The Renaissance of Modern Hebrew and Modern Standard Arabic: Parallels and Differences in the Revival of Two Semitic Languages

Language ◽  
1983 ◽  
Vol 59 (1) ◽  
pp. 233
Author(s):  
Andrew Fox ◽  
Joshua Blau
Keyword(s):  
Modern Standard Arabic ◽  
Semitic Languages ◽  
Standard Arabic ◽  
Modern Hebrew ◽  
Modern Standard

scholarly journals A Linguistic History of Iraqi Arabic (Mesopotamian Arabic)

2018 ◽  
Vol 9 ◽  
pp. 1371-1380
Author(s):  
Saja Albuarabi
Keyword(s):  
Modern Standard Arabic ◽  
Full Agreement ◽  
Important Data ◽  
Linguistic Feature ◽  
Semitic Languages ◽  
Standard Arabic ◽  
Linguistic History ◽  
History Of ◽  
The Subject ◽  
Modern Standard

The objective of this work is to investigate the linguistic structure of Iraqi Arabic or what is known as Mesopotamian Arabic. The paper presents an overview of some of the fundamental analyses of Iraqi Arabic - Mesopotamian Arabic. This article is concentrated on the most important parts of the language which are the phonological, morphological, and syntactical features. The paper not only examines the linguistic feature of Iraqi Arabic but it also, discusses how Iraqi Arabic dialect is different from Modern Standard Arabic with data that are not considered before and with certain new theoretical proposals. The researcher analysis the three dialects, which are Baghdadi, Southern, and Maslawi dialect and provides an important data for each dialect. Unlike Modern Standard Arabic, Iraqi Arabic went through many changes. Phonologically, Iraqi Arabic has more consonants than Modern Standard Arabic, and a few additional long vowels. Many sounds have been replaced with different sounds. In addition, the words in Iraqi Arabic does not end with vowels. Therefore, words end with consonants rather than vowels in Iraqi Arabic. Morphologically, Iraqi Arabic is different from Modern Standard Arabic in the present progressive tense. In Iraqi Arabic, the tenses are formed by adding a prefix to the conjugated stem of the verb, which cannot be found in Modern Standard Arabic. Syntactically, Iraqi Arabic differs from Modern Standard Arabic in two ways: first, there is no case marking; Iraqi Arabic does not show overt cases as it is found in Modern Standard Arabic. Second, Iraqi Arabic lacks agreement. Iraqi Arabic does not always follow the structure of verb-subject order as found in Modern Standard Arabic. The verb usually has full agreement with the subject in both orders, subject-verb, and verb-subject. Finally, Iraqi Arabic has an interesting feature which is head movement that cannot be found in Modern Standard Arabic as Soltan argues. This is can be shown in the following example: [The student seems that ____ he read the book.] Among the other issues that the author discusses in this study is the history of Iraqi Arabic. In addition to the features of Iraqi Arabic and the effects of other languages, such as Turkish and Semitic languages on Iraqi dialects.

scholarly journals Development of maximally reusable grammars: Parallel development of Hebrew and Arabic grammars

2015 ◽  
Author(s):  
Tali Arad Greshler ◽  
Livnat Herzig Sheinfux ◽  
Nurit Melnik ◽  
Shuly Wintner
Keyword(s):  
Shared Resources ◽  
Modern Standard Arabic ◽  
Standard Arabic ◽  
Parallel Development ◽  
Different Types ◽  
Modern Hebrew ◽  
Basic Infrastructure ◽  
Degree Of Similarity ◽  
Modern Standard

We show how linguistic grammars of two different yet related languages can be developed and implemented in parallel, with language-independent fragments serving as shared resources, and language-specific ones defined separately for each language. The two grammars in the focus of this paper are of Modern Hebrew and Modern Standard Arabic, and the basic infrastructure, or core, of the grammars is based on "standard" HPSG. We identify four types of relations that exist between the grammars of two languages and demonstrate how the different types of relations can be implemented in parallel grammars with maximally shared resources. The examples pertain to the grammars of Modern Hebrew and Modern Standard Arabic, yet similar issues and considerations are applicable to other pairs of languages that have some degree of similarity.

scholarly journals Stress Assignment in N+N Combinations in Arabic

2017 ◽  
Vol 6 (6) ◽  
pp. 83 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh
Keyword(s):  
Word Boundary ◽  
Secondary Stress ◽  
Modern Standard Arabic ◽  
Jordanian Arabic ◽  
Semitic Languages ◽  
Stress Assignment ◽  
Standard Arabic ◽  
Physics Teacher ◽  
Default Position ◽  
Modern Standard

The validity of stress as a criterion to distinguish between compounds and phrases has been investigated in many languages, including English (see e.g. Lieber 2005: 376; Booij 2012: 84). However, the possibility of using stress as a criterion in this way has not been investigated for Arabic. Siloni (1997: 21) claims that in N+N combinations in Semitic languages, stress always falls on the second element. However, the results of a study using PRAAT reveal that, in Modern Standard Arabic (MSA) and Jordanian Arabic (JA), stress plays no role in distinguishing between various N+N combinations, i.e. compounds and phrases, e.g.ˈmuʕallim lfiizyaaʔ ‘the physics teacher’ vs.ˈbayt lwalad ‘the boy’s house’, respectively. Analysis shows that the default position of stress in N+N combinations in MSA and JA is on the first element. There is only one systematic exception, which is phonetically conditioned: in N+N combinations with assimilated geminates on the word boundary, a secondary stress or perhaps double stress is assigned. 

The effects of motivation on processing instruction in the acquisition of Modern Standard Arabic gender agreement

2018 ◽  
Vol 2 (1) ◽  
pp. 61-82
Author(s):  
Ayah Farhat ◽  
Alessandro Benati
Keyword(s):  
Academic Motivation ◽  
Processing Instruction ◽  
Gender Agreement ◽  
Modern Standard Arabic ◽  
Language Background ◽  
Standard Arabic ◽  
Positive Effects ◽  
Sentence Level ◽  
Post Test ◽  
Modern Standard

The present study investigates the effects of motivation and processing instruction on the acquisition of Modern Standard Arabic gender agreement. The role of individual differences (e.g. age, gender, aptitude, language background and working memory) on the positive effects generated by processing instruction has been investigated in the last few years. However, no previous research has been conducted to measure the possible effects of motivation on L2 learners exposed to processing instruction. In addition, a reasonable question to be addressed within the processing instruction research framework is whether its positive effects can be generalised to the acquisition of Modern Standard Arabic. The Academic Motivation Scale (AMS) and the Attitude Motivation Test Battery (AMTB) motivation questionnaires were used to capture different variables that influence motivation in order to create the two different groups (high and low motivated). In this experimental study, forty-one native English school-age learners (aged 8–11) were assigned to two groups: ‘the high motivated group’ (n = 29): and the ‘low motivated group’ (n = 12). Both groups received processing instruction, which lasted for three hours. Sentence-level interpretation and production tasks were used in a pre-test and post-test design to measure instructional effects. The learners were required to fill in gaps in both written and spoken mode for the activities. The study also included a delayed post-test administered to the two groups four weeks later. The results indicated that both groups improved equally from pre-test to post-test in all assessment measures and they both retained the positive effects of the training in the delayed posttests. Processing instruction was proved to be the main factor for the improvement in performance regardless of the learner’s level of motivation.

Sign in / Sign up

Export Citation Format

Share Document