This paper is an attempt to describe the Arabic language and the problem of duplication of the tongue facing the Arabic language students in the United States . Duplication tongue basically means " bilateral lingualness" and is the word used to describe the situation involving the use of two different forms of the speech live side by side , and in different contexts . Duplication of the tongue is not only one of the problems that the student of the Arabic language will encounter . First I will describe briefly the place of the Arabic language in the world of languages. I will touch lightly on some of the aspects that make it a difficult language to learn for speakers of Indo-European languages . Then I will describe the problem of double tongue in modern Arabic . Finally, I will make a proposal on a possible way to teach Arabic language , which directly addresses the issue of duplication of the tongue .
Feature that is generally slight shock to read and write is that Anglophones usually written Semitic languages without vowel signs that would indicate a short vowel . And Semitic...
It is interesting for Lisa Kanae to use three different voices in her book, Sista Tongue. The structure of Sista Tongue is different from standard books as if to make her words flow and become active. Her message still holds truth in today’s society. In many homes, younger generations face the inadequacy of being unable to understand their mother tongues while their parents struggle with learning English. Code-switching is natural for bilingual people and those that speak to other sub-cultures. Lisa Kanae’s different voices are similar to
Arthur Dimmesdale, a character of high reputation, overwhelmed by guilt, torn apart by his own wrongdoing, makes his entrance into history as the tragic hero whose life becomes a montage of pain and agony because of his mistakes. The themes leading to Dimmesdale’s becoming a tragic hero are his guilt from his sin, and his reluctance to tarnish his reputation in the town. Guilt plays a huge role in defining Dimmesdale as a tragic hero. Dimmesdale has understood that by not revealing his sin, he has doomed himself. This also connects with the constant struggle with Chillingworth. The mysteries of Dimmesdale’s guilty heart entice Chillingworth to delve into his soul and reveal what has been hidden, causing Dimmesdale great pain and suffering. His guilt is taking over, causing him to inflict pain upon himself while also experiencing true and meaningful suffering. Guilt is not the only theme in the novel that help to characterize Dimmesdale as a tragic hero, but reputation and authority in the community also help to characterize him as a tragic hero. Arthur Dimmesdale has a grand reputation and authority in his community, which worsens his downfall. The respect he had from his community makes them hurt worse when they see his decline. His excessive pride makes him ignorant to most, until the end when all things go downhill. He also made a life altering decision of whether to stay and face his guilt, or to run away from his mistakes. Arthur Dimmesdale, from Nathaniel Hawthorne’s The Scarlet Letter, is an example of a tragic hero because of the downfall brought about by his guilt and necessity to uphold his authority in the town.
In the articles, “Obama’s English” written by H. Samy Alim and Geneva Smitherman and “Speaking in Tongues” written by Zadie Smith, the writers inform us of, the consequences of voice adaption and how it can result in scrutiny and a loss of identity. On the other hand, the articles asserts, the advantage of having a “double voice” and the way it allows one to connect and empathize with people from different geographic areas. Based on the premise of the writer’s argument, modifying language to conform to the expectation of society can have both positive and negative effects.
When he was young, he was “noticeably better” in English than his classmates, but instead of slacking off in school, Majed decided to learn Arabic (Fitaihi 1). As Brandt describes, competition is often one of the most potent drives in sponsorship (Brandt 48). For Majed, competition against his classmates and himself in learning Arabic and drove him to learn as much as he could. He came to realize that language is literacy which extends beyond the knowledge of syntax and grammar. “Understanding two different languages…” Majed expressed “you need to understand the culture that goes along with it… I think you develop a broad way of looking at the world.” He attributes his outlook on interacting with others to his exposure to different cultures and languages. His own sponsorship and drive which developed from his interest in learning Arabic and challenging himself to excel was a driving force for his growth in cultural literacy. Similar to Dora Lopez in “Sponsors of Literacy” Majed experienced the struggle to learn the language of his heritage while feeling disconnected from that world. Majed’s own motivation for learning Arabic was to understand the culture of his family and the country where he was living in a more authentic way, his own gains from this self-sponsorship, although not the same economically as Lopez, paid off when he could
Howard, Elizabeth R., and Kathryn J. Lindholm-Leary. Guiding Principles for Dual Language Education. Washington, D.C.: Center for Applied Linguistics, 2007. Print.
Socio-cultural factors have an important effect on second language learning. In particular, cultural exposure plays a significant role in the language learning process. Cultural ignorance and prejudice may cause difficulties for language learners and the degree of exposure also determines how fast a second language learner can acquire a new language. In this mini research essay, I will first examine how people from China and Middle Eastern will be stereotyped. Next, I will discuss why people have similar cultural background with the native speakers learn a new language better. Moreover, I will show different learning strategies people used and finally, how these factors affect second language learning will be discussed.
Stagni (1987) Slips of the tongue in Arabic. In M. Eid (Ed.), Perspectives on Arabic linguistics: Papers from the annual symposium on Arabic linguistics, volume I, Salt Lake City, Utah. Philadelphia, PA: John Benjamins Publishing Company.
In respect to the distinction of voice, Turner uses the example of a Gullah speaker saying, “they beat him” instead of the English syntactic phrase, “he was beaten” (Turner, 209). Thus, distinctive voice is eliminated by the use of the objective case as opposed to passive verbs in English. This syntactical framework can be found in the African languages of Ewe, Yoruba, Twi, Fante, and Ga (Turner, 209). Similarly to the languages of Ewe and Yoruba, the verb /de/ is the Gullah language is used as a prepositional verb. Also, in the Gullah language verbs are often used in pairs or phrases, which is reflective of the languages of the Ewe and Twi people (Turner,
There is a “CORELATION” between the effects of “BILINGUALISM AND THE COGNITIVE DEVELOPMENT OF CHILDREN”. BILINGUALISM is actually the two languages which are spoken in single family or rather it is imposed on children to learn parent’s two different languages. BILINGUALISM has both Positive and Negative effects on the Child’s Linguistic, Cognitive and Educational Development. Before discussing the impacts of bilingualism, another concept that is the concept of SECOND LANGUAGE is necessary to be differentiated from bilingualism. ”SECOND LANGUAGE IS THE LANGUAGE WHICH IS LEARNT AFTER BEEN MASTER ALREADY IN ONE LANGUAGE”.
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
Communication style can be defined as a person’s characteristic way of speaking. Every different culture around the world all have their own unique twists on how they communicate in comparison to other cultures. After the completion of an interview with Nabil Haddad, a retired High School science teacher from Lebanon, and the Arabic culture, it was analyzed that there are many similarities and differences between the communication styles between the Arabic culture throughout the middle east, and ours in the United States. After completing analysis of the interview, it was deduced that these two cultures have some major differences in communication style. Between the two cultures, Arabic and American, the major differences can be seen within three major aspects of communication style; the belief of talk and its value, politeness, and presentation of self.
This study is limited to study only one kind of speech acts, namely, the speech act of offering. The researcher will examine the different types and strategies used by the Jordanian Arabic spoken language only. Other Arabic dialects and languages are not investigated.
There are three reasons for selecting Hasawi for this study. First, there is little previous work related to Hasawi even though it is considered an enormous dialect because it is expanded to other Gulf countries, such as Bahrain, Iran, Iraq, Kuwait, Qatar, and United Arab Emirates. Thus, HD is also spoken as a minor dialect in the previous mentioned countries so that Hasawi is sometimes called Gulf Arabic 'Khaliji'. Secondly, the emergence of a new dialect a few years ago which is Modern Hasawi, a blend of old Hasawi and Najdi, threatens the existence of the original Hasawi in Saudi Arabia in spite of the massive expansion of the dialect to the neighboring countries. Finally, the dialect of Al-Ahsa is seen as a humorous matter among other Saudi dialects because it is hard to understand (Bassiouney, 2010). Probably the cause of such difficulty refers to the sociolinguistic impact of non-Arabian languages, such as Farsi 'Persian' and Turkish. However, it would be proven at the end of this paper that this unattractive dialect has unique acoustic features.
As time goes by and as the global community develops, the world grows more and more international, making second or third language acquisition become necessary to the majority. With the growing importance of multiple language ability, more and more parents think of bilingual or multilingual education, which means acquisitions of two or more languages, for their kids. In fact, we do have many reasons showing why multilingual education is important and beneficial, such as aspects of interpersonal relationship, employment, brain health, and so on.
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...