Abstract-This paper aims to uncover the hidden debate about the efficacy and inefficacy of using mother tongue in second language classroom. Teaching English as a second language is not an easy task to be undertaken. There are many approaches that postulate the optimal strategy for better teaching. As such, numerous researchers in the fields of language teaching and learning hold a belief that the use of L1 in L2 classrooms helps to facilitate learning. However, a significant number of researchers contend that the use of L1 in L2 classroom hinders learning and deprives learners from the exposure to the second language. As such, this paper tries to shed light on both views and to give evidence that using L1 in L2 classroom has a negative impact on L2 learners.
To communicate with other people, a person has to select the appropriate words as well as the appropriate speech strategy. One of the strategies is euphemism which is used to minimize any face threatening. The aim of this paper is to shed light on how people use euphemism while communicating with each other. Two Saudi regional dialects were selected to be described on how speakers use euphemism to communicate to talk about death, sex, body parts and bodily functions. The description of the two dialects indicates that the speakers have the same intention of using euphemism to avoid being impolite and too direct when talking about death, sex, body parts and bodily functions. Besides, it is found that speakers of these two dialects are inclined to use some other strategies such as phonemic replacement, compounding, derivation and deletion.
The current study aimed to investigate, descriptively, how English loanwords become part of Qunfudhah Arabic Dialect (QAD), an Arabic dialect spoken in the southern part of Saudi Arabia. Hundreds of English loanwords were collected using different resources such as social media posts, news articles, blogs, every-day interactions, and shop signs. The purpose was to find out the triggering motive used by QAD speakers to adapt English loanwords. In other words, the paper sought to answer this question: what phonological rules do the QAD speakers implement to adapt the English loanwords? Using the descriptive data analysis method, the results revealed that English loanwords have been phonologically adapted to fit into the host system using a number of processes to map English consonants and vowels into the recipient language. QAD speakers exercised several modifications to produce an Arabic sound on the foreign consonants (English in this situation) by targeting the manner, place, and voicing. Vowels, on the other hand, were mapped according to the height, tensity, or backness using a number of rules such as monophthongization, lengthening, or position shift. All these processes were used by QAD speakers to more easily produce the foreign sounds, especially those sounds which differ from their own system (marked ones). The result of the current study should add more insights into the body of the literature and pave the way for researchers to investigate this Arabic dialect thoroughly.
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