L1 Transfer Effects in the Production of Generic Plurals in L2 Arabic

Azaz, Mahmoud

doi:10.1111/modl.12542

Cited by 4 publications

(14 citation statements)

References 28 publications

(43 reference statements)

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“…It focused on the introduction of the words with short vowels, long vowels, nunation, and then with original sukuun. Nunation is Arabic tanwin (Azaz, 2019). It is a suffix "N" that follows short vowels (Mijlad & El Younoussi, 2019).…”

Section: Figure 5: the 2 Nd A Volume Of Himmati (Orange)mentioning

confidence: 99%

Characteristic of Teaching Materials for Arabic Reading Skill with Inductive Approach

Istiqomah

Al-Badrani

2020

JIz

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Himmati is deliberately created as a textbook modification to recognize the Qur'an prepared for beginners. This research aimed to describe the characteristics of teaching material contained in Himmati. This research was a qualitative approach and content analysis of the perspective of Thu’aimah. It also belonged to library research with the main data source is a book, named Himmati: Modifikasi Pembelajaran Dasar Mengenali al-Qur’an from volume 1 to volume 5. The results showed that: 1) Generally, the teaching materials in Himmati were divided into 5 volumes which were presented inductively, namely the introduction of letters, words, tajweed, gharib, and verses in the Qur’an. Specifically, the teaching materials in Himmati were divided into 7 volumes which were presented with examples from the Qur'an and colored in the order of the frequency of visible light, from red to violet. The 1st volume focused on pronunciation, the 2ndA volume was on short vowels, long vowels, nunation (tanwin), and original sukuun, the 2ndB volume was on non-original sukuun and shadda, the 3rdA volume was on the law of nuun sukuun, nunation, germination nuun and miim, the 3rdB volume was on the law of miim sukuun, definite article al, and madd, the 4th volume was on the rule of exception, and the 5th volume was on the stop sign. The teaching materials in Himmati presented for beginners level

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Section: Figure 5: the 2 Nd A Volume Of Himmati (Orange)mentioning

confidence: 99%

Characteristic of Teaching Materials for Arabic Reading Skill with Inductive Approach

Istiqomah

Al-Badrani

2020

JIz

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“…The high-advanced were the only group to score the definite plural accurately, with the target item mean score of 92% and only 8% for the non-target item. In the prompted oral narrative task carried out only with the low-and high-advanced groups, the results were similar to the prompted sentence completion, with the high-advanced showing high levels of accuracy while the low-advanced scored around the chance level (Azaz, 2019).…”

Section: Previous Studies On the Acquisition Of Genericity In Englishmentioning

confidence: 61%

“…The low-advanced group scored a mean of 93.53% with the definite article, with only 6.47% using bare plurals (non-target item). The highadvanced group was very similar to the low-advanced group, with 97% using the definite article and 3% the bare plural (non-target item) (Azaz, 2019).…”

Section: Previous Studies On the Acquisition Of Genericity In Englishmentioning

confidence: 87%

“…The production of the plural generic has been investigated by Azaz (2019) references (outlined in section 2.5). The two tasks in the study were a prompted sentence completion and a prompted oral narrative.…”

Section: Previous Studies On the Acquisition Of Genericity In Englishmentioning

confidence: 99%

“…The two tasks in the study were a prompted sentence completion and a prompted oral narrative. The oral narrative task was carried out with the two advanced groups as it was considered too difficult for the beginner groups (Azaz, 2019).…”

Section: Previous Studies On the Acquisition Of Genericity In Englishmentioning

confidence: 99%

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The role of first language transfer in the acquisition of definiteness in specific and generic contexts by Saudi-Arabic learners of English

Aboras¹

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Studies on the acquisition of definiteness in English by Arabic learners have largely focused on the errors made using articles. The present study investigates the accuracy of Saudi-Arabic learners with regard to the different features associated with definiteness: specificity and genericity. Arabic, like English, contains a definite article and an indefinite article; however, article usage differs between the languages in that Saudi-Arabic tends to drop the indefinite article as it is not obligatory, as it is in English. The purpose of this study is therefore to examine the accuracy with which learners employ specificity and genericity and the effect of the first language on learners’ accuracy. The thesis examines the effects of proficiency level and vocabulary level (receptive and productive). Two experimental studies were carried out, the first focusing on specificity by testing the Bottleneck Hypothesis (Slabakova, 2008) and the Fluctuation Hypothesis (Ionin et al., 2004). The former posits that learners are able to map features between L1 and L2 and that similarities and differences between languages affects acquisition. The latter hypothesis relates to definiteness and specificity, postulating that learners fluctuate between article settings until they acquire the Article Choice Parameter in English. The second experiment focused on genericity with singular and plural contexts, testing the Bottleneck Hypothesis (Slabakova, 2008) and the Representational Deficit Hypothesis (Hawkins & Chan, 1997), which argues that learners cannot acquire a new uninterpretable feature if it is already set in their L1. These experiments demonstrated that the accuracy of Saudi-Arabic learners of English varies according to definiteness features, as the participants performed more accurately with specificity than with genericity. First language transfer affected uses involving genericity more than those involving specificity. The other factors – proficiency level and receptive and productive vocabulary knowledge – affected the learners’ accuracy with respect to both specificity and genericity.

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Acquisition of kind-reference by Arabic, Chinese, and Turkish L2 learners of English

Köylü

2023

Can. J. Linguist.

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This study examines the acquisition of kind-referring expressions such as The dodo is extinct. The objective is to investigate whether second language (L2) learners’ acquisition of nominal number marking and articles expressing kind-reference in English is affected by their first language (L1), their L2 proficiency in English, or the syntactic position of the kind-referring noun phrase (NP). L2 learners of English with Arabic, Chinese, and Turkish L1 backgrounds and a control group of native English speakers (NSs) participated in the study. The results from a Fill in the Gaps Task (FGT) and an Acceptability Judgment Task (AJT) demonstrated that L2 learners were more successful in their production and acceptability judgments when the expression of kind-reference in the target language was similar to that in their L1. The results also showed non-facilitative L1 transfer in the domain of bare singulars, as well as a positive effect of higher L2 proficiency on kind-referring NPs. Finally, the study revealed a subject/object asymmetry in the acquisition of kind-referring NPs in L2 English.

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L1 Transfer Effects in the Production of Generic Plurals in L2 Arabic

Cited by 4 publications

References 28 publications

Characteristic of Teaching Materials for Arabic Reading Skill with Inductive Approach

Characteristic of Teaching Materials for Arabic Reading Skill with Inductive Approach

The role of first language transfer in the acquisition of definiteness in specific and generic contexts by Saudi-Arabic learners of English

Acquisition of kind-reference by Arabic, Chinese, and Turkish L2 learners of English

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