Analysis and feedback of erroneous Arabic verbs

AbstractArabic language is strongly structured and considered as one of the most highly inflected and derivational languages. Learning Arabic morphology is a basic step for language learners to develop language skills such as listening, speaking, reading, and writing. Arabic morphology is non-concatenative and provides the ability to attach a large number of affixes to each root or stem that makes combinatorial increment of possible inflected words. As such, Arabic lexical (morphological and phonological) rules may be confusing for second language learners. Our study indicates that research and development endeavors on spelling, and checking of grammatical errors does not provide adequate interpretations to second language learners’ errors. In this paper we address issues related to error diagnosis and feedback for second language learners of Arabic verbs and how they impact the development of a web-based intelligent language tutoring system. The major aim is to develop an Arabic intelligent language tutoring system that solves these issues and helps second language learners to improve their linguistic knowledge. Learners are encouraged to produce input freely in various situations and contexts, and are guided to recognize by themselves the erroneous functions of their misused expressions. Moreover, we proposed a framework that allows for the individualization of the learning process and provides the intelligent feedback that conforms to the learner's expertise for each class of error. Error diagnosis is not possible with current Arabic morphological analyzers. So constraint relaxation and edit distance techniques are successfully employed to provide error-specific diagnosis and adaptive feedback to learners. We demonstrated the capabilities of these techniques in diagnosing errors related to Arabic weak verbs formed using complex morphological rules. As a proof of concept, we have implemented the components that diagnose learner's errors and generate feedback which have been effectively evaluated against test data acquired from real teaching environment. The experimental results were satisfactory, and the performance achieved was 74.34 percent in terms of recall rate.

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Morphological Analysis of Ill-Formed Arabic Verbs for Second Language Learners

Applied Natural Language Processing ◽

10.4018/978-1-60960-741-8.ch022 ◽

2012 ◽

pp. 383-397 ◽

Cited By ~ 1

Author(s):

Khaled Shaalan ◽

Marwa Magdy ◽

Aly Fahmy

Keyword(s):

Second Language ◽

Language Learners ◽

Test Data ◽

Morphological Analysis ◽

Second Language Learners ◽

Recall Rate ◽

Relaxation Techniques ◽

Informative Feedback ◽

Constraint Relaxation ◽

Real Test

Arabic is a language of rich and complex morphology. The nature and peculiarity of Arabic make its morphological and phonological rules confusing for second language learners (SLLs). The conjugation of Arabic verbs is central to the formulation of an Arabic sentence because of its richness of form and meaning. In this research, we address issues related to the morphological analysis of ill-formed Arabic verbs in order to identify the source of errors and provide an informative feedback to SLLs of Arabic. The edit distance and constraint relaxation techniques are used to demonstrate the capability of the proposed system in generating all possible analyses of erroneous Arabic verbs written by SLLs. Filtering mechanisms are applied to exclude the irrelevant constructions and determine the target stem which is used as the base for constructing the feedback to the learner. The proposed system has been developed and effectively evaluated using real test data. It achieved satisfactory results in terms of the recall rate.

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Do second language learners acquire restrictive relative clauses on the basis of relational or configurational information? The acquisition of French subject, direct object and genitive restrictive relative clauses by second language learners

Interlanguage studies bulletin (Utrecht) ◽

10.1177/026765838900500204 ◽

1989 ◽

Vol 5 (2) ◽

pp. 156-188 ◽

Cited By ~ 13

Author(s):

Roger Hawkins

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Relative Clauses ◽

Second Language Learners ◽

Linguistic Knowledge ◽

Linear Ordering ◽

Restrictive Relative Clauses ◽

The Way

Much of the work on the second language acquisition of restrictive relative clauses has made reference to the similarities between learners' order of diffi culty and Keenan and Comrie's (1977) typologically determined noun phrase accessibility hierarchy for relativisation (AH). There has been little considera tion, however, of whether this 'theory of markedness' (for that is the implica tion of citing the AH in the context of second language learning) actually determines the way that second language learners develop rules for restrictive relative clauses. The present study examines the way that learners of L2 French construct rules for French relativiser morphology from this perspective. It is found that there is no evidence to support the view that learners make use of a theory of markedness like the AH in constructing such rules. Rather, learners appear to construct rules on the basis of the linear ordering of the constituents of restrictive relative clauses in surface configurations. From the evidence it is suggested that 'markedness' in the development of L2 restrictive relative clauses is not a feature of the grammatical component of learners' linguistic knowledge, but is a feature of their L2 processing capacity.

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Strategic Competence in an ELT Syllabus

ITL - International Journal of Applied Linguistics ◽

10.2143/itl.145.0.562912 ◽

2004 ◽

Vol 145-146 ◽

pp. 145-165 ◽

Cited By ~ 2

Author(s):

Ghaleb Ahmed Rabab'ah

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

Communication Strategies ◽

Strategy Training ◽

Linguistic Knowledge ◽

Teaching Methodology ◽

Strategic Competence ◽

Communication Problems

Abstract Communication strategies (CSs) are important in helping learners to communicate successfully when they are faced with a production problem due to their lack of linguistic knowledge. This paper aims to support the importance of developing second language learners’ strategic competence and making communication strategies part of an ELT syllabus. This paper first discusses the various definitions of strategic competence and communication strategies. Then it briefly presents various communication strategies used by second language learners to solve their communication problems. The major portion of this paper is devoted to strategy training and its advantages in language learning. Finally, the paper concludes with the importance of introducing tasks and activities on communication strategies in an EFL syllabus, and suggests ways of improving teaching methodology.

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Daur ʻIlm al-Lugah an-Nafsī fī Taʻlīm al-Lugah al-ʻArabiyyah li Gair an-Nāṭiqīn Bihā

Al-Fusha : Arabic Language Education Journal ◽

10.36835/alfusha.v3i1.427 ◽

2021 ◽

Vol 3 (1) ◽

pp. 11-20

Author(s):

Imam Wahyudi ◽

Zainuri Zainuri

Keyword(s):

Second Language ◽

Literature Review ◽

Language Learners ◽

Language Production ◽

Second Language Learners ◽

Native Speakers ◽

Arabic Language ◽

Teacher Factors ◽

And Linguistics

Learning is a unit consisting of various factors that support each other. In learning Arabic, it is not only teacher factors and Arabic language material that must be considered, students as second language learners also need attention for the success of learning. The purpose of this article was to describe the role of psycholinguistics in learning Arabic for non-native speakers. Researchers used literature review to extract data from various sources. From the data obtained, it was known that the role of psycholinguistics in learning Arabic makes teachers able to understand the processes that occur in students when they listen, speak, read, or write. Psycholinguistics as an applied science between psychology and linguistics can be used to understand the behavior of second language learners, language acquisition, and language production and the processes that occur in it.

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On the emergence of bilingual code-switching competence

Bilingualism Language and Cognition ◽

10.1017/s1366728901000414 ◽

2001 ◽

Vol 4 (3) ◽

pp. 203-231 ◽

Cited By ~ 60

Author(s):

Almeida Jacqueline Toribio

Keyword(s):

Second Language ◽

Language Learners ◽

Second Language Learners ◽

Code Switching ◽

Linguistic Knowledge ◽

Developmental Patterns ◽

Structural Coherence ◽

Dependency Relations

Code-switching among proficient adult bilinguals has been extensively studied, and it is by now universally concluded that intra-sentential code alternations are rule-governed and systematic, displaying dependency relations that reflect the operation of underlying syntactic principles. The central, guiding question to be addressed herein is whether and, if so, how second language learners acquire the knowledge that defines structural coherence and allows them to render well-formedness judgments for code-switched forms. This exploration takes on particular significance given that learners receive no evidence which could guide them in rendering such judgments, and therefore results consistent with those observed among competent bilinguals could be imputed to unconscious, abstract linguistic knowledge. The investigation thus proves doubly fruitful, in the discovery of developmental patterns and in the evaluation of linguistic-theoretical methodologies and constructs.

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