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"Alhawary, Mohammad T., author"
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Arabic second language learning and effects of input, transfer, and typlogy
In 2010, Alhawary published Arabic Second Language Acquisition of Morphosyntax, which provided empirical data on Arabic second language acquisition (SLA) strategies. This proposed book follows the volume, using data to delve into issues of input, transfer, and typology. Alhawary's book relies on Arabic as a second language (L2) data from speakers whose first languages (L1s) are Chinese and Russian and aims to answer the following questions: How do adult Arabic L2 learners come to know about the combinatorial properties of morphemes, words, phrases, and clauses? Do they develop L2 knowledge systematically or randomly? Can they acquire the same range of syntactic and morphological knowledge as native speakers and to what extent? What are the developmental stages or paths, if any, along which Arabic L2 learners progress? What is the role of the native language in learning Arabic a second language? To what extent can input exposure override or minimize the effect of the native language and at what proficiency level? What evidence do the present data provide on the role of a second language (on that of another) and posited claims about such a role? What are other factors that have a bearing on learning Arabic as a second language? Answers will help teachers of Arabic and linguists seeking to understand and develop better methods for teaching Arabic.
Book
Arabic Second Language Acquisition of Morphosyntax
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 Morphosyntaxpresents 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.
eBook
