilization, and intellectuality from the past until now and later. No wonder, Allah SWT has placed it on the highest maqqom (position) as the Qur'anic language. The Qur'an is something that must be understood and appreciated, or even made as second language by the unique Indonesian society (it is the largest moslem population but its national language is latin) especially by educated generations of Islamic educational institutions. The classic problem faced by moslems in Idonesia is the lack of understanding and appreciating of Islamic values ​​due to the weakening of arabic. It is interesting to be learned and deepened as the reflection and improvement of religious behavior of society and specialized for Islamic Educational Institutions that create moslem generation. This article will discuss the role of Islamic Education Institutions in Indonesia in Arabic learning process and also approaches used Arabic language acquisition until placed it become second language.
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Gharawi, Mohammed A., and Azman Bidin. "Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions." International Journal of Information and Education Technology 6, no. 8 (2016): 633–37. http://dx.doi.org/10.7763/ijiet.2016.v6.764.

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Azam, Mohd. "The purpose of Arabic Literature in developing Arabic Language Teaching." Think India 22, no. 2 (October 31, 2019): 1857–59. http://dx.doi.org/10.26643/think-india.v22i2.9088.

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The beginner of Arabic as a second language is usually eager first and foremost to attain a level of competency in accepting the culture that embodies the language. As literary arts concurrence the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules. The education of Arabic language as a significant confluence. This is manifested by the extraordinary attention shown by speakers of other languages in Arabic language.
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AlQarni, Ahmed, Andy Bown, and Pullen Jennifer Masters. "Mobile Assisted Language Learning in Learning Arabic as a Second Language in Saudi Arabia." Saudi Journal of Humanities and Social Sciences 05, no. 02 (February 29, 2020): 108–15. http://dx.doi.org/10.36348/sjhss.2020.v05i02.009.

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Omar, Tawfiq. "Culture and Second Language Aquisition: Arabic Language as a Model." European Scientific Journal, ESJ 13, no. 2 (January 31, 2017): 159. http://dx.doi.org/10.19044/esj.2017.v13n2p159.

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This study is an examination of the role and impact of culture and culture literacy on second language acquisition. It will adopt the qualitative approach, using multiple case study design, interviews and observation, to generate somehow rich descriptions of the role of culture on second language acquisition. The study used a sample of the international students studying Arabic at the Language Center at The University of Jordan. Multiple methods of data collection over a period of four months were used. The researcher collected data through in-depth interviews and nonparticipant observations. The purpose of this study is to examine to which extent culture, with all its elements and components, helps learners of Arabic boost their language and linguistic skills. Living an Arabic culture (the Jordanian culture as an example), enriches learners’ language skills and accelerates their progress due to the direct interaction with the people and their native culture. This will enable them to interact, using the language they acquire, in complex cultural situations raising their self-confidence and encouraging them to use the language more effectively gaining new ways of thinking and widening their linguistic and cultural competence.
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Dewey, Dan P., R. Kirk Belnap, and Rebecca Hillstrom. "Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives." Frontiers: The Interdisciplinary Journal of Study Abroad 22, no. 1 (January 15, 2013): 84–110. http://dx.doi.org/10.36366/frontiers.v22i1.320.

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In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco. Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well. Students’ Arab social networks tended to be small, but there was considerable variation in these networks. The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.
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Sirajudeen, Adam, and AbdulWahid Adebisi. "Teaching Arabic as a Second Language in Nigeria." Procedia - Social and Behavioral Sciences 66 (December 2012): 126–35. http://dx.doi.org/10.1016/j.sbspro.2012.11.254.

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Turjoman, Mona. "Language Maintenance and Core Values among Second Generation Arabs in the USA." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 94. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.94.

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This sociolinguistics study investigated the maintenance of the Arabic language among three migrant Arab Muslim families, who have been living in the USA for at least ten years, particularly among the children. Each family has children between the ages of 10 to 15 and they attend American public schools. Arabic is essential in the religious rituals of the Muslim society. Yet living in an English-speaking environment makes it challenging for these families to maintain fluency in Arabic and English. The families live in Muncie, Indiana where the only means of formal teaching of Arabic is through a Sunday school held in the Mosque and parental attempts to teach them at home. Data were collected by using semi-structured interviews and participant observation over a six-month period and analyzed according to Smolicz’s (1981) Core Value theory. The findings of the study indicated that all three families are aware of the challenges of maintaining the Arabic language and therefore emphasize the use of Arabic at home, to supplement the Arabic lessons in the Sunday school.
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Abdalla, Adil Elshiekh. "AL-MUSYKILÂT AL-TSAQÂFIYAH ALLATÎ TUJÂBAHU MUTA’ALLIMI AL-LUGHAH AL-‘ARABIYAH BI WASHFIHÂ LUGHAH TSÂNIYAH FÎ BILÂD AL-MALÂYÛ." Arabi : Journal of Arabic Studies 3, no. 2 (December 31, 2018): 196. http://dx.doi.org/10.24865/ajas.v3i2.98.

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The Arabic language that Malay learns as a second language belongs to a language group other than that of the Malay language, which is the mother tongue of the Arabic language learners in the Malay archipelago. It is well known that the Linguistic Library was filled with many studies comparing the two languages at the linguistic level, and no study compares them to the cultural level. Therefore, this pioneering study was concerned with a comparison between the two cultural languages. The study adopted a descriptive analytical approach; comparing the Malay and Arabic cultures and describing the differences between them in this field. The method of interviewing Malay students who represented the archipelago region and Arab Arabic teachers was also used to identify the most important problems arising from the different cultures that confront the two parties in Arabic teaching. The findings show that the Malay culture was greatly influenced by the Arab-Islamic culture. But there are differences between cultural manifestation in Arabic and Malay languages that, in turn, give some problems in Arabic teaching and learning in the Malay Archipelago.
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Masoud, Mahadi, Marsufah Binti Jalil, and Jamsuri Bin Mohd Shamsudin. "AL-AD’IYYAH AL-MA’TSŪRAH AND ITS USE in ARABIC LANGUAGE PRACTICE." IJISH (International Journal of Islamic Studies and Humanities) 1, no. 2 (February 2, 2019): 141. http://dx.doi.org/10.26555/ijish.v1i2.560.

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Some of challenging features faced by the Arabic language learners are lack of linguistic vocabulary, psychological motivation, the scarcity of cognitive and social materials, and the difficulty of practicing second or foreign languages among learners. Therefore, it is necessary to establish a search for elements and sources that help the leaners to face those difficulties. The researchers believe that the daily remembrance (dzikr) of the Qur’anic verses, the prophetic traditions, and the invocations (du’a) that Muslims deal with in their daily lives can be among the specific sources of Arabic language practice among non-Arab learners. Therefore, the researchers by using analytical and experimental approach chose some Arabic words or vocabulary from the popular invocations used by Muslims in their daily recitations and then presented it in the Arabic language classes. The researchers conducted three experiments on three groups of Malaysian junior students in Arabic subject in the second and third stages. The study found there are many sources that prevent the practice of the Arabic language. These barriers related to several factors such as the lack of language adaptation, psychological and behavioral conditions. However, the study concluded that good selection of vocabulary, or language phrases, especially from daily Islamic terms, drives Malaysian learners to practice Arabic.
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Dissertations / Theses on the topic "Arabic as a second language"

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Alsubhi, Mai Salem. "How language and culture shape gesture in English, Arabic and second language speakers." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8296/.

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This research project sheds light on how language and culture can shape gestures with certain gesture features. It consists of two studies: a cross-cultural study and a second language study. In the cross-cultural study, gestures of a group of the English speakers and a group of the Arabic speakers were compared in term of certain gesture features: expression of motion events, dual gestures, use of gesture space and gesture rate. Gestures were elicited through narrations of the Tomato Man video clips. It was found that English speakers produced more conflated gestures than the Arabic speakers. It was also found that the English speakers produced fewer dual gestures than the Arabic speakers. Moreover, it was found that the English speakers produced fewer representational gestures and used smaller gesture space than the Arabic speakers. In the second language study, gestures produced during the Arabic and English descriptions of the Arabic early learners of English were compared within subjects. The same methodology was applied. It was found that the speakers produced more conflated gestures while speaking L2 English than while speaking L1 Arabic. It was also found that they produced more dual gestures while speaking their L2 English than while speaking their L1 Arabic. In regard to the use of gesture space and gesture rate, there was no difference between L1 Arabic and L2 English.
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Soliman, Rasha Kadry Abdelatti Mohamed. "Arabic cross-dialectal conversations with implications for the teaching of Arabic as a second language." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/9119/.

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This research is divided into two interlinked parts. The first part reviews literature on the diglossia and variability of the Arabic language and investigates how mutual intelligibility is achieved in informal conversations between speakers of different Arabic dialects. 11 conversations were recorded between speakers of 12 Arabic dialects. Instances of borrowing from Modern Standard Arabic were observed and analysed. The participants were also interviewed after the recorded conversations in order to get more insight into the listening comprehension strategies that they applied to achieve intelligibility. The results show that the native speakers tend to rely mostly on their native dialect in cross-dialectal interaction with a much smaller number of borrowings from Modern Standard Arabic in comparison with previous studies. A number of listening strategies were observed to be used in order to aid intelligibility. These strategies included making use of the context, ignoring non-content words and making use of their linguistic knowledge and the root and pattern system in Arabic as a frame of reference in comprehending unfamiliar cognates. The analysis also showed that dialect familiarity has a major role in aiding comprehension between the native speakers of different Arabic dialects. The second part, first, examines the needs of learning Arabic as a second language in Higher Education, then presents a case study that tests the advanced Arabic learners’ level of cognate recognition in unfamiliar dialects and whether explicit strategy teaching and lexical training can improve their dialectal lexical comprehension. Five final year university students of Arabic with an advanced level in MSA and exposure to a dialect participated in this study. Pre and post-tests of dialectal listening comprehension were administered. The results of a higher score in the post-test confirmed that the explicit strategy training helped the Arabic students to achieve better comprehension of cognates in unfamiliar dialects.
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Al-zahabe, Lenah. "Perception of Arabic Folktales by Readers of Different Language/Cultural Backgrounds." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396541786.

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Dhafiri, Mohammad A. L. "The effect of teaching English language in the elementary schools on Arabic language in the State of Kuwait." Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241686.

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Alshammari, Hammad. "Effect of Time Constraint on Second Language Reading Comprehension." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1071.

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This study aimed to investigate the role of time constraint on second language reading comprehension via the recruiting of 47 Saudi participants who were learning English as a second language. Subjects shared similar level of English proficiency; all participants were in their third semester of English at Aljouf University, Saudi Arabia, at the time of data collection. Participants were divided into three time groups; limited (20 minutes), extended (30 minutes), and unlimited (40 minutes). In terms of stimuli, a reading text was adapted from a standard English proficiency exam, TOEFL. The text consisted of 699 words and was of moderate level in difficulty, calculated as between 8th and 9th grade for native English speakers; passive structures comprised 6% of the text. Questions were also divided into three groups to elaborate the effect of time constraint on each type of questions. The particulars of the study were as follows. Firstly, this study analyzed effect of time constraint on the overall performance on the TOEFL reading passage. Then, effect of time on the three groups, including vocabulary-based questions, literal comprehension questions, and higher order inferential questions. Results revealed that time constraint tends to be an affective factor in reading. In the overall comparison among the 3 different time groups, the unlimited time group showed the highest performance on the reading comprehension task. ii In view of the categories of questions, no significant difference was found on the vocabulary-based questions between time condition groups. The overall low vocabulary scores across groups and the lack of significant effect for time constraint suggest that extended time does not compensate for poor vocabulary knowledge. On the other hand, the unlimited time group demonstrated the best performance relative to the other two groups on the literal comprehension and higher order questions. Of all three categories, the higher-order questions were the most difficult for all three time constraint groups. Overall, the results of this study show that time given to the reading task significantly affects overall reading comprehension scores, but they also suggest that this effect varies in relation to the types of questions.
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EL-NABIH, HASSAN AHMED. "The Acquisition of the English Causative-Inchoative Alternation by Arabic Native Speakers." Thesis, Boston College, 2010. http://hdl.handle.net/2345/bc-ir:101759.

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Thesis advisor: Patrick Proctor
This study is an investigation of Arabic native speakers' (ANSs) acquisition of the English causative-inchoative alternation (e.g. Tom broke the vase vs. The vase broke). Emphasis is placed on the relationship between English proficiency, language transfer, and Universal Grammar mechanisms in ANSs' interlanguage representations. Four central research questions guide the study: (1) Does the English causative-inchoative alternation pose a learnability problem for ANSs? (2) Do ANSs distinguish between unaccusative and unergative verbs in English? (3) Are there L1 transfer effects on ANSs' acquisition of the English causative-inchoative alternation? (4) Are there differences across English proficiency levels with respect to the answers to questions 1-3? To address these questions, an acceptability judgment and correction task was administered to a total of 119 ANSs (from the Gaza Strip, Palestine) of different English proficiency levels. Additionally, 23 American native speakers of English served as controls. The results obtained from data analyses indicated that the English causative-inchoative alternation posed a learnability problem for the Arab participants. They exhibited four major non-target behaviors: overpassivization (both ungrammatical and unnatural), overcausativization, underpassivization, and undercausativization. It is argued that these errors can largely be attributed to L1 transfer, since Arabic is significantly different from English in terms of how to encode the causative-inchoative alternation. The results also revealed sensitivity to the unaccusative-unergative distinction in English, which supports the hypothesis that ANSs have access to the innate mechanisms of Universal Grammar. Moreover, while interlanguage development towards target-like behavior was observed across proficiency groups, certain test conditions revealed a strong influence of L1 transfer on even the high proficiency participants. The findings from the study are inconsistent with the modular view of L1 transfer (Montrul, 2000), but they lend support to the hypothesis that L1 transfer operates not only on morphology, but on lexical argument structure as well (Whong-Barr, 2005). The study is an attempt to fill a gap in the literature, since no research has specifically investigated the acquisition of the English causative-inchoative alternation by ANSs
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Curriculum and Instruction
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Mustafa, Ali Duaa Mohamed. "Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435.

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Alamry, Ali. "Grammatical Gender Processing in Standard Arabic as a First and a Second Language." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39965.

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The present dissertation investigates grammatical gender representation and processing in Modern Standard Arabic (MSA) as a first (L1) and a second (L2) language. It mainly examines whether L2 can process gender agreement in a native-like manner, and the extent to which L2 processing is influenced by the properties of the L2 speakers’ L1. Additionally, it examines whether L2 gender agreement processing is influenced by noun animacy (animate and inanimate) and word order (verb-subject and subject-verb). A series of experiments using both online and offline techniques were conducted to address these questions. In all of the experiments, gender agreement between verb and nouns was examined. The first series of experiments examined native speakers of MSA (n=49) using a self-paced reading task (SPR), an event-related potential (ERP) experiment, and a grammaticality judgment (GJ) task. Results of these experiments revealed that native speakers were sensitive to grammatical violations. Native speakers showed longer reaction times (RT) in the SPR task, and a P600 effect in the ERP, in responses to sentences with mismatched gender agreement as compared to sentences with matched gender agreement. They also performed at ceiling in the GJ task. The second series of experiments examined L2 speakers of MSA (n=74) using an SPR task, and a GJ task. Both experiments included adult L2 speakers whom were divided into two subgroups, -Gender and +Gender, based on whether or not their L1s has a grammatical gender system. The results of both experiments revealed that both groups were sensitive to gender agreement violations. The L2 speakers showed longer RTs, in the SPR task, in responses to sentences with mismatched gender agreement as compared to sentences with matched gender agreement. No difference was found between the L2 groups in this task. The L2 speakers also performed well in the GJ task, as they were able to correctly identify the grammatical and ungrammatical sentences. Interestingly in this task, the -Gender group outperformed +Gender group, which could be due to proficiency in the L2 as the former group obtained a better score on the proficiency task, or it could be that +Gender group showed negative transfer from their L1s. Based on the results of these two experiments, this dissertation argues that late L2 speakers are not restricted to their L1 grammar, and thus, they are able to acquire gender agreement system of their L2 even if this feature is not instantiated in their L1. The results provide converging evidence for the FTFA rather than FFFH model, as it appears that the -Gender group was able to reset their L1 gender parameter according to the L2 gender values. Although the L2 speakers were advanced, they showed slower RTs than the native speakers in the SPR task, and lower accuracy in the GJT. However, it is possible that they are still in the process of acquiring gender agreement of MSA and have not reached their final stage of acquisition. This is supported by the fact that some L2 speakers from both -Gender and +Gender groups performed as well as native speakers in both SPR and GJ tasks. Regarding the effect of animacy, the L2 speakers had slower RT and lower accuracy on sentences with inanimate nouns than on those with animate ones, which is in line with previous L2 studies (Anton-Medez, 1999; Alarcón, 2009; Gelin, & Bugaiska, 2014). The native speakers, on the other hand, showed no effect of animacy in both SPR task and GJT. Further, no N400 effect was observed as a result of semantic gender agreement violations in the ERP experiment. Finally, the results revealed a potential effect of word order. Both the native and L2 speakers showed longer RTs on VS word order than SV word order in the SPR task. Further the native speakers showed earlier and greater P600 effect on VS word order than SV word order in the ERP. This result suggests that processing gender agreement violation is more complex in the VS word order than in the SV word order due to the inherent asymmetry in the subject-verb agreement system in the two-word orders in MSA.
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Alruwaili, Ruwayshid. "Second language acquisition of aspect and tense by Saudi-Arabic learners of English." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7203/.

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This study investigates the influence of first language (L1) grammar on the acquisition of temporal and aspectual distinctions in second language (L2) English at different proficiency levels and in different learning settings. Specifically, the study examines interpretations of aspectual and temporal contrasts by Saudi-Arabic learners of English. The two languages share the same underlying representations involving formal syntactic features, but they are different in the morphological configurations that determine which aspectual/temporal meaning is selected. Two different tasks were administered to three learning groups: an acceptability judgment task and a gap-filling task. The learning groups were classified according to learning context (classroom vs. immersion) and performance on a cloze test. The findings revealed that Saudi-Arabic learners of English were able to establish the aspectual contrast between the habitual and progressive and produce these forms to a target-like level. However, they were unable to establish the temporal contrast between the preterite and present perfect. The investigation revealed that the learners’ behaviour on the preterite vs. present perfect contrast was constrained by their L1 grammar. Theoretical implications of these findings are that uninterpretable features are retrievable from universal inventory contra the Interpretability Hypothesis (Hawkins et al. 2008). Besides, the Aspect Hypothesis, which claims that verbal morphology is influenced by lexical aspect, the findings show that it is less likely to predict the route of L2 acquisition of tense and aspect distinctions at a later stage (Andersen & Shirai 1996). However, the results suggest that the Feature Reassembly can accommodate and predict the observed disparity in the performance of Saudi speakers (Lardiere 2008). As for pedagogical implications, the findings suggest that L2 learners follow a similar developmental route regardless of learning context, and explicit instruction does not necessarily guarantee acquisition. The overall conclusion is that L1 grammar might be deterministic in establishing the target-like interpretation, especially when other factors such as input come in play. Therefore, the approach to L2 acquisition should not only consider properties of L1 grammar but also the role of L2 input and the interaction between them in the course of development.
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Etbaigha, Intisar Alsagier. "Using the first language to improve Arabic-speaking students' speaking skills in English as a second language." University of the Western Cape, 2017. http://hdl.handle.net/11394/5762.

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Philosophiae Doctor - PhD (Foreign Languages)
For several decades since the advent of Communicative Language Teaching and the Direct Method, using the first language (L1) in second-language (L2) teaching has been out of favour. However, arguments for using the L1as a resource for L2 learning are becoming increasingly widespread (Cummins, 2014; Widdowson, 2001). This study aims to examine both the role the L1 plays in improving students' L2 speaking skills and their attitudes towards the use of their L1 in the process of learning a second language. A qualitative action research study was thus applied. The research was conducted in an English Language School over a period of six months. Observation, diaries, field-notes, social media, interviews, pre- and post-tests, as well as language biographies constituted the tools for data collection. Data were analysed through coding using critical discourse analysis, the Atlas TI software program and statistical analysis. The analysis was informed by Cummins' hypothesis of transfer and Vygotsky's activity theory. Findings of the study highlighted the effective role played by the L1 in learning the L2, and the effective approach that the L1 can constitute as a scaffold to improve students' L2 speaking skills, their interaction, engagement and participation. Another conclusion was that students possessed a positive attitude towards the use of their L1 in L2 teaching and learning.
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Books on the topic "Arabic as a second language"

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Nielsen, Helle Lykke. Acquisition order in Arabic (L2): The multidimensional approach. Odense: Institute of Language and Communication, Odense University, 1996.

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Symposium on Arabic Linguistics. (2nd 1988 University of Utah). Perspectives on Arabic linguistics II: Papers from the Second Annual Symposium on Arabic Linguistics. Amsterdam: John Benjamins, 1990.

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The ecology of Arabic: A study of arabicization. Boston, Mass: Brill, 2010.

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Alosh, Mahdi. Learner, text, and context in foreign language acquisition: An Arabic perspective. Columbus, Ohio: The Ohio State University National Foreign Language Resource Center, 1997.

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Second language rhetorics in process: A comparison of Arabic, Chinese, and Spanish. New York: P. Lang, 1993.

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al-Dawlīyah, Jamʻīyat al-Lisānīyāt bi-al-Maghrib Nadwah. Linguistique africaine =: African linguistics : actes du Second Colloque international de la Société de Linguistique du Maroc : proceedings of the Second International Conference of the Linguistic Society of Morocco. Rabat: Université Mohammed V, Publications de l'Institut des études africaines, 1995.

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Grammatical markedness and information processing in the acquisition of Arabic [as] a second language. Muenchen: LINCOM EUROPA, 2000.

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Al-Buanain, Haifa Abdallah F. Second language acquisition of Arabic: The development of negation and interrogation among learners in the U.K. [Doha], Qatar: Dar al-Thakafa, 1988.

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The formation of the Islamic understanding of kalāla in the second century AH (718- 816 CE): Between scripture and canon. Boston: Brill, 2015.

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Muhammed, Haron, ed. Second steps in Arabic grammar =: Al-Khaṭawāt al-ūlá fī al-qawāʻid al-ʻArabīyah. Chicago: IQRAʼ International Educational Foundation, 2009.

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Book chapters on the topic "Arabic as a second language"

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Mameri, Ferhat, and Wissal Ali Jafar AlAllaq. "Drama Translation into Arabic. Shakespeare’s Macbeth: Issues and Solutions." In Second Language Learning and Teaching, 107–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43336-9_7.

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Sarko, Ghisseh. "L2 English article production by Arabic and French speakers." In Second Language Acquisition of Articles, 37–66. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.06sar.

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Hatab, Wafa abu. "Cultural Problems in Literary Translation from English into Arabic." In Second Language Learning and Teaching, 185–200. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_12.

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Balilah, Areej, and Lisa Archibald. "The Measurement of Language Ability and Impairment in Arabic-Speaking Children." In Second Language Learning and Teaching, 65–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62884-4_4.

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Bird, Matthew T., and R. Kirk Belnap. "Lessons from 25 Years of Experimenting with Arabic Study Abroad: Programme Evaluation, Culture, Location, and Curriculum." In Second Language Study Abroad, 49–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77134-2_3.

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Ba-awaidhan, Awadh G. "Culture Diversity in G. Hofstede’s Model with Reference to English—Arabic Proverbs." In Second Language Learning and Teaching, 47–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04981-2_4.

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Mansouri, Fethi. "4. Agreement morphology in Arabic as a second language." In Cross-Linguistic Aspects of Processability Theory, 117–53. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/sibil.30.06man.

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Zhao, Helen, and Yasuhiro Shirai. "Arabic learners’ acquisition of English past tense morphology." In Tense and Aspect in Second Language Acquisition and Learner Corpus Research, 112–34. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bct.108.ijlcr.17006.zha.

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Qutub, Manal. "Assessing Literature for the Classroom Among Female Learners of English in an EFL Context in Saudi Arabia." In Second Language Learning and Teaching, 217–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62884-4_11.

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Thompson, Amy S., Liss Kerstin Sylvén, Yao Liu, and Fahad Alharbi. "Psychological Aspects of Self Across Contexts: A Comparison of China, Saudi Arabia, Sweden, Turkey, and the United States." In Second Language Learning and Teaching, 23–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75726-7_2.

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Conference papers on the topic "Arabic as a second language"

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Almasoud, Ameera M., and Hend S. Al-Khalifa. "A proposed semantic machine translation system for translating Arabic text to Arabic sign language." In the Second Kuwait Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2107556.2107579.

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Alyafeai, Zaid, and Maged Al-Shaibani. "ARBML: Democritizing Arabic Natural Language Processing Tools." In Proceedings of Second Workshop for NLP Open Source Software (NLP-OSS). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.nlposs-1.2.

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Selamat, Ali, and Ng Choon Ching. "Arabic Script Documents Language Identifications Using Fuzzy ART." In 2008 Second Asia International Conference on Modelling & Simulation (AMS). IEEE, 2008. http://dx.doi.org/10.1109/ams.2008.47.

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Shoufan, Abdulhadi, and Sumaya Alameri. "Natural Language Processing for Dialectical Arabic: A Survey." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3205.

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Saadane, Houda, and Nizar Habash. "A Conventional Orthography for Algerian Arabic." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3208.

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H L, Shashirekha, and Ibrahim Gashaw. "Dictionary Based Amharic-Arabic Cross Language Information Retrieval." In Second International Conference on Advances in Computer Science and Information Technology. Academy & Industry Research Collaboration Center (AIRCC), 2016. http://dx.doi.org/10.5121/csit.2016.61404.

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Rozovskaya, Alla, Houda Bouamor, Nizar Habash, Wajdi Zaghouani, Ossama Obeid, and Behrang Mohit. "The Second QALB Shared Task on Automatic Text Correction for Arabic." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3204.

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Al Sallab, Ahmad, Hazem Hajj, Gilbert Badaro, Ramy Baly, Wassim El Hajj, and Khaled Bashir Shaban. "Deep Learning Models for Sentiment Analysis in Arabic." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3202.

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Al-Shargi, Faisal, and Owen Rambow. "DIWAN: A Dialectal Word Annotation Tool for Arabic." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3206.

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Farra, Noura, Kathy McKeown, and Nizar Habash. "Annotating Targets of Opinions in Arabic using Crowdsourcing." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3210.

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Reports on the topic "Arabic as a second language"

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Tratz, Stephen C. Arabic Natural Language Processing System Code Library. Fort Belvoir, VA: Defense Technical Information Center, June 2014. http://dx.doi.org/10.21236/ada603814.

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El-Sherbiny, A., M. Farah, I. Oueichek, and A. Al-Zoman. Linguistic Guidelines for the Use of the Arabic Language in Internet Domains. RFC Editor, February 2010. http://dx.doi.org/10.17487/rfc5564.

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada282713.

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Shen, Wade, Jennifer Williams, Tamas Marius, and Elizabeth Salesky. A Language-Independent Approach to Automatic Text Difficulty Assessment for Second-Language Learners. Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada595522.

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Davidson, Robert B., and Richard L. Hopely. Foreign Language Optical Character Recognition, Phase II: Arabic and Persian Training and Test Data Sets. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada325444.

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Pratt, Vaughan R. Second Calculus of Binary Relations as a Concurrent Programming Language. Fort Belvoir, VA: Defense Technical Information Center, August 1997. http://dx.doi.org/10.21236/ada329349.

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Goldfine, Alan. Using the Information Resource Dictionary System Command Language (second edition). Gaithersburg, MD: National Bureau of Standards, 1988. http://dx.doi.org/10.6028/nbs.ir.88-3701.

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

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Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5780.

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Leong, Phoebe. The Study of Malaysian Learners' Strategies while Studying a Second Language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6481.

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