Introduction

Ryding, Karin C.; Wilmsen, David

doi:10.1017/9781108277327.001

Cited by 6 publications

(8 citation statements)

References 675 publications

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“…Another important feature of the Arabic script is that it does not represent short vowels, which must be memorized. This feature leads to some words being written the same but pronounced differently (Ryding, 2014). The minimal overlap between the two languages poses a great challenge for the learners to memorize the letters, the change of their shapes, and how the diacritical marks can alter the pronunciation of the same letter.…”

Section: Discussionmentioning

confidence: 99%

“…For example, the Chinese script is written left-to-right and features with an individual character or ideogram for every syllable (Sun, 2006). On the other hand, the Arabic script is written right-to-left and its alphabet consists of 18 shapes that express 28 phonetic sounds with the help of diacritical marks (Ryding, 2014). This study aims to examine whether these Chinese language learners display any superior cognitive performance in the target cognitive areas after a prolonged period of learning a typologically distant language, Arabic.…”

Section: Introductionmentioning

confidence: 99%

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Attention: The Cognitive Effects of Learning to Read in Arabic by Chinese Learners at an Old Age

Liu

2023

Sage Open

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This paper presents the results of a retrospective study that investigates the cognitive effects of learning a foreign language in late adulthood. The learner group, consisting of 21 L1 Chinese speakers who have been learning to read Arabic for 2 years and 4 months, were compared to the matched group on their performance on a series of cognitive tasks that tap into working memory, processing speed, reasoning, conflict monitoring, and attention. The results showed that the learning group’s performance was significantly better in attention (measured by the Posner cueing attention task). Their working memory capacities (measured by the digit span tests) were also better, but the difference only reached marginal significance. The findings suggest that language learning may lead to improvement in attention abilities, which is in line with the converging evidence in the field of bilingualism showing that executive attention may underlie the mechanism of how bilingual experience can alter brain and the cognitive system.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Attention: The Cognitive Effects of Learning to Read in Arabic by Chinese Learners at an Old Age

Liu

2023

Sage Open

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“…The verb in Arabic agrees with the subject in gender, number, person, tense, mood, and voice. It is also believed that aspectual distinctions in Arabic are more prominent than tense distinctions (for further details refer to Ryding, 2005;2014).…”

Section: Tense-aspect Marking As a Target Featurementioning

confidence: 99%

A Classroom Application of Concept-Based Language Instruction (C-BLI)

Benhamlaoui

Gánem-Gutiérrez

2022

Language and Sociocultural Theory

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This study reports on an investigation of the potential of Concept Based Language Instruction (C-BLI) for enhancing EFL learners’ understanding of the concept of tense/aspect in English and their use of associated forms; past simple, past continuous, and present perfect. C-BLI was compared to a grammar presentation approach based on the Presentation-Practice-Production (PPP) model. Participants included 45 adult learners of L2 English from an Algerian University. Drawing on a pre-, post-, delayed post-test research design the study revealed the effectiveness of C-BLI over PPP for improving the participants’ understanding of the concept of tense/aspect as well as their use of the three target forms.

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“…Vowel Systems in English and Arabic Vowel systems in English and Arabic are different from each other. Arabic is a Semitic language whereas English is a Germanic language of an Indo-European language family (Holes, 2004;Ryding, 2014). This means that the two languages belong to different language families.…”

Section: Introduction and Study Backgroundmentioning

confidence: 99%

“…On the other hand, Arabic and English vowel systems are similar in terms of voicing, meaning that all vowels of the two languages are voiced as they are all articulated without any airflow obstruction in the mouth because it moves smoothly to the lips coming from the larynx (Roach, 2010;Ryding, 2014;Watson, 2007). In terms of vowel occurrence, Arabic vowels occur in the medial and final positions of a word; however, they never occur in the initial positions of a word unless they are preceded by a glottal stop, 'ћamzah' (Al-Ani, 1970).…”

Section: Introduction and Study Backgroundmentioning

confidence: 99%

Arabic-Speaking EFL Learners’ Pronunciation of British English Vowels: A Production-Based Study

Naji

Almakrob

2023

jltr

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The present study investigated the production of British English (BrE) vowels by Yemeni-Arabic learners of English. Specifically, the most problematic BrE vowels for those learners were explored in relation to Lados’ (1957) contrastive analysis hypothesis (CAH) and Flege’s (1995) Speech Learning Model (SLM). Sixty-seven Yemeni EFL learners at different proficiency levels completed a questionnaire, which mainly explored how difficult the BrE vowels are for them, and a vowel production test, which measured the learners’ production accuracy of the BrE vowels. Overall, the results revealed that Yemeni EFL learners encountered some difficulties when pronouncing BrE vowels, but their production accuracy rates increased as their levels grow. It was found that the same vowels, /e/, /ɒ/, /eə/, /ɔ:/, /ʊ/ & /u:/, were found to be the most inaccurately produced sounds by learners at all levels. The subtle differences between vowels might have caused the learners’ production problems. Findings also showed that learners’ L1 vowels that are different from the BrE vowels were easier to produce, and this is congruent with the SLM.

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Introduction

Cited by 6 publications

References 675 publications

Attention: The Cognitive Effects of Learning to Read in Arabic by Chinese Learners at an Old Age

Attention: The Cognitive Effects of Learning to Read in Arabic by Chinese Learners at an Old Age

A Classroom Application of Concept-Based Language Instruction (C-BLI)

Arabic-Speaking EFL Learners’ Pronunciation of British English Vowels: A Production-Based Study

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