Notre étude se termine par la constatation de l’existence de deux types d’accent en arabe : l’accent de mot et l’accent de phrase dont nous mesurons les facteurs d’allongement appropriés.

    This article attempts to study some of the syllable structure processes that operate in the Fante dialect of Akan and where necessary synchronic phonological rules have been formulated to capture generalizations associated with the processes. Most of the processes that we have studied in this paper have, hitherto, not received any kind of discussion in the existing Akan literature. These include glide formation, A-raising, epenthesis, denasalization, deliquidization and metathesis. However, we concede the fact that this present study is not exhaustive inasmuch as to cut down on its length/volume elision, among other phonological processes, has to be shelved.

    The paper shows that when foreign words are integrated into these languages, they adapt to the morphology of these languages in that they go into their noun class systems. Integration into these noun classes is determined by different factors which include their meanings, lack of an overt prefix of a particular class as well as the phonological shape of the initial syllable of the loanword. In addition, such loanwords also allow the occurrence of some morphological processes such as dimunitivisation peculiar to these languages. Furthermore, some loanwords came into Ikalanga through Setswana which is the dominant language in Botswana.

    The language proficiency of Moroccan children in elementary schools in the Netherlands has been the centre of interest of many studies. While the general results point out the low proficiency of Moroccan children in Modern Standard Arabic (Henceforth, MSA), the ethnic origin of the children (i.e., Arabophones vs. Berberophones) has largely been underresearched in the Dutch context, despite its possible significance in determining children's proficiency in the language at stake. Given this state of affairs, it is not only difficult to get a complete picture of the effects of teaching MSA on the proficiency of Moroccan children in this language in the Netherlands, but a fair few questions remain unanswered. Do Arabophone perform better than Berberophone peers in terms of their proficiency in Modern Standard Arabic or vice versa? Would children from an Arabic background take advantage of the lexical affinities involving MSA and Moroccan Arabic? Does the fact that they are either Arabophone or Berberophone affect their expectations with respect to the proficiency levels to be achieved in terms of MSA reading, writing, and listening skills? Could it be the case that Berberophone children perceive their learning of MSA as somewhat difficult, which could affect their proficiency in MSA?

    Despite the fact that the Multiple-Choice test has been used in some studies, it does not attract many researchers as an alternative test for measuring vocabulary size. This is because this test is mainly directed to measuring general language ability rather than vocabulary size. The other reason is that it is time consuming compared to other tests involved in this respect such as the Yes/No Test for example. This paper aims to examine the reliability of the Multiple-Choice test as an alternative measure for the vocabulary size of English.

    This study describes two current vocabulary size tests. The first test is the Hever Multiple Choice (MC) association test (Hever, 1997); the second one is the LLEX recognition test (Meara, 1995). The study investigates whether these two vocabulary tests are similar or different in predicting the learners' actual vocabulary size. The study also looks into the overall results of the subjects to see which of the two tests produces better results. Since both the Hever (MC) and the LLEX test items are based on the frequency counts, I hypothesize that the vocabulary size predicted by both tests would be equally the same, or at least close.The results of the study show that both tests correlate significantly (r=0.523 p<0.000) with no significant differences between the means ( p<.219).

    The results showed that the students agreed with their teachers on the major reasons of writing difficulties, but not on their ordering; the reasons were mainly affective/psychological for the learners resulting from their lack of motivation, but they were mainly cognitive for the teachers, who explained that negative transfer was a major source of problems.

    This is a sociolinguistic study of word borrowing in the Arabic military lexis. Using examples, the author shows that a great bulk of the loan words emanate from Persian, Greek and Turkish. These loans are today so much integrated phonologically and morphologically that they are inseparable from the Arabic language.

    This article is a review of Georges Bohas' book titled Matrices et Etymons: Développement de la Théorie. The article argues that this book is a significant contribution to Arabic linguistics and linguistic theory, despite the fact that it embodies a few problems of lay out and organization.