By Ghassan Husseinali
Arabic L2 Interlanguage is an important and well timed addition to the sphere of moment Language Acquisition, supplying worthy perception into the advance of ‘interlanguage’, the period in-between language of early novices, in inexperienced persons of Arabic.
- Clearly establishes what interlanguage is and why it's going to shape a major a part of overseas language educating
- Presents the reader with a series within which six English-speaking freshmen of Arabic gather the language
- Makes use of the wealthy morphological and syntactic estate of Arabic to supply a brand new standpoint at the box of moment Language Acquisition.
Arabic L2 Interlanguage contributes at once in the direction of construction a extra entire theoretical framework for explaining how L2s are obtained. it will likely be key textual content for SLA students in addition to an immense source for graduate scholars in Linguistics and international Language instructing.
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Additional resources for Arabic L2 Interlanguage: Syntactic sequences, agreement and variation
4. 4 Lexical entries for the lematta “give” give: conceptual specification: conceptual arguments: syntactic category: grammatical functions: relations to COMP: lexical pointer: diacritic features: CAUSE (X, (GOposs (Y, (FROM/TO (X, Z))))) (X, Y, Z) V (SUBJ, DO, IO) none 713 tense aspect mood person number pitch accent Source: From Pienemann (1998: 63) Therefore, conceptual arguments of the word “give” are well defined in the lexicon, and in the process of language production these conceptual arguments have to be mapped into grammatical functions.
3. I have to admit that there were not many pictures where the adjective modifies a plural noun. 5 Description of target Arabic structures Overview This chapter begins by presenting the key principles of LFG and the two different levels of structures adopted in LFG. It moves on to show how grammatical processing, as described in LFG, is constrained by the processing procedure available to L2ers. The chapter ends with a detailed description of seven target Arabic structures in this study, showing at what stage each one of them is expected to develop based on the processing required to make them grammatical.
He states that: this aspect of overlap is theoretically problematic because it happens at the level of stages not simply at the level of structures within stages. If such stage-skipping is systematically supported through additional elicited data, then not only would it raise questions concerning the validity of the set of processing strategies approach but it would also undermine its universal and predictive thrust. (p. 171, emphasis mine) Mansouri (2000) also points to the fact of inter-learner variability.