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E-raamat: Arabic Second Language Acquisition of Morphosyntax

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  • Formaat: 240 pages
  • Ilmumisaeg: 19-May-2009
  • Kirjastus: Yale University Press
  • Keel: eng
  • ISBN-13: 9780300159158
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Arabic Second Language Acquisition of MorphosyntaxSuurem pilt
  • Formaat: 240 pages
  • Ilmumisaeg: 19-May-2009
  • Kirjastus: Yale University Press
  • Keel: eng
  • ISBN-13: 9780300159158
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While the demand for Arabic classes and preparation programs for Arabic language teachers has increased, there is a notable gap in the field of linguistic research on learning Arabic as a second language. Arabic Second Language Acquisition of Morphosyntax presents a data-driven and systematic analysis of Arabic language acquisition that responds to this growing need. 

 

Based on large data samples collected from longitudinal and cross-sectional studies, this book explores a broad range of structures and acquisition issues. It also introduces new and comprehensive research, and it documents the successes and problems that native speakers of other languages, including English, Spanish, French, and Japanese, are likely to encounter in learning Arabic. 

 

By integrating previously published findings with new research, the author has created a unified and streamlined resource for teachers, teachers-in-training, linguists, Arabic textbook authors, and second-language acquisition experts.

Preface xi
Acknowledgments xiii
Introduction xv
Transliteration Symbols xix
Abbreviations xxi
Description of Target Morphosyntactic Structures
1(20)
Arabic Word Structure
1(7)
Root and Base Form
1(3)
Gender of Nouns and Adjectives
4(4)
Nominal Inflectional Agreement Features
8(2)
Agreement within NPs
8(2)
Equational (Verbless) Sentence Structure
10(4)
Past Tense of Equational (Verbless) Sentences
12(1)
Negation of Equational (Verbless) Sentences
13(1)
Verbal Inflectional Agreement Features
14(5)
Verbal Agreement, Tense, and Null Subjects
14(2)
Verbal Negation
16(3)
Summary
19(2)
Existing Arabic Second Language Acquisition Research
21(28)
Contrastive and Error Analysis Studies
22(2)
Performance/Developmental Studies
24(6)
Developmental, Interlanguage, and Current Models
30(12)
Second Language Acquisition and Universal Grammar
42(6)
Summary
48(1)
The Acquisition of Gender Agreement
49(52)
Methods (Longitudinal Data)
50(23)
Results of Nominal and Verbal Gender Agreement
54(1)
Applying an Emergence Criterion
54(4)
Applying a 90 Percent Correct Acquisition Criterion
58(3)
Production of Gender Agreement in Non-Contexts
61(3)
Noun-Adjective Word Order
64(1)
Results of Demonstrative Gender Agreement
65(1)
Applying an Emergence Criterion
66(1)
Applying a 90 Percent Correct Acquisition Criterion
67(6)
Production of Demonstrative Gender Agreement in Non-Contexts
73(1)
Methods (Cross-Sectional Data)
73(26)
Results of Verbal (Gender) Agreement
77(2)
Results of Nominal (Gender) Agreement
79(2)
Results of Natural versus Grammatical Gender Agreement
81(1)
Rule Application of Nominal Agreement in Non-Contexts
82(2)
Word Order of Nominal (Noun-Adjective) Agreement
84(2)
Results of Nominal versus Verbal Agreement
86(5)
Results of Demonstrative Gender Agreement
91(7)
Rule Application of Demonstrative Gender Agreement in Non-Contexts
98(1)
Summary
99(2)
The Acqusition of Tense/Aspect and Verbal Agreement
101(14)
Methods (Cross-Sectional Data)
102(3)
Results
105(8)
Tense (Narrative Tasks)
105(3)
Verbal Agreement (Narrative Tasks)
108(2)
Tense and Verbal Agreement (Random Task)
110(3)
Summary
113(2)
The Acquisition of Null Subjects
115(10)
Methods (Cross-Sectional Data)
115(3)
Results
118(7)
Null Subjects and Verbal Agreement Production
122(2)
Summary
124(1)
The Acquisition of Negation, Mood, and Case
125(22)
Methods (Longitudinal Data)
127(4)
Participants
127(1)
Formal Classroom Input
128(3)
Data Collection and Coding
131(1)
Results
131(14)
Emergence Criterion
131(2)
Negation Construction with la and the Indicative Mood
133(1)
Negation Constructions with ma and lam and the Jussive Mood
134(2)
Negation Construction with lan and the Subjunctive Mood
136(3)
?an Construction and the Subjunctive Mood
139(3)
Case within kana and laysa Constructions
142(3)
Summary
145(2)
Theoretical Implications
147(26)
L2 Learnability and Processability
147(6)
L1 Transfer and UG Access
153(4)
Ultimate Attainment and Near Nativeness
157(6)
The Split-INFL Hypothesis: More on L1 Transfer
163(4)
Null Subjects and Setting of Parameters: More on UG Access and L1 Transfer
167(3)
Summary and Areas of Future Research
170(3)
Pedagogical and Applied Implications
173(10)
Acquisition Tendencies of the Target Structures
173(4)
Gender of Nouns
173(1)
Gender of Adjectives
174(1)
Gender of Demonstrative Pronouns
174(1)
Verbal Agreement
175(1)
Tense (Past and Present)
175(1)
Negation
175(1)
Case and Mood
176(1)
Other Contributing Acquisition Factors
177(1)
Who Can Benefit from the Findings
178(3)
Syllabus Construction: Scheduling Learning Objectives
178(1)
Arabic Foreign Language Pedagogy and Teacher Preparation
179(1)
Foreign Language Proficiency Testing
179(2)
Summary and Areas of Future Research
181(2)
Notes 183(16)
Glossary 199(6)
References 205(10)
Index 215
MOHAMMAD T. ALHAWARY is Associate Professor of Arabic Linguistics & Second Language  at the University of Michigan.
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