Is religious affiliation a key factor of language variation in Arabic-speaking countries?

Germanos, Marie-Aimée; Miller, Catherine

doi:10.1016/j.langcom.2014.12.001

Cited by 14 publications

(13 citation statements)

References 5 publications

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“…In most cases, the responses did not differ significantly between the two languages, mainly because the respondents tended to translate their Arabic responses directly into English, but more religious references were made in Arabic in the different situations. This finding is supported by previous research which found religion to have a significant influence on the speech produced by Arabs of different faiths in North Africa and the Middle East [54]. However, this is an area that needs further investigation, as most existing work studying religious influence on language examined the influence of religion on language maintenance and identity preservation [55], [56] rather than the causes of using religious wordings and references in everyday speech, especially in Arab cultures.…”

Section: Anger Emotionsupporting

confidence: 71%

Analysis of Linguistic and Prosodic Features of Bilingual Arabic–English Speakers for Speech Emotion Recognition

2020

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Speech emotion recognition (SER) research has usually focused on the analysis of the native language of speakers, most commonly, targeting European and Asian languages. In the present study, a bilingual Arabic/English speech emotion database elicited from 16 male and 16 female Egyptian participants was created in order to investigate how the linguistic and prosodic features were affected by the anger, fear, happiness and sadness emotions across Arabic and English emotional speech. The results of the linguistic analysis indicated that the participants preferred to express their emotions indirectly, mainly using religious references, and that the female participants tended to use language that was more tentative and emotionally expressive, while the male participants tended to use language that was more assertive and independent. As for the prosodic analysis, statistical t-tests showed that the prosodic features of pitch, intensity and speech rate were more indicative of anger and happiness while less relevant to fear and scarcely significant for sadness. Furthermore, speech emotion recognition performed using linear support vector machine (SVM) with AdaBoost also supported these results. In regard to first and second language linguistic features, there was no significant difference in the choice of words and structures expressing the different emotions in the two languages, but in terms of prosodic features, the females' speech showed higher pitch in Arabic in all cases while both genders showed close intensity values in the two languages and faster speech rate in Arabic than in English. INDEX TERMS Arabic speech analysis, bilingual linguistic and prosodic features, classification, speech emotion recognition. LAMIAA ABDEL-HAMID received the Ph.D. degree (Hons.

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Section: Anger Emotionsupporting

confidence: 71%

Analysis of Linguistic and Prosodic Features of Bilingual Arabic–English Speakers for Speech Emotion Recognition

2020

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“…A point made by Walters (personal communication) that bears repeating here is that the nature of religious identity varies from culture to culture: While it is now common for speakers to have multiple religious affiliations, in the Middle East or Africa, religion is a more salient variable both culturally and linguistically (Walters 2014; Germanos and Miller forthcoming). The extent to which this is also the case in Europe varies by country, is in flux in recent years, and is worthy of sociolinguistic (as well as anthropological) inquiry.…”

Section: Multiple Religious Identities (Affiliations)mentioning

confidence: 91%

Religion as a Sociolinguistic Variable

Yaeger-Dror

2014

Language and Linguist. Compass

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When considering variables that are rarely coded for in sociolinguistic studies, we discovered that general demographic studies [e.g., the census, Pew Research studies] have only recently realized that the question sets provided for demographic information rarely permit coding of religion, or when they do, provide only coarse-grained coding; yet recent studies in sociolinguistics and social anthropology have demonstrated that fine-grained distinctions in religious identification are necessary to account for sociolinguistic variation. This paper reviews the information from both sociolinguistic studies and demographic studies which should be considered when developing a protocol for analysis of speech variation. The paper also points out that the variation is often due to network effects from the 'community of practice', but at least some of the variation can be traced to ideological positions or choice of referee, both of which appear to inf luence language use.

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“…A good teacher is a teacher being creative and smart to motivate his/her students to that the difficulties faced by the students, which caused by their internal factors stultifying their passion, can be solved (Ahmad, Mahmoud, & Fink, 2016;Bonacina-Pugh, 2013;Raymond, Jacob, Jacob, & Lyons, 2016). In line with this, it is a comment that motivation in Arabic learn should be developed continuously by embedding a feeling of "yes, I can" (Alruily, Ayesh, & Zedan, 2014;Bounhas, Ayed, Elayeb, & Bellamine Ben Saoud, 2015;Chakrani, 2015;Garca-Sanchez, 2010;Germanos & Miller, 2015;Suleiman, 2011). Furthermore, he commented that the way to achieve that is by avoid any emphasis on giving terms (fa'il, maf 'ul, majrur, mansub, marfu' etc.…”

Section: Nazhariyah Al-wihdah: An Approach In Arabic Learnmentioning

confidence: 98%

Ecletic Method for Arabic Learning in Islamic School of Indonesia

Wekke¹,

Yusuf²,

Muttaqien³

2018

Preprint

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Arabic learning was starting from an assumption that its method was more important than its materials. This assumption then saw that its success would be determined by methods selected by the teacher. This paper discusses the paradigm encouraged Arabic teachers to master several methods considered effective and efficient to achieve the goals of learning Arabic. Starting from this, eclectic method was born as central axis to provide various alternative methods combined to support each other in achieving the goals of learning Arabic. There were, in the past, facts showing that the causes of failures of learning foreign languages were, among others, teachers' capability to select proper and attracting methods. This statement showed that the cause was the inappropriateness of method selection which led to students' desperation. Finally, some recomendations will be presented to enhance Arabic language learning.

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Is religious affiliation a key factor of language variation in Arabic-speaking countries?

Cited by 14 publications

References 5 publications

Analysis of Linguistic and Prosodic Features of Bilingual Arabic–English Speakers for Speech Emotion Recognition

Analysis of Linguistic and Prosodic Features of Bilingual Arabic–English Speakers for Speech Emotion Recognition

Religion as a Sociolinguistic Variable

Ecletic Method for Arabic Learning in Islamic School of Indonesia

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