Abdullah Mulhi Al-Suhaimi, Fahad Abdulrahman Almalki
The purpose of the study was to identify the role of school leadership in promoting intellectual security among secondary school students in Al-Medina Al-Manwara as perceived by teachers. The study adopted the descriptive survey methodology, by using a questionnaire to collect data containing five domains and (30) items, administrated on a sample of (313) teachers. The findings of the study showed that the role of school leadership in promoting the intellectual security of secondary school students came to a large degree in the teachers’ domain, and to medium degree in the rest of the domains, there were no significant statistical differences due to the educational qualification variable in the domains of (student counseling, teachers, and school activities), there were no significant statistical differences due to the educational qualification variable in the two domains (family and local community), there were significant statistical differences due to the variable number of years of service in all study domains, there were no significant statistical differences due to the variable of the type of school building.
{"title":"The Role of School Leadership in Promoting Intellectual Security among Secondary School Students in Al-Medina Al-Munwara as Perceived by Teachers","authors":"Abdullah Mulhi Al-Suhaimi, Fahad Abdulrahman Almalki","doi":"10.46515/jaes.v9i1.582","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.582","url":null,"abstract":"The purpose of the study was to identify the role of school leadership in promoting intellectual security among secondary school students in Al-Medina Al-Manwara as perceived by teachers. The study adopted the descriptive survey methodology, by using a questionnaire to collect data containing five domains and (30) items, administrated on a sample of (313) teachers. The findings of the study showed that the role of school leadership in promoting the intellectual security of secondary school students came to a large degree in the teachers’ domain, and to medium degree in the rest of the domains, there were no significant statistical differences due to the educational qualification variable in the domains of (student counseling, teachers, and school activities), there were no significant statistical differences due to the educational qualification variable in the two domains (family and local community), there were significant statistical differences due to the variable number of years of service in all study domains, there were no significant statistical differences due to the variable of the type of school building.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"88 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484801","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}
The study aimed to identify the predictive ability of cognitive dissonance at the level of critical thinking skills among tenth grade students at Zarqa Education District / UNRWA. The study sample consisted of (340) male and female students. Researchers used the cognitive dissonance scale, and translated critical thinking test (Watson-Glasar), the abbreviated British version. The results showed: No statistically significant differences in cognitive dissonance and critical thinking skills referred to the effect of gender. The results also showed that cognitive dissonance had ability of predictive at the level of critical thinking skills. As (69%) of the variance in critical thinking can be explained by the variance in (cognitive dissonance), meaning that (cognitive dissonance) predicts (69%) of the level of critical thinking. The researchers recommended that educators, including teachers and curriculum developers, to pay attention to strategies that raise cognitive dissonance because of their importance in developing critical thinking skills.
{"title":"The Predictive Ability of Cognitive Dissonance at the Level of Critical Thinking Skills among Tenth Grade Students at Zarqa Educational District / UNRWA","authors":"Sameer Ramadan Saleem, Mohamad Ahmad Sawalha","doi":"10.46515/jaes.v9i1.597","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.597","url":null,"abstract":"The study aimed to identify the predictive ability of cognitive dissonance at the level of critical thinking skills among tenth grade students at Zarqa Education District / UNRWA. The study sample consisted of (340) male and female students. Researchers used the cognitive dissonance scale, and translated critical thinking test (Watson-Glasar), the abbreviated British version. The results showed: No statistically significant differences in cognitive dissonance and critical thinking skills referred to the effect of gender. The results also showed that cognitive dissonance had ability of predictive at the level of critical thinking skills. As (69%) of the variance in critical thinking can be explained by the variance in (cognitive dissonance), meaning that (cognitive dissonance) predicts (69%) of the level of critical thinking. The researchers recommended that educators, including teachers and curriculum developers, to pay attention to strategies that raise cognitive dissonance because of their importance in developing critical thinking skills.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"112 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481740","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 aimed at identifying the teachers' organizational behavior in public education schools at Tabuk region and its relevant relationship to some variables. The descriptive survey methodology is employed herein, which suits this study. The study sample consisted of (357) teachers, of both genders in public schools at Tabuk region. A stratified random sample has been selected from the population; i.e. (10,893) of teachers. In order to realize the study goals, a questionnaire has been developed: Validity and reliability thereof were assured. The realized results showed that the organizational behavior of teachers in public education schools at Tabuk was medium degree from the teachers' point of view. The results also showed that there were no differences of statistical significance among the means of study sample individuals' perception, in terms of teachers' organizational behavior in the region. In light of the foregoing results, the researchers recommended the necessity to expand in developing the teachers' performance, and management participation in decision making which should be translated into actual practices.
{"title":"The Reality of the Organizational Behavior of Teachers in Public Education Schools in the Tabuk Region in the Kingdom of Saudi Arabia and its Relationship to Some Variables","authors":"Najah Yehya Nassar Al Atwi, A. Battah","doi":"10.46515/jaes.v9i1.593","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.593","url":null,"abstract":"This study aimed at identifying the teachers' organizational behavior in public education schools at Tabuk region and its relevant relationship to some variables. The descriptive survey methodology is employed herein, which suits this study. The study sample consisted of (357) teachers, of both genders in public schools at Tabuk region. A stratified random sample has been selected from the population; i.e. (10,893) of teachers. In order to realize the study goals, a questionnaire has been developed: Validity and reliability thereof were assured. The realized results showed that the organizational behavior of teachers in public education schools at Tabuk was medium degree from the teachers' point of view. The results also showed that there were no differences of statistical significance among the means of study sample individuals' perception, in terms of teachers' organizational behavior in the region. In light of the foregoing results, the researchers recommended the necessity to expand in developing the teachers' performance, and management participation in decision making which should be translated into actual practices.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"182 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482048","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}
The study investigated the impact of age and gender on the use of impoliteness strategies deduced from the use of metaphorical expressions of stupidity and stubbornness in Jordanian Spoken Arabic (JSA). The data has been collected through a Discourse Completion Task (DCT), which consisted of 20 situations related to stupidity and stubbornness. The participants of the study were 200 Jordanian males and females whose ages ranged between 20-65-year-old. The study adopted Culpeper's (1996) model as a theoretical framework to analyze the data. The findings showed that the most frequently used strategy is positive impoliteness while the least used strategy is sarcasm among male and female speakers. It was also found out that younger speakers outperformed the other age ranges of speakers in the use of impoliteness strategies. Jordanian elderly female speakers used the positive output strategies more than males in JSA, whereas middle age speakers used these strategies the least.
{"title":"A Socio-Pragmatic Study of Stupidity or Stubbornness Expressions in Jordanian Spoken Arabic","authors":"Anas Abdelhafiz Al-Bawareed, A. M. Al-Harahsheh","doi":"10.46515/jaes.v9i1.475","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.475","url":null,"abstract":"The study investigated the impact of age and gender on the use of impoliteness strategies deduced from the use of metaphorical expressions of stupidity and stubbornness in Jordanian Spoken Arabic (JSA). The data has been collected through a Discourse Completion Task (DCT), which consisted of 20 situations related to stupidity and stubbornness. The participants of the study were 200 Jordanian males and females whose ages ranged between 20-65-year-old. The study adopted Culpeper's (1996) model as a theoretical framework to analyze the data. The findings showed that the most frequently used strategy is positive impoliteness while the least used strategy is sarcasm among male and female speakers. It was also found out that younger speakers outperformed the other age ranges of speakers in the use of impoliteness strategies. Jordanian elderly female speakers used the positive output strategies more than males in JSA, whereas middle age speakers used these strategies the least.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"179 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484968","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}
Hiam Ali Abu Raya, Mohammad Ali Ashour, Khaled Mohammad Al-Omari
The study aimed to identify the relationship between the degree of practicing servant leadership among middle school principals in the north district within The Green Line and the level of organizational excellence in those schools. The descriptive correlational methodology and the questionnaire were used, the sample consisted of (67) principals, and (320) teachers, who were chosen using the stratified random sample method according to the job title. The results showed a high degree of servant leadership practice among principals, and of organizational excellence, and a positive correlation between practicing servant leadership and the level of organizational excellence. The study recommended delegating principals much power to make decentralized decisions, and enforcement of the local community's role in school goals and policies.
{"title":"The Practicing Degree of Middle Schools’ Principals in The North District within The Green Line for Servant Leadership and its Relation to Organizational Excellence level","authors":"Hiam Ali Abu Raya, Mohammad Ali Ashour, Khaled Mohammad Al-Omari","doi":"10.46515/jaes.v9i1.587","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.587","url":null,"abstract":"The study aimed to identify the relationship between the degree of practicing servant leadership among middle school principals in the north district within The Green Line and the level of organizational excellence in those schools. The descriptive correlational methodology and the questionnaire were used, the sample consisted of (67) principals, and (320) teachers, who were chosen using the stratified random sample method according to the job title. The results showed a high degree of servant leadership practice among principals, and of organizational excellence, and a positive correlation between practicing servant leadership and the level of organizational excellence. The study recommended delegating principals much power to make decentralized decisions, and enforcement of the local community's role in school goals and policies.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"28 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482374","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}
The current study aimed to identify the level of teaching quality and the achievement motivation among tenth grade students in Kuwait and the relationship between them. The sample was formed of (956) students, containing (395) male students and (561) female students of the secondary school’ tenth grade in Kuwait. Their ages range from (15-16) years old. Two tools were used: the three-dimensional teaching quality scale (Classroom Management, Cognitive Activation, Support), and achievement motivation scale. The results indicated that both teaching quality and achievement motivation had high levels. The results also indicated that there was a statistically significant positive correlation at level of significance (0.05) between the total score of teaching quality and achievement motivation amounted to (0.444). Moreover, the results concluded that there were no statistically significant differences at the significance level (0.05) in the relationship between teaching quality and achievement motivation attributed to the variable of gender. Finally, this study recommended that further studies concerning teaching quality and achievement motivation should be conducted on various age groups.
{"title":"Teaching Quality and its Relationship with Achievement Motivation of Tenth Grade Students in Kuwait State","authors":"Maryam Mubarak J. Mubarak, J. Mattar","doi":"10.46515/jaes.v9i1.594","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.594","url":null,"abstract":"The current study aimed to identify the level of teaching quality and the achievement motivation among tenth grade students in Kuwait and the relationship between them. The sample was formed of (956) students, containing (395) male students and (561) female students of the secondary school’ tenth grade in Kuwait. Their ages range from (15-16) years old. Two tools were used: the three-dimensional teaching quality scale (Classroom Management, Cognitive Activation, Support), and achievement motivation scale. The results indicated that both teaching quality and achievement motivation had high levels. The results also indicated that there was a statistically significant positive correlation at level of significance (0.05) between the total score of teaching quality and achievement motivation amounted to (0.444). Moreover, the results concluded that there were no statistically significant differences at the significance level (0.05) in the relationship between teaching quality and achievement motivation attributed to the variable of gender. \u0000Finally, this study recommended that further studies concerning teaching quality and achievement motivation should be conducted on various age groups.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"425 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479841","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 examined the level of social communication problems, social anxiety, and mood problems among children with ASD (age 6-13 years) enrolled in special classes (n=46) and regular classes (n=36) from teachers' point of view in the schools of a part of Palestine. Teachers responded to three questionnaires - social communication problems, social anxiety and mood problems- that were used to answer the research questions. Results: social communication problems, social anxiety and mood problems were of medium rates for students with ASD enrolled in reguler and special classes. No significant differences in the level of social communication problems could be attributed to class type (Regular, Special) or the grade level-(1st – 3rd, 4th - 6th). There were significant differences in social anxiety levels that could be attributed to grade level in favor of the 4th - 6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in mood problems levels that could be attributed to the class type in favor of special classes, but no differences were found according to grade level. There was a direct significant relationship between communication problems, social anxiety, and mood problems. Conclusion: social communication problems may be an important risk factor for the development of social anxiety and mood problems among students with ASD.
{"title":"Social Communication Problems, Social Anxiety, and Mood Problems among Students with Autism Spectrum Disorder from Teachers' Point of View","authors":"Naila Tallas Mahajna, Jamal Mohammed Al Khateeb","doi":"10.46515/jaes.v9i1.572","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.572","url":null,"abstract":"This study examined the level of social communication problems, social anxiety, and mood problems among children with ASD (age 6-13 years) enrolled in special classes (n=46) and regular classes (n=36) from teachers' point of view in the schools of a part of Palestine. Teachers responded to three questionnaires - social communication problems, social anxiety and mood problems- that were used to answer the research questions. Results: social communication problems, social anxiety and mood problems were of medium rates for students with ASD enrolled in reguler and special classes. No significant differences in the level of social communication problems could be attributed to class type (Regular, Special) or the grade level-(1st – 3rd, 4th - 6th). There were significant differences in social anxiety levels that could be attributed to grade level in favor of the 4th - 6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in mood problems levels that could be attributed to the class type in favor of special classes, but no differences were found according to grade level. There was a direct significant relationship between communication problems, social anxiety, and mood problems. Conclusion: social communication problems may be an important risk factor for the development of social anxiety and mood problems among students with ASD.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"50 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480285","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}
The study aimed to adapt Kember scale of reflective thinking to Jordanian context, and to extract the indicators of validity and reliability of the scale, the study sample consisted of (1065) male and female students, namely, (548) male and (517) female students from sixth, eighth and tenth grades from Amman, they were reached by social media after the coordination with school managers and teachers, where the scale was distributed on the social media sites of a number of schools in Amman city. To achieve the aim of this study, the Kember, et al. (2000) scale of reflective thinking has been translated, the scale contains four dimensions: Habitual behavior, understanding, reflection, and critical reflection. The indications of validity were extracted through two ways, face validity, and construct validity by calculating Pearson correlation coefficients between the items and the total degree on each dimension, whereas, indicators of reliability were also extracted by means of test re-test, and Cronbach’s Alpha methods. Further, the results showed differences in reflective thinking performance due to students’ academic achievement, whereas, they showed no differences due to gender differences nor grade differences.
{"title":"Indicators of Validity and Reliability of the Jordanian Version of Kember Reflective Thinking Scale among Upper Basic Stage Students in Amman","authors":"Razan Wassef Mansour, A. Alzig","doi":"10.46515/jaes.v9i1.560","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.560","url":null,"abstract":"The study aimed to adapt Kember scale of reflective thinking to Jordanian context, and to extract the indicators of validity and reliability of the scale, the study sample consisted of (1065) male and female students, namely, (548) male and (517) female students from sixth, eighth and tenth grades from Amman, they were reached by social media after the coordination with school managers and teachers, where the scale was distributed on the social media sites of a number of schools in Amman city. To achieve the aim of this study, the Kember, et al. (2000) scale of reflective thinking has been translated, the scale contains four dimensions: Habitual behavior, understanding, reflection, and critical reflection. The indications of validity were extracted through two ways, face validity, and construct validity by calculating Pearson correlation coefficients between the items and the total degree on each dimension, whereas, indicators of reliability were also extracted by means of test re-test, and Cronbach’s Alpha methods. Further, the results showed differences in reflective thinking performance due to students’ academic achievement, whereas, they showed no differences due to gender differences nor grade differences.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"225 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484946","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}
The study aimed to verify the effectiveness of a teaching-learning program in regulating emotions based on the Gross model on social competence of students in the tenth grade in Amman. The study sample consisted of (47) students from Othman Bin Affan Basic School affiliated to the Directorate of Education for the District of the Kasbah of Amman. The students were intentionally chosen and randomly distributed into two groups: an experimental group and a control group.To achieve the objectives of the study, the program was built based on the Gross Model of Emotion Regulation, and the social competency scale which was developed by Lafi (2017) was used on four dimensions (social skills, self-control, academic skills and social compatibility) after assuring its validity and reliability.The results showed statistical significance at the level of significance (α ≤ .05) between the two groups in favor of the experimental group in all dimensions of the scale due to the Gross model-based emotion regulation educational program. The study recommended that this programme be implemented by teachers, counselors, and scholars in order to increase students’ social competence.
本研究旨在验证基于安曼十年级学生社交能力格罗斯模型的情绪调节教学计划的有效性。研究样本包括安曼卡斯巴地区教育局下属奥斯曼-本-阿凡基础学校的（47）名学生。为实现研究目标，该项目基于情绪调节毛模型（Gross Model of Emotion Regulation），并在确保其有效性和可靠性后，在四个维度（社交技能、自我控制、学习技能和社会兼容性）上使用了拉菲（2017）编制的社交能力量表。结果表明，在显著性水平（α≤.05）上，由于采用了基于格罗斯模型的情绪调节教育计划，两组学生在量表的所有维度上都对实验组有利。研究建议教师、辅导员和学者实施该计划，以提高学生的社交能力。
{"title":"Effectiveness of a Teaching-Learning Program in the Regulating of Emotions Based on Gross’s Model on Social Competence among Tenth Grade Students in Amman","authors":"Ali Atwa Alfandi, Rifa Rafe Zoube","doi":"10.46515/jaes.v9i1.461","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.461","url":null,"abstract":"The study aimed to verify the effectiveness of a teaching-learning program in regulating emotions based on the Gross model on social competence of students in the tenth grade in Amman. The study sample consisted of (47) students from Othman Bin Affan Basic School affiliated to the Directorate of Education for the District of the Kasbah of Amman. The students were intentionally chosen and randomly distributed into two groups: an experimental group and a control group.To achieve the objectives of the study, the program was built based on the Gross Model of Emotion Regulation, and the social competency scale which was developed by Lafi (2017) was used on four dimensions (social skills, self-control, academic skills and social compatibility) after assuring its validity and reliability.The results showed statistical significance at the level of significance (α ≤ .05) between the two groups in favor of the experimental group in all dimensions of the scale due to the Gross model-based emotion regulation educational program. The study recommended that this programme be implemented by teachers, counselors, and scholars in order to increase students’ social competence.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"90 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484840","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}
The present study investigates the phonological processes involved in the nativization process of English consonants onto Standard Arabic and provides an account of such processes within Optimality Theory (OT). Specifically, the merits of the analysis shed light on the consonantal alterations attested in Standard Arabic loanword corpus by the examination of the adequate phonological adjustment mechanisms used in the integration process of English consonants within OT. The study reveals that several phonological processes are attested, namely: voicing, devoicing, emphasization, affrication and deaffrication, uvularization, fronting and metathesis. In addition, results have stressed the role of both markedness and the phonological distinctive features of natural classes on the integration process. The study reveals that the consonantal alterations attested are grounded on the domination of the markedness constraints, which condition rendering the output less marked in SA, over the faithfulness constraints, which exert effort in preserving the output faithful to the input.
本研究调查了英语辅音在标准阿拉伯语中的本土化过程所涉及的语音过程，并在最优化理论（OT）中对这一过程进行了解释。具体地说，通过研究 OT 中英语辅音整合过程中使用的适当语音调整机制，分析的优点揭示了标准阿拉伯语借词语料中证实的辅音变化。研究表明，有几种语音过程得到了证实，即：发声、去声、强调、缀合和去缀合、元音化、前置和合成。此外，研究结果还强调了自然类的标记性和语音特征对整合过程的作用。研究表明，所证实的辅音变化是以标记性约束为基础的，而忠实性约束则努力使输出忠实于输入。
{"title":"An Optimality Analysis of English Consonantal Adaptation in Standard Arabic","authors":"Fatima Zaki Al-Qudah, R. Mahadin","doi":"10.46515/jaes.v9i1.602","DOIUrl":"https://doi.org/10.46515/jaes.v9i1.602","url":null,"abstract":"The present study investigates the phonological processes involved in the nativization process of English consonants onto Standard Arabic and provides an account of such processes within Optimality Theory (OT). Specifically, the merits of the analysis shed light on the consonantal alterations attested in Standard Arabic loanword corpus by the examination of the adequate phonological adjustment mechanisms used in the integration process of English consonants within OT. The study reveals that several phonological processes are attested, namely: voicing, devoicing, emphasization, affrication and deaffrication, uvularization, fronting and metathesis. In addition, results have stressed the role of both markedness and the phonological distinctive features of natural classes on the integration process. The study reveals that the consonantal alterations attested are grounded on the domination of the markedness constraints, which condition rendering the output less marked in SA, over the faithfulness constraints, which exert effort in preserving the output faithful to the input.","PeriodicalId":394836,"journal":{"name":"Jordanian Educational Journal","volume":"243 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483900","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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