Describes the identifying chain manifested in different types of Arabic texts, demonstrates the ways a chain is formulated, and highlights the functions performed by such chains. Findings indicate that chains are unifying relations that create texture and structure within texts. (12 references) (Author/CK)

Studies the variety of Arabic imperative sentences seen as a result of interrelated sets of choices from a limited number of binary systems, and accounts for their occurrence in certain situations. Relevant features of Arabic imperative structures are compared with their nearest English equivalents. (CB)

This paper discusses the validity and utility of contrastive analysis for language teaching, focusing on the utility of contrastive analysis over error analysis in analyzing adverbial positioning in sentences produced by two groups of native speakers of English and Arabic. Contains 13 references. (MDM)

Explored the hypothesis that Arab learners of English as a Second Language (ESL) transfer Arabic text organization features into their English writing by examining essays written by 30 Arab ESL students and 30 non-Arab ESL students. The results indicated little evidence of transfer in either group. Implications for further research are discussed.…

Compared two Arabic stories and their English translations and two Arabic and English stories with reference to sentence organization, coordination, and subordination. Showed that Arabic and English sentences are differently organized, coordination is more common in Arabic than in English, while subordination is more frequent in English than in…

Suggests a methodology, based on the highly successful model of English-as-a-second-language (ESL) literacy training, for teaching non-Latin alphabets such as Arabic. A holistic communication approach, presenting the alphabet as a key to learning the target language, helps learners to assimilate vocabulary more rapidly. (CB)

A discussion of the perception and use of tense in Moroccan Arabic proposes that the language expresses verb aspect much more readily than tense. Implications for teaching Moroccan Arabic as a second language are discussed, and an analysis of the system of tense and aspect in the language is presented. (MSE)

A study is reported that provides a remedial pedagogic grammar for Arabs learning English as a Second Language. Focus is on written English and written Arabic. Suggestions for teaching are provided. (21 references) (LB)

Supports the claim that aspect in English and written Arabic is a function of a variety of sentential elements including verb form, verb class, and adverbials. The two languages are basically similar in regard to two universal aspectual distinctions: syntactic categories and semantic categories. (TR)

Focuses on English word-stress, a feature essential for effective communication. Discusses the difficulty in assigning this phonological aspect and the effect of its misplacement on comprehension. Shows how English word-stress differs from that of Arabic and emphasizes the need to teach word-stress during pronunciation instruction. (36 references)…

Explores the possible applications of text linguistics in the field of translation teaching, focusing on the analysis of discourse texture within Functional Sentence Perspective and Theme-Rheme Theory. It is concluded that texture provides the means for the realization of discourse intentions (context). (OD)

Examines the sociolinguistic aspects of Saudi greeting rituals, discussing the phraseology and nonverbal signals employed by greeter and greetee in various situations. Also explores the communication problems that Saudis and Americans have when communicating in each other's language and culture. (MDM)

A study investigated teacher, student, and supervisor attitudes toward and specific use of native Arabic in classes of English as a Second Language. Findings are reported, and recommendations for a systematic and purposeful use of the native language are made. (52 references) (MSE)

Quantitative and qualitative analysis of lexical choice errors made by native Arabic-speaking learners of English in written compositions indicated that first-language interference is a major variable in lexical choice. Results lend support to the development of problematic word lists to help learners adopt practical strategies for improving…

A longitudinal case study examining the learning of English (focusing on grammatical morphemes) by a Tunisian adolescent speaker of Arabic and French showed that the second language learner relies on his prior linguistic knowledge to facilitate new learning and that second language learning like first language acquisition is a creative process.…