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Relevant bibliographies by topics / Arabic language – Foreign words and phrases – French

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Academic literature on the topic 'Arabic language – Foreign words and phrases – French'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Arabic language – Foreign words and phrases – French"

1

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 (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

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2

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 (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

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3

Hassani, Adela Talbi. "The Influence of French on Vocabulary Knowledge of Arabic-speaking University students learning English as a Foreign Language: A Melting Pot." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 3 (2021): 1–14. http://dx.doi.org/10.47631/mejress.v2i3.286.

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Purpose: The present study investigated the extent to which background knowledge of the French language could influence English vocabulary learning among EFL university students in Algeria. More specifically, the possible cross-linguistic influence in this context was researched in relation to the growth pattern of the receptive written vocabulary size across the three years of the undergraduate course. Methodology: A cross-sectional research design was used for a total number of 184 EFL Algerian university students. The written receptive vocabulary size was measured using Nation's Vocabulary

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4

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 (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 at

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5

Bedjaoui, Nabila. "Les étudiants algériens face au français." Taikomoji kalbotyra, no. 11 (August 8, 2018): 3–23. http://dx.doi.org/10.15388/tk.2018.17243.

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L’Algérie est le deuxième pays francophone après la France. 132 ans de colonisation ont été suffisants pour implanter cette langue dans l’esprit des Algériens. Après l’indépendance, les français ont certes quitté l’Algérie, mais ils ont laissé derrière eux leur langue qui s’est immiscée jusque dans la langue arabe, et est devenue de la sorte une partie de l’identité du locuteur algérien. L’avènement de l’arabisation, a fait basculer la balance, en imposant l’utilisation de la langue arabe, seule, dans tous les domaines et dans toutes les institutions. Le français est devenu langue étrangère, v

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6

KUMAR, SHANKAR, YONGGANG DENG, and WILLIAM BYRNE. "A weighted finite state transducer translation template model for statistical machine translation." Natural Language Engineering 12, no. 1 (2005): 35–75. http://dx.doi.org/10.1017/s1351324905003815.

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We present a Weighted Finite State Transducer Translation Template Model for statistical machine translation. This is a source-channel model of translation inspired by the Alignment Template translation model. The model attempts to overcome the deficiencies of word-to-word translation models by considering phrases rather than words as units of translation. The approach we describe allows us to implement each constituent distribution of the model as a weighted finite state transducer or acceptor. We show that bitext word alignment and translation under the model can be performed with standard f

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7

Kazlauskienė, Vitalija. "Nomino-Adjectival Collocation in Written Production of L2 French." Taikomoji kalbotyra 15 (June 4, 2021): 143–54. http://dx.doi.org/10.15388/taikalbot.2021.15.11.

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The acquisition of lexical competence is complex, since it is not enough for learners to distinguish the form and the meaning of a lexical element in order to know how to correctly integrate it into the language context. Learners prefer some lexical combinations to others. Generally speaking, these combinations are determined by usage and by frequency of use in the target language. The question of frequency leads to characterizing the particular cases of co-occurrences as collocations (Anctil, Tremblay 2016). According to Tutin and Grossmann, “one often characterizes collocations by the fact t

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8

Mustikawati, Diyah Atiek. "Code-Mixing and Code Switchingin The Process of Learning." Register Journal 9, no. 1 (2016): 24. http://dx.doi.org/10.18326/rgt.v9i1.24-51.

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This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either langua

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9

Mustikawati, Diyah Atiek. "Code-Mixing and Code Switchingin The Process of Learning." Register Journal 9, no. 1 (2016): 24. http://dx.doi.org/10.18326/rgt.v9i1.517.

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This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either langua

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10

Kohn, Kurt. "Pedagogic Corpora for Content and Language Integrated Learning. Insights from the BACKBONE Project." EuroCALL Review 20, no. 2 (2012): 3. http://dx.doi.org/10.4995/eurocall.2012.11374.

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BACKBONE is a European LLP/Languages project (1) (Jan 2009 - Feb 2011), whose overall objective is to provide foreign language teachers in CLIL settings with innovative language learning solutions. To achieve this goal, pedagogic corpora of spoken interviews are combined with corpus-related e-learning activities in blended learning scenarios. The seven BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF). The interviews have been transcribed and pedagogically annotated with re

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