Arabic Grammar in Context

Alhawary, Mohammad T.

doi:10.4324/9781315651408

Cited by 13 publications

(12 citation statements)

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“…The Arabic script seems to affect the level of spelling proficiency regardless of the level of hearing loss or ability. The multiple forms and complexities of Arabic letters have been found to cause confusion among hearing children (Abu-Rabia & Seigel, 1995; Abu-Rabia & Taha, 2006; Alhawary, 2011; Biadsy et al, 2009; El-Imam, 2004; Habash et al, 2007; Ibrahim et al, 2002). According to the current results, those features of the Arabic script present the same source and amount of spelling errors among the deaf as they do among the hearing.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting the Writing Performance in Hearing and Deaf Children: An Insight into Regularities and Irregularities of the Arabic Orthographic System

Almusawi

2022

Lang Speech

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This study aims to account for the underlying causes of spelling errors in hearing and deaf children who speak a dialectal form of Arabic that substantially differs from the standard written one. It presents a general overview of the spoken Arabic language and its written system, drawing attention to some of the phonological and orthographic regularities and irregularities used in constructing and decoding Arabic words and sentences. It also accounts for the diglossic factors that interfere with the process of phoneme-to-grapheme mapping. The spelling outcomes of a group of hearing children are compared with another group of orally educated deaf children, who in addition to the complexity and diglossity of Arabic, have limited hearing abilities. Both groups performed two written tasks, one representing the standard form and the other representing the dialect. These tasks identified the types of spelling and segmentation errors and the effects of the committed errors on children’s awareness of the concept of word and word boundaries. Analysis of the results reveals their spelling errors’ nature and frequencies, and progressively categorizes the most prominent errors in practicing each language form. The deaf group ( n = 30) produced significantly more errors than the hearing group ( n = 36) in the dysphonetic errors and the word omission categories. The findings indicate that the sociolinguistic context of the Arabic language and the orthographic nature of the Arabic script are both important factors affecting hearing and deaf children’s awareness of the concept of word as well as their spelling performance. These results may enable educators to understand the underlying factors of Arabic spelling and produce targeted error correction strategies to maximize children’s learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Factors Affecting the Writing Performance in Hearing and Deaf Children: An Insight into Regularities and Irregularities of the Arabic Orthographic System

Almusawi

2022

Lang Speech

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“…Both languages express future time in a number of parameters. In English, for example, the auxiliary verb will is used to express future time while, in Arabic, either the modal auxiliary sawfa or the clitic sa precedes the present or imperfective form to express future time (Alhawary, 2016).…”

Section: Tense Modality and Mood In English And Arabicmentioning

confidence: 99%

Translatability of English and Arabic Hypothetical/Unrealizable Propositions

Al-Rashdan

Alrashdan

Salem

et al. 2021

JLLS

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Although translation is a means of intercultural communication, it represents a challenge when it comes to rendering the intended meaning of some propositions, particularly because every language has its distinctive features and structures that may not be accurately rendered into the target language. This challenge is reinforced when translation occurs between two languages that belong to different origins such as English and Arabic. This paper explores the translatability of a grammatical construction (viz. Hypothetical or unrealizable proposition) from English to Arabic, and vice versa. The paper shows-through examples from both languages-that regardless of how carefully translation is conducted, incomplete meanings are usually rendered into the other language. It, moreover, asserts the interlanguage translatability of such propositions and notions. In principle, but by no means exclusively, Arabic is treated as a source language and English as a target language for the purpose of translation. But in many places, this order is reversed. The analysis has implications for translation-related courses, particularly in crucial areas such as legal translation where accurate meanings are carefully searched for.

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“…In addition, there are marks that are placed above or below the letters (Alhawary, 2011). Three represent short vowels: Fatha (), Damma () and Kasra ().…”

Section: Introductionmentioning

confidence: 99%

“…An additional three symbols () (Tanwin) are used in situations of nunation, signifying indefiniteness (equivalent to the indefinite article ‘a’ or ‘an’ in English), represented by the sound [n] attached to the grammatical (case) endings [a], [u], and [i]). Finally, one symbol ( Shadda ) is used to indicate doubling a consonant in pronunciation (Alhawary, 2011). These unique characteristics of the Arabic written language were taken into consideration when developing the A-HAT tasks.…”

Section: Introductionmentioning

confidence: 99%

Development and validity of the Arabic Handwriting Assessment for elementary school students

Salameh-Matar

Basal

Nashef-Tali

et al. 2016

British Journal of Occupational Therapy

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Introduction: Assessing handwriting performance is important for developing effective intervention programmes. We describe the development of the Arabic Handwriting Assessment for elementary school students (A-HAT) and its initial psychometric properties. In its development, the unique characteristic of the Arabic orthography played an important role. Method: The A-HAT evolved through two stages: constructing the assessment and establishing content validity, and examining its feasibility and initial psychometric properties. The study included 114 normally achieving students in second (n ¼ 54, M age ¼ 7.79, SD ¼ 0.31) and fourth grades (n ¼ 60, M age ¼ 9.86, SD ¼ 0.40), whose mother tongue was Arabic. Students were administered the A-HAT, including copying a paragraph and writing to dictation tasks, in small groups. Results: Speed and legibility improved from second to fourth grades, in both the copying and dictation tasks. Girls were found to write more legibly than the boys in the dictation task. Finally, medium to high test-retest and inter-rater reliability were found. Conclusion: This study emphasises the importance of considering the unique orthography of a language in the development of a handwriting assessment. In addition, the results indicate that the A-HAT is a promising measure that may assist educators and clinicians in assessing the Arabic handwriting performance of students in lower elementary school.

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Arabic Grammar in Context

Cited by 13 publications

References 0 publications

Factors Affecting the Writing Performance in Hearing and Deaf Children: An Insight into Regularities and Irregularities of the Arabic Orthographic System

Factors Affecting the Writing Performance in Hearing and Deaf Children: An Insight into Regularities and Irregularities of the Arabic Orthographic System

Translatability of English and Arabic Hypothetical/Unrealizable Propositions

Development and validity of the Arabic Handwriting Assessment for elementary school students

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