1st Edition
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.
Acknowledgments
Contributors
Introduction
Part I - Arabic L2 Phonology
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 - Cheng-Wei Lin and Mohammad T. Alhawary
- Production of Modern Standard Arabic Lexical Stress Cues by Native Speakers of American English - Mashael Al-Aloula
- Native English Speakers’ Perception and Production of Arabic Consonants - Asmaa Shehata
- The Perception and Production of Arabic Consonants: A Cross Linguistic Study - Sara Al Tubuly
- Arabic L2 Phonology Acquisition: An Ultrasound Study of Emphatics and Gutturals - Amanda Eads, Jodi Khater, and Jeff Mielke
- The L2 Acquisition of Modern Standard Arabic Final Consonant Clusters by L1 Chinese Speakers - Mona Al Moataz Maamoun
Part II - Arabic L2 Vocabulary
7. Looking at words: An eye-tracking investigation of L2 Arabic vocabulary learning - Ayman A. Mohamed
8. Keyword vs Context Strategies Among Different Levels of Arabic Language Learners - Olla Najah Al-Shalchi
Part III - L2 Arabic of Morphosyntax
9. The Acquisition of Resumptive Pronouns: How do Second Language Learners of Arabic do it? - Dola Algady
10. Arabic L2 Learners’ Use of Word Order and Subject-Verb Agreement for Actor Role Assignment - Jamil Al-Thawahrih
Part IV - Arabic L2 Reading & Corpus-aided Language Learning
11. Corpus Linguistics and Critical Reading and Thinking: proposals for teaching learning sequences based on journalistic corpora in Modern Standard Arabic - Nadia Makouar
Part V - Arabic L2 Writing: Discourse Analysis & Measuring Production
12. Writing in Arabic: Discourse Analysis and Pedagogical Reflections - Dris Soulaimani
13. Comparing the Complexity, Accuracy, and Fluency of Written Arabic in the Production of Advanced Learners and Native Speakers - Michael Raish
Part VI - Arabic L2 Speaking & Intercultural Learning (in Study Abroad)
14. Research-Based Interventions for Language and Intercultural Learning - Emma Trentman
15. Code-switching in L2 Arabic Collaborative Dyadic Interactions - Khaled Al Masaeed
Part VII - Arabic Heritage Language Learners
16. Proficiency in Standard Arabic and its Predictors: the Case of Heritage Speakers in College-Level Elementary Arabic Classrooms - Abdulkafi Albirini
17. Effect of Age of Acquisition on Concept Mediation in Heritage Arabic Bilinguals - Iyad Ghanim
Part VIII - The Arabic L2 Teacher: Teacher Training & Self-positioning
18. Effect of using a collaborative video-based self- evaluation activity on helping AFL student-teachers tie theory to practice - Raghda El Essaw
Biography
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.
