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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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Abdelhalim, Safaa M., and Mss Hajar Abdulrahman Alqubayshi. "Motivational Orientation and Language Acculturation Experienced by English Speaking Adults Learning Arabic in Saudi Arabia." Theory and Practice in Language Studies 10, no. 9 (September 1, 2020): 1032. http://dx.doi.org/10.17507/tpls.1009.04.
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This study aimed to explore in-depth the process of second language acquisition in a broader context than classrooms and gain a greater understanding of language acculturation process abroad. It mainly examined the influence of various factors on the language acculturation strategy adopted by L2 learners, including socio-demographic data, language proficiency level, motivational orientation for learning L2, and perceived language acculturative stress. The study targeted a sample of fifty English-speaking bilingual female adults learning Arabic as a second language in Saudi Arabia. Data were collected with the use of three scales: motivational orientation for learning Arabic as an L2, language acculturation within the hosting society, and language acculturative stress. Also, a semi-structured interview was used to gain a deep understanding of the language acculturation process as experienced by the research sample. Quantitative results proved that, first, participants’ integrative orientation to learning Arabic was higher than instrumental motivation; second, participants were more adjusted to their native culture with the majority having a little of language acculturative stress. Regression analysis revealed that only age and nationality had a statistically significant effect on the language acculturation level. The results of the interview showed parallelism with some of the quantitative results of the study. Some pedagogical implications and future research issues are discussed.
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Khan, Muhammad Saleem. "The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students." English Language Teaching 9, no. 5 (April 10, 2016): 134. http://dx.doi.org/10.5539/elt.v9n5p134.
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<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>
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Asli-Badarneh, Abeer, and Mark Leikin. "Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages." International Journal of Bilingualism 23, no. 5 (June 18, 2018): 1087–105. http://dx.doi.org/10.1177/1367006918781079.
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This study examines the possible effects of bilingualism, mother tongue and type of morphology on morphological awareness of Arabic- and Hebrew-speaking preschoolers (mean age – 5:4). Four groups of children participated in the study: (1) 50 Arabic-speaking monolingual speakers; (2) 50 Hebrew-speaking monolingual speakers; (3) 50 Arabic/Hebrew bilingual speakers; and (4) 50 Hebrew/Arabic bilingual speakers. Participants from the bilingual groups were sequential non-balanced bilingual speakers who started learning a second language at ages 3–4 in a bilingual Arabic/Hebrew kindergarten. All children performed two tasks on inflectional morphology and three tasks on derivational morphology in one or both languages. To examine inflectional morphology, domain plural nouns were chosen because of their linear nature in both Hebrew and Arabic and because inflectional plural-noun morphology is acquired very early. In derivational morphology, the focus was on the verbs because of their high token frequency, early acquisition compared to nominal morphology, and its importance for Semitic languages. The results demonstrate significant effects of mother tongue, bilingualism and type of morphology on the children’s performance. The better results were obtained in Hebrew-speaking monolinguals and in Arabic-speaking bilinguals. Monolingual Hebrew speakers performed better in Hebrew than Arabic-speakers did in Arabic. At the same time, Arabic-speaking bilingual children demonstrated significantly better results in Hebrew (second language) than Hebrew speakers did in Arabic (second language). Analysis of the findings also shows that differences in performance among the bilingual and monolingual groups seem to relate not only to psycholinguistic factors such as linguistic complexity but also to sociolinguistic factors (e.g. diglossia in Arabic).
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Schwartz, Mila, Haitham Taha, Hanan Assad, Ferdos Khamaisi, and Zohar Eviatar. "The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew." Journal of Speech, Language, and Hearing Research 59, no. 4 (August 2016): 797–809. http://dx.doi.org/10.1044/2016_jslhr-l-14-0363.
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Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.
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Nasaruddin, Nasaruddin. "INTERFERENSI FONETIS BAHASA ARAB DALAM BAHASA INDONESIA: ANALISIS UJARAN BAHASA INDONESIA OLEH PENUTUR ARAB." Adabiyyāt: Jurnal Bahasa dan Sastra 1, no. 2 (December 11, 2017): 201. http://dx.doi.org/10.14421/ajbs.2017.01204.
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This article aims to analyze the forms of phonetic interference of Arabic language in the Indonesian language speech spoken by an Arabic native speaker. The source of the data and the object of analysis in this article are the recordings of religious lectures of a preacher from Madinah, Saudi Arabia, Sheikh Ali Jabir, which have been delivered in Indonesian language and widely circulated on YouTube site. The lecture recordings are positioned as Indonesian speech events delivered by an Arabic native speaker. The analytical frameworks used in this paper are the theory of the first language interference over the second language, the theory of contrastive analysis, and the theory of error analysis. The interference theory is applied to understand the flow and the form of interference between Arabic and Indonesian language. The contrastive analysis is applied to identify the phonemic differences between Arabic and the Language of Indonesia and to predict the interferences they cause. Meanwhile, the error analysis is applied to identify the forms of phonetic interference of Arabic over the Indonesian language and to explain their causes and motives. This research finds that there are forms of interference of Arabic sounds in Indonesian speeches spoken by an Arabic native speaker which can generally be patterned in two forms, namely, changes in the pronunciation of unknown Indonesian sounds in Arabic, and changes in the pronunciation of the sounds of the Indonesian words derived from the Arabic language. Both of these two patterns are marked by the change of point and manner of articulation of some Indonesian sounds.
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Degani, Tamar, Hamutal Kreiner, Haya Ataria, and Farha Khateeb. "The impact of brief exposure to the second language on native language production: Global or item specific?" Applied Psycholinguistics 41, no. 1 (November 4, 2019): 153–83. http://dx.doi.org/10.1017/s0142716419000444.
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AbstractBilinguals routinely shift between their languages, changing languages between communicative settings. To test the consequences of such changes in language use, 48 Arabic–Hebrew bilinguals named pictures in Arabic (L1) before and after a brief exposure manipulation, including either reading a list of Hebrew (L2) words aloud or performing a nonlinguistic task. Half of the items post-exposure were new and half were translation equivalents of the words presented during the L2 exposure task. Further, half of the items were very low-frequency L1 words, typically replaced by borrowed L2 words. Results show that across word types bilinguals were less accurate and produced more L2 cross-language errors in their dominant L1 following brief L2 exposure. Error rates were comparable for translation equivalents and new items, but more cross-language errors were observed post-exposure on translation equivalents. These findings demonstrate the engagement of both global whole-language control mechanisms and item-based competitive processes, and highlight the importance of language context and the dynamic nature of bilingual performance.
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SHAALAN, KHALED, MARWA MAGDY, and ALY FAHMY. "Analysis and feedback of erroneous Arabic verbs." Natural Language Engineering 21, no. 2 (September 16, 2013): 271–323. http://dx.doi.org/10.1017/s1351324913000223.
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AbstractArabic language is strongly structured and considered as one of the most highly inflected and derivational languages. Learning Arabic morphology is a basic step for language learners to develop language skills such as listening, speaking, reading, and writing. Arabic morphology is non-concatenative and provides the ability to attach a large number of affixes to each root or stem that makes combinatorial increment of possible inflected words. As such, Arabic lexical (morphological and phonological) rules may be confusing for second language learners. Our study indicates that research and development endeavors on spelling, and checking of grammatical errors does not provide adequate interpretations to second language learners’ errors. In this paper we address issues related to error diagnosis and feedback for second language learners of Arabic verbs and how they impact the development of a web-based intelligent language tutoring system. The major aim is to develop an Arabic intelligent language tutoring system that solves these issues and helps second language learners to improve their linguistic knowledge. Learners are encouraged to produce input freely in various situations and contexts, and are guided to recognize by themselves the erroneous functions of their misused expressions. Moreover, we proposed a framework that allows for the individualization of the learning process and provides the intelligent feedback that conforms to the learner's expertise for each class of error. Error diagnosis is not possible with current Arabic morphological analyzers. So constraint relaxation and edit distance techniques are successfully employed to provide error-specific diagnosis and adaptive feedback to learners. We demonstrated the capabilities of these techniques in diagnosing errors related to Arabic weak verbs formed using complex morphological rules. As a proof of concept, we have implemented the components that diagnose learner's errors and generate feedback which have been effectively evaluated against test data acquired from real teaching environment. The experimental results were satisfactory, and the performance achieved was 74.34 percent in terms of recall rate.
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Al-Jahwari, Huda Said, and Eimad Eldin Abusham. "A theoretical framework for designing educational website based on scientific standards to non-native Arabic speakers." International Journal of Engineering Business Management 11 (January 1, 2019): 184797901984050. http://dx.doi.org/10.1177/1847979019840500.
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This article aims to promote a theoretical framework for designing an educational website based on scientific standards for non-native Arabic speakers to improve their abilities and performance in learning Arabic language. As Arabic language is commonly known as the language of Holy Quran and is the language of Prophet Muhammad (last of the prophets), so it is considered as one of the oldest languages in the world. In addition, it is widely used around the world and is the spoken language of the Arab states in the Middle East and North Africa. So, increasing the number of people who show their desires to learn Arabic language as a second language leads to build various online educational approaches. But based on previous studies, many educational websites are not built based on scientific standards, which affect students’ academic performance; therefore, there is an emergency demand to promote the theoretical framework for designing an educational website based on scientific standards to facilitate language acquisition and help non-native Arabic speakers to overcome the difficulties that they face in learning Arabic language.
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Ahmad, Mawardi, Ismail Akzam, and Yenni Yunita. "Pengaruh Program Kelas Bahasa Arab pada Lembaga CELAD terhadap Penguasaan Mufrodat (Kosa Kata) Mahasiswa." Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan 16, no. 1 (September 17, 2019): 58–77. http://dx.doi.org/10.25299/jaip.2019.vol16(1).2853.
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This study was motivated by the problem of mastering Arabic in the Faculty of Islamic studies (FAI), Islamic university of Riau (UIR). This problem focused on the students’ quality and learning interest of FAI UIR on language mastery, both Arabic and English. This foreign language or second language mastery program such as Arabic or English is made in the form of language classes. Language classes are initially unattended by a special institution such as a language center now under the supervision of the FAI UIR language center, the forerunner of the UIR language center called CELAD (Center for Languages and Academic Development). Formulation The problem of this research is how the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic Studies UIR. The purpose of this study was to find out the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic studies. The type of this research is descriptive as well as qualitiative and quantitative research. The literature review used is language learning, the influence of the Arabic language class, and vocabulary mastery (al-mufradat). Then based on the results of the study using quantitative descriptive analysis, it found that the implementation of Arabic learning and the influence of the Arabic class on students’ vocabulary mastery of FAI UIR can be said to be "good".
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Blau, Joshua. "A Melkite Arabic literary lingua franca from the second half of the first millennium." Bulletin of the School of Oriental and African Studies 57, no. 1 (February 1994): 14–16. http://dx.doi.org/10.1017/s0041977x00028068.
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After the Islamic conquest, the Greek Orthodox, so-called Melkite ( = Royalist), church fairly early adopted Arabic as its literary language. Their intellectual centres in Syria/Palestine were Jerusalem, along with the monaster ies of Mar Sabas and Mar Chariton in Judea, Edessa and Damascus. A great many Arabic manuscripts stemming from the first millennium, some of them dated, copied at the monastery of Mar Chariton and especially at that of Mar Saba, have been discovered in the monastery of St. Catherine on Mount Sinai, the only monastery that has not been pillaged and set on fire by the bedouin. These manuscripts are of great importance for the history of the Arabic language. Because Christians were less devoted to the ideal of the ‘arabiyya than their Muslim contemporaries, their writings contain a great many devi ations from classical Arabic, thus enabling us to reconstruct early Neo-Arabic, the predecessor of the modern Arabic dialects, and bridge a gap of over one thousand years in the history of the Arabic language.
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Bahatheg, Raja Omar. "Critical Thinking Skills in Elementary School Curricula in some Arab Countries—A Comparative Analysis." International Education Studies 12, no. 4 (March 25, 2019): 217. http://dx.doi.org/10.5539/ies.v12n4p217.
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This study aims to analyze and compare school subjects to determine the extent to which critical thinking skills are being engaged in school subjects’ questions and activities in public education. Five Arab countries are included in this paper; Saudi Arabia, Kuwait, The Hashemite Kingdom of Jordan, Arab Republic of Egypt, and The Tunisian Republic, in elementary school levels (first, second, and third grades.)The study found that all Arab countries focus on operating inductive reasoning skills in their subjects, followed by reasoning and observation, sequentially, while dismissing credibility and assumptions skills. Saudi Arabia focused on developing critical thinking skills in science textbooks for the past three academic years, while Kuwait had the same focus on their Arabic language classes. Both the Hashemite Kingdom of Jordan and Egypt have paid a measurable attention to engaging critical thinking skills in Mathematics and the Arabic language, as well as Tunisia in their science textbooks. The least effective subjects in operating critical thinking skills were the Arabic language in Saudi Arabia, science in Kuwait, Domestic Economics in Egypt, and Islamic education in Jordan and Tunisia.
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Alkhateeb, Haitham M. "Reading Anxiety, Classroom Anxiety, Language Motivation, Reader Self-Perception, and Arabic Achievement of Arab-American Students Learning Arabic as a Second Language." Psychological Reports 115, no. 3 (December 2014): 918–31. http://dx.doi.org/10.2466/11.pr0.115c27z6.
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The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.
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DEGANI, TAMAR, ANAT PRIOR, and WALAA HAJAJRA. "Cross-language semantic influences in different script bilinguals." Bilingualism: Language and Cognition 21, no. 4 (July 24, 2017): 782–804. http://dx.doi.org/10.1017/s1366728917000311.
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The current study examined automatic activation and semantic influences from the non-target language of different-script bilinguals during visual word processing. Thirty-four Arabic–Hebrew bilinguals and 34 native Hebrew controls performed a semantic relatedness task on visually presented Hebrew word pairs. In one type of critical trials, cognate primes between Arabic and Hebrew preceded related Hebrew target words. In a second type, false-cognate primes preceded Hebrew targets related to the Arabic meaning (but not the Hebrew meaning) of the false-cognate. Although Hebrew orthography is a fully reliable cue of language membership, facilitation on cognate trials and interference on false-cognate trials were observed for Arabic–Hebrew bilinguals. The activation of the non-target language was sufficient to influence participants’ semantic decisions in the target language, demonstrating simultaneous activation of both languages even for different-script bilinguals in a single language context. To discuss the findings we refine existing models of bilingual processing to accommodate different-script bilinguals.
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Zunoomy, Mohammed Sainulabdeen, and Mohammed Cassim Sithy Shathifa. "Difficulties faced by second language learners of Arabic when translating Tamil sentences into Arabic." IJAS: Indonesian Journal of Arabic Studies 3, no. 1 (May 10, 2021): 69. http://dx.doi.org/10.24235/ijas.v3i1.6950.
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White, Benjamin, Fei Fei, and Marthe Russell. "Research in second language studies at Michigan State University." Language Teaching 42, no. 4 (October 2009): 530–35. http://dx.doi.org/10.1017/s0261444809990085.
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The Second Language Studies (SLS) Program was established in 2005 with the express purpose of providing ‘a firm foundation in the field of Second Language Acquisition and its application to current second language research and teaching’ (http://sls.msu.edu). Under the leadership of Professor Susan Gass, the program has grown to include 12 core faculty members and 27 Ph.D. students. As an interdisciplinary program, linkages across the university exist with the Department of Linguistics and Germanic, Slavic, Asian, and African Languages; the Department of French, Classics, and Italian; the Department of Spanish and Portuguese; the Arabic Language Instruction Flagship; the M.A. TESOL Program; the Center for Language Education and Research; the English Language Center; the Center for the Support of Language Teaching; the Department of Psychology; and the College of Education.
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Al-Assaf, Dalal Moh'd. "Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic." Journal of Language Teaching and Research 12, no. 3 (May 1, 2021): 444–51. http://dx.doi.org/10.17507/jltr.1203.15.
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This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.
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Muhammad Al Saadi, Ala, Wail Muin (Al-Haj sa'id) Ismail, Muhammad Azhar bin Zailani, Tareq Mohamad Alyatim, and Zaharah Binti Hussin. "READABILITY OF THE SECOND GRADE ARABIC LANGUAGE BOOKS IN THE UNITED ARAB EMIRATES." Humanities & Social Sciences Reviews 8, no. 2 (May 4, 2020): 773–80. http://dx.doi.org/10.18510/hssr.2020.8286.
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Purpose of the study: This study aims to measure the readability of Second Grade Arabic Language books in the United Arab Emirates (UAE).
Methodology: This paper discusses a quantitative survey conducted, based on previous studies which include Momni and Momni (2011), Nasser and Ibrahimi (2013) and Lami and Zoaeni (2014), to examine readability problems in Arabic language books used in UAE schools. The researchers developed a Cloze Test and performed the test on a randomly selected sample of 387 Second Grade students. Both descriptive and inferential statistics (T-Test, ANOVA) were analysed using SPSS version 22 and to examine the readability of Second Grade Arabic Language books.
Main Findings: The result indicates that the students’ average score in all the readability levels to the total score of the Cloze Test is at an unsatisfactory level. There are significant differences in the level of the poetic and prose texts’ readability among the genders and different academic averages.
Applications of this study: This study provides evidence that the long-term goal of the Abu Dhabi Educational Council (ADEC) has yet to be achieved. The outcomes suggest that there is a need to improve students' readability of Arabic Language books in the UAE, starting from the Second Grade.
Novelty/Originality of this study: Readability of Arabic Language Book was widely explained by other researchers, but there is no study conducted on Second Grade students in UAE.
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Maiza, Zikrawahyuni. "Proses Pemerolehan Bahasa Arab Berperspektif Gender Sebagai Bahasa Kedua di Fakultas Tarbiyah dan Ilmu Keguruan IAIN Bukittinggi." HUMANISMA : Journal of Gender Studies 4, no. 1 (June 30, 2020): 45. http://dx.doi.org/10.30983/humanisme.v4i1.3201.
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<p class="Stylepapertitle14pt"><em>Language has long been considered as a territory dominated by women. For example, in the area of </em><em></em><em>interpretation/translation it can be seen that there are more women than men 3 to 1, and when talking about language teaching, there are more female instructors than men. So the question is: are women better at learning languages </em><em></em><em>and acquiring languages </em><em></em><em>than men? This research was conducted on students of the Arabic Language Study Program of IAIN Bukittinggi. Gender studies related to second language acquisition are linked to developments in two different subfields, namely: second language acquisition studies on one side and language and gender studies on the other. This research is a qualitative descriptive study and uses a performance analysis approach. The results of this study indicate that there are differences in the mastery of syntax and writing of Arabic words and letters between students and female students and there is a gender effect in acquiring and mastering Arabic as a second language.</em><em></em></p>
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Paradis, Johanne, Adriana Soto-Corominas, Xi Chen, and Alexandra Gottardo. "How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada." Applied Psycholinguistics 41, no. 6 (June 15, 2020): 1255–81. http://dx.doi.org/10.1017/s014271642000017x.
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AbstractResearch on the bilingual development of refugee children is limited, despite this group having distinct characteristics and migration experiences that could impact language development. This study examined the role of language environment factors, alongside age and cognitive factors, in shaping the Arabic as a first/heritage language and English as a second language of recently arrived Syrian refugee children in Canada (N = 133; mean age = 9 years old; mean family residency = 23 months). We found that Arabic was the primary home language with some English use among siblings. Children did not engage frequently in language-rich activities in either language, especially not literacy activities in Arabic. Parent education levels were low: most had primary school only. Hierarchical regression models revealed that stronger nonverbal reasoning skills, more exposure to English at school, more sibling interaction in English, more frequent engagement in language-rich activities in English, and higher maternal and paternal education were associated with larger English vocabularies and greater accuracy with verb morphology. Arabic vocabulary and morphological abilities were predicted by older age (i.e., more first/heritage language exposure), stronger nonverbal reasoning skills and maternal education. We conclude that proximal environment factors, like language use at home and richness, accounted for more variance in the second language than the first/heritage language, but parent factors accounted for variance in both languages.
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Elaimam, Amal Mussa Abbass. "Using the Image in Teaching Arabic Language Vocabulary to Non-Native Speakers: The Experience of the Arabic Language Institute - King Abdul-Aziz University - as a Model." Journal of the College of Education for Women 31, no. 4 (December 27, 2020): 50–59. http://dx.doi.org/10.36231/coedw.v31i4.1429.
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The study aims to demonstrate the importance of instructional methods in teaching Arabic language as a second language or teaching the Arabic language to non-native speakers. The study is in line with the tremendous development in the field of knowledge, especially in the field of technology and communication, and the emergence of many electronic media in education in general and language teaching in particular. It employs an image in teaching vocabulary and presenting the experience of the Arabic Language Institute for Non-Speakers-King Abdul-Aziz University. The study follows the descriptive approach to solve the problem represented by the lack of interest in the educational methods when teaching Arabic as a second language. Accordingly, the study is to answer the following questions: What is the importance of using teaching aids when teaching Arabic to non-Arabic speakers?What are the methods of employing (an image) as an instructional tool in teaching vocabulary? The study has reached that teaching aids are of great importance in studying the Arabic language for the non-native, the image of the audio and visual aids plays a great role in teaching vocabulary to the beginners. In its modern version, it helps directly in teaching the language from a distance and thus fulfills the hopes of many in teaching Arabic language and covers the acute shortage of a language teacher.
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Kaye, Alan S., Mushira Eid, and John McCarthy. "Perspectives on Arabic Linguistics II: Papers from the Second Annual Symposium on Arabic Linguistics." Modern Language Journal 76, no. 3 (1992): 408. http://dx.doi.org/10.2307/330179.
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AL–ZUBAIDY, HAIDER. "THE GLORIOUS QUR'AN AND THE ARABIC LANGUAGE SOVEREIGNTY." International Journal of Humanities and Educational Research 2, no. 4 (December 1, 2020): 38–60. http://dx.doi.org/10.47832/2757-5403.4-2.3.
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The current paper highlights the strong relation between the Arabic Language and its divine book- the Glorious Qur'an- Besides, this relation and its diversified types are crystal clear in the Glorious book. Moreover, they have great influences on Arabs and the Arabic language as well. The first speaks about the horizon of extension in our glorious Arabic Language and its greatest. The second examplifying some analytic examples for the pheneweron of significance-extensity in the Holy Quran. The third showes a chosen groups of affecting Pheneweuons on significance-extensity extending the sewantic horizons and fumally the couclusion which contains the main results I have reached with an index of sources and referuces of the research. These impacts are as follows: Arab people moved from desert areas of the peninsula to cities and the ascended the throne of domination and sovereignty and maintaining the integrity of the Arabic Language by unifying this great language and expanding aspects of languages and its uses not to mention other impacts that will be found by the readers in the body of the paper.
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., Humaidi. "Interferensi antara bahasa arab Dengan bahasa madura (Studi Kasus Pada Mahasiswa Prodi Pendidikan Bahasa Arab STAI Syaichona Moh. Cholil Bangkalan." Syaikhuna: Jurnal Pendidikan dan Pranata Islam 10, no. 1 (March 15, 2019): 76–85. http://dx.doi.org/10.36835/syaikhuna.v10i1.3473.
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In the aspect of social life, the function of language is traditionally as a verbal medium and also as a communication tool to convey thoughts of ideas and concepts, If in a society it consists of various regions with different language uses, language contacts and language interference will arisebetween the first language and the second language, that's why the researchers chose the title of interference that occurs between the languages first language (Madurans language) with the second language (Arabic language). In this research there are two formulations of the problem studied, the first is how is the form of interference used by students of syaichona cholil state, the second is how to speak the correct pronunciation of Arabic after interference. The formulation are intended to find out the various forms of interference that are often used and to provide knowledge on how to pronounce the correct language.This research uses descriptive qualitative research with the method of collecting data through three types, interviews, observation, and documentation with using the miles analysis model.The results of this research concluded that the occurrence of phonological and morphological interference was categorized into three typesfirst, elemental interference,interference is which occurs because of the inclusion of the morphological elements of the Madurans language into Arabic-like morphology, affixesthe example of the word astaghfirullah becomes poralla and syaitan becomes satan and others. Second, the interference pattern is morphological interference in the form of the use of the Madura language morphological process patterns in the formation of Arabic words the example of la ba’tsa( لابأس ) becomes la madza madza (لا ماذا ماذا. )Third, combination interference is the occurrence of elemental interference and interference patterns in one sentence like the word قلب قلب (be careful).
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Sidek, Harison Mohd. "Arabic as a Second Language Reading Instruction : A Method Analysis." ʻUlūm Islāmiyyah Journal, no. 17 (2016): 141–50. http://dx.doi.org/10.12816/0029107.
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Mohd Sidek, Harison, and Ibrahim Mikail. "Arabic as a Second Language Listening Comprehension: Instruction and Assessment." Ulum Islamiyyah 20 (March 31, 2017): 21–34. http://dx.doi.org/10.33102/uij.vol20no0.32.
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The purpose of this paper is to present some instructional ideas for listening comprehension in Arabic as a second language (ASL) and their alignment with listening assessment. Among the suggestions are using spoken texts as instructional input, introducing the micro- and macro markers and providing students with authentic listening texts. In addition, the paper also highlights the importance of awareness-raising on the differences between spoken and written language among ASL learners. To expand the extant of the scope of possible instructional ideas for ASL listening, the discussion on pre-teaching of listening input and its connection to learners’ schemata is also included. To consolidate the discussion on instructional ideas, communicative reciprocal listening instruction is recommended for ASL listening instruction. Apart from instructional ideas, suggestions on how to develop a ‘considerate’ ASL listening assessment that is in alignment with classroom instruction are also presented in this paper.
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Tarwiyah, Siti. "Students’ Perceptions on a Good Tertiary Foreign Language Teacher." Register Journal 6, no. 2 (November 1, 2013): 17–52. http://dx.doi.org/10.18326/rgt.v6i2.17-52.
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This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence; English Language; Teaching/Learning
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Tarwiyah, Siti. "Students’ Perceptions on a Good Tertiary Foreign Language Teacher." Register Journal 6, no. 2 (November 1, 2013): 17. http://dx.doi.org/10.18326/rgt.v6i2.236.
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This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication & Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence; English Language; Teaching/Learning
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Fatoni, Ahmad. "Arabic Learning for Academic Purposes." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 2, no. 2 (November 25, 2019): 149. http://dx.doi.org/10.22219/jiz.v2i2.10096.
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This study aimed to determine the goal of teaching Arabic for Academic purposes. Teaching Arabic for non-Arabic speakers is generally divided into two types: Arabic language for life, which is a public program in which multiple attributes are related. Learning Arabic is only intended to communicate with Arabic in different situations of life. The second type is Arabic language programs for special purposes, including Arabic for academic purposes (AAP), Arabic for Businessmen People (ABP), Arabic for Education People (AEP), Arabic for Objective Purposes (AOP) and others. The researcher in this article focused on the Arabic language teaching program for academic purposes. The method used for this study was carried out using descriptive analysis method which the data were collected from personal interview with students of University of Darussalam Gontor and some documents. The result showed that the successful of teaching Arabic language for academic purposes related to use Arabic language in daily life as well as special activities such as scientific discussions.
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Saipuddin and Abdurrahman Hilabi. "دراسة تقابولية بين اللغة العربية واللغة الإندونيسية على مستوى النعت والاستفادة منها في تعليم اللغة العربية للمبتدئين الإندونيسيين." Rayah Al-Islam 2, no. 01 (April 28, 2018): 56–69. http://dx.doi.org/10.37274/rais.v2i01.32.
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This study is aimed to know the adjectives between the Arabic language and Indonesian language in order to determine the similarities and differences among them in terms of morphology, syntax, and semantics, and then to predict the difficulties that will be faced by Indonesian students during the teaching activities, and then to propose a method of teaching based on the result of the contrastive study to teach Arabic language at the level of adjectives for beginner Students of Indonesian. This study uses the methodology of descriptive analysis to identify the characteristics of adjectives in Arabic and Indonesian, and then using the method of comparative analysis to compare Arabic and Indonesian language at the level of adjectives in order to obtain the similarities and differences between these both languages. The results of this research are: the first is there are similarities and differences of adjectives in Arabic and Indonesian in terms of morphology, syntax, and semantics, and the second is by this research can be used in preparing lessons and methods for teaching the Arabic language at the level of adjectives for the beginner students of Indonesian.
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Alsaawi, Ali. "Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia." Journal of Language and Cultural Education 8, no. 1 (September 1, 2020): 15–29. http://dx.doi.org/10.2478/jolace-2020-0002.
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Abstract The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.
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Maisaroh, Siti. "Interferensi Sintaksis Bahasa Ibu terhadap Keterampilan Berbicara Bahasa Arab (Studi Kasus Mahasiswa Pendidikan Bahasa Arab STAI Syaichona Moh. Cholil Bangkalan)." Syaikhuna: Jurnal Pendidikan dan Pranata Islam 9, no. 2 (October 26, 2018): 157–80. http://dx.doi.org/10.36835/syaikhuna.v9i2.3256.
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Arabic is the second language that has to be learned in formal education institution and also becomes compulsory subject for students of Arabic department. Each language has different elements that make the students are difficult to master foreign language (Arabic). Moreover, language mastery must have four language skills where composition is one of skills in language. This article explains the result of the research concerns with the Indonesian language syntactical interference on Arabic speaking. Based on the result of the research, the ability of speaking or Arabic conversation still influenced by Indonesian language, even thought many students are able to speak with the appropriate grammar (nahwu and shorof) especially for the students of Arabic Department of Syaichona Moh. Cholil State Institute of Islamic Studies Bangkalan.
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Jalal, Fuad Ali, and Shawkat Taha Mahmood. "The Effect of Phonological and Phonological Disorders in Learning Arabic Language Second." Journal of University of Human Development 3, no. 3 (August 31, 2017): 396. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp396-423.
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This study is derived from two main branches: the first is the books that deal with the problems of voice and pronunciation, and the second is the verbal problems observed by the researchers from the mouths of the speakers and a close look at the institutes and colleges where the Arabic language is taught. And has not received sufficient care in terms of application, and if found in the sound is often referred to non-people, has been dominated the theoretical curriculum dry classrooms in the students with the emergence of a deficit in the face of speech problems that are not addressed by those theoretical lessons, These problems are the functional and logical chaos, ie, the lack of commitment of Arabic speakers to a sound and unified sound system. The most important thing that the university teaching suffers today is that the specialists occupied the written pages of the living speech and the detailed performance. They left the conversation, reading, A large number of university students, many of whom are not very good at speaking and do not improve performance. And the strange today is the ears of the teachers on the errors of speech, do not find them denial or blame corresponds to the error in the grammar, the teachers find that the teachers do not notice the students only some grammatical errors without the attention of the student (the student), not distinguish between example, Or oppression. What is even more strange is that in the faculties of languages, literature and education where languages are taught, they offer labs and laboratories to teach English; And the problem of speech defects and exit, and access to this speech to the level of aesthetic required of the most important problems of modern acoustics, and the emergence of schools, centers and hospitals in most countries of the world, and language does not function in the cases of disruptions and distortion, because the listener in certain circumstances does not differentiate Between (Saar Ali) and (Thar Ali), and (Del Said) and (Dil Said), and (Say Ya Hassan) and (all good), and (the shadow of so and so) and (Zell so) ... and so on . Each sound has a specific template, and a special function. If the sound comes out of this mold, its character is lost, and its function is gone. Confusion, ambiguity, and verbal imperatives necessitated cooperation between linguists, orthodontics, orthodontists, plastic surgeons and psychiatrists. Based on the above, this research sheds light on the vocal, physiological, and psychological difficulties that prevent the learning of the first and second languages (mother tongue and foreign language) and provides a necessary input on the most important vocal issues that revolve around it. The most important factors that cause these disorders, as well as the research identifies the most important vocal and psychological disorders related to the psychological side, noting the most important reasons behind these disorders. The language of the sound rules that govern the method of pronunciation of sounds and sound clips and words, and it is necessary to follow the controls for learning the Arabic language, especially from the logical side of the process of pronunciation And the words as required and without disruption or malfunction or the replacement of a letter with a letter or delete or increase or distort or distortion of what our members have addressed the pronunciation to come true correct structure.
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Jebur MNEHIL, Ban Salih Mahdi AL KHAFAJI, Ibtisam, and Rasheed Ghazwan MAJEED. "THE IMPACT OF THE MORPHOLOGICAL AFFIXES IN THE LINGUISTIC ECONOMY“A COMPARATIVE STUDY BETWEEN HEBREW AND ARABIC LANGUAGE”." RIMAK International Journal of Humanities and Social Sciences 3, no. 4 (May 1, 2021): 320–38. http://dx.doi.org/10.47832/2717-8293.4-3.32.
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The research paper focuses on the morphological affixes in the two languages, Arabic and Hebrew and the impact of these affixes in the linguistic economy. The study aims at gaining knowledge of what linguistic economy achieved by morphological affixes which contribute in creating the rich meaning by little pronunciation as well as making a comparison between the two languages to know the language that is the most economic than the other and investigating the reasons behind this economy. The research is divided into three sections. The first one focuses on the morphological prefixes; the second one on the internal affixations; and the third one on morphological suffixes. The study concluded that there is a great similarity between the Hebrew and Arabic languages in many of the morphological affixations in addition to the simple differences between the two languages. An aspect of this difference is that the Hebrew language tends to borrow the affixations from the foreign languages more than the Arabic language.
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Goh, Ying Soon, Nasirin Abdillah, Noor Aileen Ibrahim, and Raja Mariam Raja Baniamin. "Language activities as a platform for second/foreign language learning : its relevance and challenges." Social and Management Research Journal 3, no. 2 (December 20, 2006): 97. http://dx.doi.org/10.24191/smrj.v3i2.5117.
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This study seeks to identify the relevance and challenges faced in conducting language activities to help foster second/foreign language learning at Universiti Teknologi MARA (UiTM) Terengganu. This is also aimed at assisting the organization to review practices of having language activities, hoping this may further cultivate and generate enthusiasm among students to learn second/foreign languages. This research also offers some possible ways to improve students' activities so as to help enhance their second/foreign language learning. In other words, this research may serve as a preliminary attempt aiming at providing reflections and insights on how students' participation in language activities conductedmay be usefulfor them in learning second/foreign languages. The research employs quantitative methodology in which random stratified sampling technique is used Samples consist of Bumiputera students taking English (as a second language) and Mandarin, French, and Arabic classes (as foreign languages). Generally, students are ofthe opinion that language activities can become a significant platform to project andshow their language skills and competency during presentations/performances. Nevertheless, as one ofmany recommendations suggested in the findings of this research, wefound that there is still a needfor evaluation andfo//ow-up work after having participated in the language activities.
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Alani, Ali A., and Georgina Cosma. "ArSL-CNN a convolutional neural network for Arabic sign language gesture recognition." Indonesian Journal of Electrical Engineering and Computer Science 22, no. 2 (May 1, 2021): 1096. http://dx.doi.org/10.11591/ijeecs.v22.i2.pp1096-1107.
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<p class="IJASEITAbtract">Sign language (SL) is a visual language means of communication for people who are Deaf or have hearing impairments. In Arabic-speaking countries, there are many Arabic sign languages (ArSL) and these use the same alphabets. This study proposes ArSL-CNN, a deep learning model that is based on a convolutional neural network (CNN) for translating Arabic SL (ArSL). Experiments were performed using a large ArSL dataset (ArSL2018) that contains 54049 images of 32 sign language gestures, collected from forty participants. The results of the first experiments with the ArSL-CNN model returned a train and test accuracy of 98.80% and 96.59%, respectively. The results also revealed the impact of imbalanced data on model accuracy. For the second set of experiments, various re-sampling methods were applied to the dataset. Results revealed that applying the synthetic minority oversampling technique (SMOTE) improved the overall test accuracy from 96.59% to 97.29%, yielding a statistically signicant improvement in test accuracy (p=0.016, α<0=05). The proposed ArSL-CNN model can be trained on a variety of Arabic sign languages and reduce the communication barriers encountered by Deaf communities in Arabic-speaking countries.</p>
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Al Btoush, Hussein Abdul Karim, Ibrahim Hassan Al Rababah, and Qutaiba Yousef Habashneh. "The Short Story and its Role in the Teaching of Arabic to Non- Native Speakers." Journal of Social Sciences (COES&RJ-JSS) 9, no. 1 (January 1, 2020): 135. http://dx.doi.org/10.25255/jss.2020.9.1.135.151.
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The Arabic short story has an important impact in the field of teaching Arabic to non-Arabic speakers; therefore, this research aims to provide a methodological vision to show the effective role of the short story in the field of teaching Arabic to non-native speakers, starting from the theoretical application through which the researchers address the issue of the Literary text in general and its connection with teaching a foreign language. The research also adopts in-field application based on social survey sample. The instrument of the research is a questionnaire designed for non-native learners of Arabic at the Languages Center at the University of Jordan. The research has concluded that teaching the short story is effective due to its functional, recreational, cultural, linguistic and aesthetic qualities based on the challenges facing the teaching-learning process of a second language.
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Liao, Jing, Ning An, and Yongyan Zheng. "What Motivates L3 Learners’ Investment and/or Divestment in Arabic? Understanding Learning Motivation in terms of “Identity”." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 27–39. http://dx.doi.org/10.5209/clac.71993.
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The study extends our understanding of the relationship between identity and Arabic learning in the Chinese context from a sociolinguistic perspective. Drawing on Darvin and Norton’s (2015) model of investment, the study explores the interplay between identity and investment in the context of Chinese learners’ motivation to learn Arabic. The sample population comprises 25 adult Arabic learners with Chinese as their first language, English as their second language, and Arabic as their third language. Qualitative data from learners’ retrospective narrative accounts and complementary semi-structured interviews were analyzed in terms of identity and investment. The findings show that these Chinese Arabic learners’ constitutive orientation towards language learning is highly related to their multifaceted and fluid identities (inherited identities, competitive identities, and imagined identities), which are complex and dynamic and can be negotiated and constructed over time, involving learners’ perceptions of affordances in capital resources and their goals of acquiring symbolic and material resources. Therefore, investment/divestment is influenced by the interconnections between identities and perceptions. The study concludes with some methodological and theoretical implications for future research on learning LOTEs (languages other than English) and investment.
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Fitriani, Fitriani. "TAHYI’AH AL-BI’AH AL-LUGHAWIYYAH LIL MUSTAWA AL-JAMI’I FI DLOU’I NADHARIYYAH AL-BINYAWIYYAH AS-SULUKIYYAH." ALSINATUNA 2, no. 1 (April 13, 2017): 30. http://dx.doi.org/10.28918/alsinatuna.v2i1.825.
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One of language learning issues in any educational institutions is lack of establishmentof the language environment. In fact, based on the theories of second language learningcalled behaviorism and structuralism theory, language is a skill which takes continuouspractice and habituation. It means that the most important factor which influences thesuccess of language learning including Arabic language is the availability of goodlanguage environment. Therefore, it is necessary for the Arabic education program toestablish an Arabic language environment to support the students in improving theirlanguage skills.
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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 (January 10, 2019): 142. http://dx.doi.org/10.26555/ijish.v1i2.412.
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Some of challenging features faced by the Arabic languagelearners are lack of linguistic vocabulary, psychologicalmotivation, the scarcity of cognitive and social materials,and the difficulty of practicing second or foreign languagesamong learners. Therefore, it is necessary to establish asearch for elements and sources that help the leaners to facethose difficulties. The researchers believe that the dailyremembrance (dzikr) of the Qur’anic verses, the prophetictraditions, and the invocations (du’a) that Muslims dealwith in their daily lives can be among the specific sourcesof Arabic language practice among non-Arab learners.Therefore, the researchers by using analytical andexperimental approach chose some Arabic words orvocabulary from the popular invocations used by Muslimsin their daily recitations and then presented it in the Arabiclanguage classes. The researchers conducted threeexperiments on three groups of Malaysian junior studentsin Arabic subject in the second and third stages. The studyfound there are many sources that prevent the practice ofthe Arabic language. These barriers related to severalfactors such as the lack of language adaptation,psychological and behavioral conditions. However, thestudy concluded that good selection of vocabulary, orlanguage phrases, especially from daily Islamic terms,drives Malaysian learners to practice Arabic.
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Rocchi, Luciano. "Turkish as a Mediterranean language." Lexicographica 33, no. 2017 (August 28, 2018): 7–32. http://dx.doi.org/10.1515/lex-2017-0005.
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AbstractThis paper focuses on linguistic contacts between Turkish as the receiving language and other languages of the Mediterranean area (Albanian, Arabic, Armenian, French, Greek, Ibero-Romance varieties, Italian, Serbo-Croatian). In the first part, a general overview is given of the contact situation and historical background; in the second, the treatment of loanwords from the above-mentioned languages in Turkish lexicography is sketched and briefly discussed.