Early Sensitivity to Morphology in Beginning Readers of Arabic

Akiki, Carole El

doi:10.3389/fpsyg.2020.552315

Cited by 13 publications

(2 citation statements)

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“…This advantage of Arabic morphology roots and word patterns in the Arabic reading process has been, consolidated, and theoretically grounded (Seraye, 2004(Seraye, , 2016Mahfoudhi, 2007;Mahfoudhi et al, 2010;Abu-Rabia, 2012;Abu-Rabia and Abu-Rahmoun, 2012;Boudelaa and Marslen-Wilson, 2015;Taha andSaiegh-Haddad, 2016, 2017;Maroun, 2017;Saiegh-Haddad, 2017;Abu Rabia, 2019;Aljasser, 2020;El Akiki and Content, 2020;Hermena and Reichle, 2020;Wattad and Abu-Rabia, 2020;Abu-Rabia, 2021;Alseraye, 2022;Khateb et al, 2022;Aldholmi and Pycha, 2023).…”

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confidence: 98%

L2 Arabic learners’ processing of Arabic garden-path sentences: a consistent reading pattern

Alseraye

2024

Front. Psychol.

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PurposeThe main purpose of this study was to investigate to what extent the L2 Arabic learners’ reading process is affected by the incomplete representation of speech (the absence of short vowels and diacritics) while reading ambiguous sentences (garden path sentences).MethodWith a self-paced reading software program, 41 non-native male students, aged from 22 to 26, enrolled in King Saud University, participated in reading 44 sentences (followed by reading comprehension questions) representing three reading conditions, plain, vowelized-discretized, and wrongly-vowelized.ResultsFor the reading times data, the analysis revealed that the GP structure had a significant effect on the reading processes of L2 Arabic learners; it took them longer to read the GP sentences than their non-GP counterparts. For the reading comprehension, the analysis did not reveal any significant differences between the means for the percentages of correct responses. For the comparison between the three reading conditions, a significant difference was found: it took the participants on average less time to read the GP sentences when presented plain, and more time with the incorrect representation. However, their reading comprehension was not affected.ConclusionIn addition to the good-enough model and the nature of Arabic morphology, the reading experience, is a good candidate to start with as an important factor in the interpretation of the ineffectiveness of the GP structure on the reading comprehension process of Arabic readers, in which the segregability of Arabic writing system prepare the readers to emphasize some sensory inputs and ignore others based on their past reading experience.

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confidence: 98%

L2 Arabic learners’ processing of Arabic garden-path sentences: a consistent reading pattern

Alseraye

2024

Front. Psychol.

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“…Pronominal suffixes can be attached to verbs and nouns, thereby adding an additional layer of morphological complexity to words, so that most words are multi-morphemic. Research indicates that as a result of the morphological complexity of the language, Arabic and Hebrew speaking children show signs of morphological sensitivity at an early age and are well able to attend to internal word structure (Ravid, 2001;Gillis and Ravid, 2006;Saiegh-Haddad and Taha, 2017;El Akiki and Content, 2020). Moreover, there is empirical evidence that young bilingual Hebrew and Arabic speakers outperform monolinguals on tasks of derivational morphology, as a sign of positive cross linguistic influences (Asli-Badarneh and Leikin, 2019).…”

Section: Language Typology: Structural Similarities and Differences Between Arabic/hebrew And Englishmentioning

confidence: 99%

Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators

Russak

Zaretsky

2021

Front. Psychol.

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Many studies have examined literacy and related skills among learners of English as a foreign language (EFL), but little attention has been given to the role of oral language within a cross-linguistic framework despite the fact that English is the most widely spoken additional language today. Oral narratives rely on lexical, morphosyntactic, and conceptual knowledge. An in-depth examination of this modality can shed light on specific associations between cognitive and linguistic L1 and EFL skills and suggest possible mediating variables that assist multilingual speakers in producing complete oral narratives in EFL. The present study examined L1 and EFL contributors to EFL oral narratives produced by native Arabic (n = 85) and Hebrew (n = 86) speaking sixth graders seeking to identify cross-linguistic influences. We assessed general cognitive skills, phonological memory (PM), lexical, morphosyntactic knowledge, and reading comprehension in L1 (Hebrew speakers), Modern Standard Arabic (MSA, L2), L3 Hebrew (for Arabic speakers) and EFL. The “Cookie Theft” task assessed EFL elicited narratives using modified narrative analysis scales to account for microstructure (lexical and morphosyntactic complexity) and macrostructure (understanding story elements), generating a Total Narrative score. Our results yielded different patterns of underlying psycholinguistic profiles, and cross and within language associations for each group. Strong interactions between L1, L2/L3, and EFL morphological awareness and reading comprehension suggested cross-linguistic transfer. Regression analysis identified the most influential skills supporting EFL narratives for each linguistic group: English reading comprehension (ERC) was essential for Hebrew speakers and English morphological awareness (EMA) for Arabic ones. These results suggested different allocations of cognitive and linguistic resources in EFL narratives. The results also allowed to identify a common mediating skill for both groups. Findings are discussed within the theoretical framework of the Interdependence Hypothesis, the Linguistic Proximity Model, as well as accounts of direct and indirect transfer, which illuminate the impact of typological distance, general language proficiency and components of linguistic knowledge on cross-linguistic transfer in EFL oral language production.

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The role of verbal patterns in Arabic reading acquisition: insights from cross-modal priming

Shalhoub‐Awwad

2022

Read Writ

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Early Sensitivity to Morphology in Beginning Readers of Arabic

Cited by 13 publications

References 91 publications

L2 Arabic learners’ processing of Arabic garden-path sentences: a consistent reading pattern

L2 Arabic learners’ processing of Arabic garden-path sentences: a consistent reading pattern

Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators

The role of verbal patterns in Arabic reading acquisition: insights from cross-modal priming

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