This article is interested in the development of language as a human feature and a historical development linguists classify using specific classifications of ‘strata’ to indicate dominant and recessive language types in language contact situations. The influence of the ancient Egyptian language, which had words, that we can still find with slight phonetic changes in contemporary Arabic is a paradigm for the study in the development of language. But these linguistic findings are also the ground for questioning the positions and theories on mainstream research positions. This discussion we will have after the presentation of our findings. The corpus of this study consists of 2900 entries in the Project Tower of Babel of Semitic words. The words of this corpus that have a corresponding word in contemporary Arabic are presented. The distinction between the Afroasiatic and the Semitic language families is a basic assumption in linguistics. Egyptian is classified as an Afroasiatic language, while Arabic is a Semitic language.
{"title":"Language Contact Studies between Africa and Asia Arabic and the Ancient Egyptian Language: An Approach of the Configuration of the History of Language Development Exemplified by Strata of the Afro-Asiatic and Semitic Language Families","authors":"F. Haase","doi":"10.60149/hrxu2241","DOIUrl":"https://doi.org/10.60149/hrxu2241","url":null,"abstract":"This article is interested in the development of language as a human feature and a historical development linguists classify using specific classifications of ‘strata’ to indicate dominant and recessive language types in language contact situations. The influence of the ancient Egyptian language, which had words, that we can still find with slight phonetic changes in contemporary Arabic is a paradigm for the study in the development of language. But these linguistic findings are also the ground for questioning the positions and theories on mainstream research positions. This discussion we will have after the presentation of our findings. The corpus of this study consists of 2900 entries in the Project Tower of Babel of Semitic words. The words of this corpus that have a corresponding word in contemporary Arabic are presented. The distinction between the Afroasiatic and the Semitic language families is a basic assumption in linguistics. Egyptian is classified as an Afroasiatic language, while Arabic is a Semitic language.","PeriodicalId":280959,"journal":{"name":"CALR Linguistics Journal - Issue 4","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115837361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated grammatical errors in a corpus of 18 essays written by 18 participants. The participants were third-year Tunisian students who were studying business English at the ISEAH Institute of Kef in Tunisia. They had experienced approximately the same number of years of education through primary, secondary and university education in Tunisia. All of the participants came from non-English speaking backgrounds and seldom communicated in English outside the school. The instrument used for this study was participants’ written essays. All of the grammatical errors in the essays were identified and classified into various categorizations. The results of the study show that the most pervasive errors committed by the participants were tenses, morphology, prepositions, articles, verbs, and relative pronouns. This study has shed light on the process through which students internalize the grammatical rules of English as a target language. Such a study of language learning difficulties is useful to teachers because it tells about frequent “trouble-spots” in language learning which can be employed in the preparation of efficient teaching materials. Keywords: Error analysis, grammar, English, Arabic, interference, acquisition.
这项研究调查了18名参与者写的18篇文章中的语法错误。参与者是在突尼斯ISEAH Institute of Kef学习商务英语的突尼斯三年级学生。他们在突尼斯接受小学、中学和大学教育的年数大致相同。所有参与者都来自非英语背景，很少在校外用英语交流。这项研究使用的工具是参与者的书面文章。文章中所有的语法错误都被识别出来并分类成不同的类别。研究结果表明，参与者犯的最普遍的错误是时态、词法、介词、冠词、动词和关系代词。这项研究揭示了学生将英语语法规则内化的过程。这种对语言学习困难的研究对教师很有用，因为它揭示了语言学习中经常出现的“疑难点”，可以用于编写有效的教材。关键词:错误分析，语法，英语，阿拉伯语，干扰，习得。
{"title":"An Analysis of Written Grammatical Errors of Tunisian Learners of English in EFL Context","authors":"Sondes Hamdi","doi":"10.60149/dqxx3250","DOIUrl":"https://doi.org/10.60149/dqxx3250","url":null,"abstract":"This study investigated grammatical errors in a corpus of 18 essays written by 18 participants. The participants were third-year Tunisian students who were studying business English at the ISEAH Institute of Kef in Tunisia. They had experienced approximately the same number of years of education through primary, secondary and university education in Tunisia. All of the participants came from non-English speaking backgrounds and seldom communicated in English outside the school. The instrument used for this study was participants’ written essays. All of the grammatical errors in the essays were identified and classified into various categorizations. The results of the study show that the most pervasive errors committed by the participants were tenses, morphology, prepositions, articles, verbs, and relative pronouns. This study has shed light on the process through which students internalize the grammatical rules of English as a target language. Such a study of language learning difficulties is useful to teachers because it tells about frequent “trouble-spots” in language learning which can be employed in the preparation of efficient teaching materials. Keywords: Error analysis, grammar, English, Arabic, interference, acquisition.","PeriodicalId":280959,"journal":{"name":"CALR Linguistics Journal - Issue 4","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123391752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language shapes both how we understand and how we negotiate our world; learning a second language provides both a deep awareness of differences (linguistic and cultural) and a means to bridge them. Linguistics needs and requirement of the second language L2 give communicative capacities to the learners, and the study of foreign languages fosters precisely these capacities. The subject of linguistic needs analysis (LNA) has not yet received sufficient attention from researchers and language teaching professionals in the Arab world. As a result, Arab learners rarely have input in their language teaching context. This paper is an attempt to draw the attention of educators, language teaching professionals, and other interested parties to the dilemma of a large number of the Arab learners of the English. Students are not adequately prepared, from a linguistic point of view, to pursue their university education with a great deal of efficiency. The core of the problem lies in the pre-packaged language teaching curricula that are usually imported for the students and are not based on their needs. In this paper we will shed some light on this subject by offering a generic and critical reflection on some of the LNA-related educational ailments that are ubiquitous in the Arab world. I will begin with a brief theoretical introduction about the concept of linguistic needs analysis and present two LNA taxonomies that, if implemented, should provide English language instructors with a well-rounded idea about their learners' needs. Then, I will draw on my life-long experience as a language teaching professional and professor of English Arabic translation to the graduate and post graduate students, in order to provide a generic and critical examination of LNA in the Arab world. Finally, I will present some recommendations that may help educators and other interested parties to improve the process of foreign language instruction for Arab learners' of English needs.
{"title":"Linguistic Needs for Arab learners of English","authors":"Monia Hammami","doi":"10.60149/umym1167","DOIUrl":"https://doi.org/10.60149/umym1167","url":null,"abstract":"Language shapes both how we understand and how we negotiate our world; learning a second language provides both a deep awareness of differences (linguistic and cultural) and a means to bridge them. Linguistics needs and requirement of the second language L2 give communicative capacities to the learners, and the study of foreign languages fosters precisely these capacities. The subject of linguistic needs analysis (LNA) has not yet received sufficient attention from researchers and language teaching professionals in the Arab world. As a result, Arab learners rarely have input in their language teaching context. This paper is an attempt to draw the attention of educators, language teaching professionals, and other interested parties to the dilemma of a large number of the Arab learners of the English. Students are not adequately prepared, from a linguistic point of view, to pursue their university education with a great deal of efficiency. The core of the problem lies in the pre-packaged language teaching curricula that are usually imported for the students and are not based on their needs. In this paper we will shed some light on this subject by offering a generic and critical reflection on some of the LNA-related educational ailments that are ubiquitous in the Arab world. I will begin with a brief theoretical introduction about the concept of linguistic needs analysis and present two LNA taxonomies that, if implemented, should provide English language instructors with a well-rounded idea about their learners' needs. Then, I will draw on my life-long experience as a language teaching professional and professor of English Arabic translation to the graduate and post graduate students, in order to provide a generic and critical examination of LNA in the Arab world. Finally, I will present some recommendations that may help educators and other interested parties to improve the process of foreign language instruction for Arab learners' of English needs.","PeriodicalId":280959,"journal":{"name":"CALR Linguistics Journal - Issue 4","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131169042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper looks into the implementation of the interdisciplinary curriculum in Algerian EFL course from the perspectives of both broad areas of learning and learning process. It analyses two textbooks, Spotlight on English Book 3 and Getting Through, belonging respectively to the middle and secondary school levels. The analysis shows that the designers have adopted the Interpretation, Constructivist Design (ICON) Model (O’Mallet and Chamot 1990) and restricted its use to the strategy of generating and testing hypotheses. Our main findings underscore the constructivist orientation of the curriculum and underline three important flaws in the textbooks: one, the activities are not purposive in questioning for information and cooperation; two, the generating strategy serves as a learning strategy rather than as a learning process; three, the stages of multiple interpretations and manifestations are rarely attained, leaving little opportunity for knowledge transfer to real life contexts.
本文从广泛的学习领域和学习过程两个角度探讨了跨学科课程在阿尔及利亚英语课程中的实施。本文分析了两本分别属于初中和初中水平的教材《聚焦英语》和《穿越》。分析表明，设计师们采用了解释、建构主义设计(ICON)模型(O’mallet and Chamot 1990)，并将其使用限制在产生和检验假设的策略上。我们的主要研究结果强调了课程的建构主义取向，并强调了教科书的三个重要缺陷:一是活动在提问信息和合作方面没有目的性;第二，生成策略是一种学习策略，而不是一个学习过程;第三，很少达到多种解释和表现的阶段，很少有机会将知识转移到现实生活环境中。
{"title":"The Construction of Transcurricular Competencies in Algerian EFL Course: A Textbook Analysis","authors":"Amar Guendouzi, Hamid Ameziane","doi":"10.60149/rahl7446","DOIUrl":"https://doi.org/10.60149/rahl7446","url":null,"abstract":"This paper looks into the implementation of the interdisciplinary curriculum in Algerian EFL course from the perspectives of both broad areas of learning and learning process. It analyses two textbooks, Spotlight on English Book 3 and Getting Through, belonging respectively to the middle and secondary school levels. The analysis shows that the designers have adopted the Interpretation, Constructivist Design (ICON) Model (O’Mallet and Chamot 1990) and restricted its use to the strategy of generating and testing hypotheses. Our main findings underscore the constructivist orientation of the curriculum and underline three important flaws in the textbooks: one, the activities are not purposive in questioning for information and cooperation; two, the generating strategy serves as a learning strategy rather than as a learning process; three, the stages of multiple interpretations and manifestations are rarely attained, leaving little opportunity for knowledge transfer to real life contexts.","PeriodicalId":280959,"journal":{"name":"CALR Linguistics Journal - Issue 4","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114231067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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