By Ghassan Husseinali
Arabic L2 Interlanguage is an important and well timed addition to the sphere of moment Language Acquisition, delivering invaluable perception into the advance of ‘interlanguage’, the meantime language of early novices, in novices of Arabic.
- Clearly establishes what interlanguage is and why it may shape a tremendous a part of international language educating
- Presents the reader with a chain within which six English-speaking newbies of Arabic gather the language
- Makes use of the wealthy morphological and syntactic estate of Arabic to supply a brand new standpoint at the box of moment Language Acquisition.
Arabic L2 Interlanguage contributes at once in the direction of development a extra finished theoretical framework for explaining how L2s are bought. will probably be key textual content for SLA students in addition to a huge source for graduate scholars in Linguistics and overseas Language educating.
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Extra resources for Arabic L2 Interlanguage: Syntactic sequences, agreement and variation
First, both learners are at an advanced stage and must have encountered the target structures targeted in this study over and over many times. Second, since these learners reviewed the chapters they missed from Al-Kitab in the beginning of their second year, any differences in exposure to target structures would have been alleviated; if anything, third-year learners have more input, not less. e. cells filled with X [upper case]). It is worth mentioning that since there was no control over teacher input in the classroom, it is possible that some of the structures outlined in the table could have received more emphasis than what is just in the book.
In order for a combination to have been labeled undetermined, it has to have been either produced one time only, regardless of accuracy rate, or not appeared at all in the sample (for whatever reason). In summary, this chapter provides detailed information about the participants in this study, the input they have received, and the acquisition criterial applied to the collected data. The details in this chapter are useful because they allow replication of this research in the future, and they can be used in the discussion of results, especially the information related to input.
An) clause (x) X (/) (x) (x) (x) X (x) X (x) li? anna Past anna) EmbdCls tense (/) X (x) (x) (/) (/) (/) (/) (x) (/) (/) (/) (/) X (def) (/) (/) X (/) (def) (/) (def) X (indf) (/) X (/) (/) X1 Note: X = Focused instruction, the book explains the grammar and offers practice. Small (x) = The structure occurred in the input more than four times, but was not the focus of instruction (no explanation of the grammar is offered). Sometimes there might be drills targeting the structure but without formally introducing/reintroducing the grammar.