Arabic and Amazigh Language Studies
Edited by : MOHA ENNAJI
2018

MOHA ENNAJI

Introduction

Mohamed Yeou, Kiyoshi Honda, and Shinji Maeda
An Instrumental Study of Three Coronal Obstruent Geminates in Figuig Berber

Hassan Souali
Complex Verbs in Arabic: A Syntax-All-the-Way-Down Approach

Koussaila Alik
L’emprunt face à l’aménagement du lexique scolaire en Algérie et au Maroc : Étude comparative

Abdellatif Elmatad
La Morphologie du Verbe en Arabe (en arabe)

Abdelhakeem Kaseem
The Role of Virtual Worlds in Developing Oral Proficiency for Learners of Arabic as a Second Language (in Arabic)

Boudris Belaïd
L’enseignement de la langue amazighe : de la grammaire à la didactique (en arabe)

 

 

 

Introduction

This issue of Languages and Linguistics includes scientific contributions covering phonetic, phonological, and morpho-syntactic aspects of Arabic and Amazigh (Berber). It includes also research on sociolinguistic and pedagogic problems in the teaching of Arabic and Amazigh, offering the findings of experiments in language pedagogy that can be of interest to readers and researchers.

 

 

Blending language courses: an added value
pp. 1-14
Mohamed Yeou, Kiyoshi Honda, and Shinji Maeda

In this context, Mohamed Yeou, Kiyoshi Honda and Shinji Maeda report three experiments that investigate the articulatory and acoustic properties of the following geminate stops in Figuig Berber: aspirated [tt?], and unaspirated [tt?] and [d?d?]. The first experiment examines the laryngeal adjustments in these consonants by means of photoglottography; the second experiment investigates the place of articulation by means of static palatography; and the last experiment studies some of their acoustic properties by means of spectrographic analysis. Results of the first experiment show that the articulation of the three geminates is quite the same: apico-laminal at the dentialveolar region, but with [d?d?] tending to be rather anterodorsal. Results of the second experiment indicate that even if the difference between aspirated [tt?] and unaspirated [tt?] and [d?d?] is both one of timing and of large vs. narrow glottal opening, the temporal coordination between laryngeal and oral articulations is the most important factor in the control of aspiration.?

 
 
The effects of a blended writing course on students’ writing ability
pp. 15-32
Hassan Souali

Hassan Souali’s article on complex verbs in Arabic presents further linguistic evidence from Standard Arabic in support of the Syntax-All-the-Way-Down approach to the derivation of complex verbs (e.g. change of state verbs, unergatives, ditransitives, causatives, etc.), and to word formation in general, as claimed within the framework of distributed Morphology (Halle and Marantz (1993, 1994), Marantz (1997, 2001), among others). More specifically, it is argued that the syntactic derivation of these verbs involves one or more light v positions (functioning as secondary predicates with different semantic flavors), to which the lexical root (i.e. the head of the XP complement of the lowest v in the same clause structure), which bears a category label, ultimately moves via the familiar head-to-head movement operation.

 
 
Innovative practices in teaching the “Study Skills” course: A comparative study
pp. 33
Koussaila Alik

Koussaila Alik’s article deals with the place of word borrowing in relation to the development of the Tamazight school lexicon, based on a comparative study between Algerian and Moroccan textbooks. The purpose is to analyze in detail, with examples, the contexts of recourse to linguistic borrowing, the different types of borrowing and their origins. This study will situate the impact of the lexicon used in textbooks on neology and lexical borrowing.

 
 
Innovative, ICT-enhanced assessment options: The cyber-coaching model as an example
pp. 1A
Abdellatif Elmatad

In his article, Abdellatif Elmattad adopts the lexical perspective, by addressing a fundamental issue that was discussed in the light of linguistic models to which the Arabic language directly contributed by its representational methods and the development of its conceptual tools: the issue is how to design Arabic verbs in the lexicon, or how to represent entities and fuzzy elements: lexical assets, redundant elements, and vocalization. The article limits itself to dealing with this issue on the triconsonantal root. It does so in the context of one of the linguistic theories that adopted the lexical perspective, the autosegmental theory, by McCarthy (1979, 1981), Guerssel & Lowenstamm, and Lowenstamm (2003).

 
 
Digital learning resource development and flipped learning: Innovative teaching of “Introductory Phonetics”
pp. 45A
Abdelhakeem Kaseem

The article by Abdelhakeem Kaseem deals primarily with the role modern technology (both 2D and 3D environments) can play in supporting and enhancing the learning experience of foreign language learners in general and Arabic learners in particular, by creating an environment rich in opportunities, and allowing learners to develop and enhance their language skills in an interactive and authentic learning environment. One of the main challenges learners face when learning another language (L2) in an academic setting in countries where that language is not actively used – so little L2 exposure – is that it is harder to provide meaningful contexts for learning. This restriction in L2 exposure in the formal academic framework is due to the limited face-to-face learning time and, more significantly, is compounded by lack of exposure to the language’s authentic use settings. Students are often isolated from the target language’s authentic discourse communities and native speakers. This article discusses two innovative approaches, using 2D and 3D environments, designed to enable learners of Arabic at Deakin University to practice their developing skills by listening, practising, and experiencing directly how the language is used outside the classroom boundaries, as well as allow learners to develop their oral and cultural communicative competency by engaging them in simulating and evolving authentic language scenarios with native Arabic speakers of Arabic speaking countries through the Virtual World (VW).

 
 

A comparison of blended and face-to-face approaches to teaching “Research Methods” to undergraduate students
pp. 71A

Boudris Belaïd


In his article, Boudris Belaid argues that the teaching of Amazigh is characterized by a combination of the contributions of specialists in language, education sciences, and community actors. This teaching was a combination of the dual adaptation of the Amazigh with the modernist innovations, and adapting them to the peculiarities of the Amazigh language on the one hand, and integrating them in a context of self-pride and identity restoration, which was affected by the conditions of neglect and oral use of the language.

International Institute for Languages and Cultures (INLAC) at Fez