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Acquisition of Egyptian Arabic as a Native Language [Pehme köide]

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Teised raamatud teemal:
Acquisition of Egyptian Arabic as a Native LanguageSuurem pilt
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781589011687.html
Märksõnad:
In 1968 Margaret K. Omar (Nydell) spent four months in a small Egyptian village called Sheikh Mubarak. Located in Middle Egypt near Al-Minya, residents of Sheik Mubarak speak in a dialect closer to Sa'eedi, not the dialect spoken in Cairo. Omar spent time there conducting interviews, examinations, and taping sessions with children and families to study primary language acquisition in non-Western languages. Based on her fieldwork, Omar describes the physical and social environment in which the native language was learned, the development of early communication and speech, and when and how children learn the phonology, vocabulary, morphology, and syntactical patterns of Egyptian Arabic. Omar makes comparisons with aspects of language acquisition of other languages, primarily English, and explores implications for the theory of language acquisition. Originally published in 1973, this book is the most thorough and complete analysis of the stages in which children learn Arabic as a first language. The Arabic in this book is presented in transcription, making the information accessible to all linguists interested in language acquisition.
List of Figures and Tables
xiii
Foreword xv
Preface xvii
Acknowledgments xix
List of Symbols
xxi
Introduction
1(12)
Scope of the Study
1(1)
Goals of the Study
1(1)
Need for the Study
2(1)
Duration and Location of the Study
2(2)
Duration
2(1)
Location
2(2)
Methodology Followed
4(5)
Recordings and Transcriptions
4(1)
Types of Speech Observed
4(1)
Children in the Study
4(1)
Families in the Village and in the Study
4(1)
Approach Used with Village Residents
4(5)
Assistance Received in Conducting the Study
9(1)
Structural Sketch of the Language
9(4)
The Root and Pattern System
9(1)
Phonology
10(1)
Morphology
10(1)
Syntax
11(2)
Basic Characteristics of the Physical and Family Environment
13(10)
The Physical Environment
13(2)
The Village Surroundings
13(1)
Family Homes
13(1)
The Government Cooperative Unit
14(1)
Physical Characteritics of the Children in the Study
14(1)
The Social Structure
15(8)
The Extended Family
15(2)
Roles of Family Members
17(1)
Training of Children
17(1)
Children's Daily Routines, Work and Games
18(1)
Formal Education
19(1)
Effects on the Social Structure on Children
20(1)
Special Uses of Language
20(1)
Story-telling and Singing
20(1)
Memorization and Recitation
21(1)
The Zikr
21(2)
The Development of Phonology
23(51)
The Phonological System in Adult Language
23(11)
Consonants
23(1)
Analysis and Classification
23(1)
Realization
24(1)
Allophones
25(2)
Morphophonemic Alternation
27(1)
Distribution
27(1)
Vowels
28(1)
Analysis and Classification
28(1)
Realization
28(1)
Allophones
28(2)
Morphophonemic Alternation
30(1)
Distribution
30(1)
Functional Load of Phonemes
31(1)
Consonants
31(1)
Vowels
32(1)
Syllable Types
33(1)
The Babbling Stage
34(6)
Theoretical Considerations
34(2)
Data Obtained in This Study
36(1)
Early Imitation
37(1)
Classification of Data
38(2)
Stages of Acquisition of the Phonological System
40(13)
Theoretical Considerations
40(3)
Stage I
43(2)
Stage II
45(4)
Two Intermediate Case Studies
49(3)
Stage III
52(1)
Order of Acquisition of Phonemes
53(7)
Individual Phonemes
53(4)
Phoneme Combinations
57(1)
Summary
58(1)
Comparison with Phonemic Development in Other Languages
58(2)
Imitation
60(14)
Theoretical Considerations
60(1)
Data Obtained in This Study
61(3)
The Imitation Tests
64(8)
Final Observations
72(2)
Early Communication and Initial Vocabulary
74(19)
Comprehension
74(7)
Theoretical Considerations
74(2)
The Comprehension Test
76(1)
Results: Part I, General Recognition of Objects
76(1)
Results: Part II, Object Manipulation
77(1)
Results: Part III, Minimal Grammatical Contrasts
77(1)
Conclusions
78(3)
Effects of Other Factors on Performance
81(1)
Early Speech and Vocabulary
81(8)
Theoretical Considerations
81(2)
Data Obtained in This Study
83(6)
Baby Talk
89(4)
Theoretical Considerations
89(1)
Data Obtained in This Study
89(2)
Linguistic Features
91(1)
Social Context
92(1)
Belief System
92(1)
The Development of Syntax
93(43)
Early Stages of Syntactic Development
93(24)
Theoretical Considerations
93(8)
The One-Word Stage
101(1)
The Multi-Word Stages
102(2)
Early Stage
104(7)
Later Stage
111(6)
The Acquisition of the Negative
117(10)
Rules for Negation in Adult Language
117(3)
The Negation Test
120(4)
Child Syntactical Rules and Stages for Negation
124(1)
Stage I
124(1)
Stage II
125(1)
Stage III
126(1)
The Acquisition of the Interrogative
127(8)
Rules for Interrogation in Adult Language
127(3)
The Interrogation Test
130(2)
Child Syntactical Rules and Stages for Interrogation
132(1)
Stage I
133(1)
Stage II
133(1)
Stage III
134(1)
Summary
135(1)
The Development of Morphology
136(51)
Early Stages of Morphological Development
136(8)
Theoretical Considerations
136(3)
Some Characteristics of Early Morphological Development
139(1)
Children E and F
139(1)
Child 1
140(1)
Child 2
141(1)
Child 3
142(1)
Child 4
143(1)
The Acquisition of Inflectional Affixes for Noun Plurals
144(24)
Rules for Pluralizing Nouns in Adult Language
144(1)
Noun Inflections for Number
144(1)
The Singular Form
144(1)
The Dual Inflection
145(1)
The Plural Inflections
145(3)
The Use of Cardinal Numerals with Nouns
148(1)
The Numerals 3-10
149(1)
The Numerals 11 and Above
149(1)
The Noun Plural Test
150(7)
Child Rules and Stages for Noun Pluralization
157(1)
Noun Inflections for Plural
157(1)
Quantitative Results of the Test
157(2)
Development of the Use of Plurals
159(3)
Noun Inflection for Dual
162(1)
Quantitative Results of the Test
162(1)
Development of the Use of the Dual
163(2)
The Use of Nouns with Numerals
165(1)
Quantitative Results of the Test
165(1)
Development of the Use of Nouns with Numerals
165(3)
The Acquisition of the Inflectional Affixes and Agreement for Adjectives
168(17)
Rules for Adjective Inflection and Agreement in Adult Language
168(1)
Adjective Inflections for Gender and Number
168(1)
Adjective Inflections for Gender
168(1)
Adjective Inflections for Plural
169(1)
Inflections for Comparison
170(1)
Agreement of Adjectives and Nouns
171(1)
The Adjective Test
172(5)
Child Rules and Stages for Adjective Inflection and Agreement
177(1)
Adjective Inflections for Gender and Number
177(1)
The Inflection for Gender
177(1)
The Inflections for Plural
177(4)
Agreement of Adjectives and Nouns
181(1)
Agreement for Gender
181(2)
Agreement for Number
183(2)
Summary
185(2)
Conclusion
187(12)
Review of Findings in This Study
187(2)
Implications for Theories Regarding Language and Primary Language Acquisition
189(7)
Suggestions for Further Research
196(3)
Bibliography 199


Margaret K. Omar (Nydell) is the director of the Flagship Arabic Program (study abroad) at the Center for Teaching Arabic as a Foreign Language at the University of Alexandria in Egypt. She is a specialist in Arabic dialectology and the author of many publications, including Understanding Arabs: A Guide for Westerners and the ten-video teaching module Syrian Arabic Through Video.