Forum for Linguistic Studies

Exploring the Challenges and Strategies of Learning Arabic Language among Primary School Teachers

2024-12-11T17:55:44+08:00

Several concerns concerning the acquisition of the Arabic language have been the subject of substantial discussion, one of which is the requirement to take into account a number of different elements. In order to address this issue, the current study conducted a qualitative investigation of the difficulties that primary school children face when attempting to learn Arabic, as well as the instructional methods that are utilised by primary school teachers. Interviews with a semi-structured format were carried out with 43 primary school teachers in Peninsular Malaysia who were selected through a purposeful sampling process. This guaranteeing a broad representation of experiences was achieved. Complex script, root word system, vowels, homographs, gender and quantity, and cultural context were identified as the six primary obstacles that were discovered from the findings that were gathered. In addition, eight different instructional methods were identified, including the utilisation of visual aids, learning environments that provide contextual information, iterative repetition, interactive game-based learning, targeted vocabulary exercises, narrative techniques, collaborative learning models, and the incorporation of technology. The findings of this study showed the significance of adopting a variety of flexible teaching methodologies in order to effectively cope with the complexity of language acquisition, particularly the Arabic language.

Integrating Production-Oriented Approach (POA) in Flipped Classrooms: An Action Research on Enhancing Spoken English Instruction for English Majors in China

2024-12-26T10:32:10+08:00

This study addresses the limitations of traditional English-speaking instruction for English majors in China, such as limited class time, insufficient opportunities for classroom speaking, and inadequate support for autonomous learning. In response to these challenges, the study presents an integrated teaching model that combines the Production-oriented Approach (POA) and Flipped Classroom in Blended Learning environments, analyzing its practical application and effectiveness through two cycles of action research. The first cycle involved 94 second-year students, focusing on how combined online and face-to-face instruction can offer equitable speaking opportunities, promote independent learning, and enhance student satisfaction. The second cycle, with 88 second-year students, refined the “write-before-speak” strategy, improved online-offline coherence, and explored how varied feedback can support self-regulation and continuous progress. The findings indicate that the integrated model effectively alleviates the lack of speaking opportunities and enhances autonomous learning by offering a flexible and diverse learning environment, supported by collaborative assessment mechanisms. Additionally, the model improves students’ speaking motivation and classroom engagement by progressive procedures of motivating-enabling-assessing, transitioning from fundamental online learning to face-to-face classroom practice. This gradual progress fosters consistent language development, enabling students to tackle increasingly complex speaking tasks with confidence and competence. Overall, the study demonstrates the model’s effectiveness in reforming English-speaking instruction in higher education, offering valuable insights into the design of pedagogical strategies that can bridge the gap between traditional instruction and the evolving needs of language learners.

An Acoustic Analysis of Singleton and Geminate Emphatic and Non-Emphatic Consonants in Arabic

2024-12-25T09:42:47+08:00

Differences in length between singleton and geminate consonants with the same feature have received considerable attention in the literature. However, little work has been done to analyze differences in duration between singleton and geminate consonants with distinct features. This acoustic study sought to examine the differences in duration between singleton and geminate emphatic and non-emphatic consonants in Standard Arabic. The target consonants consisted of emphatic /sˤ/, /tˤ/, and /ðˤ/ (in singleton and geminate form) and their non-emphatic counterparts: /s/, /t/, and /ð/ (in singleton and geminate form). The stimuli consisted of 12 words, six of which contained a singleton and the other six of which contained a geminate, in order to test the closure/friction duration of those sounds. Seven native-speaking Arabic students from Prince Sattam bin Abdulaziz University were recruited as participants for the study. They were recorded while producing the target words containing intervocalic singleton and geminate consonants in a carrier phrase. The results generally showed a large singleton-to-geminate ratio difference in closure/friction duration. The singleton-to-geminate ratios showed that a geminate consonant was approximately twice the duration of a singleton. However, the results showed no difference between the ratios and means of emphatic and non-emphatic singleton consonants or between the closure/friction durations of emphatic and non-emphatic geminate consonants.

Lexical and Cultural Interactions between Armeno-Kipchak and Turkic Languages in a Medieval Context

2024-12-24T16:31:05+08:00

The Armeno-Kipchak script serves as a vital medium for preserving and transmitting medieval Eurasia's cultural and historical heritage. This unique script provides insights into linguistic interactions and reflects the literature, culture, language, lifestyle, and religious practices of Armenians who spoke Kipchak. This study explores the linguistic and cultural interactions between the Turkic and Armeno-Kipchak languages in the medieval Eurasian context. The research identifies the key factors that shaped lexical borrowing and cultural assimilation by analyzing the historical, cultural, and social contexts of these interactions. Through contextual analysis, the study explores how historical events, trade, migrations, and religious dynamics influenced linguistic and cultural exchanges. It underscores the importance of investigating these interactions to reconstruct the evolution of language and to gain a comprehensive understanding of the intricate socio-linguistic relationships that characterized medieval Eurasia. By tracing the pathways of cultural and linguistic influences, this research contributes to broader historical and cultural studies, shedding light on the interconnectedness of the Turkic and Armeno-Kipchak linguistic traditions within their shared historical milieu. This finding emphasizes the significance of understanding the dynamic interplay of languages and cultures in shaping the historical narrative of Eurasian societies. It serves as a foundational step toward further exploration of medieval language development and cultural transformations.

A Correlational Study of University Students’ Foreign Language Learning Anxiety and Academic Achievement in the Chinese Context

2024-12-23T11:31:05+08:00

The correlation between foreign language learning anxiety (FLLA) and academic achievements (ACH) is an oft-researched topic. It is, especially, applicable when learning English as a foreign language (FL). As such, the present study examined the correlation between the FLLA that students majoring in English, Japanese, Arabic, Korean, Spanish, and French at an international studies university in China experienced and their ACH. The results of the study indicate that the students experience moderate levels of FLLA. An insignificant difference was observed between the level of FLLA that female and male students experience. However, a significant difference was observed between the level of FLLA that the students experienced depending on their majors. More specifically, students majoring in Korean experienced the most foreign language classroom anxiety (FLCA) across all the examined dimensions, namely, communication apprehension (CA), academic anxiety (AA), and classroom anxiety (CN). Meanwhile, students majoring in French experienced the least CA and CN, while students majoring in English experienced the least AA. Apart from that, a significantly negative correlation was observed between the students’ exam scores (ES) and their levels of FLCA. Therefore, the findings of the present study can be used to develop high-quality foreign language learning (FLL) education in China. The implications of the present study’s findings are also discussed.

Code Switching in Rural Areas: The Case of Ad Dahinah Public Schools from the Perspective of Sociocultural Theory

2024-12-18T10:19:20+08:00

Code-switching is a common phenomenon around the globe. It has been the center of long debate among linguists and researchers due to its impact on the process of language learning. This research touches upon this phenomenon in the context of Ad Dahinah, a rural village in Saudi Arabia. The study investigates teachers’ and students’ attitudes to code-switching in English language classrooms, and its implications for identity and educational outcomes. Employing a mixed-methods approach, data were collected from students (N = 79) using a questionnaire and from teachers (N = 8) through semi-structured interviews at public schools in Ad Dahinah, Saudi Arabia. The findings show the prevalence of code-switching used as a pedagogical tool to facilitate comprehension and cater to the diverse linguistic needs of students. The analysis reveals that both teachers and students perceive code-switching to be beneficial for bridging gaps in vocabulary and conceptual understanding. However, there are concerns about its impact on English language fluency. Additionally, code-switching has social and cultural implications, playing a role in reinforcing local identity while navigating the pressures of globalization evident through language use. The research contributes to understanding linguistic practices in rural educational settings, suggesting that code-switching, while supportive of learning, requires careful attention to balance language proficiency goals with effective communication.

Sonority Constraints in Frozen Jordanian Arabic Binomials

2024-12-25T11:13:47+08:00

This study examines whether binomial constraints reflect universal linguistic trends or are influenced by language-specific factors, with a particular focus on phonological patterns in Jordanian Arabic binomials. Setting aside potential influences from semantics, pragmatics, morphology, word frequency, prosody, and cultural factors, the analysis centers on the applicability of onset and coda sonority constraints. While these principles are often associated with universal linguistic tendencies, examining a corpus comprising 400 frozen Jordanian Arabic binomials reveals that 60.25% of onset binomials and 67.33% of coda binomials deviate from expected sonority sequences. These deviations, manifesting as "reversals"(sonority inversion) and "plateaus" (sonority stagnation), challenge the universality of such principles and highlight context-specific and language-driven variability. Statistical analysis highlights pronounced patterns of non-conformity, indicating that universal applicability is more the exception than the rule. These findings underscore the need for further cross-linguistic research to investigate the interplay between universal trends and language-specific factors in binomial ordering.

The Effect of Using Real-Time Magnetic Resonance Imaging on the Perception of EFL Vowels

2024-12-19T10:39:52+08:00

This study investigated the influence of real-time Magnetic Resonance Imaging (rtMRI) videos as an innovative tool for enhancing learners' perception of English vowel sounds among Arabic-speaking learners of English as a Foreign Language (EFL). Utilizing a pretest-intervention-posttest design, the study involved forty participants who were equally divided into two groups: an experimental group and a control group. The experimental group received targeted perception-based instruction that incorporated rtMRI videos, delivered in three weekly sessions of thirty minutes each. In contrast, the control group underwent a similar instructional approach but without the use of rtMRI technology. To assess learners' progress, two tests were administered during both the pretest and posttest phases. The first test focused on the subjects' ability to associate vowel sounds with their corresponding articulatory features, while the second test evaluated their overall perception of vowel sounds. Analysis of the post-test results revealed significant improvements in the vowel-feature association test exclusively for the experimental group. Implications of these findings are discussed.

On Adjectival Agreement in Standard Arabic

2024-12-25T11:25:52+08:00

In the language of Standard Arabic, the attributive adjective, which typically occurs postnominally, must fully agree with its modified noun in four morphological features: gender, number, case, and (in)definiteness features. Several diverse attempts have been provided in the literature to account for this type of agreement in Standard Arabic, most of which are either inadequate or more complicated. Therefore, the main aim of this theoretical study is to provide an alternative simple analysis for this type of full agreement in Standard Arabic. By using a single mechanism, specifically the Feature Assignment Rule which indicates that once a category X merges with a category Y, the grammatical features of the category X are immediately copied onto the category Y and are then morphologically realized on all lexical items within the category Y, the full agreement between the Standard Arabic attributive adjective and its modified noun in the four morphological features can be straightforwardly accounted for. More specifically, when the noun phrase (NP) merges with its modifying adjective (AP), the grammatical features of the NP are immediately copied onto the AP and then realized on the adjective head located within the AP. Unlike the previous analyses, the proposed analysis in the current study has the merit of being both simpler and more economical.

Leveraging ChatGPT AI Model in Academic Writing and Avenues for Further Development: SWOT Framework

2025-01-02T10:07:22+08:00

ChatGPT is a recent and famous AI tool that has triggered debates about its potential implications in research, education, and enhancing language practices and skills. This study manipulated the SWOT analysis framework and systematic review to outline and scrutinize AI tools, including ChatGPT's strengths, weaknesses, opportunities, and threats, in use in academic writing. The study highlighted that the strengths of using ChatGPT in writing include helping researchers and students' writing by increasing information access, generating ideas, planning, and revising writing. It was found that the weaknesses of ChatGPT’s use in writing involve difficulty in finding the source, lack of ensuring academic writing ethics, increasing student's overreliance, and decreasing the creativity of original writings. This research provided some opportunities for using Al tools, such as generating and creating new AI programs and models to help researchers and students improve their writing and detect unethical writing. The study highlighted several threats to using ChatGPT in writing, including a lack of ensuring the originality of ideas and resources, a lack of adherence to academic ethics, plagiarism enhancement, and a decline in high cognitive and creative skills and writing creativity.

A Study on Path Categories in Motion Events

2024-12-27T15:46:06+08:00

This study addresses the ongoing debate regarding the categorization of the semantic component of Path, a core schema in motion events. Building on a review of previous proposals and considering the relationship between the motion of the Figure and the Ground (or the speaker), as well as typical patterns of directional motion observed in the physical world and conceptualized by languages, we propose a framework comprising four categories of Path: (1) “The Ground constitutes the origin, path, or destination of the Figure’s motion,” (2) “The Ground, located in the spatial orientation of the Figure, constitutes the direction of its motion,” (3) “Place deixis,” and (4) “Typical schemas of the Figure’s motion in the physical world,” encompassing at least 25 specific types. Furthermore, we compare how directional prepositions and satellites—the two primary direction markers—encode these Path types in Spanish and Chinese, with English as a reference. The findings show that these direction markers convey the four Path categories in complementary ways: directional prepositions primarily convey the first category, while satellites cover the remaining three. This supports the argument that directional prepositions, which also express a category of Path, should not be excluded from analyses of satellite-framed patterns. The study contributes to a deeper understanding of how languages encode Path and suggests that the interplay between prepositions and satellites in encoding Path categories can offer new insights into motion event semantics.

Faculty Members’ Views on Digital Journalism as a Source of Information: Educational Issues Perspective

2024-12-26T15:48:20+08:00

This study aimed to explore the extent to which faculty members at University at the Emirates and Jordan rely on digital journalism as a source of information related to educational issues. The study was conducted using a questionnaire methodology distributed to a sample of 100 Academics in the Emirates and Jordan. The results showed that the majority of faculty members included in the study rely heavily on digital journalism as a primary source of information related to educational issues. More than 75% of the participants indicated that they regularly use digital journalism to obtain the latest news and developments in the field of education, whether locally or globally. In addition, the study showed that reliance on digital journalism has a positive impact on the performance of faculty members in both teaching and research. 65% of the respondents indicated that they use information derived from digital journalism to update their lectures and develop curricula. The study also found that there were no statistically significant differences (α=0.05) attributed to the effect of the gender variable in all dimensions (cognitive effects, affective effects, and behavioral effects) and the total score. This study provides a comprehensive examination of the intersection between digital journalism and educational issues in the context of faculty members, which represents a pioneering contribution to the field of media studies in the Middle East and North Africa region.

From Pixels to Prose: Teachers’ Views on the Power of Digital Imagery in Early Language Development

2024-12-23T10:43:15+08:00

This study examined how digital imagery contributes to young learners’ language development from the perspective of 856 primary-stage teachers in Riyadh (Saudi Arabia) and Amman (Jordan). The data were collected using a carefully designed and validated survey questionnaire developed by the researchers. The findings revealed that digital imagery significantly supports language development in areas such as vocabulary building, listening comprehension, and reading comprehension. The respondents noted that digital imagery helps young learners make word-meaning associations, which, in turn, facilitates the overall language learning process. Interactive images were also found to promote engagement and motivation among learners through sparking curiosity, fostering creativity, and encouraging active participation in language-related activities. Interestingly, despite differences in the academic qualifications and years of teaching experience among the respondents, reports of the positive effect of digital imagery were nearly unanimous. These findings emphasize the need for both well-thought out integration of digital imagery into early grades language curricula to maximize its benefits. Moreover, they highlight the need for ongoing professional development and training programs to help teachers effectively utilize these tools. By creating dynamic, image-rich learning environments, teachers can enrich young learners’ experiences and allow them opportunities for augmented language development. In light of these findings, the researchers call for further research to explore the ways teachers apply digital imagery across diverse cultural and educational contexts, as well as the challenges they face. Continuous professional support and innovative strategies are recommended to fully harness the transformative potential of digital imagery in the early-grade language classroom.