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The objective of this study was to examine the development of derivational morphological structures in the productive language of Kuwaiti Arabic (KA)-speaking children. Participants were 512 typically developing Kuwaiti children aged 3;0 years to 7;11 years (243 boys and 269 girls). Five age groups at 1-year intervals were tested; each group was divided into four sub-groups at 3-month intervals. The children were examined using a tool designed to assess structures specific to the KA dialect, and they were assessed by trained research assistants at their nurseries and public schools. There were clear developmental trajectories in the derivational morphological structures studied in KA-speaking children across the five age groups. Results showed that KA-speaking children have not reached mastery level in most of the structures examined in this study. Among the two types of derivations examined, nominal derivations emerged later than verb derivations. Error analysis showed that most errors were morphological, affecting mainly the root. The results of this study enhance our knowledge of early language development in Arabic by showing that nominal derivations develop later than verb derivations. The results are discussed in light of previous cross-linguistic studies, which also found a similar trajectory in terms of morphological development. Further, Arabic morphological theory, as well as implications for practice and the need for further research, is discussed. [ABSTRACT FROM AUTHOR]

The detection of toxic language in the Arabic language has emerged as an active area of research in recent years, and reviewing the existing datasets employed for training the developed solutions has become a pressing need. This paper offers a comprehensive survey of Arabic datasets focused on online toxic language. We systematically gathered a total of 54 available datasets and their corresponding papers and conducted a thorough analysis, considering 18 criteria across four primary dimensions: availability details, content, annotation process, and reusability. This analysis enabled us to identify existing gaps and make recommendations for future research works. For the convenience of the research community, the list of the analysed datasets is maintained in a GitHub repository. [ABSTRACT FROM AUTHOR]

This research explores the language attitudes of second-generation Arabic speakers in Italy, examining their perspectives on both Italian and Arabic. The study assesses these attitudes within the complex sociolinguistic environment of Arabic, which is heavily influenced by a diglossic view between Standard Arabic and Arabic dialects. The findings highlight nuanced attitudes toward Italian, Standard Arabic, and Arabic dialects, influenced by factors such as social integration, communicative utility, and cultural identity. Italian is perceived as a tool for social advancement and integration. In contrast, Arabic dialects are essential for maintaining cultural and familial ties, yet they often face marginalization in formal education settings and encounter social stigma. Conversely, Standard Arabic is esteemed in formal and religious settings despite its limited everyday use. This analysis reveals a dynamic interplay of attitudinal responses to these languages, illustrating a rich mosaic of multilingual and multicultural identities. The results call for policies that acknowledge and promote linguistic diversity in Italy, aiming to enhance social integration and protect linguistic rights. These policies should include educational reforms that treat Standard Arabic and Arabic dialects equitably, supporting their role in fostering inclusive and comprehensive linguistic-cultural integration. [ABSTRACT FROM AUTHOR]

This study analysed the language used as the medium of communication in 114 Saudi Arabian television advertisements and found that 46% used a foreign language and 54% used Arabic exclusively. The foreign language most used was English, and a link was established between English and connotations of prestige, modernity, and its position as a global language. Italian was also used to some extent. The study explored the concept of language contact and how language is 'commodified' to increase consumption. [ABSTRACT FROM AUTHOR]

Copyright of Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article addresses some common language errors seen in the Arabic language today. Language is the most important means of communication through which people reach agreements and express desires and intentions. Just like in all languages, there is always a possibility of making various errors, whether minor or major, in the Arabic language. The aim of this study is to draw attention, with some examples, to the common mistakes observed in the usage of words, grammatical constructions, prepositions, word derivation, and inflections, which, despite being incorrect, are accepted and widely used due to the preference for colloquial Arabic over formal Arabic nowadays. Furthermore, while investigating the sources and reasons for these errors, the study also delves into the effects of incorrect practices and usages in areas strongly linked to language such as politics, media, and education, which contribute significantly to the development of the language, on the normalization of these errors. Consequently, the study provides examples from verses of the Quran, hadiths, and ancient Arabic poetry as well as some suggestions for correcting these errors in contemporary usage. [ABSTRACT FROM AUTHOR]

This article helps bridge the gap left unfilled in the analysis of serialization in classical Arabic of the pre-Islamic period and what follows it on the one hand and between English and classical Arabic on the other. This article's premise is that serialization can be hypotactic or paratactic, where the clausal structure in both types differs. Under the theoretical concept of Raising, adapted from the generative transformational model, this feature is treated in a comparative/contrastive fashion in both English and Arabic to determine the points of convergence and divergence and how the referential and referential interpretation is conducted by applying the PRO element. Theoretical analysis is maintained by traditional examples from Qur'anic texts and other devised examples that serve the purposes of relevant analysis. [ABSTRACT FROM AUTHOR]

Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ḥawliyyaẗ Kulliyyaẗ Al-Adāb: Ǧāmiʿaẗ Binī Sūwaīf is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The focus of this study is related to the translation techniques of Covid-19 terms from Arabic language into Indonesian language and one of its regional languages, Sundanese. The translation materials are the learning material texts submitted by students on WhatsApp. This study uses a comparative descriptive method to analyze the transformation of vocabularies or terms in Arabic into Indonesian and one its regional language, Sundanese. Regarding the texts, no different from any translation of other texts, the techniques used that can be observed here are pure borrowing or literal translation, naturalized borrowing, and established equivalent. The technique of pure borrowing seems to be done as the last resort; words, such as virus, corona, internet, soap and bacteria, are not terms familiar for everyday conversation in these languages. Even more, other words, such as frustrasi, depresi, ahli jiwa 'frustration, depression, psychiatrist', have no equivalents in Sundanese. Consequently, these words are not translated in Sundanese text, but taken as they are. Comparing the translation results from Arabic into Indonesian and Sundanese gives us information that very often to use the terms as used in the Indonesian language is the only option the Sundanese students might have. [ABSTRACT FROM AUTHOR]

Copyright of Sprachreport is the property of Institut fuer Deutsche Sprache and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines the current trends of youth speech in Qatar in the context of the language situation in the Arab countries of the Persian Gulf. The following phenomena were investigated: the code-switching between English and Arabic in the speech of Qatar University students; choice of language when native Qataris and people from other Arab countries communicate with their children; the transmission of Arabic text through a combination of Latin letters and numbers in online communication, which is known as Arabizi. The material of the research was the author's own observations during her studies at Qatar University (2018-2019) and her interviews with informants directly in Qatar (2022-2023), correspondence with speakers of the Qatari dialect via Facebook and WhatsApp, as well as materials from Internet resources. It was found that during conversations of young Qataris, about 40 % of the words used are from the English vocabulary, and 60 % - in the Qatari dialect, the vocabulary of which consists of words of Arabic origin which are common to the Modern Standard Arabic, words common for the Arabic dialects, as well as lexemes from sedentary or Bedouin dialects. At the same time, it was found that about 75 % of parents in autochthonous Qatari families speak to their children predominantly in Arabic, and 25 % - mainly in English. One of the reasons for this trend is the presence of nannies and housekeepers who communicate only in English. On the other hand, 60 % of young parents who are from other Arab countries and have been living in Qatar for a long time speak mainly English with their children. It was concluded that the trends in the speech of Qatar's youth are influenced by the studies at international schools and universities, and the presence of foreign nannies and housekeepers. [ABSTRACT FROM AUTHOR]

Copyright of Izdihar: Journal of Arabic Language Teaching, Linguistics & Literature is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Scientific Journal of King Faisal University, Humanities & Management Sciences is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the past few years, many studies have examined the cognitive processes of students when translating texts from one language to another. However, little is known about the cognitive processes of Arab translators when translating texts from their heritage language into English. This study aims to track the cognitive processes of students as indicated by their pauses when translating two texts from Arabic into English, and vice versa. To this end, 26 Arab native students were asked to translate medical text from English into Arabic and a literary text from Arabic into English. Data on these students' behaviour were collected using a keystroke logging programme Inputlog.07, a screen recording software and a stimulated recall interview. Results from quantitative data suggest that these students paused longer at word boundaries than between sentences, and their pauses within-words were significantly shorter when translating English into Arabic, indicating that their main concerns are on the low-cognitive level such as lexis, grammar, and spelling errors. Meanwhile, results from qualitative data suggest that these students pause when facing difficulties in understanding English text, were striving to accommodate the equivalent terms in the foreign language, and were struggling with their spelling when translating Arabic into English. [ABSTRACT FROM AUTHOR]

The present study is a contrastive study which shows the scientific description of the syllable as a phonological unit in English and Arabic. One of the main problems in learning a foreign language is developing a unique set of transfer-related first language behaviours. So, the current study attempts to: 1. give an overview of the syllable in Phonology as a branch of linguistics, 2. define the syllable in English and Arabic, 3. state the most prominent theories on which the syllable in English and Arabic is based, and 4. show the structures and functions of the syllable in English and Arabic. In light of comparisons between both English and Arabic languages in terms of similarities and differences, this kind of contrastive analysis aids in the prediction of the characteristics that would indicate difficulty or ease in learning English. In terms of such comparisons between both aforementioned languages, the researchers draw conclusions about all the issues mentioned above. [ABSTRACT FROM AUTHOR]

Using the tenets of translanguaging and with a focus on Arabic as a diglossic language, we examine the fluid and dynamic practices that transcend the boundaries between/among Standard Arabic, Arabic dialects, and English in content-based instruction in an advanced Arabic literature course. Using conversation analysis, we show how translingual practices in learner–learner and teacher–learner interactions and discussions utilize the available linguistic repertoires in the classroom discourse. These practices broke the priori established boundaries that set Standard Arabic as the target language. The use of Arabic dialects and English in the literature course promoted the negotiation of complex concepts, facilitated the engagement with and critical interpretation of literary texts, and enhanced the meaning-making process at large. The utilization of these translingual practices has maximized Arabic learners' gains. The article theoretically enriches recent discussions about the role of available linguistic repertoires in the ideological divide between language and content courses in language programs. It also advances the position that pedagogical translanguaging destabilizes the status of standard varieties as the target in diglossic languages. [ABSTRACT FROM AUTHOR]

This research aims to discuss the grammar of the Arabic language from two angles: the philosophy of language as a full-fledged structure, and Arabic grammar as a description of this entity. Accordingly, the research raises the fundamental question of whether the rules of the Arabic language should be presented to non-native speakers in terms of Arabic grammar to facilitate and simplify learning, or whether starting with the language itself and its representations, formulating its rules to meet the learners’ needs is more worthwhile and compatible with modern linguistic lessons? Branching from this question are legitimate sub-questions about the renewal of Arabic grammar and its consequences, the usefulness of old Arabic grammar in language acquisition, the specificity of non-native Arabic learners and their needs. As required by the nature of the research, the article seeks to present a linguistic approach that can serve as a scientific basis for use in preparing a matrix to compose an educational curriculum for non-Arabic speakers to learn Arabic grammar. [ABSTRACT FROM AUTHOR]

Background: Arabic is recognised as diglossic; one manifestation of diglossia is the co‐existence of two varieties of the language used in different social settings: standard (or literary) Arabic (StA) and spoken Arabic (SpA). The study investigated the impact of lexical–phonological distance in Arabic (identical, cognate, unique, which are different types of words) on reading accuracy and fluency across grade levels. Methods: The participants were 180 native Arabic‐speaking children first and second graders. Participants were asked to read three‐word lists comprising words of three different lexical distance from spoken Arabic (identical, cognates and unique) and three text selections representing similar lexical distance (mostly identical, mostly cognates and mostly unique). Results: The findings showed a main effect of the word and text lexical distance fluency and accuracy reading scores. There was also a main effect of grade level on both scores. In addition, a significant interaction between the word and type words text lexical distance and grade level was found. The results revealed a more significant gap between the identical and the other two lexical distance categories (cognates and unique) in the second grade than in the first grade. Similarly, a more significant disparity was observed between the mostly identical type words and mostly cognate type word texts compared to unique type word texts in the second grade than in the first grade. Conclusions: The results highlight the importance of StA knowledge and the centrality of diglossia lexical–phonological distance categories in reading, especially the contribution of reading StA words to text reading. The higher performance levels when reading identical compared to unique and cognate words and texts are discussed in light of the theoretical approaches to diglossic lexical–phonological distance. The results point to the centrality of diglossia lexical–phonological distance categories in reading. Highlights: What is already known about this topic: The Arabic language may challenge children's linguistic abilities.The linguistic distance in diglossic Arabic was found to impact the acquisition of linguistic skills in StA. Diglossia is the discrepancy between the spoken Arabic form and standard Arabic form, which are used in different social settings.Diglossia affects word reading development. What this paper adds: It highlights the gap between the identical and the other two lexical distance categories (cognates and unique) in the second grade than in the first grade. It also reveals the disparity between the mostly identical type words and mostly cognate type words texts compared to unique type words texts in the second grade than in the first grade.It highlights the impact of Arabic diglossia, specially relating to specific text types and word types (identical, cognates and unique) and its impact on reading. Implications for theory, policy or practice: The study highlights the importance of diglossic lexical–phonological distance in understanding the reading process in Arabic.Future work may want to examine whether promoting the lexical phonological representations of StA words helps learning to read in Arabic. This may include exposing children to standard Arabic words, such as cognate and unique words, from the early stages of reading development. [ABSTRACT FROM AUTHOR]

The present study measured the Arabic teachers' evaluation degree of their language teaching approaches to reveal any statistically significant differences in the degree of their practices resulting from the variables of gender, educational qualification, and years of experience. In order to achieve the objectives of the study, the researchers developed a questionnaire of 30 items equally distributed to three approach groups: Integrative Approach Practice, Functional Approach Practice, and Communicative Approach Practice. The study sample consisted of 204 female and male Arabic teachers who were selected following the simple random method. The results of the study revealed that the Arabic teachers' evaluation degree of their language teaching approach practices was high; with the Integrative Approach Practice at the top, followed by the Functional Approach Practice, and finally by the Communicative Approach Practice. However, no statistically significant differences were found in terms of teachers' educational qualification, gender, or years of experience. The results are pedagogically analyzed, and a number of recommendations were set forth for teaching language and future directions of research. [ABSTRACT FROM AUTHOR]

The Mehri Language is an endangered language spoken in eastern Yemen, a sub-group of the Semitic language family, and a Southern Arabic language. The syntax of Mehri wh-questions has not been explored within minimalism; hence, there is a morpho-syntactic need to provide a modern analysis of wh-questions in order to show how the interrogative structures can be derived. This study aims to examine the syntax of the wh-question movement in Mehri's unaccusative/ergative and unergative structures and answer the following questions within Chomsky's (2000 and 2008) Phase-based Theory: (i) Does the Mehri language allow fronting of wh-phrases to [Spec-CP]? And (ii) how can wh-movement in Mehri unaccusative and (un)ergative structures be accounted for? This work presents a novel analysis of wh-question movement in unaccusative/ergative and unergative structures in Mehri; it demonstrates that the source head C triggers the movement of wh-adjunct and wh-subject phrases. In wh-adjunct extraction, two strategies are employed: overt wh-fronting and wh-in-situ; when the head Foc inherits an edge feature from C, wh-adjunct overtly undergoes movement from its original position within v*P to the left peripheries of [Spec-FocP] and subsequently to [Spec-CP]. When the lexical wh-adjunct remains within v*P, its question features covertly move to [Spec-CP], because the head Foc does not inherit an edge feature from C. In wh-subject extraction, the wh-subject overly undergoes movement to [Spec-CP] because C obligatorily inherits the edge feature to the head Top, which triggers movement of the illogical subject in unaccusative/ergative structures and the logical external specifier in unergative structures to [Spec-CP]. Moreover, Mehri obeys the Phase Impenetrability Condition of Chomsky, where wh-subject and wh-adjunct phrases must pass through certain phases until [Spec-CP]. [ABSTRACT FROM AUTHOR]

Facebook allows users to easily share their thoughts and feelings with other users. This study attempts to investigate the linguistic behavior of Jordanian Facebookers' choice of nicknames in Arabic. In so doing, it gives a window onto the norms and values of the Jordanian culture in a way that interaction in most other kinds of situations does not. The data consist of 234 nicknames (71 males and 163 females), which were collected from 11 large Facebook groups. Also, semi-structured interviews were conducted with 11 participants to obtain their views on their use of nicknames. The results showed that the preferred category of nicknames for males is "animals reference" (23.4%), whereas "celestial bodies reference" is the least frequent type used. Females preferred using nicknames under "superiority reference" (17.3%), whereas "job reference" and "famous characters' reference" are the least frequent types used. Overall, this study lends evidence to the view that gender influences linguistic choices, including nicknames. Significantly, the analysis also shows that both males and females tend to use terms that have a "pessimistic reference" more than those that carry an "optimistic reference". Besides, the analysis shows that "flora reference" is a category that was often used in female nicknames. Essentially, it enriches knowledge about the Jordanian culture as it provides information about the general mentality, ways of thinking, and emotional and evaluative attitudes towards the genuineness of the people. Such knowledge can be of great benefit to learners of Jordanian Arabic as a foreign language. [ABSTRACT FROM AUTHOR]

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The second-language learning environment (L2LE) plays an important role in successful second language (L2) learning achievement. Studies in English as a foreign language (EFL) found that when learners feel anxiety or negative emotions in the L2LE, it reduces their willingness to communicate (WTC), and this could impede their L2 achievement. Although it is likely that the L2LE has a similar impact on Arabic as a foreign language (AFL), there is a lack of research that focuses on the role of the Arabic L2LE. The Kingdom of Saudi Arabia (KSA) has organized Arabic Learning Institutes (ALIs) that teach AFL to foreign students on government scholarship studying in KSA’s higher education institutions. The aim of this study was to develop, pilot, and evaluate the validity and reliability of an instrument to measure the influence of the Arabic L2LE in AFL learners at KSA’s ALIs. Using items and domains from existing instruments, a 32-item instrument was piloted among 140 ALI learners, with the data from 70 retained for analysis. Factor, reliability and correlation reduced items to 17 and revealed evidence of three independent subscales: classroom, teacher/curriculum, and personal anxiety toward L2 Arabic. Although ALI learners appeared motivated by classroom, teacher, and curriculum, their L2 achievement seemed impeded by anxiety, likely due to de-emphasis in classroom interaction in Arabic. Future research should be undertaken to improve the validity and reliability of the Arabic L2LE instrument, and to further investigate strategies to reduce anxiety and increase WTC in ALI learners. [ABSTRACT FROM AUTHOR]

The aim of the research is to Identify the Degree to Which the Dimensions of Sustainable Development are Included in the "Arabic Language Curriculum" Curriculum in the Primary Stage in the First and Second Semesters, and to Provide a Suggested Scenario for Their Inclusion. for the Sixth Grade in the Primary Stage, it Included (30) sub-Indicators Distributed Over Three Main Dimensions: The Economic Dimension, the Social Dimension, and the Environmental Dimension. The Research Indicated that the Percentage of Inclusion of the Dimensions of Sustainable Development in the Curriculum of "Arabic Language Curriculum" for the Sixth Grade in the Primary Stage was (weak) and Did not Reach the Educationally Acceptable Percentage. The Social Dimension Ranked First with a Rate of (36.28%) with a Frequency of (82), and the Environmental Dimension Came in Second Place with a Percentage of (35.84%) With a Frequency of (81), and Came in the Second Place The Third Rank is the Economic Dimension With a Rate of (27.88%) With a Frequency of (63), as for the "Arabic Language Curriculum" Curriculum in the Second Chapter, the Dimensions of Sustainable Development have Reached (202) Recurrences, in Which the Social and Environmental Dimension is Equal at a Rate of (37.63%) With a Recurrence of (76), and it Came in Second Place The Economic Dimension With a Percentage of (24.75%) With a Frequency of (50), and at the Level of the Two Semesters of the "Arabic Language Curriculum" Curriculum for the Sixth Grade in the Primary Stage, the Degree of Inclusion of the Dimensions of Sustainable Development was (weak) According to the Approved Judgment Criterion. Where the Degree of Inclusion of the Social Dimension got the Highest Percentage (36.92%) With a Frequency of (158), Then the Environmental Dimension Came in Second Place With a Rate of (36.68%) With a Frequency of (157), and the Economic Dimension Came in Third Place With a Rate of (26.40%) With a Frequency (113), and in Light of the Results of the Research The Proposed Scenario was Developed to Enrich the Curriculum of "Arabic Language Curriculum" for the Sixth Grade in the Primary Stage in the Light of the Dimensions of Sustainable Development. to Practice Behaviors that Reflect the Development of the Dimensions of Sustainable Development. [ABSTRACT FROM AUTHOR]

This paper aims to examine the understanding of teachers' sociolinguistic representations of languages and their attitudes towards using code-switching (CS) in the classroom. While previous literature has explored the linguistic and functional aspects of CS, the attitudinal dimension towards code-switching remains largely unexplored. Therefore, the paper attempts to provide an attitudinal analysis of interviews with high school teachers to demarcate the way linguistic representations are conceived in the educational context. The study uses the interview technique to elicit information from ten selected teachers. The data is comprised of a collection of both oral data produced in French and, in a few instances, rarely identified as Arabic (standard or dialectal). The study focuses on the content analysis of the epilinguistic discourses of teachers in plurilingual environments. The findings reveal that teachers generally possess a well-developed language awareness, especially those who teach languages (DL). However, some aspects of the sociolinguistic landscape are not fully perceived, such as the use of Spanish in the communication of Moroccan speakers in the northern parts of the country. The study also reveals that Moroccan teachers generally have a high level of language awareness and positive attitudes towards CS. The use of CS is often in response to a didactic or communicative need felt by the teachers and dictated by the learners' deficient language skills. Certain components of the sociolinguistic dynamic remain insufficiently perceived, mainly the presence of the Spanish language in northern Morocco. These findings have proved to be significant because they first emphasize the crucial role of promoting language awareness and equipping teachers with the knowledge and skills necessary to navigate the linguistic landscape of their classrooms, and second they highlight the need for further research and education on the diverse sociolinguistic realities of language use in the classroom. [ABSTRACT FROM AUTHOR]

Research on the relationship between students' language learning motivation (LLM), language learning strategies (LLS), self-efficacy beliefs (SEB), and achievement in non-European languages has been both limited and overwhelmingly cross-sectional, often with little attention paid to their multilingualism. Combining complex dynamic systems and sociocultural perspectives, this article reports on a study that explored changes in the LLM, LLS, and SEB trajectories of two multilingual students taking Arabic at a university in Norway over two semesters, including how these trajectories, alongside their multilingual competence, related to their achievement in the course. Data were gathered through weekly semi-structured interviews and a rating scale-based log that the participants kept of their LLM and SEB, as well as their exam scores over two semesters. The results indicated that, although their LLS remained fairly consistent or grew more diversified, the participants were not completely successful in maintaining or boosting their LLM, SEB, or achievement. However, the use of more varied digital LLS appeared to prevent their LLM and SEB from further weakening. Moreover, participants' LLM and SEB trajectories were susceptible to changes based on different timescales in that mesogenetic events had a more pronounced effect on one participant while the other was more sensitive to microgenetic events. Finally, despite both participants being multilingual, they were unable to benefit from their multilingual competence past the first semester, indicating that not all manifestations of multilingual competence are useful over time, especially when such competence does not contain a multilingual morphosyntactic awareness component. [ABSTRACT FROM AUTHOR]

This study aims to investigate the system of the Arabic sentence and the arrangement of its units within an attributive structure that means intended or unintended meanings in regulating compounds that have the structure and consistency of its limbs and the harmony of its components and the interdependence of its parts. The predicate structure in the Arabic sentence means placing the parts in a grammatical-synthetic-semantic and rhetorical structure. Among the components of the structural system of the sentence, we mention the following: - Its ability to disassemble and analyze into parts called components. - Each type of component performs a function that contributes to the meaning of the structure. - The components of the structure are linked to each other by relationships that serve the unity of the structure. From this point of view, the sentence, as the subject of grammar and the pillar of building texts, is a compound based on a relationship of attribution in which the basic sentence form may be satisfied (which is a synthetic and mystical modal at the same time), and its basic form may be enriched with complements that the speaker resorts to according to the requirements of the denominator, frameworks, parties and purposes. The grammatical structures in the Arabic language can be reduced in the following classification manner: The problem in overcoming the stumbling blocks of syntax is related to the blurring of the sentence limit in the mind of the language user. If this limit is clarified, the factors become clear, and with the clarity of the factors, the margin of melody decreases, and the tone line appears, which is ascending at the beginning of the sentence, and lowering at the end. Based on that, it can be said that the sentence at the end is an attributional nucleus, and additional elements that restrict the central attribution to which the various functions are attached, to reach semantic meanings at its first level and rhetorical meanings at the second level. [ABSTRACT FROM AUTHOR]

Since its origins, the notion of Diglossia has been applied, among others, to the Arabic language. Marçais (1930) and Ferguson (1959) are the foundational works on this topic. In order to classify Arabic varieties, they proposed a dichotomous framework based on functions and prestige in which Classical Arabic and the vernacular varieties represent two opposite poles. From an ideological perspective, Arabic vernaculars held a subordinated position to Classical Arabic, considered the ideal language. However, during the last 50 years, research has shown the inappropriateness of the concept, claiming a rupture of that paradigm and proposing different solutions more adjusted to the Arab-speaking reality. This paper has a twofold purpose. On the one hand, I review the literature on the concept of diglossia and on other linguistic ideologies that can be applied to the Arabic language. On the other hand, and based on the linguistic situation in Morocco, I show how the competition between prestigious – different from Classical Arabic – and stigmatized varieties favor variation and linguistic change. [ABSTRACT FROM AUTHOR]

In this study, while teaching Arabic to Turkish students, we have faced various challenges that in one way or another reflect the problems that these students face. However, these are diverse, intricate and complex challenges that arise in the students' lives. This is manifested in the form of phonetic, syntactic, written errors, etc. in the students' spoken and written language. This is because many of these students come to the conclusion that it is difficult to learn the language, or often impossible to master Arabic. It turns out that the learning problems and difficulties are not caused by the words themselves or the largely incomplete Arabic structures, but rather by the completed grammatical structures and Arabic phrase sequences in general. Thus, our research has revealed the aspects of harmony, similarity or difference between the structural system of the two languages [in which the intention is revealed] and the main reason for them. This study was accompanied by the results of a survey of students' views on the Arabic language, which was the best basis for drawing conclusions. The study is theoretically based on the comparative analysis approach. Because this approach is the most effective approach in terms of analyzing linguistic phenomena in order to reach the goal of the study. Then, a comparative presentation between Arabic and Turkish languages was added to this analysis in order to create the desired balance and thus reveal the degree of difficulty faced by Turkish learners of the Arabic language. The mother tongue, here Turkish, effectively influences and largely controls the process. The study believes that the learner's first language experience in his/her mother tongue (Turkish) effectively influences and largely controls the process of learning a foreign language (Arabic). Studies in the field of linguistic psychology have confirmed that it is necessary and inevitable for the learner to remember his/her mother tongue when faced with a new language phenomenon in a language being learned, and that this even happens unconsciously. On the other hand, from a practical point of view, this study was based on the rules of the descriptive approach and used statistical tools to analyze the results of the questionnaire distributed to 152 Turkish students at the Faculty of Theology, Gaziantep University. The study represented a random sample after ensuring the eligibility of the sample and excluding those who violated it. This article is based on two issues and a conclusion: The first issue is entitled "The Balance between the Levels of Arabic and Turkish Language Learning". This represents the theoretical aspect of the study. This is followed by the second issue, which is titled "Presenting the Data Based on the Questionnaire and Analyzing the Results". This represents the scientific aspect of the study. In the conclusion, in addition to the appendix with statistical tables, figures and graphs, as well as pictures of the questionnaire distributed to the students, the important final conclusions and recommendations that emerged from the research are collected. [ABSTRACT FROM AUTHOR]

This article delves into the Syrian Female Journalists Network's (SFJN) approach to decolonise knowledge production, focusing on a multi-faceted deconstructive framework. Through an examination of our analytic and deconstructive process of media language and discourse, our methodology centres on identifying and challenging prevailing patriarchal and colonial power dynamics and binaries within language, particularly in the Syrian media context. Furthermore, our article addresses the transformative role of language in collectively contesting colonial structures through translation and meaning-making processes. Additionally, the article underscores the utilisation of self-identification as a feminist decolonial strategy, emphasising its role in dismantling fixed identity categories and amplifying marginalised voices. Furthermore, it highlights the significance of accountability towards targeted communities by fostering inclusivity, securing access to knowledge, and validating diverse perspectives. Ultimately, this article offers an insight into SFJN's nuanced approach of decolonising knowledge. [ABSTRACT FROM AUTHOR]

Nahwu is the key and foundation of the Arabic language and its literature, so nahwu is an important thing to learn in Arabic. Not only in Arabic, nahwu also played a major role in the field of Islamic religious knowledge because the Al-Quran and Al-hadith, which are the main arguments in Islamic law, use Arabic. To understand both of them and not get lost in Islamic law, language knowledge, nahwu science is needed. Nahwu Kufah is underestimated by linguists because of the many weak narrations, and some of the narrations are not suggestive or contrived. This study aims to get to know the Nahwu Kufah school of thought and reveal whether or not this view is true. To seek this discussion, the author uses the literature review method, in which the writer looks for discussion and understanding related to the study and then puts the author's understanding in this discussion. The results of the literature review concluded that the difference in the problem of nahwu between Basrah and Kufah did not really affect the objectives of Nahwu science, where the purpose of nahwu was wasilah in Arabic, because the debate was only on branch issues. None of the nahwu scholars says fa'il is maf'ul or vice versa. Therefore this difference is not a big problem; everyone may argue on the matter of this branch. [ABSTRACT FROM AUTHOR]

As online learning becomes a major development in recent years and escalates due to the COVID-19 pandemic, it helps to have a high self-efficacy and self-regulated learning (SRL) to succeed in such a learning context. This study explored the undergraduates' levels of self-efficacy and SRL and provides a comparative analysis of these variables while learning Arabic as a Foreign language via online. The data was collected from 77 undergraduates in a public university in Malaysia through an online survey. The findings showed that both self-efficacy and SRL mean scores were high and that there was a statistically strong positive relationship between self-efficacy and SRL. Students appeared to adapt to online learning by managing their time, organising their schedules, interacting with classmates and instructors, and selecting the best spot to maximise their online learning experience. The findings suggested that it is important and beneficial for language instructors to create interesting and inspiring lesson plans in an online environment so that the undergraduates could experience satisfaction inside and outside of learning, and simultaneously facilitate them for their success in foreign language learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The discussion, which is famous for its name, "zanbûriyya event", in syntax books, and which happened to be discoursed between al-Kisâî, the founder of Kûfa school, and Sîbeveyhi, one of the powerful representatives of Basra school, is important in terms of reflecting the methods used in establishment of the madhhabs. Zanbûriyya event, symbolising the historical event as Bedouins' undertaking the role of justicehood, played an effective role during the period when the rules of Basra and Kûfa schools became evident; and the views that both schools defended separated from each other with certain lines in the next periods. The sentence used in the discussion is closely related with elements possibly to be replaced the verb. When the objectors criticized the sentence, which was interpreted in different ways by the members of schools, the event became complicated in terms of Arabic language. In addition, a number of ideas that were put forward about the discussion are seen as obstacles in front of the accurate analysis of the discussion. This study investigates the discussion reaching present time in terms of language and narration, and provides significant information with regard to the solution to the problem. [ABSTRACT FROM AUTHOR]

Mentioning all the details in the hadith requires a large area of effort and time, for both the writer and the recipient, in addition to the prevalence of boredom. That is why human languages have relied on a kind of brevity, which is the omission of some elements. It is unreasonable for people to write everything. They say it or understand it in complete sentences, because the Arabic language shares with all the languages of the world its tendency to ease and abbreviate. Therefore, in our research, we will address the effect of deletion on the consistency of the text, in the book “Revealing the secrets” by al-Maqdisi, and what it achieved in terms of brevity and intensification of the significance of the meaning. [ABSTRACT FROM AUTHOR]

This study investigated the difficulties that Swahili-speaking students face when learning the topic of number in Arabic, namely topics of singular, dual, and plural, and what can be suggested to overcome them. The researcher used contrastive analysis, which compares the systems of the two languages to identify the similarities and differences between them toexplore the difficulties resulting from those differences and to suggest solutions to avoid them. The results revealed a few similarities, the most important of which is the presence of singular and plural in both languages. They also showed a number of differences, the most important of which are the presence of dual number as well as the multiplicity of the plural number in the Arabic language, as well as agreement between numbers and nouns in terms of masculine and feminine which don't exist in Swahili language. The researcher concluded that there may be possibility of students facing difficulties, including: the difficulty in correctly expressing the dual number, the problem of choosing the relevant type of plural when making plurals of some words, and the difficulty of taking into account the concept of masculine and feminine in expressing different numbers. It was proposed to multiply the examples and exercises, while diversifying them into subjectivity and essays. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is concerned with monitoring the extent to which the Arabic language keeps pace with the development of civilization In addition to that, it also attempts to highlight the most important mechanisms and principles that the Arabic language has in its linguistic system, which allows it to generate and produce expressive vocabulary in an easy and smooth manner. Our paper also aims to measure the extent of the effectiveness and efficiency of linguistic generation mechanisms in making the Arabic language a language that keeps pace with the development of civilization. In addition to the foregoing, our paper is based on a number of overlapping questions that we present successively as follows: • To what extent does the Arabic language keep pace with the development of the times? • What are the most prominent principles and mechanisms adopted by the Arabic language in the process of producing its expressive words? [ABSTRACT FROM AUTHOR]

Copyright of Al Malweah for Archaeological & Historical Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Siwi language is spoken in the Siwa oasis in the Egyptian Western Desert. It is the easternmost place where a Berber variety (Afro-Asiatic) is spoken. Siwi is not the only language spoken in the oasis, as the entire population speaks at least one variety (Bedouin and/or Egyptian) of Arabic. Siwi speakers can be firmly differentiated from Egyptians or Bedouins settled in the oasis not only because of their language, but also because of an entire set of customs and traditions that contribute to creating their identity. Though recent factors brought by modernity are levelling the gap between Siwa and the other communities, and Arabic influence on the language is increasing, this article discusses some distinctive historical, socio-cultural and linguistic features of Siwa. [ABSTRACT FROM AUTHOR]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Al-Adab / Al-ādāb is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Arabic language is the language of eloquence, and God Almighty has honored it with the revelation of the Qur'an on the methods of its people in discourse. And when the Qur'an was revealed, it witnessed the peak of maturity that made it fit to challenge the eloquent Arabs with a hadith like the Qur'an. The Arabs were unable to come up with fluent words that were similar to the Qur'an. The language of the Qur'an being challenged was extremely graceful, the most incapable of rhetoric, astonishing the listeners, and capturing minds and hearts as if it were magic because it is eloquent. For this reason, we aspired to reveal one of the methods of the Great Qur'an that came by the methods of the Arabs in eloquence and speech, which is where the singular noun contradicts what preceded it in the systems in syntax. As if it was alone in the systems. This method was called (the exception to the exclusion), and it is a broad method used by the Arabs in their speech, with the name "Al-nasb for exclusion,'' sometimes "by Al-nasb depending on praise and slander,'' and sometimes "by Al-nasb by specialization.'' The reason for cutting the adjective from the descriptive is due to a special rhetorical reason in which the new meaning is performed more strongly, and is represented in showing praise, slander, or mercy by specifying the word from the context and not following it in an expression similar to it in the style of attention used by the Arabs, to alert the mind of the listener and activate it for the speech delivered. When the Arabs focus on praise and vilification, they want to single out the praised and the blameworthy to specialize in them. If the Arab wants to draw attention to what he wants of praise, slander, or mercy, he goes against what is accustomed to the common and familiar ways of expression, so he cuts the adjective from the participle, and does not follow it in the expression. The solution to the research problem is summarized by questions, including, What is the purpose of (Al-nasb) on (Al-qate')? Is it a style of the Arabs accustomed to the speech? What are the meanings that came from (Al-qate')? How can we deal with the opinions that say this way is wrong? Why were some Qur'anic words chosen in particular? What are the rhetorical cases for this method? The study required that the research be divided into four sections, preceded by an introduction and followed by a conclusion, in which we followed the inductive-analytical method. As for the sources, books on language, grammar, and meanings had the largest share, in addition to books on the interpretation of the Qur'an. [ABSTRACT FROM AUTHOR]

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This article is one of the significant matter in morphophonemic, which is based on meaning and concepts and its sole focus is on meaning and concepts of phonemic movements of Arabic language from among other meaning and concepts, such as Arabs, morphological structure. The importance of this article is to reveal the hidden aspects of the figurative meaning of Arabic phonetic movements to the majority of Arabic teachers and learners. Most of the time, the lack of correct understanding of Sharia texts is caused by lack of understanding of the implications and meanings of phonetic movements. Besides, in this research, one of the great aspects of the Arabic language and its symbolic secrets appear in small details with its examples in phonetic movements. In this paper, in order to achieve scientific goals and results, the researcher has adopted an inductive analytical method by following Arabic texts in authentic and reliable books, extracting its evidences and reasons, and analyzing it based on authentic reasons and proofs. As result, the researcher found that the issue of implication in Arabic phonetic movements are evident in reliable books and Arabic has many implications, phonetic movement has its own implication, words have their own implication, words and sentences have their own implication, and in all of these, words and meanings are combined and sentences and meanings are added. Consequently, by combing and adding these elements, the beauty and glory of the Arabic language becomes prevalent. An interpreter of the Holy Quran and a religious scholar can never reach an accurate understanding without a full understanding of the esoteric and implications of Arabic letters and phonetic movements. Additionally, the researcher has followed the advice of linguists, scholars and Arabic teachers and has tried to summarize this issue by paying attention to the specific issues that show the magnificence of the Arabic language in the age when enmity and jealousy towards this language has increased. [ABSTRACT FROM AUTHOR]

Parables are rhetorical devices that highlight significant occurrences in peoplecs and communities' lives and act as a mechanism of cultural transmission, making them known to succeeding generations. The Qur'ān contains parables that were ingrained in the Arab culture of the Jahiliyyah period because it was revealed in the Arabic language. Because the Qur'ān was revealed as a source of guidance and direction for all humanity, and because it is an Arabic book, various challenges in comprehending it have arisen, and some efforts have been made to resolve these difficulties in understanding the meaning. While some research have concentrated on its linguistic aspects, others have prioritized its meaning and message. Some interpreters have used parables to help them comprehend certain verses. In reality, parables are among the elements that are considered to share both language and meaning dimensions. When it became difficult to read the Qur'ān outside of Arabic-speaking countries, prominent commentaries began to be translated or commentators began to write in foreign languages. This study is based on Rawd al-Jinān, which is not the first tafsīr written in Persian but the first Persian tafsîr written by a member of the Shi'ite-Imami line and deals with the Arabic parables in this tafsīr. Although the tafsîr is in Persian, the use of Arabic parables serves certain purposes. Through these parables, issues such as the origin of the word, the morphology of the word in terms of etymology/orthography, and the nature and irāb of the word in terms of the science of grammar and the place it occupies in the sentence have been explained. Apart from these, even though it is not directly related to the word mentioned in the verse, it is used either because it is mentioned in it or because it fulfills its meaning. All these purposes will be given and evaluated with examples, analyzed from the books of parables, other issues will be explained separately and the study will be concluded with a conclusion. [ABSTRACT FROM AUTHOR]