To see the other types of publications on this topic, follow the link: Moroccan Arabic.
Journal articles on the topic 'Moroccan Arabic'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Moroccan Arabic.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
González Vázquez, Araceli, and Montserrat Benítez Fernández. "British 18th-Century Orientalism and Arabic Dialectology." Historiographia Linguistica 43, no. 1-2 (2016): 61–97. http://dx.doi.org/10.1075/hl.43.1-2.03gon.
Full textAbstract:
Summary This article examines a relatively unknown 18th century European source on Moroccan Arabic. It is the article entitled “Dialogues on the vulgar Arabick of Morocco”, published in London in 1797 by William Price (1771–1830), a self-taught linguist and orientalist from Worcester, England. Price’s work is one of the few European texts predating 1800 focused on Moroccan Arabic, and providing some information about this linguistic variety. As we explain, Price obtained these “Dialogues” from “some natives of Barbary”, who happened to be in London. In the first four sections of the article, we examine the life and works of William Price, we place his activities as an expert in Arabic and other of the so-called “Oriental languages” in the context of 18th century British Orientalism, and we analyse the contents of the “Dialogues” provided in his article. These “Dialogues” consist of a conversation between two interlocutors who are taking a stroll in a walled coastal town of the Moroccan Atlantic strip. The fifth section of our contribution is a linguistic dialectological analysis of both the Arabic and Latin character transcriptions of Moroccan Arabic provided by Price. We analyse different issues concerning the transcriptions given, and we focus our linguistic study on phonological, morphological and syntactical issues.
2
Loutfi, Ayoub. "The Status of Mother Tongues and Language Policy in Morocco." International Journal of Applied Language Studies and Culture 3, no. 2 (2020): 1–10. http://dx.doi.org/10.34301/alsc.v3i2.27.
Full textAbstract:
The linguistic market in Morocco has been characterized by its richness and complexity, in that a number of local as well as foreign languages co-exist. Given this multiplicity and diversity in its linguistic landscape, Morocco has opted for Arabization as a language policy in education, its ultimate goal being, as it were, to safeguard and maintain its national identity (Ennaji, 2003). Achieving this goal, however, is far from being without glaring shortcomings. Arabization has, inter alia, marginalized mother tongues, the latter being relegated to daily communication only with a devalued and denigrated status. On this view, the present paper brings to the fore the status of languages in use in Morocco and, more precisely, brings into focus the impact of Arabization on the status of mother tongues. What is more, the study attempts to shed light on Moroccans’ attitudes towards their mother tongues. In pursuance of this aim, the study addresses the following research questions, principally (i) What is the status of Arabic in Morocco? (ii) What is the nature of Moroccans’ attitudes towards their mother tongues, namely Moroccan Arabic and Moroccan Amazigh? (iii) What is the impact of Arabization on the status of mother tongues in Morocco?
3
El Aref, Khalid. "I Speak Tamazight, but in Arabic: Contesting the Cultural Terrain in Morocco." International Letters of Social and Humanistic Sciences 73 (September 2016): 70–83. http://dx.doi.org/10.18052/www.scipress.com/ilshs.73.70.
Full textAbstract:
The Moroccan novel, being part of the Arabic novel, is a very recent invention. However, in Morocco the novel has become an emblematic genre, which has known a momentous development. This article attempts a critical analysis of three recently published Arabic novels (Morocco) from a cultural studies perspective by highlighting the translational dimensions inherent in their writing, as well as their tendency to redirect attention to more urgent issues related to Moroccan identity.
4
Zakhir, Marouane, and Jason L. O’Brien. "Moroccan Arabic: The Battlefield of Language Ideologies." JURNAL ARBITRER 6, no. 1 (2019): 59. http://dx.doi.org/10.25077/ar.6.1.59-76.2019.
Full textAbstract:
The debate on the use of Moroccan Arabic (also known as Moroccan darija) dates back to the medieval period when literary critics have discussed the effectiveness of writing in Moroccan Arabic lyrics of Muslim Spain, muwashshahat and zajal. This debate was later sharpened in the protectorate era (1912-1955) by the French colonial administration in its attempt to use MA in education as a tool to divide Morocco into Arabs and Amazigh, separate the country from the Arab world and pave the way for French to flourish in society. Nowadays, the use of MA in education came to the fore front of the interests of Moroccan intelligentsia. A new current of Francophone academics called for the legitimacy of using MA in education and media to fight illiteracy and maximize access to education in the country. They held many conferences for the sake of discussing the utility of MA as an alternative for SA in education and designed dictionaries and books to ease its instruction. Such attempts raised the hostility of Arabists and Amazigh activists. They regarded the defense of MA use in education as an ideology of language to eradicate Moroccan official languages in favor of French and the Francophone culture. The present empirical research examines the status of MA in education and the different ideologies backing its use by Moroccan teachers and students.
5
Amanah, Tazkiyyatul, and Puspita Herwening. "KARAKTERISTIK LAGU-LAGU KEBANGSAAN ARAB: ANALISIS FONOLOGI." Lughawiyah: Journal of Arabic Education and Linguistics 3, no. 1 (2021): 61. http://dx.doi.org/10.31958/lughawiyah.v3i1.3191.
Full textAbstract:
This study aims to determine the phonetic characteristics of the Arabic national anthems. The object of this research is the national anthems of three countries, namely Saudi Arabia, Egypt, and Morocco. This research used a linguistic-phonetic approach. Data analysis used quantitative descriptive analysis. The results described that there were differences in vowel and consonant characteristics between the national anthems of Saudi Arabia, Egypt, and Morocco. Based on the number, the comparison in the national anthems of Saudi Arabia, Egypt, and Morocco was 84:156:142 for vowels, 15:44:19 for semi-vowels, and 82:161:110 for consonants. The Egyptian national anthem used long vowels (31.4%) more dominantly than the national anthems of Saudi Arabia and Morocco, while the Saudi Arabian national anthem used more thick (6%) and semi-thick (6%) vowels compared to Egyptian and Moroccan national anthems. For the consonant level, the three national anthems were dominated by alveodental consonants, the letters that come from the tip of the tongue, namely 39% for the Saudi Arabian, 34.2% for the Egyptian, and 36.4% for the Moroccan national anthems.
6
Hachimi, Atiqa. "“In the Middle East, it’s cool to ‘Sing Moroccan’”: ideologies of slang and contested meanings of Arabic popular music on social media." International Journal of the Sociology of Language 2022, no. 278 (2022): 107–31. http://dx.doi.org/10.1515/ijsl-2022-0042.
Full textAbstract:
Abstract Against the background of the marginalization of North African in relation to Middle Eastern Arabic vernaculars, this paper considers the ways in which popular music has propelled the commodification of Moroccan Arabic and made it a site of deep contestation. It centers on a controversial love song written and performed in Moroccan Arabic by Middle Eastern musicians, specifically their use of sātˁa, a derogatory youth slang term for “girl.” Drawing on in-depth stance-taking analysis of Moroccans’ digital metapragmatic discourse, it argues that metapragmatic debates position some Moroccan musical genres as authentic and some speakers and places as illegitimate representatives of the nation, thus enregistering certain ways of speaking with deviant social types and musical genres. This study has broader implications for the resignification of historically marginalized linguistic varieties in a more globally connected world, including the tensions this creates between the commodification of language and local constructions of sociocultural authenticity and legitimacy.
7
Tachicart, Ridouane, and Karim Bouzoubaa. "Moroccan Data-Driven Spelling Normalization Using Character Neural Embedding." Vietnam Journal of Computer Science 08, no. 01 (2020): 113–31. http://dx.doi.org/10.1142/s2196888821500044.
Full textAbstract:
With the increase of Web use in Morocco today, Internet has become an important source of information. Specifically, across social media, the Moroccan people use several languages in their communication leaving behind unstructured user-generated text (UGT) that presents several opportunities for Natural Language Processing. Among the languages found in this data, Moroccan Arabic (MA) stands with an important content and several features. In this paper, we investigate online written text generated by Moroccan users in social media with an emphasis on Moroccan Arabic. For this purpose, we follow several steps, using some tools such as a language identification system, in order to conduct a deep study of this data. The most interesting findings that have emerged are the use of code-switching, multi-script and low amount of words in the Moroccan UGT. Moreover, we used the investigated data in order to build a new Moroccan language resource. The latter consists in building a Moroccan words orthographic variants lexicon following an unsupervised approach and using character neural embedding. This lexicon can be useful for several NLP tasks such as spelling normalization.
8
Boubekri, Abdelhakim. "Conditionals in Moroccan Arabic." Journal of Universal Language 20, no. 1 (2019): 1–38. http://dx.doi.org/10.22425/jul.2019.20.1.1.
Full text
9
Ningsih, Kurnia, and Maria Meftahi. "TA’LÎM AL-LUGHAH AL-‘ARABIYAH BI AL-MAGHRIB MIN KHILÂL AL-MINASHÂTH AL-ILIKTRÛNIYAH WA FA’ÂLIYATUHÂ FÎ ‘ASHR JÂIHAH COVID 19." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 8, no. 2 (2021): 277–96. http://dx.doi.org/10.15408/a.v8i2.23075.
Full textAbstract:
This study aimed to describe the teaching of the Arabic language through electronic platforms, study its advantages and disadvantages, and reveal its effectiveness in teaching Arabic in Morocco, in an era when distance learning was imposed, such as this period now is Covid 19 pandemic. This research followed the descriptive analytical approach, giving importance to both qualitative and quantitative aspects, qualitative research describing the electronic platforms used in teaching Arabic in Morocco and stating their advantages and disadvantages, and quantitative research analyzing the effectiveness of the electronic platform that is used in teaching Arabic. By adopting data collection, analysis, description and interpretation of the effectiveness degrees of each platform, by distributing the electronic form via Google Form. It included a sample of Moroccan Arabic language teachers, from the various school: primary school, junior high school, and senior high school qualification courses according to the Moroccan education system. The results of the study, which included more than thirty Arabic teachers of male and female from different educational fields, showed a number of important statistics related to the different electronic platforms, and clarified their advantages and disadvantages.
10
Kukhareva, E. V. "PROBLEMS OF THE ARABIC LITERARY LANGUAGE IN MOROCCO AND THEIR SOLUTION AT ABDELMALIK AL-SAADI UNIVERSITY (TETUAN)." Philology at MGIMO 21, no. 2 (2020): 89–99. http://dx.doi.org/10.24833/2410-2423-2020-2-22-89-99.
Full textAbstract:
The article considers the language situation in modern Morocco, as well as the place of the Arabic literary language in the whole social and communicative system of Moroccan society, its problems and ways of their solution. The role of the Arabic language as an important factor in strengthening and preserving the unity of the Arab nation and its historical Arab-Muslim identity is enshrined in the Moroccan Constitution. However, the multiethnic composition of Moroccan society and the desire of the indigenous Berber population to strengthen the role of the Amazigh language in all spheres of life, the colonial past and still strong position of French and Spanish associated with it, as well as the active penetration of the English language – all these create certain difficulties for the Arabic literary language to be used in other spheres but assigned (religion, media, publishing industry, international contacts, education and a number of others). High-level educational institutions are called upon to solve the emerging problems and minimize the challenges faced by the Arabic literary language in Moroccan society. Among such institutions, Abdelmalik al-Saadi University in Tetuan occupies an important place. Its faculty of Literature and Humanities, the faculty of the Foundations of Religion and the Dialogue of Civilizations, as well as the King Fahd Graduate School of translation in Tangier, have developed unique Arabic language programs training specialists for scientific, cultural and social spheres of life and activities. These programs allow not only to master the Arabic literary language, but also to actively use it in the era of modern technology.
11
SOUBHI, Fatima Zahra. "LEARNING DIFFICULTIES AND LINGUISTICS NEEDS AMONG MOROCCAN UNIVERSITY STUDENTS." International Journal of Learning and Teaching 8, no. 3 (2016): 197. http://dx.doi.org/10.18844/ijlt.v8i3.755.
Full textAbstract:
This study is related to the Volubilis project "Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students.The education system knows a big diversity In Morocco; primary and secondary schools are based on Arabic language, private system is based on international language like: French, English or Spanish, but a majority of private school use French language. However, Moroccan postsecondary studies are based on French language, a passage from Arabic language to French language between secondary school and higher education could be a barrier to learning in higher education.The purpose of this research is to provide data about how the students University Hassan II of Casablanca use languages in their learning, and the impact of French language in higher education.350 students participated in the survey. Their average age is 22 years and they have no physical or mental disability.Our results indicate that the majority of students surveyed face a lot of problems in learning and using French language. To answer the survey, a majority of students reported using both languages (French and Arabic) showing that university students don’t have a good level in both Arabic and French languages.
12
Bziker, Zakaria. "Observations on Cross-Cultural Discussion Dynamics - Case study: American-Moroccan Students." International Journal for Innovation Education and Research 8, no. 11 (2020): 171–77. http://dx.doi.org/10.31686/ijier.vol8.iss11.2735.
Full textAbstract:
The article at hand seeks to unveil the different patterns of communication between Moroccan and American students. The article is based on a conducted experiment in which a group of American students were put together to converse freely under the topic of social media. The same experiment was replicated with a group of Moroccan students. Each group used their native language (Moroccan Arabic for Moroccans and American English for Americans). The results are drawn from the observations made by the researcher during the experiment for each group discussion. The experiment was audio taped which allowed the researcher to make observations after the experiment.
13
Pomeroy, Hilary. "Introduction." European Judaism 52, no. 2 (2019): 1–6. http://dx.doi.org/10.3167/ej.2019.520201.
Full textAbstract:
The eleven articles in this issue of European Judaism reflect the social and religious culture of Moroccan Jews set against an ever changing backdrop of persecution and conflict, interaction and cohabitation. Ranging from Berber Jews to forced converts, scholars, courtiers and artisans, Moroccan Jews were constantly under threat. Despite this unstable situation, they produced literary and religious works in Hebrew, Judeo-Arabic and Judeo-Spanish as well as creating distinctive life-cycle customs, songs and a highly skilled material culture. While the Jewish community of Morocco is today considerably reduced, Moroccan immigrants in Israel, France and the Americas keep the memory and identity of Jewish Morocco alive.
14
Heath, Jeffrey. "D-possessives and the origins of Moroccan Arabic." Diachronica 32, no. 1 (2015): 1–33. http://dx.doi.org/10.1075/dia.32.1.01hea.
Full textAbstract:
Despite the general view that Berber was the only important substratum for Maghrebi Arabic, Moroccan Arabic (MA) took shape in the 7th–8th centuries AD in Roman cities in which Late Latin (LL) was spoken. The occupation of Morocco was far more tenuous than in other areas conquered during the Arab expansion. Rapid language shift from LL to a contact Arabic introduced by eastern Berber troops left telltale signs in phonology and in morphological simplification. Archaic MA D-possessives di, d- and dyal- reflect Latin dē and pronominal combinations thereof, and must be dated to the language-shift period. Recognition of this has been delayed by hesitation to recognize the LL/MA relationship and by Arabic-internal explanations of D-possessives that must be rejected in light of what we now know about Maghrebi Arabic dialects.
15
Ouhalla, Jamal. "The Origins of Andalusi-Moroccan Arabic and the Role of Diglossia." Brill’s Journal of Afroasiatic Languages and Linguistics 7, no. 2 (2015): 157–95. http://dx.doi.org/10.1163/18776930-00702002.
Full textAbstract:
This article aims to make a contribution to the debate concerning the origins of the Moroccan Arabic genitive preposition d(yal) and its implications for the emergence of Moroccan Arabic recently reignited in Heath (2015). The latter sources the preposition to a combination of Late Latin allative dē and pronouns in the context of a language shift that took place in Roman cities in the Maghreb. This hypothesis is shown to be inconsistent with both the linguistic and historical evidence, which favour the alternative hypothesis that the preposition arose from merger between the Old Romance genitive preposition de/i and the Classical Arabic definite article (ʔ)al (Ouhalla 2009a&b). This development took place in the context of Andalusi Arabic, which emerged in Spain in the ninth and tenth centuries and subsequently spread to Morocco by migration. In addition to outlining further linguistic evidence for the hypothesis, the article highlights the role of diglossia in the emergence of Andalusi Arabic, where Classical Arabic was the High variety that accounted for much of the vocabulary and Iberian Old Romance as the Low variety that accounted for the syntax base.
16
Fernández Parrilla, Gonzalo, and Eric Calderwood. "What Is Moroccan Literature? History of an Object in Motion." Journal of Arabic Literature 52, no. 1-2 (2021): 97–123. http://dx.doi.org/10.1163/1570064x-12341421.
Full textAbstract:
Abstract What is Moroccan literature, where and when does it happen, and in what languages? In this essay, we tackle these questions by tracing the evolution of the definition of “Moroccan literature” from the first half of the twentieth century until the present. The earliest works of Moroccan literary historiography, such as ʿAbd Allah Kannūn’s al-Nubūgh al-maghribī fī al-adab al-ʿarabī (1937), situated Moroccan literature within the Arabic literary tradition and treated Moroccan literature as an important element in the “Arab-Islamic” identity promoted by the Moroccan nationalist movement. Since Moroccan independence in 1956, this definition of Moroccan literature has come under increasing pressure, as the languages and imaginative geographies of Moroccan literature have expanded to include new voices. In what follows, we consider these debates through a survey of a diverse corpus of literary-historical works that throw into question the linguistic, temporal, and spatial borders of Moroccan literature (and of Morocco itself).
17
Ech-Charfi, Ahmed. "The Genitive in Moroccan Arabic." International Journal of Linguistics 6, no. 1 (2014): 171. http://dx.doi.org/10.5296/ijl.v6i1.4656.
Full text
18
Lafkioui, Mena B. "Innovating postverbal negation in North Africa." Postverbal negation 45, no. 3 (2021): 651–83. http://dx.doi.org/10.1075/sl.19087.laf.
Full textAbstract:
Abstract The present study investigates the grammatical origin of the postverbal negator ḇu in Rif Berber (Afroasiatic, Berber; North, Northeast, and Northwest Morocco) and in Moroccan Arabic of Oujda (Afroasiatic, Semitic; Northeast Morocco), the only languages in which it is commonly attested up till now. Based on new data obtained from recent fieldwork in Morocco, the study will demonstrate that this negator is most probably of Berber origin and has been construed out of an existential by system-internal grammaticalization. The study will also provide evidence for quadruple negation marking in Rif Berber, relating to a reduplication of the ḇu-negator. Moreover, it will show how Berber constantly innovates its cyclical negation system, in which, in this case, different Jespersen Cycles and a Negative Existential Cycle are interlaced. Accordingly, the study will prove that ḇu in Moroccan Arabic is an innovation phenomenon induced by contact with Rif Berber and instantiated through the processes of pattern replication and matter borrowing.
19
Hamdane, Hanane. "Translation of Moroccan Paremias Into French: Equivalence Between Paremias Starting With « lli » in Moroccan Arabic and « qui » in French." Taikomoji kalbotyra 15 (June 4, 2021): 61–76. http://dx.doi.org/10.15388/taikalbot.2021.15.6.
Full textAbstract:
The purpose of this study is to search for equivalences between the paremias in Moroccan Arabic and French. Our study is based on a corpus of Moroccan and French paremias belonging to the same class: Moroccan paremias starting with “lli” and French paremias starting with “qui” (which is the French equivalent of “lli”).The corpus was drawn mainly from works identifying phraseological units, audio recordings of spontaneous conversations of speakers of Moroccan Arabic and notes taken while listening to conversations in different contexts. After the morpho-phonological transcription of the corpus, we proceeded to the analysis of the phraseologies in order to: (i) highlight the convergences and divergences between paremiological phraseology in Moroccan Arabic and French, and their degrees of equivalence, and (ii) check the existence of paremiological universals by studying the equivalences between two different languages.
20
de Ruiter, Jan Jaap. "Woordkeuze Marokkaans-Arabisch en Modern Standaard Arabisch in het Eerste Jaar van het Programma Opstap-Opnieuw voor Marokkaanse Kinderen." Taal(leer)problemen 60 (January 1, 1998): 101–11. http://dx.doi.org/10.1075/ttwia.60.11rui.
Full textAbstract:
The two-year Opstap-Opnieuw programme is a programme to stimulate children aged 4-6 years in their cognitive, social and linguistic development. The 'Arabic' version of the programme, which is directed at Moroccan children, consists of texts written in Modern Standard Arabic and tapes containing recordings in Moroccan Arabic and Berber. The article investigates whether the words used in the first year of the programme link up with the proficiency of Moroccan children in their mother tongue and whether the language choice based on which the programme is developed is a suitable one. The outcomes of the analyses show that the lexical level of the programme is relatively high for the target children but not too high. Furthermore it shows that the multilingual language choice of the programme seems acceptable although the original choice in favour of the Moroccan Arabic dialect is to be preferred.
21
Suparno, Darsita, Ulil Abshar, M. Wildan, and Tri Pujiati. "Sound Correspondences of Modern Standard Arabic Moroccan Arabic and Najdi Arabic." Sunan Kalijaga: International Journal of Islamic Civilization 3, no. 2 (2020): 27. http://dx.doi.org/10.14421/skijic.v3i2.1905.
Full textAbstract:
This paper studies the process of sound correspondences that occur in Modern Standard Arabic (MSA), Moroccan Arabic (MAR), and Najdi Arabic (NAR). It attempts to find answers for the following questions: a) What are the identical word pairs, words couples that have a phonemic correspondence, a phonetic similarity, and a pair of words that contains difference of one phoneme, b) What are the process of morphophonemic in the form of assimilation, metathesis, and epenthesis. It is addressed to portray the process of morphophonemic assimilation, metathesis and epenthesis in three Arabic languages using Crowley’s theory. This study used 207 of Morris Swadesh's basic vocabulary as the key standard procedure for collecting data. The criteria adopted to analyze the data were orthographic, sound-change, phonological, and morpheme contrast. This research used descriptive qualitative method. The source of the data was basic-word vocabulary. The data were gathered from three dictionaries as sources to get information. The data were analyzed by using structural linguistics, especially phonology, morphology, and semantics. This investigation informed several aspects of findings such as identifying prefixes, suffixes, assimilation, metathesis, and epenthesis. Using the Swadesh vocabulary list, the results of this study found 207 vocabularies for each language. By analyzing parts of speech, it was found that these vocabularies can be classified into five-word classes, namely, nouns, pronouns, verb, adjectives, adverbs, and determiners.
22
Alaoui, Sakina. "Arabic Gastronomic Register: The Case of Moroccan Arabic Recipes." Journal of Arts and Social Sciences [JASS] 13, no. 4 (2023): 3–13. http://dx.doi.org/10.53542/jass.v13i4.5959.
Full textAbstract:
Food is vital to human existence, but perspectives about food have altered from food as an intrinsic exigency to food as a pleasurable luxury. This change runs in tandem with the birth and flourish of recipe writing. This paper looks at recipe writing in Arabic, an aspect that has been overlooked despite the ubiquitous nature of food and food preparation in the Arab world. It brings to light the verbal resources employed in Arabic culinary writing, such as the use of a type of modern standard Arabic which tolerates certain features not allowed in the “high” (or literary) variety of Arabic; the various tenses and voice, such as the present, the imperative in feminine form, and the passive; and the existence, rather than lack, of direct objects in the structure of sentences. The paper goes on to relate these linguistic features to cultural aspects of food preparation in Arab society.
 Keywords: gastronomic register, recipe writing, linguistic analysis, Arabic recipe, Arabic language, Moroccan Arabic.
23
BOUMANS, LOUIS. "The attributive possessive in Moroccan Arabic spoken by young bilinguals in the Netherlands and their peers in Morocco." Bilingualism: Language and Cognition 9, no. 3 (2006): 213–31. http://dx.doi.org/10.1017/s1366728906002598.
Full textAbstract:
Moroccan Arabic has two competing syntactic constructions for possessive marking: a synthetic one and an analytic one. The distribution of these constructions is investigated in semi-spontaneous narratives (frog stories) from four Moroccan cities and from the diaspora community in the Netherlands. This distribution is found to depend very much on the individual lexical items that head the construction, and on the form of the dependent, pronominal dependents favouring the synthetic form. Regional variation in Morocco is linked to the sociolinguistic history of the regions. The northern town of Tangier, where language contact with Berber (and Late Latin) had the greatest impact on the formation of Arabic dialects, shows the greatest preference for the analytic genitive. The immigrant community in the Netherlands shows an increased preference for the analytic form in comparison with their peers in Morocco. This concerns possessives with NP dependents in particular, which suggests a direct influence of Dutch as the socially dominant language.
24
Viguier, Frédéric. "A French Educational Meritocracy in Independent Morocco?" French Politics, Culture & Society 38, no. 2 (2020): 148–73. http://dx.doi.org/10.3167/fpcs.2020.380208.
Full textAbstract:
Since independence in 1956, Morocco has actively promoted Arabic and Arab culture through successive waves of “Arabization” policies in its educational system. Yet, French educational diplomas continue to be crucial resources in Morocco, while national Moroccan degrees retain little social and economic currency. Relying on ethnographic fieldwork in Morocco carried out in 2018, this article looks at students from various socioeconomic backgrounds, asks how the grip of French education seventy years after Moroccan independence is experienced on the ground, and provides historical context to account for this situation. It argues that Morocco is an extreme but representative example of how former French colonies—and countries in the Global South—have created new forms of dependence due to their attempts to expand access to education on limited budgets.
25
Stewart, Devin J. "Cognate and Analogical Curses in Moroccan Arabic: A Comparative Study of Arabic Speech Genres." Arabica 61, no. 6 (2014): 697–745. http://dx.doi.org/10.1163/15700585-12341320.
Full textAbstract:
This study describes the form and function of Moroccan Arabic cognate and analogical curses. Drawing on scholarship on curses in other Arabic dialects, it provides a comparative discussion of the Moroccan variety and analyzes a corpus of cognate curses that includes many of the standard members of the genre. It then defines the analogical curse, arguing that this particular type of curses derives from proverbs based on the simile. It suggests that the speech genre of curses in the Arabic dialects goes back to a common repertoire that predates the Islamic period.
26
Michael, Bryane, and Abdelaziz Nouaydi. "When EU Law Meets Arabic Law: Assessment of Anti-Corruption Law in Morocco and Some Proposed Amendments." Arab Law Quarterly 23, no. 4 (2009): 353–88. http://dx.doi.org/10.1163/157302509x467362.
Full textAbstract:
AbstractThis article reviews the present state of the adoption of anti-corruption legal provisions usually adopted in EU (or candidate) countries in Morocco. Morocco lags behind many countries in its adoption of anti-corruption legislation, and the recently established Central Agency of the Prevention of Corruption is unlikely to succeed in speeding up the adoption of these measures. English language translations of a number of Moroccan anticorruption legal instruments are presented and amendments to these legal instruments are recommended (based on international best practice) in order to increase the likely effectiveness of Moroccan law enforcement institutions in fighting corruption.
27
Aghoulid, Bader, and Naima Trimasse. "Sources of Lexical Cross-linguistic Influence in English L3 Production." International Journal of Language and Literary Studies 5, no. 3 (2023): 117–45. http://dx.doi.org/10.36892/ijlls.v5i3.1373.
Full textAbstract:
This study investigates lexical errors in English production by third-year university students, exploring their types, frequencies, and sources of Cross-Linguistic Influence (CLI). Content Analysis was utilized to systematically evaluate written and spoken English samples, facilitating the identification and categorization of lexical errors. James' Taxonomy (1998) was employed as the framework to classify errors into formal and semantic types, enabling a nuanced comprehension of error patterns. Employing Content Analysis and James' Taxonomy (1998), prevalent errors including overinclusion, omission, and calque were identified in both written and spoken forms. The impact of CLI was traced to the students' native languages, Moroccan Arabic/Amazigh L1 and French/Standard Arabic L2. Results illustrated that a substantial proportion of errors classified under the distortion category (overinclusion, omission, misselection) and one within the misformation category (calque) originated from L1 Moroccan Arabic/Amazigh, while overinclusion, misselection, and lexical borrowing errors were attributable to L2 French. The study encountered challenges arising from intertwined language sources and structural similarities between English and French. These results have interesting implications for English vocabulary learning and teaching in Morocco.
28
Loutfi, Ayoub. "Deriving Morphological Causatives in Moroccan Arabic." Macrolinguistics 8, no. 12 (2020): 1–17. http://dx.doi.org/10.26478/ja2020.8.12.1.
Full text
29
Freeman, Aaron. "Phonetic variability in Moroccan Arabic rhotics." Journal of the Acoustical Society of America 141, no. 5 (2017): 3578. http://dx.doi.org/10.1121/1.4987618.
Full text
30
HOFFMAN, VALERIE J. "VINCENT J. CORNELL, Realm of the Saint: Power and Authority in Moroccan Sufism (Austin: University of Texas Press, 1998). Pp. 442." International Journal of Middle East Studies 33, no. 2 (2001): 309–11. http://dx.doi.org/10.1017/s0020743801302064.
Full textAbstract:
Vincent Cornell's Realm of the Saint is a masterly work, indisputably authoritative, the result of more than twenty years of research on Sufism in Morocco and Al-Andalus. Drawing on a critical reading of a vast array of textual sources, including hagiographies, histories, didactic treatises, devotional works, and poetry, this book brings to light material that has been virtually untouched in academic studies on Moroccan Sufism. As Cornell points out, Morocco has become a paradigm for the anthropological analysis of Sufism, but the vast archival resources of Morocco had been hitherto largely untouched by academicians. Through detailed analysis of the lives of many Sufi saints as presented in hagiographical literature, exploring both the ideological and sociological dimensions of sainthood in the Moroccan context, he convincingly argues that the “doctor” versus “saint” topos that prevails in the anthropological literature does not do justice to the reality of pre-modern Moroccan Sufism. He also deconstructs the centrality of “maraboutism” and rurality in Moroccan Sufism. Cornell compares his findings with studies of saints in Europe by scholars such as Peter Brown and Thomas Heffernan, as well as with the Weberian theories of charismatic leadership that have prevailed among social scientists, displaying an extraordinary range of competence in the literature of several academic disciplines. It is a rarity to find a scholar of Cornell's deep understanding of Arabic and Islamic tradition who also places his research within the broader context of the study of religion. Nevertheless, scholars outside Islamic studies are unlikely to read this book because of its length, excessive detail, and frequent use of Arabic terms, despite the presence of a glossary of technical terms at the end of the book.
31
Karym, Abdellah. "Teaching Arabic grammar in the Moroccan textbook: Problems and solutions." Hebron University Research Journal (HURJ): B- (Humanities) 16, no. 2 (2021): 39–64. http://dx.doi.org/10.60138/16220212.
Full textAbstract:
Many national and international reports revealed that the successive Moroccan educational reforms failed to achieve their target goals. One key aspect of this failure manifests in the Arabic grammar teaching in the Moroccan textbook which negatively impacts the student’s performance in Arabic. This study aims to investigate problems in teaching Arabic grammar in the Moroccan textbook. It uses content analysis as a descriptive approach to investigate the methodology used in teaching Arabic grammar and to monitor the inconsistencies it incorporates. Besides, this study conducts a field survey by interrogating a group of experienced Arabic teachers to uncover the difficulties they occasionally come across while teaching grammar and generate their proposals to overcome these challenges. The study reveals a set of difficulties and problems in teaching Arabic grammar using the assigned textbook, which the researcher initially detects during the analysis process, and later finds harmonious with the sample interviewees’ feedback. Some problems are due to the nature of grammar itself, while others are due to the methodology used by teachers. The study concludes with a set of practical recommendations and illustrative examples to contribute to overcoming the observed constraints.
32
El Ghazi, Omar. "The Legal Translation Profession in Morocco: Perceptions of Moroccan Sworn Translators." European Journal of Language and Culture Studies 1, no. 2 (2022): 11–23. http://dx.doi.org/10.24018/ejlang.2022.1.2.6.
Full textAbstract:
Morocco has Recently witnessed an increasing demand for legal translation services as a result of the establishment of various relations with many countries all over the world. These relations have given birth to partnerships and agreements in the public and private sectors. Such agreements and contracts used to be drafted either in French or Arabic. But recently, there has been a tendency to draft them in English as well. This article sets out to shed some light on the present situation of translation in Moroccan higher education institutions, the status of the translation profession in Morocco and the certification process of sworn translators, and finally, the perceptions and views of Moroccan sworn translators about the current challenges and future prospects of legal translation practice in Morocco.
33
Alasli, Malak. "Hungarian place names from a Moroccan perspective." Proceedings of the ICA 4 (December 3, 2021): 1–5. http://dx.doi.org/10.5194/ica-proc-4-3-2021.
Full textAbstract:
Abstract. Hungarian, or "Magyar", is a Finno-Ugric language that is different from the other European languages. Despite existing within an Indo-European environment and experiencing some Latinization (Indo-Europeanization), it has retained its distinct characteristics. Nevertheless, it also has some linguistic features, such as a phonetic structure that carries no specific sounds that cannot be easily uttered by a French, Italian, German, or English speaker, rendering it relatively easier for speakers of some Indo-European languages. On the other hand, Morocco has a multilingual environment, with Standard Arabic and Berber (Amazigh) as official languages, along with French and dialectal Arabic. Thus, the coexistence of these languages allowed for a bilingual representation of place names; an Arabic endonym and a French exonym. Both variants hold an official status and are used in maps and road signs. Therefore, the goal of this study is to record Moroccans' pronunciation of Hungarian place names. It is worth investigating whether such Arabic speakers with French knowledge will have difficulty reading the Hungarian toponyms and what is the reasoning behind such difficulty.
34
Moustaoui, Adil. "Transforming the urban public space." Linguistic Landscape. An international journal 5, no. 1 (2019): 80–102. http://dx.doi.org/10.1075/ll.18008.mou.
Full textAbstract:
Abstract This article examines the use of Moroccan Arabic (MA) in the new Linguistic Landscape (LL) in Morocco, and in particular in the city of Meknés, in a new neighbourhood known as (حمرية) Hamriya or La Ville Nouvelle. In particular, the ways in which current socio-economic transformations produce new spaces of communications are explored, highlighting the extent to which MA is used in urban public spaces as new linguistic practices. In turn, the increasing visibility of MA in the LL and its subsequent nourishing of hybrid practices are discussed. The data points to a re-semiotisation of space in a Moroccan linguistic regime historically characterized by a well-established linguistic hierarchy. Ultimately, the use of MA creates new language practices and policies that resist and transform the sociolinguistic regime which is analysed here by a close examination of linguistic variation in Arabic in the public space.
35
Ainouz, Mounir. "Reformbevægelsen: Liberal salafiyya i Marokko." Tidsskrift for Islamforskning 11, no. 1 (2017): 108. http://dx.doi.org/10.7146/tifo.v11i1.102876.
Full textAbstract:
Formålet med denne artikel er at diskutere det marokkanske hybridfænomen, liberal salafiyya, sådan som det kom til udtryk i perioden 1930-1960. Fænomenet blev begrebsliggjort af den marokkanske tænker Muhammad ’Ābed al-Jābirī og blev deref ter defineret og afgrænset som en ideologisk skole, der opstod i Marokko i 1930’erne og fortsatte efter Marokko opnåede uafhængighed fra Frankrig i 1956. Al-Jābirī argumenterede for, at den liberale salafiyya voksede ud af en sammensmeltning af vestlig liberalisme og traditionel marokkansk salafisme under det franske protektorat (1912-1956). I Marokko kom den liberale salafiyya til at stå langt stærkere end i resten af den arabiske verden. Det blev et nationalt projekt understøttet af reformister som Allāl al-Fāsī and Muhammad al-Wazzānī, men også af Sultan Muhammad V og det konservative religiøse etablissement. De unge reformister fremlagde en “Plan de Réformes”, som krævede, at marokkanerne skulle indgå i en moderniseringsproces, men det franske protektorat afviste deres krav. Denne beslutning tilskyndede al-Fāsī og al-Wazzānī til at definere deres eget politiske projekt med henblik på at erstatte det traditionelle politiske system med et konstitutionelt monarki. Men efter en mere end fireårtier lang, sej kamp for indførelsen af et parlamentarisk system og moderne politiske institutioner, indså al-Fāsī og al-Wazzānī, at Marokko i den postkoloniale periode ikke var klar til at implementere deres politiske tanker. This article explores the Moroccan concept of liberal salafiyya between the 1930s and 1960s. The concept was defined by the Moroccan thinker Muhammad ‘Ābed al-Jābirī, who expounded the concept of an ideological school that originated in the 1930s and continued after Morocco regained its independence from France in 1956. Al-Jābirī argued that liberal salafiyya in Morocco arose from the merging of Western liberalism and Islamic traditional Salafism during the French colonial period (1912-1956). However, the ideologies of liberalism and Salafism had a different approach and adaptation in Morocco than the rest of the Arabic-Islamic world. This distinguishes Moroccan liberal Salafiyya from other expressions of Salafism in the Arabic world because it accepted liberalism as compatible with the fundamental principles of Salafiyya. Liberal Salafiyya was not only embraced by the Moroccan reformists Allāl al-Fāsī and Muhammad al-Wazzānī, but also by the Moroccan Sultan Muhammad V and the religious conservative establishment. The young reformists presented a “Plan de Réformes”, where they demanded that the Moroccans should be part of the modernization process. The colonial power rejected their demands. This decision encouraged al-Fāsī and al-Wazzānī to define their own political projects in order to substitute the traditional political system with constitutional monarchy. After more than four decades of activism and struggle for incorporating a parliamentary system and modern political institutions, al-Fāsī and al-Wazzānī realised, that postcolonial Morocco was not ready to incorporate their political views.
36
Qorchi, Bouchra, and Abdelaziz Bouchara. "Agrammatism and Other Aphasia-related Disorders in Moroccan Arabic Speaking Aphasics." International Journal of Applied Linguistics and English Literature 6, no. 1 (2016): 156. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.156.
Full textAbstract:
This paper includes the participation of six Moroccan Arabic-speaking aphasics (four with Broca’s aphasia, one with Wernicke’s aphasia and one with global aphasia). In our work, we turn to a particular under-resourced Arabic Dialect, Moroccan Darija or Moroccan Arabic (MA), which is an agglutinative language; that is, a fairly large number of affixes may be added to the root. Negation, tense, aspect, person, number and gender are all expressed by affixes attached to the verb. The speech corpora were taken from samples collected from patients who have attended speech and language therapy sessions. The patients were presented with picture description, repetition and grammaticality judgement tasks in order to examine the extent of impairment on the phonological, lexical, semantic and morpho-syntactic levels. Although agrammatic production is usually described as impaired in all aspects of grammar and in all types of inflection, it was found out that the use of verbal and nominal bound morphemes was spared in the output of the subjects understudy. All the three groups in this study used appropriate verbal and nominal morphology, which does not support the traditional view of agrammatism as being amorphological.Keywords: Moroccan Arabic, Aphasia, Broca, Wernicke, Agrammatism, Bound morphemes-Substitution, Deletion
37
A. R, Mashita Nadaa, Sitie Fithriyah, Muhammad Irfan Fathurrahman, and Rika Astari. "Variasi Fonologis Kosakata Bahasa Arab: Bahasa Arab Fushā dengan Bahasa Arab Maroko." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 8, no. 1 (2020): 65–76. http://dx.doi.org/10.23971/altarib.v8i1.1789.
Full textAbstract:
This study aims to explore phonological variations between the Arabic vocabulary of fusha and Moroccan Arabic. This article uses a qualitative method with a literature approach in expressing phenomena that develop, especially in the aspect of phonological variation between Arabic fusha and Moroccan Arabic. The results of this study reveal that there are several phonological variations in the Arabic vocabulary of Fusha with Moroccan Arabic namely: (1) Sound reinforcement such as changes in low vowel sound / a / into moderate vowel sound / e /, (2) Lattice like weakening high vowel sounds / u / become a low vowel sound / a /, (3) Monophonization such as the merging of vowel sounds / a / and / u / into a single vowel sound / o /, (4) Dating which is divided into three categories such as anheresis (dating that occurs in some vocabulary such as aħmaru, azraqu, and asˤfaru become Ħmar, zraq, and sˤfar by removing the vowel / a / at the beginning of a word), syncope (some dating of vowel sounds in the middle such as / a /, vowel / u / and / a /, and vowel / i /, and apokope (The dating of the sound at the end such as the word ʃamsun becomes ʃams, and the word ħamma: mun becomes ħamma: m, the word baħrun becomes baħr by removing the sound / un / at the end of the word).
38
Merrouni, Maryam Alami, Abdelkrim Janati Idrissi, Abdelazizi Lamkaddem, Filankembo Kava A.C., Samir El Fakir, and Zouhayr Souirti. "Moroccan Arabic version of the Quality of Life Inventory in Epilepsy (QOLIE-31): translation, cultural adaptation and psychometric validation." Eastern Mediterranean Health Journal 27, no. 3 (2021): 293–99. http://dx.doi.org/10.26719/2021.27.3.293.
Full textAbstract:
Background: There is currently a growing concern to conduct health-related quality of life (HRQOL) studies among people with epilepsy in low- and middle-income countries, as most data have been derived from high-income countries in North America and Europe. Aims: To translate, adapt and validate the Moroccan Arabic version of the QOL Inventory in Epilepsy-31 (MA-QOLIE-31) to evaluate HRQOL predictors in the Moroccan population with epilepsy. Methods: Adaptation and validation of QOLIE-31 were performed in July 2018 among 118 patients with epilepsy in the Fez–Meknes region. The test was translated, adapted and validated into Arabic according to the Streiner & Norman recommendations. Acceptability, reliability, central tendency and validity of the QOLIE-31 were assessed. Results: The acceptability and reproducibility were satisfactory and the internal consistency was strong (Cronbach α = 0.993). The mean (standard deviation) global score of QOL in the MA-QOLIE-31 was 68 (22.16). The scores in the subscales were 51 (36.88) for seizures worry, 48.86 (25.44) for overall QOL, 45.60 (26.73) for well-being, 41.28 (25.37) for energy and fatigue, 47.55 (28.33) for cognitive function, 66.83 (39.49) for medication effects and 52.44 (30.26) for social functioning. Conclusions: The global score of QOL in Moroccan patients with epilepsy is similar to that in patients in low and middle-income countries. MA-QOLIE-31 will facilitate further studies in HRQOL in Morocco and Arabic-speaking countries.
39
MALKI, Ilham. "Gender Differences in the Usage of Speech Act of Promise among Moroccan Female and Male High School Students." International Journal of Social Science Studies 10, no. 2 (2022): 50. http://dx.doi.org/10.11114/ijsss.v10i2.5472.
Full textAbstract:
The study aims at examining and analysing speech act of promise used by male and female Moroccan high school students. Research studies conducted on speech acts in different languages and cultures serve to provide an insightful understanding of intercultural communication. They substantially help in reaching over communicative differences among speakers of divergent languages, and accordingly lay the ground for addressing and handling issues that arise from intercultural miscommunication. This article is a research endeavour that seeks to fill the void that has been mentioned above. The core of this study is on a pragmatic-based analysis of the speech act of promising in Moroccan Arabic. More precisely, it targets identifying and investigating the widely utilized techniques of promise among male and female Moroccan high school students.The data has been collected from questionnaires composed of 19 hypothetical real-life situations in Morocco. The respondents of the research have been Moroccan-Arabic native speaking students studying in three public high schools in Casablanca, Morocco. The sample consists of 60 male students and 60 female students belonging to the three high school levels: common core, first year, and second year of Baccalaureate. The analysis of the data has revealed that Moroccan high school students embark on six strategies while constructing promise utterances, namely, self-repetition, conditional promises that incorporate Al Istithna (exception) promises and if promises, swearing tactic, assurance-based expressions, self-praising attributions, and preferred adjacency pairs technique. Furthermore, the findings of this study have exhibited that there are significant differences in the use of those strategies among male and female Moroccan high school students as they perform the speech act of promising. It has been proven through the distinct use of promising strategies that both genders speak different languages. Unlike male respondents whose language seems to be assertive, adversarial, and strong, female respondents speak a language of support, politeness, cooperation, and social affiliation.
40
Driessen, Geert. "Ontwikkelingen in Tl- en T2-Vaardigheidsniveau Van Turkse en Marokkaanse Leerlingen." Toegepaste Taalwetenschap in Artikelen 41 (January 1, 1991): 27–35. http://dx.doi.org/10.1075/ttwia.41.03dri.
Full textAbstract:
In this article the results of a large-scale investigation into the level of language proficiency are presented. The central question is whether there can be identified developments in first and second language proficiency of Turkish and Moroccan pupils. As a point of reference for the second language level of both non-indigenous groups the language level of their indigenous classmates is used. The sample consists of 120 schools and 368 Turkish, 254 Moroccan and 1582 Dutch pupils in the last year of primary education. The main results are: (1) the proficiency of Turkish is fairly good, while the proficiency of Arabic is extremely low; (2) there are large differences in the influence of moment of entrance in Dutch primary education between Turkish and Moroccan pupils with regard to their first and second language level; (3) because nowadays most non-indigenous children enter Dutch education in the first grade it must be expected that the level of (especially written) Arabic will go down further soon, this notwithstanding the fact that most Moroccan pupils attend some hours of Arabic language teaching every week; (4) compared with their indigenous classmates the Dutch language proficiency of Turkish and Moroccan pupils is very low, even after controlling for moment of entrance and socio-economic milieu.
41
Véronique, Georges Daniel. "The acquisition of additive scope particles by Moroccan Arabic L1 learners of French." Language, Interaction and Acquisition 3, no. 1 (2012): 114–39. http://dx.doi.org/10.1075/lia.3.1.07ver.
Full textAbstract:
The paper analyzes the acquisition of the additive particles aussi (‘also’), même (‘even’) and encore (‘still’) by five Moroccan Arabic L1 adult learners of French, participants in the ESF project (Perdue 1984). On the basis of a comparison between the French scope particles and their Moroccan Arabic equivalents, it is hypothesised that transfer from L1 plays an indirect role in the acquisition of French scope particles because of major semantic and syntactic differences between the two languages. The paper sets out to describe the emergence and use of additive scope particles in a sample of texts spanning ca. three years. It is shown that aussi is used quite early in the longitudinal data collected. Même is differently used in various learner varieties and encore is acquired late. The paper compares the findings about the acquisition of additives particles in Moroccan Arabic learner varieties with previous work.
42
Hammou, Mohammed. "استراتيجيات تطور المعارف المعجمية عند المتعلم المغربي: المستويات الابتدائية نموذجا". Al-Dad Journal 6, № 1 (2022): 55–75. http://dx.doi.org/10.22452/aldad.vol6no1.3.
Full textAbstract:
This research seeks to reveal the ways in which the Moroccan learner determines the meanings of vocabulary, in addition to determining the extent of the development of his lexical knowledge from the first level to the fourth level. Through a lexical knowledge test, a sample of 80 male and female students was divided into the following primary levels: the first level, the second level, the third level, and the fourth level. The test is based on a number of vocabulary taken from the reading texts found in government textbooks that are used in teaching Arabic at the elementary levels in Morocco. Keywords: lexical knowledge, Moroccan students, elementary levels
43
Fedorov, V. A., E. V. Kachkina, and T. V. Guilarovskaya. "THE PROBLEM OF MULTILINGUALISM AND THE ROLE OF THE FRENCH LANGUAGE IN THE MOROCCAN EDUCATION SYSTEM." Modern Linguistic and Methodical-and-Didactic Researches, no. 2(37) (December 31, 2022): 59–69. http://dx.doi.org/10.36622/mlmdr.2022.65.16.007.
Full textAbstract:
Problem statement. Multilingualism in Morocco is a natural state associated with the multiethnic nature of Moroccan society. The Kingdom is reforming the educational system, the problems of which are largely associated with the choice of the language of instruction. The article is devoted to the peculiarities of the sociolinguistic situation of a multilingual society and the language policy of the Moroccan state. Results. In the context of multilingualism, in the second decade of the new century, after thirty years of Arabization, the authorities announced the expansion of the use of French in education. There are currently two main written languages in the country: classical / standard Arabic and French. Berber (tamazigt), is in the stage of revival of written culture and Moroccan Arabic (darija), which is in the stage of development of writing - two native languages of the inhabitants of the country. The article examines the interaction of all these languages. The functional characteristics of all interacting languages are given, their role in the language policy of the state. Conclusion. The conclusion is made about the logic of the turn of the language policy towards the expansion of the use of the French language as the language of education in the conditions of multilingualism and multiple diglossia.
44
Agrram, Abdelaziz. "Higher Education Languages of Instruction in Morocco and their impact on the Receptive Vocabulary Size of Moroccan EFL Master Students." Arab World English Journal 11, no. 4 (2020): 194–206. http://dx.doi.org/10.24093/awej/vol11no4.13.
Full textAbstract:
Having a clear vocabulary profile of Moroccan master students might reveal where these participants stand compared to other countries. Therefore, the study aims to investigate the effect of languages of instruction in Morocco (e.g., Arabic vs. French) on the receptive vocabulary size of EFL Moroccan master students (e.g., departments of letters, science, and law). To this end, Meara’s (2010) Yes/No test was used as an instrument to measure the overall vocabulary size of these participants. A total of 325 EFL master students took the aforementioned test. The main research question is: Does the medium of instruction have any effects on the receptive vocabulary size of these students? Descriptive statistics were employed to calculate the overall receptive vocabulary size of test-takers. It was found that Moroccan EFL master students have a total of (M= 2293) lemmas. An independent samples t-test was run to check for any statistical significance. The t-test statistic reveals that the significance level is less than the p-value (t=-4.068, p< .05, df= 323). Thus, it was concluded that there was a statistically significant difference between the French group and the Arabic group. The results of this study confirm that students who were instructed in French (M= 2417, sd= 903, N=185) outperformed the other students who were taught in Arabic (M= 2058, sd= 903, N= 140). In the current study, among various suggestions, it is proposed that the volume of 30 hours in the English module is not sufficient and should be complemented with vocabulary-based activities.
45
Vicente, Ángeles. "From stigmatization to predilection: folk metalinguistic discourse on social media on the northwestern Moroccan Arabic variety." International Journal of the Sociology of Language 2022, no. 278 (2022): 133–54. http://dx.doi.org/10.1515/ijsl-2022-0011.
Full textAbstract:
Abstract The sociolinguistic situation in Morocco is complex, with a diversity of Arabic varieties that interact daily. Existing linguistic ideologies have created a hierarchical relationship between these varieties that has been forged for political and socio-economic reasons. Thus, the variety of Casablanca, the economic capital of the country, leads the linguistic levelling in the country and therefore has more social value, but others have less social value, even reaching stigmatization. This is the case of the northwest Moroccan variety that is stigmatized for most Moroccans, but shapes the collective identity in this region. One of the most important cities in the region is Tetouan, a medium-sized city, where the arrival of influences from other Moroccan varieties has created a new-urban variety and has contributed to shaping a new Tetouan identity. This article focuses on folk metalinguistic discourse on the Tetouan Arabic variety. The purpose is to evaluate the metalinguistic beliefs used by speakers to build a collective identity at local and regional level. To do this, the role of social media as a space for ideological language discussions is shown, and chats posted on a Facebook group are examined as an interactive source of data. Specifically, the focus will be placed on an open chat called “Tetouan”, founded in 2012, and in which people from this city write mainly. The results reveal that the social meanings of the different varieties produce antagonistic ideas about them, depending on the context and the participants in the linguistic interaction.
46
Hershenzon, Daniel. "Traveling Libraries: The Arabic Manuscripts of Muley Zidan and the Escorial Library." Journal of Early Modern History 18, no. 6 (2014): 535–58. http://dx.doi.org/10.1163/15700658-12342419.
Full textAbstract:
In 1612, a Spanish fleet captured a French ship whose stolen cargo included the entire manuscript collection of the Sultan of Morocco, Muley Zidan. Soon, the collection made its way to the royal library, El Escorial, transforming the library into an important repository of Arabic books, which, since then, Arabists from across Europe sought to visit. By focusing on the social life of the collection, from the moment of its capture up through the process of its incorporation into the Escorial, this article examines three related issues: the first regards the social trajectories of books and the elasticity of their meaning and function, which radically altered in nature. The second part of the article examines the circulation of the Moroccan manuscripts in relation to a complex economy of restrictions over the reading and possession of Arabic manuscripts in early modern Spain. Finally, the third part focuses on the political and legal debates that ensued the library’s capture, when the collection became the locus of international negotiations between Spain, Morocco, France and the Dutch United Provinces over Maritime law, captives, and banned knowledge. By placing and analyzing the journey of Zidan’s manuscripts within the context of Mediterranean history, the paper explains (1) why Spain established one of the largest collections of Arabic manuscripts exactly when it was cleansing its territories of Moriscos (Spanish forcibly converted Muslims), and (2) why the Moroccan collection was kept behind locked doors at the Escorial.
47
Wagner, Daniel A., Jennifer E. Spratt, and Abdelkader Ezzaki. "Does learning to read in a second language always put the child at a disadvantage? Some counterevidence from Morocco." Applied Psycholinguistics 10, no. 1 (1989): 31–48. http://dx.doi.org/10.1017/s0142716400008407.
Full textAbstract:
ABSTRACTResearchers have gathered a variety of evidence to support the theory that learning to read in one's “mother tongue” or first language enhances a child's achievement relative to that of children obliged to learn to read in a second language. Evidence collected primarily in Europe and America has been applied by international organizations to support early mother-tongue education programs in many Third World countries. The data reported in this article suggest that a general application of this conclusion is not justified. The present article reports on a longitudinal study of literacy acquisition among 166 grade 1 children from a rural town in Morocco. Children in the sample came from two distinct linguistic communities (Moroccan Arabic and Berber), but lived in the same village, attended the same schools, and received literacy instruction in Arabic and subsequently French. The study also considered a number of background variables that might influence learning to read, such as Quranic preschooling experience, parental literacy, gender, and SES. Analyses showed that while there were significant differences in Arabic (first literacy) reading achievement between Berber- and Arabic-speaking groups in the first year of the study, such differences virtually disappeared by year 5. Quranic preschooling, also conducted in Arabic, was found to be a mediating influence on achievement in grade 1. Learning to read in French (second literacy) was unrelated to Berber or Arabic linguistic background, but highly related to reading achievement in Arabic, thus providing support for Cummins's (1979) “interdependence” hypothesis. Overall, the findings support the proposition that children in certain social and linguistic contexts need not be taught in their mother tongue in order to achieve literacy norms of the majority language group. These findings are discussed in terms of the context of language use and language prestige in the Moroccan setting, and in terms of their potential generalizability to other linguistic and cultural contexts.
48
Noamane, Ayoub. "The Morphophonology of Moroccan Arabic Derived Causatives." Macrolinguistics 8, no. 13 (2020): 1–27. http://dx.doi.org/10.26478/ja2020.8.13.1.
Full textAbstract:
This paper aims at investigating the morphophonological make-up of derived causatives in Moroccan Arabic within the framework of Optimality Theory (Prince & Smolensky, 2004). Causative verbs in MA are characterized by the systematic gemination of their medial consonants. However, it is not easy to determine the morphological nature of the causative morpheme involved in this derivation. Also, it is not clearly known why the causative morpheme gets realized exactly on the second segment of the base form. Therefore, we seek to achieve the following goals. First, we intend to determine the nature of the causative morpheme. Second, we aim to explain why the causative morpheme is realized on the second segment of the base form. In this respect, we show that the causative morpheme is represented by a featureless consonantal mora that targets the second segment of the base root, turning it into a geminate. We also show that the causative morpheme gets infixed thanks to the privileged status of root-initial segments.
49
Rybalkin, S. "Modern Moroccan Arabic poetry: forming and evolution." World of the Orient 2014, no. 1 (2014): 95–109. http://dx.doi.org/10.15407/orientw2014.01.095.
Full text
50
Lahrouchi, Mohamed, and Rachid Ridouane. "On diminutives and plurals in Moroccan Arabic." Morphology 26, no. 3-4 (2016): 453–75. http://dx.doi.org/10.1007/s11525-016-9290-7.
Full text