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.
Author(s): Mohammad T. Alhawary
Publisher: Routledge
Year: 2018
Cover
Title
Copyright
Contents
List of contributors
Acknowledgments
Introduction
Part I Arabic L2 phonology and phonetics
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
2 Production of Modern Standard Arabic lexical stress cues by native speakers of American English
3 Native English speakers’ perception and production of Arabic consonants
4 The perception and production of Arabic consonants: a cross-linguistic study
5 Arabic L2 phonological acquisition: an ultrasound study of emphatics and gutturals
6 The L2 acquisition of Modern Standard Arabic final consonant clusters by L1 Chinese speakers
Part II Arabic L2 vocabulary
7 Looking at words: an eye-tracking investigation of L2 Arabic vocabulary learning
8 Keyword vs. context strategies among different levels of Arabic language learners
Part III Arabic L2 morphosyntax
9 The acquisition of resumptive pronouns: how do second language learners of Arabic do it?
10 Arabic L2 learners’ use of word order and subject-verb agreement for actor role assignment
Part IV Arabic L2 reading and 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
Part V Arabic L2 writing: discourse analysis and measuring production
12 Writing in Arabic: discourse analysis and pedagogical reflections
13 Comparing the complexity, accuracy, and fluency of written Arabic in the production of advanced learners and native speakers
Part VI Arabic L2 speaking and intercultural learning (in study abroad)
14 Code-switching in L2 Arabic collaborative dyadic interactions
15 Research-based interventions for language and intercultural learning
Part VII Arabic heritage learners
16 Proficiency in standard Arabic and its predictors: the case of heritage speakers in college-level elementary Arabic classrooms
17 Effect of age of acquisition on concept mediation in heritage Arabic bilinguals
Part VIII The Arabic L2 teacher: teacher training and self-positioning
18 Effect of using a collaborative video-based self-evaluation activity on helping AFL student-teachers tie theory to practice
19 Arabic language teaching in the U.S.: two Arabic language users’ views on culture and self-positioning as teachers
Index
