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"Arabic language Tense."
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Translating Tenses in Arabic-English and English-Arabic Contexts
This volume is devoted to the translation of Arabic tenses into English, and English tenses into Arabic. Using a corpus of 1,605 examples, it is remarkably exhaustive in its treatment of the categories and forms of both Standard Arabic and English tenses. As such, it represents a useful reference for translators and linguistics researchers. With 260 example sentences and their translations, the book will be very beneficial to teachers and students of Arabic-English and English-Arabic translation.The book is divided into eight chapters. The first presents the variety of Arabic that will be studied and explains why translation should be a text-oriented process. Chapter Two deals with the differences between tense and aspect in Arabic and English, respectively. Chapter Three proposes a model for translating Standard Arabic perfect verbs into English based on their contextual references. The fourth chapter shows the contextual clues that can assist a translator in selecting the proper English equivalents of Arabic imperfect verbs.Chapter Five deals with the translation of Arabic active participles into English. Translating Arabic passive participles into English is handled in Chapter Six. The seventh chapter tackles the translation of English simple and progressive tenses into Arabic. Chapter Eight provides an approach to the translation of English perfect and perfect progressive tenses into Standard Arabic.
eBook
Expressive Verb Morphology Deficits in Arabic-Speaking Children With Developmental Language Disorder
Purpose: This study investigated the production of tense and subject-verb agreement in Palestinian Arabic-speaking children with developmental language disorder (DLD) in comparison to their typically developing (TD) peers in terms of (a) performance accuracy and (b) error patterns. Method: Participants were 14 children with DLD aged 4;0-7;10 and 32 TD children aged 3;0-8;0 matched on nonverbal abilities. Children were asked to complete a picture-based verb elicitation task. The task was designed to measure the production accuracy of tense and subject-verb agreement inflections in Arabic. Results: The DLD group scored significantly lower than the TD group on the verb elicitation task. The DLD group was significantly less accurate than the TD group in marking tense, specifically present tense. They were also less accurate in marking agreement in general, with specific difficulty in using feminine verb forms. The DLD and TD groups differed in their tense error patterns, but not in agreement error patterns. Conclusions: The acquisition of verb morphology in Palestinian Arabic-speaking children with DLD appears to be delayed and possibly different from their TD peers. The DLD group found the production of marked verb forms more challenging than less marked ones. These results are discussed in light of the structural characteristics of Arabic. Future studies would need to include larger sample sizes; investigate other aspects of verb morphology, including both production and comprehension; include other language domains; and consider longitudinal designs to provide more in-depth knowledge of Arabic language acquisition.
Journal Article
Examining morphosyntactic representations in EFL written narratives among L1 Hebrew and Arabic-speaking 6th graders
The present study examined elicited written English as a foreign language (EFL) narratives produced by 6th grade Hebrew and Arabic speakers in their 4th year of learning EFL. We examined the use of correct verb morphology and morphosyntactic structures, in relation to supporting L1/EFL skills. Fifty-eight pupils (29 Arabic speakers) participated in this study. Assessment tasks included Hebrew and Arabic (L1) morphological awareness (MA), EFL vocabulary, MA and reading comprehension (RC). Arabic speakers were also tested in second language (L2) Hebrew MA. English written narratives were coded for total words, verbs, nouns, correct and complex sentences, and use of verb morphology (past tense, present progressive, 3rd person singular, copula) in obligatory context. Both groups found 3rd person singular the most challenging, despite between group differences in EFL proficiency. Neither group showed crosslinguistic transfer of MA from L1 to EFL, however, Arabic speakers showed strong associations between HMA and EMA, suggesting possible indirect crosslinguistic influence. Hebrew speakers had strongest associations between EFL RC and MA with all aspects of EFL morphosyntactic use, while Arabic speakers relied on English MA for all aspects of correct morphosyntactic production. Regression analyses showed Hebrew speakers relied solely on English RC for verb and sentence production, whereas Arabic speakers drew on English MA. Results have theoretical and practical implications regarding typological considerations in cross-linguistic transfer, as well as point to specific difficulties and patterns in acquisition of EFL morphosyntax among speakers of Semitic languages, highlighting the role of L1 and EFL contributors to EFL written output.
Journal Article
The Dilemma of Utilising the Present Perfect Tense in English Writing by Arab English Learners
This study diagnoses the challenges of foreign language learners in using the present perfect tense when writing in English. Most foreign language learners fail to correctly write sentences using the present perfect tense and substitute it with the past tense. The researchers suggest an instructional program based on steps for teachers to solve the problem of the present perfect tense. The study sample is twenty students in the seventh grade in one of the government schools for girls. The researchers asked the participants to write sentences using the present perfect tense. After analysing students' sentences, the researchers detected many incorrect cases of using of the present perfect tense and highlighted the incorrect usage for discussion. The results show that most errors stemmed from Arabic words interfering with English. The present perfect tense presents more significant challenges for Arab students than the simple past tense. The study showed that students' native language influences English grammatical structure use. These results have significant implications for how the mother language affects EFL classrooms. The results also reflect the students’ misunderstanding of the meaning of the present perfect since they are unfamiliar with the function of the present tense. Finally, teachers are part of the problem because they follow the traditional grammar teaching method, which focuses on structure rather than function. The researchers suggest a series of recommendations based on the study's findings.
Journal Article
The morpho-syntax of question particles in Standard Arabic
Unlike wh-question questions in Standard Arabic (SA), which received much attention in the past decades in different approaches within generative grammar, question particles (yes-no questions) in SA have not yet been studied thoroughly in minimalist syntax, and less attention has been paid to them. There is a need to analyze SA question articles and explore their syntactic behavior within minimalism. The reason why this topic has been selected for study is that SA question particles have not been investigated in detail yet in Chomsky’s Phase Theory; it has not been analyzed how question particles are derived and represented morpho-syntactically in a clause structure. Therefore, this study aims to investigate the morpho-syntax of SA question particles and provide satisfactory answers to the following questions: (i) Do question particles in SA undergo any syntactic movement to [Spec-CP] in the derivation of yes-no questions? If not, why?, (ii) Are question particles based-generated in [Spec-CP]?, and (iii) How can question particles be accounted for neatly in Chomsky’s Phase-based Theory? The paper adopts Chomsky’s Phase Theory to examine the interaction between the assumptions of this theory and the SA data on question particles. The study findings reveal that, unlike English, question particles in SA do not undergo any syntactic movement while deriving yes-no questions and are assumed to be base-generated in [Spec-CP]. Such question particles are not part of the verb morphology and are merely morphological affixes used as devices to mark interrogativity in the syntax; they do not carry any agreement and tense features that trigger syntactic movement to the clause-initial position.
Journal Article
The effects of web-based language learning on university students' translation proficiency
PurposeWeb-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.Design/methodology/approachThe study is quantitative, with a pretest/posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.FindingsThe findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = 0.342). Furthermore, it was discovered that gender did not affect students' performance in the posttest (Z = −1.564, p > 0.05) when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective.Practical implicationsThe findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of English as a Foreign Language (EFL) learners.Originality/valueThe findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.
Journal Article
The vowel system of Qatari Arabic: Evidence for peripheral/non-peripheral distinction between long and short vowels
Arabic has a vowel system with three long and three short monophthongs. One of the parameters that accounts for qualitative differences between long and short vowels across languages is tenseness/laxness of vowels located on the peripheral/non-peripheral tracks in the vowel space. The present study investigates acoustical cues (F1, F2, and duration) of vowels using the data obtained from 21 speakers of Qatari Arabic. The vowels were produced in four phonetic contexts: labial, alveolar, uvular, and pharyngeal. The results revealed considerable qualitative differences between long and short vowels. The long vowels were articulated at the periphery of vowel space; the short vowels occupied more centralized positions. The co-articulatory effect of the preceding consonant was more prominent in short vowels. Short high vowels /i u/ were lowered toward the mid position; short low /a/ was fronted; long low /aː/ was retracted and raised. The findings suggest that short vowels in Qatari Arabic are lax and non-peripheral.
Journal Article
The Velar-Lips in jaf??al Form of Arabic Present Tense
Arabic has three main vowels, which are the vowel /a/ (fathah), the vowel /i/ (kasrah), and the vowel /u/ ([d.sup.[??]]ammah). This study analyses the vowels of the Arabic Present Tense in jaf[??]al form which is related to the arrangement of letters. This study aims at helping Arabic language students who have difficulty determining the correct vowel of the three vowel fractions. In addition, this study can help linguists in general and Arabic linguists in particular to determine the vowel reading of the letter [??]ayn ([phrase omitted]) on the active verb pattern of modern Arabic jaf[??]al which is divided into vowels /a/ (fathah), vowel /i/ (kasrah), and the vowel /u/ ([d.sup.[??]]ammah). This study applies a qualitative method. Al-Khali:l dictionary and al-Ma[??]aniy online dictionary were referred for data collection. Three syllable active verbs were analyzed as vowels for these three syllable active verbs in Arabic will change to three different vowels in the Present Tense of the verb. Based on the phonological method proposed by El-Wadi (2005), the analysis focused on the arrangement of the letters [??]ayn ([phrase omitted]) in the Past Tense verb which is processed from the phonological method pioneered by Chomsky and Halle (1968). Clearly, the findings of the study have shown that there are effects on the vowel on the [??]ayn ([phrase omitted]) active verb of the Arabic Present Tense caused by the arrangement of [??]ayn ([phrase omitted]) on the active Arabic verb of the past. At the same time, this study provides an alternative that shows that the vowels at the position of the letter [??]ayn ([phrase omitted]) of the active Arabic verb of the present time are non-random. Index Terms--vowels, Arabic, active verbs, phonological rule, present tense
Journal Article