LANGUES ET LINGUISTIQUE : LANGUISTICS AND LANGUAGE TEACHING
Préparé par : Moha Ennaji
2014 / Numéro 33-34
This issue addresses the subject of language at the structural and applied levels, as a language of instruction, communication, and as a social phenomenon. The authors of this volume come from a number of disciplines, namely: education, linguistics, and sociology. The essays deal with issues of language, culture, and education through theoretical approaches and social and educational perspectives. This issue includes six articles, two of them in Arabic.
Hakim Hessas sheds light on the delicate need to rely on digital data as the researcher often faces significant obstacles, including how to build and collect data, and who should be eligible to give basic semantic interpretation of the data. The goal is precisely to clarify the fundamental relationship between quantitative and qualitative methods. The author pleas for corpus linguistics and the use of digital perspectives.
Fayssal Tayalati proposes a semantic approach which allows to systematize the formation of both masdars and non-causative intransitive verbs from transitive active ones in Modern Standard Arabic. The analysis takes into account the lexico-conceptual structure of verbs as well as the involvement of the agent in the expressed process. Action denoting transitive verbs are divided into two classes depending on whether the action produces or not a result. Verbs lexicalizing a simple structure (without a resultative layer) give rise to the formation of masdars expressing (among others) unrelated events and do not enter into the causative/non-causative alternation.
Larbi Momouch examines the structural components of the Tamazight language, namely the phenomenon of temporal subordinate clauses, explaining the degree of integration of grammar in terms of time or tense, as a basic linguistic element, which leads to a set of grammatical features that distinguish the Tamazight language.
Abdullah Al Fraidan and Asem Bani Amer examine the phenomenon of synthetics errors made by learners of Arabic as a foreign language at King Saud University. After a preview of these errors, the authors show the importance, objectives, and methodology of the study, and then focus on the findings that emerged from the statistical analysis of the compositional errors produced by students, such agreement errors, confusion between masculine and feminine and definite and indefinite nouns.
Benaissa Ichou provides a critical outlook of the Regional Centers for teacher training in Morocco, highlighting the weakness of the integration of the Amazigh language in these centers. The author seeks to sensitize the decision-makers and inform them about the reality of training in these centers. He affirms that most of these regional centers are not qualified to provide vocational training for the teaching profession, nor for the teaching of Amazigh language for that matter.