Read e-book online Arabic L2 Interlanguage: Syntactic sequences, agreement and PDF

By Ghassan Husseinali

Arabic L2 Interlanguage is an important and well timed addition to the sector of moment Language Acquisition, offering beneficial perception into the advance of ‘interlanguage’, the period in-between language of early rookies, in novices of Arabic.

This book:

  • Clearly establishes what interlanguage is and why it may shape a major a part of overseas language educating
  • Presents the reader with a chain during which six English-speaking novices of Arabic gather the language
  • Makes use of the wealthy morphological and syntactic estate of Arabic to supply a brand new point of view at the box of moment Language Acquisition.

Arabic L2 Interlanguage contributes without delay in the direction of construction a extra entire theoretical framework for explaining how L2s are bought. it will likely be key textual content for SLA students in addition to a major source for graduate scholars in Linguistics and overseas Language educating.

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Extra info for Arabic L2 Interlanguage: Syntactic sequences, agreement and variation

Example text

The underlying assumption of all these strategies is cognitive ability; thus, universality (not language-specific) is achieved, enabling the model to claim that it can make predictions about the developmental stages of any L2. In addition to the universal appeal of such an approach, the model claims that these stages of acquisition are implicational; therefore, learners cannot skip stages. In other words, this model offers predictions as to how an L2 will proceed based on cognitively universal strategies.

Learners were exposed to five verbs each time they encountered an adjective in the input. We expect such disproportional input to have an effect on learning or acquiring agreement on attributive adjectives. Moreover, it is only Arabic L2 PT studies 31 natural to expect more verbs than adjectives to be used in free elicitation. Therefore, these results may have been due to input type and/or elicitation procedure, and may not necessarily be taken as evidence to undermine PT’s validity. In summary, in both studies, Mansouri (2000) and Alhawary (1999) misclassified the stage of acquisition for many structures in terms of word order and in terms of morphology, as shown in the review above.

Two different types of analysis are reported. First, analysis of the data compares the order of acquisition of the three target structures. The findings of this analysis show an implicational pattern of acquisition conforming to PT’s prediction (attr. > pred. > subordinate. ). ” The results showed that in both attributive and predicative adjectives, number is acquired before gender. In the processing of gender, Glahn et al. (2001) report that “One finding was that learners tended to over represent uter gender (common gender) at the expense of neuter, both in the controller and the adjective, thus establishing and overexploiting uter as a default gender” (p.

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