Explore the vast range of titles available.

Objective: This paper investigates the linguistic struggles of a learner of Arabic as a foreign language at the School of Oriental and African Studies (SOAS). It is intended to offer a thorough assessment of the linguistic challenges faced by the learner and to develop strategies to overcome them. Methodology: Through a variety of methods, including a deep analysis of a writing sample, a case-study questionnaire, a recorded interview, classroom observations, and a self-assessment form, the study pinpoints the learner's weaknesses in speaking, reading, writing, and listening. Results: The findings reveal that the learner has problems in the construct phrase idhafah, conjugation of verb tenses, mixing colloquial with Standard Arabic, adjective-noun agreement, and comparative and superlative adjectives. Recommendations: The study concludes by proposing recommendations to tackle these types of errors by identifying their sources and offering tailored remedy activities and materials.

Objective: The aim of this study is to investigate higher primary school students' practice of digital citizenship values in the governorate of Jenin, Palestine. Methodology: The methodology involves a questionnaire of 31 items testing the degree to which digital citizenship is practiced at the technological, social, commercial and ethical dimensions is designed and distributed to a random sample of 381 students from Jenin's governmental schools and analyzed using the (SPSS) program in the second semester of the 2019 school year. Findings: Findings indicate a moderate level of overall digital citizenship, with technological proficiency surpassing social, commercial, and ethical dimensions. Moreover, the study shows no statistically significant differences between the average scores of students' practice of digital citizenship values according to gender, academic performance, and ownership of a digital device. Recommendations: Therefore, the study recommends strengthening digital citizenship education by fostering inclusive online environments, activating the role of educational institutions in boosting students' practice of digital citizenship values, and designing educational programs that enhance students' practice of digital citizenship values particularly for the commercial and ethical dimensions.

It is well established that speakers are inclined to repeat themselves or their interlocutors in native language (L1) and second language (L2) conversations. This phenomenon is largely attributed to priming, whereby exposure to a given language form, i.e. prime, facilitates its processing or that of a related form in a subsequent language production, i.e. target. The present study uses an innovative combination of corpus-linguistic methods and manual analyses to identify syntactic priming of verb-particle constructions (e.g., taking out a paper vs. taking a paper out), the dative construction (e.g., giving Emma a paper vs. giving a paper to Emma) and the caused-motion construction (e.g., putting the money in Emma’s pocket), which shares its constituent structure with the prepositional dative and its semantics with both dative alternation variants. These constructions are studied in task-based free dialogues among native English and L1- German L2 speakers of English. Binary logistic regressions from a generalized linear model (GLM) are employed to disentangle the priming effect from other factors that might be predictors for the target. The analysis of all three constructions controls for interaction between primes and prime-target pair intervening distance, lexical boost and speaker identity. The verb-particle construction results show no evidence for priming as an independent predictor of verb-particle variant reproduction in L1-L1 and L2-L2 conversations. In both language conditions, the reuse of verb-particle constructions can largely be explained by the same set of factors, i.e. the syllable length of the direct object and whether it is new to the discourse. The dative alternation analysis reveals evidence for priming in the L1-L1 and L2-L2 conversations even when controlling for various discourse-related predictors. In the former condition, the difference in length between the target’s themes and recipients and the discourse accessibility of the theme, along with prime-target pair distance and structural similarity, are found to be the best predictors for the target. In the L2-L2 language condition, seven factors are found to best predict the target in the L2 conversations in addition to the identity of the prime, e.g., the pronominality and animacy of the recipient and the concreteness of the theme. The caused-motion analysis shows that it is amenable to priming even though more double object targets follow the caused-motion primes than prepositional dative targets, which are structurally similar to the caused-motion primes. The study finds little support for the relevance of the prime-target distance to the strength of priming across constructions and language conditions. The results also show that the magnitude of priming is unaffected by the identity of the prime-target pair speaker across constructions and language conditions. Finally, (partial) lexical overlap (the so-called lexical boost) is found to encourage the reuse of particle placement primes in the L2-L2 condition (e.g., take out the money – put back the money). For the dative alternation analysis, only some lexical factors (e.g., prime-target main verb lemma match and the semantic class of the target’s main verb) boost the magnitude of dative alternation priming in the L2-L2, but not the L1-L1 language condition. In addition, a shared main verb lemma seems to increase the likelihood of reused caused-motion primes. Taken together, these results indicate that the L1-L1 and L2-L2 reuse of primed constructions is conditioned by the shared constituent structure between prime-target pairs, but also by the mapping of syntactic features to semantic and lexical features of the primed sentence.