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 improvement of ‘interlanguage’, the intervening time language of early newbies, in rookies of Arabic.
- Clearly establishes what interlanguage is and why it's going to shape a big a part of overseas language instructing
- Presents the reader with a chain within which six English-speaking inexperienced persons of Arabic collect the language
- Makes use of the wealthy morphological and syntactic estate of Arabic to supply a brand new point of view at the box of moment Language Acquisition.
Arabic L2 Interlanguage contributes without delay in the direction of development a extra complete theoretical framework for explaining how L2s are received. will probably be key textual content for SLA students in addition to a huge source for graduate scholars in Linguistics and international Language educating.
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Additional info for Arabic L2 Interlanguage: Syntactic sequences, agreement and variation
According to PT, stage skipping is not possible, and would amount to a violation of the construct of the theory. Therefore, the results obtained in this study cannot be interpreted to validate PT predictions in the case of Arabic L2 interlanguage. If anything, we see clear contradiction represented in stage skipping by half the subjects of the study. Arabic L2 PT studies 27 Upon closer examination of the predictions made in the study, a number of factors may have contributed to the findings in Mansouri (2000).
18 Second-language acquisition theories 2. 3. Initialization-finalization strategy (IFS): The only elements that can be moved are external ones, and they can move only to either initial or final positions. The learner cannot move an external element to the inside of the sentence or an element from the inside to an external position. Subordinate clause strategy (SCS): The learner cannot move elements from inside the subordinate clause to anywhere. It is important here to note that these strategies constrain stages of acquisition in a systemic way; therefore, development in the interlanguage requires the “shedding of strategies” or constraints.
The main focus in Alhawary is testing the acquisition of case marking on nouns and adjectives and mood marking on verbs. In Arabic, nouns and adjectives are marked for case depending on their function and position in the sentence. There are three cases for nouns: nominative, accusative, and genitive. Similarly imperfect verbs in Arabic show mood by changing the end inflection on the verb. The mood of the verb depends on what precedes it. an” (to) requires a subjunctive after it, while the negator “lam” (did not) requires a jussive after it.