Routledge Handbook of Arabic Second Language Acquisition

438 Pages·2018·9.98 MB·English

by  Alhawary

THE ROUTLEDGE HANDBOOK
OF ARABIC SECOND LANGUAGE
ACQUISITION
The Routledge Handbook of Arabic Second Language Acquisition introduces major current
approaches in Arabic second language acquisition (SLA) research and offers empirical findings
on crucial aspects and issues to do with the learning of Arabic as a foreign language and Arabic
SLA. It brings together leading academics in the field to synthesize existing research and
develops a new framework for analyzing important topics within Arabic SLA.
This handbook will be suitable as a reference work for advanced undergraduate and
postgraduate students and scholars actively researching in this area and is primarily relevant to
sister disciplines within teacher training and Arabic applied linguistics. The themes and
findings should, however, also be attractive to other areas of study, including theoretical
linguistics, psycholinguistics, cognition, and cognitive psychology.
Mohammad T. Alhawary is Professor of Arabic linguistics and second language acquisition
at the University of Michigan, where he teaches courses on both Arabic language and Arabic
theoretical and applied linguistics.

THE ROUTLEDGE
HANDBOOK OF ARABIC
SECOND LANGUAGE
ACQUISITION
Edited by
Mohammad T. Alhawary
First published 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 selection and editorial matter, Mohammad T. Alhawary; individual chapters, the contributors
The right of Mohammad T. Alhawary to be identified as the author of the editorial material,
and of the authors for their individual chapters, has been asserted in accordance with sections 77
and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-94055-0 (hbk)
ISBN: 978-1-315-67426-1(ebk)
Typeset in Times New Roman
by Apex CoVantage, LLC
CONTENTS
List of contributors viii
Acknowledgments x
Introduction 1
PART I
Arabic L2 phonology and phonetics 7
 1 Frequency and L1 transfer effects for the perception and production
of Arabic lexical stress by L1 English and L1 Chinese learners of
Arabic as an L2 9
Cheng-Wei Lin and Mohammad T. Alhawary
 2 Production of Modern Standard Arabic lexical stress cues by native
speakers of American English 38
Mashael Al-Aloula
 3 Native English speakers’ perception and production of Arabic
consonants 56
Asmaa Shehata
 4 The perception and production of Arabic consonants: a cross-
linguistic study 70
Sara Al Tubuly
 5 Arabic L2 phonological acquisition: an ultrasound study of
emphatics and gutturals 93
Amanda Eads, Jodi Khater, and Jeff Mielke
v
Contents
 6 The L2 acquisition of Modern Standard Arabic final consonant
clusters by L1 Chinese speakers 113
Mona Maamoun
PART II
Arabic L2 vocabulary 137
 7 Looking at words: an eye-tracking investigation of L2 Arabic
vocabulary learning 139
Ayman A. Mohamed
 8 Keyword vs. context strategies among different levels of Arabic
language learners 157
Olla Najah Al-Shalchi
PART III
Arabic L2 morphosyntax 179
 9 The acquisition of resumptive pronouns: how do second language
learners of Arabic do it? 181
Dola Algady
10 Arabic L2 learners’ use of word order and subject-verb agreement
for actor role assignment 201
Jamil Al-Thawahrih
PART IV
Arabic L2 reading and corpus-aided language learning 223
11 Corpus linguistics and critical reading and thinking: proposals for
teaching learning sequences based on journalistic corpora in Modern
Standard Arabic 225
Nadia Makouar
PART V
Arabic L2 writing: discourse analysis and measuring production 249
12 Writing in Arabic: discourse analysis and pedagogical reflections 251
Dris Soulaimani
vi
Contents
13 Comparing the complexity, accuracy, and fluency of written Arabic
in the production of advanced learners and native speakers 265
Michael Raish
PART VI
Arabic L2 speaking and intercultural learning (in study abroad) 287
14 Code-switching in L2 Arabic collaborative dyadic interactions 289
Khaled Al Masaeed
15 Research-based interventions for language and intercultural learning 303
Emma Trentman
PART VII
Arabic heritage learners 329
16 Proficiency in standard Arabic and its predictors: the case of heritage
speakers in college-level elementary Arabic classrooms 331
Abdulkafi Albirini
17 Effect of age of acquisition on concept mediation in heritage Arabic
bilinguals 362
Iyad Ghanim
PART VIII
The Arabic L2 teacher: teacher training and self-positioning 385
18 Effect of using a collaborative video-based self-evaluation activity
on helping AFL student-teachers tie theory to practice 387
Raghda El Essawi
19 Arabic language teaching in the U.S.: two Arabic language users’
views on culture and self-positioning as teachers 402
Brahim Oulbeid
Index 422
vii
CONTRIBUTORS
Mashael Al-Aloula, George Mason University, USA
Abdulkafi Albirini, Utah State University, USA
Dola Algady, Al-Zahra College for Women, Muscat, Oman
Mohammad T. Alhawary, University of Michigan, USA
Khaled Al Masaeed, Carnegie Mellon University, USA
Olla Najah Al-Shalchi, University of Texas, Austin, USA
Jamil Al-Thawahrih, Defense Language Institute, Monterey, USA
Sara Al Tubuly, Al Maktoum College of Higher Education, UK
Amanda Eads, North Carolina State University, USA
Raghda El Essawi, American University in Cairo, Egypt
Iyad Ghanim, Montclair State University, USA
Jodi Khater, North Carolina State University, USA
Cheng-Wei Lin, University of Michigan, USA
Mona Maamoun, Alexandria University, Egypt
Nadia Makouar, INALCO, Paris, France
Jeff Mielke, North Carolina State University, USA
viii
Contributors
Ayman A. Mohamed, Michigan State University, USA
Brahim Oulbeid, University of Massachusetts Amherst, USA
Michael Raish, College of William and Mary, USA
Asmaa Shehata, University of Ottawa, Canada
Dris Soulaimani, San Diego State University, USA
Emma Trentman, The University of New Mexico, USA
ix