Rozprawy doktorskie: „Views on Arabic philology”

1

Alotaibi, Ahmad S. "The copula in Arabic : description and analysis". Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21096/.

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This thesis provides a description and analysis of the copula in Arabic. More precisely, it concerns the copula in Modern Standard Arabic (MSA). First, the thesis describes the copula syntactically. This includes defining the copula in Arabic, stating strategies used to form copular sentences, indicating possible complements of the copula and clarifying contexts in which the copula is absent. Second, the thesis classifies copular sentences in MSA into four types: equational sentences, predicational sentences, specificational sentences and identificational sentences. However, it concludes that equationals and predicationals are the basic copular sentence types in MSA. Third, the present study analyses the overt copula in MSA syntactically within the Head-Driven Phrase Structure Grammar (HPSG) framework. With regard to the semantic contribution of the copula, the thesis shows that MSA has two copulas: a copula of identity and a copula of predication. The former licenses equational sentences, while the latter licenses predicational sentences. Fourth, within HPSG this study analyses verbless sentences in MSA. It argues that there is a null copula in verbless sentences. It also argues that there are two types of the null copula: an equative null copula and a predicative null copula. Fifth, as there is a verbal element in verbless sentences and sentences with an overt copula, the thesis provides a unified account for the copula in MSA by postulating a system of types and constraints. Essentially, the last four points represent the thesis’ original contribution to knowledge.

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Khir, Eldeen Unaisa. "'But' and its Arabic counterparts : a relevance theoretic account". Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22380/.

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This thesis investigates, within the framework of Relevance Theory (RT), the semantics and pragmatics of the discourse connective but in English and its counterparts in Modern Standard Arabic, namely lākinna , lākin, and bal. The study focuses mainly on Blakemore’s (2002) relevance-theoretic account of but in which she argues that but encodes a procedural meaning that guides the hearer to interpret what follows as contradicting and eliminating an assumption. She claims that but encodes a unified meaning that accounts for its different uses of contrast, correction, denial of expectation and utterance-and discourse-initial use. In this study, however, I highlight a number of gaps in Blakemore’s analysis of but and argue that, although a unified account of but is desirable, it cannot be maintained. Hence, I argue that there are two different buts in English, each associated with a different meaning and a different syntactic distribution. The correction but seems to be available only when preceded by an explicit negation and followed by a constituent smaller than a full clause. On the other hand, a preceding negation is not a prerequisite for the denial but which allow s its conjuncts to be full clauses or constituents smaller than a full clause. I propose that but in English encodes two different procedures. The first procedure which is associated with the denial but constrains the inferential processes that result in the contradiction of a manifest assumption that cannot be relevant as an explicature. The other procedure which is associated with the correction but constrains the inferential processes involved in the interpretation of the second conjunct and the context for its interpretation as a replacement of an explicitly denied assumption . This analysis works for the Arabic counterparts of but as well. I show that both lākin and lākinna are the equivalents of denial but , whereas the equivalent of correction but is bal and lākin when preceded by negation and followed by a phrase.

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Thalji, Abdullah Abdel-Majeed. "Systematic polysemy in Arabic : a generative lexicon-based account". Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22121/.

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This thesis is the first of its kind to study the (linguistic) phenomenon of systematic polysemy and examine its pervasiveness in Arabic (both Modern Standard Arabic (MSA) and Jordanian Arabic (JA)). Systematic polysemy in this study is defined as the case where a lexeme has more than one distinct sense and the relationship between the senses is predictable by rules in language. In the narrow sense, however, this phenomenon refers only to the productive type of regular polysemy, which is defined vis-à-vis Apresjan’s (1974) notion of totality of scope (e.g. the content/container type). The integral function of this research is to (i) identify the major (as well as the minor) patterns of regular polysemy in Arabic in the major lexical categories of nouns, verbs, and adjectives; (ii) determine the extent to which these patterns converge with or diverge from the already explored patterns, mainly in English; and (iii) test the applicability of Pustejovsky’s (1995) Generative Lexicon (the GL) in accounting for the various Arabic data on polysemy. The study found that nearly every regular polysemous pattern observed in English was also present in Arabic, albeit with a few attested differences. For example, the regular pattern of the mass-to-count alternation (e.g. coffee—a coffee) is very rarely encountered in Arabic. In addition, the animal/meat alternation in English behaves rather differently in Arabic in the way the language elicits a non-countable (mass) meaning from a countable counterpart. With respect to lexicography, this study adds to the already studied patterns in Atkins and Rundell (2008). The dissertation also raises additional questions for the GL framework with respect to property nominalizations, nominalized adjectives, and generic collective nouns.

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Das, Aileen R. "Galen and the Arabic traditions of Plato's Timaeus". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/61917/.

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This study surveys Galen of Pergamum's (AD 129–c. 216) impact on the Arabic traditions of Plato's Timaeus in the ninth to thirteenth centuries. It draws attention to the important role that Galen's two exegeses On the Medical Statements in Plato's Timaeus (Περὶ τῶν ἐν τῷ Πλάτωνος Τιμαίῳ ἰατρικῶς εἰρημένων) and the Synopsis of Plato's Timaeus played in transmitting the dialogue into Arabic, and thus shaping medieval Arabic thinkers' understanding of its doctrines. The first of these two texts is fragmentary in Greek and Arabic; this study offers a comprehensive overview of the surviving material and reassesses its authenticity. The Synopsis is preserved in a medieval Arabic translation, and my examination of this work reconsiders its attribution to an associate of the famous translator Ḥunayn ibn Isḥāq (d. c. 873 or 877). The analyses of these treatments also highlight Galen's critical approaches to the Timaeus, specifically how he interprets it in light of his medical knowledge and the intellectual context of Middle Platonism. By exploring the use of the Timaeus commentary and Synopsis in the works of ar-Rāzī, al-Bīrūnī, Ibn Sīnā, Mūsā ibn ʿAzrā, Yehuda Halevi, Ibn Rušd, and Mūsā ibn Maymūn, this study shows that Galen's approach helped broaden the dialogue's application to other fields of learning besides philosophy, such as medicine, poetics, and theology.

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Abu, Abah Faye. "The sequential organisation of offers and acceptances in Saudi Arabic". Thesis, University of Essex, 2018. http://repository.essex.ac.uk/23555/.

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This thesis investigates the sequential organisation of offers and acceptance in Saudi Arabic talk-in-interaction. This investigation is implemented through the use of the methodology of Conversation Analysis. Through analysing Saudi Arabic naturally-occurring data, I look at offer sequences as a whole, and not just the offer and its initial response. The data suggest that, mostly, Saudi offers are not immediately accepted; the acceptance happens only after turns of vigorous rejection and negotiation between the offerer and his/her recipient. As this is the first conversation analytic study of offers in Arabic talk-in-interaction, its aim is to investigate, through the use of naturally-occurring talk, the interactional significance of the delayed acceptance and how this action is ultimately accomplished in Saudi Arabic interaction. Through the analysis, I examine these initial rejections that come as a response to Saudi offers, and how they are usually produced immediately and without delay. Furthermore, I investigate when offerers treat these initial rejections as just mere pro forma rejections that require negotiation compared to when they treat it as a definitive rejection. This ultimate outcome of the offer sequence is usually projectable due to the different use of offer formats: declarative, imperative or interrogative. Also, this outcome is related to the offerers’ and their recipients’ orientation to identity, such as membership categories and authority, and the role played by these in the recognisability of action.

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Alsulami, Abeer S. "Comparative constructions in Modern Standard Arabic (MSA) : an HPSG approach". Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22326/.

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The aim of this thesis is to provide a description of comparative constructions in Modern Standard Arabic (henceforth MSA) and develop an analysis for some of the facts framed within Head - driven Phrase Structure Grammar (henceforth, HPSG). To the best of my knowledge, MSA comparative constructions have not been addressed before but present an interesting challenge for Arabic and general linguistics. MSA has simple and complex comparatives, which look rather like their counterparts in many other languages. Simple comparatives are indeed like those of other languages, in that it involves adjectives with a distinctive form and semantics and an extra PP complement. Complex comparatives, however, are quite different. They involve an adjective with a nominal complement, which may be an adjectival maṣdar (known in English as adjectival noun) or an ordinary noun, and are rather like so-called 'adjectival constructs'. Complex comparatives in English and many other languages might be analysed as involving periphrasis, where a slot in a paradigm is filled not by a single word but by a pair of words. My analysis, however, argues that MSA complex comparative construction is not a case of periphrasis. Instead, it is an independent construction that expresses the meaning that would otherwise be expressed by certain missing forms. Simple comparatives, complex comparatives, and adjectival constructs can all be analysed with lexical rules within HPSG. With a 'real' nominal comparative that quantifies a noun, the thesis shows that in MSA kutubun ʔakṯar 'more books' and kutubun ʔaḥsan 'better books' are syntactically essentially the same in which we have nouns with an attributive adjective. The thesis also shows that MSA has both ordinary clausal comparatives and phrasal comparatives. The former is introduced only by maa and involves adjectival and nominal gaps and adverbial gaps in subcomparative cases and the latter is introduced by free relatives maa , man and allḏai and have either nominal gaps or resumptives. It was also shown that maa comparatives with nominal gaps are ambiguous and can be either a clausal or a phrasal complement.

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Batten, Rosalind. "The Arabic commentaries on the Hippocratic Aphorisms : Arabic learned medical discourse on women's bodies (9th-15th cent.)". Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/the-arabic-commentaries-on-the-hippocratic-aphorisms-arabic-learned-medical-discourse-on-womens-bodies-9th15th-cent(9fff8291-59bd-48ef-9d18-3254d25cd985).html.

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This thesis will probe selected Arabic commentary material on the Hippocratic Aphorisms. The aim is, first, to shed light on the development of Arabic medical commentary; second, to draw attention to issues of continuity and change in medical ideas and debates; third, to shed light on wider debates about women and medicine in the medieval world. Due to limitations on space, the main focus is on the second point. The sample of Arabic commentary material investigated here relates to Aph. 5. 31, Aph. 5. 35 and Aph. 5. 48. The material is situated within the wider context of the Islamic scientific commentary genre. The Arabic material is taken from the preliminary online edition now available due to the culmination of the Project on the Hippocratic Aphorisms (2012-2017) led by Peter Pormann at the University of Manchester.

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Abdul, Razak Zainur Rijal. "Modern media Arabic : a study of word frequency in world affairs and sports sections in Arabic newspapers". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2882/.

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This study examines language style of Arabic newspapers particularly in the world affairs and sport sections, using the word frequency analysis. The study is divided into seven chapters. The first chapter mainly focuses on background and aims of the study, while review of previous studies is presented in the second chapter. Chapter Three discusses Modern Standard Arabic (MSA), the selected newspapers and the chosen sections. Chapter Four concerns on the methodology applied in the study. Analysis of the language style is presented in Chapter five and followed by findings which are discussed in Chapter Six. The final chapter provides summary, conclusion and suggestions for further research. The study employed a self-constructed method in corpus building. A total of 30 articles (world affairs and sports) from seven Arabic newspapers were collected from the official online websites mostly in November 2007. Five of the newspapers are published in Arab countries and one in both the United Kingdom and Australia. The Wordsmith version 5.0 was used in analyzing the corpus data. Both descriptive and inferential statistics were employed to analyse word frequency list in both categories, while the Likelihood ratio test was applied in the comparison analysis. Findings revealed that most high frequency words have close relationship to their respective categories especially in the use of nouns. Slight differences were identified in terms of word spelling, loan word, verb transitivity and phrase amongst the newspapers published in different countries s. It is also proven that there is a tendency in MSA to practice new features in news writing which is different from the well known Arabic grammar, i.e, verb and subject agreement in gender. Different newspapers have also demonstrated their own focus in news reporting, and sports section is found to use more specific words than world affairs section.

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Connolly, Magdalen Majella. "Linguistic variation in Egyptian Judaeo-Arabic folk tales and letters from the Ottoman period". Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/283608.

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This thesis comprises a comparative typological study of Egyptian Judaeo-Arabic folk tales' and letters' grammatical features from the Ottoman period, with the aim of establishing the degree to which variation exists between two genres of written Judaeo-Arabic, and how it manifests itself. Within Judaeo-Arabic textual studies, the dominant trend is to examine a single genre of this written form of Arabic from one or more chronological period in isolation. As such, we know much about the linguistic features of business letters (Khan 1992, 2006, 2013; Wagner 2010, 2014), Biblical translations (Hary 1992, 2009) and folk tales (Palva 2007-2008; Hasson-Kenat 2016; Ørum 2017). Yet, our understanding of the extent and nature of linguistic variation between genres of written Judaeo-Arabic is somewhat limited. This research project addresses this disciplinary desideratum, working predominantly with previously unedited and untranslated manuscripts and adopting an inter-genre and diachronic comparative approach, throughout. The scope of this thesis is limited to two genres of written Judaeo-Arabic, focsuing on a small number of corpora (which each contain three to five manuscripts) from the fifteenth-nineteenth centuries. The thesis is divided into two main sections. The first of these examines the orthographical and (limited) phonological data available in these corpora. Among the more notable contributions in this section are: (i) a (re)-examination of the diacritical dot, both in relation to the much discussed Arabic letter ğīm, and other graphemes, which have been all but neglected in existing scholarship; (ii) an exploration of the potential motivations behind the separation of the definite article, a key feature of late written Judaeo-Arabic; and (iii) an investigation into the plene spelling of short vowels and the information contained therein. The second section is devoted to a detailed study of diachronic developments and inter-genre variaton in subordination, divided into three sub-sections. In the first of these sub-sections, I focus on syndetic and asyndetic forms of complementation, complement types, the modalities of complementtaking predicates, and complementisers. The second sub-section builds on previous studies of relative clauses in written Judaeo-Arabic (cf. e.g., Wagner 2010). The final sub-section centres on analysis of adverbial subordination and adverbial clause markers. The results of these explorations demonstrate that with regard to written Judaeo-Arabic, we may speak of consistent differences in styles unique to each genre. I conclude by expressing the intention of expanding this research to include an intergenre, diachronic study of written Judeao-Arabic morphological features, at a future date.

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El, Sadek Shaimaa. "Verbal complementation in Egyptian colloquial Arabic : an LFG account". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/18737/.

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This study provides description and analysis of some verbal complementation patterns in Egyptian Colloquial Arabic (ECA), namely the Auxiliary /kaan/, Causative /xalla/, phasal verbs and modals. Each verb is represented by a set of sentences extracted from a 5 million word corpus of ECA online texts that was built for the purpose of the current study using the Sketch Engine tool. These verbal complements are described and analysed within the principles of LFG syntactic theory, and represented in a grammar fragment implemented using the XLE tool. The analysis shows that both tense and aspect can be expressed verbs in ECA, where in simple tense forms the verb carries tense only, while in compound tense, the main predicate marks tense and occupies I while the following lexical verb marks grammatical aspect and occupies V. The bi- prefix marks present tense on verbs in I and imperfect aspect on verbs in V, as well as a HAB/PROG feature. The bare Imperfective verb form is treated as a non-finite verb in ECA, where it can not occupy I and is marked by VFORM=BARE. All of the verbal constructions analysed are bi-clausal structures, however, they show differences regarding the kind of control relation. Functional control was attested in constructions where the main predicate is the auxiliary /kaan/, the causative verb /xalla/, phasal verbs, as well as non-inflecting modals. Anaphoric control was attested only with inflecting modals, with the modal /yi2dar/ ‘able’ showing a case of obligatory anaphoric control. This is, to my knowledge, the first study which attempts to develop a grammar for ECA using the XLE platform. It provides an insight over the issues correlated with developing this grammar, which could be a step towards including ECA into the ParGram project in order to develop broad coverage grammars for a bigger number of languages.

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Dahroj, Fawaz Ahmad. "The effect of modern linguistics on Arabic literary criticism : the stylistic approach and its application to Arabic poetry". Thesis, University of Glasgow, 1998. http://theses.gla.ac.uk/6494/.

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The main objective of this study is to show how "the Stylistic Phenomenon" has entered Arabic literary critical life. It aims to examine "Practical Criticism" in Arabic, which adopts a "stylistic approach". In order to achieve this, however, it is essential to have examined a complete picture of this approach in Arabic literary life in all its aspects, most of which are concerned with issues, of stylistic theory rather than practical stylistics. Efforts have been devoted to establishing it as a separate recognised approach: in the theory of translation, in matters of terminology, in traditional Arabic literary criticism, etc. The "Stylistic Approach" in Arabic literary life, as examined here, also illustrates the whole situation of the real relationship of Arabic literary criticism with modern literary criticism in The West. There are various channels of connection with modern Western literary criticism, such as the translation of the most important works relating to this topic into Arabic, either as monographs or as articles in literary journals. There are also Arab writers who have been educated in The West and who are applying the stylistic approach to Arabic literature. This study shows the connection of Arab scholarship with the modern linguistic revolution in the West, from which the stylistic approach is the fruit. It is clear that the most important figures in modern linguistics, particularly those whose works are influenced by modern Western linguistics or have been affected by modern Western literary criticism, are well-known, and the Arab reader is familiar with Althusser, Bakhtin, Bally, Barthes, Brooks, Chatman, Chomsky, Cohen, Derrida, Foucault, Genette, Jakobson, Levi-Strauss, Saussure and many others.

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Alsubhi, Mai Salem. "How language and culture shape gesture in English, Arabic and second language speakers". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8296/.

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This research project sheds light on how language and culture can shape gestures with certain gesture features. It consists of two studies: a cross-cultural study and a second language study. In the cross-cultural study, gestures of a group of the English speakers and a group of the Arabic speakers were compared in term of certain gesture features: expression of motion events, dual gestures, use of gesture space and gesture rate. Gestures were elicited through narrations of the Tomato Man video clips. It was found that English speakers produced more conflated gestures than the Arabic speakers. It was also found that the English speakers produced fewer dual gestures than the Arabic speakers. Moreover, it was found that the English speakers produced fewer representational gestures and used smaller gesture space than the Arabic speakers. In the second language study, gestures produced during the Arabic and English descriptions of the Arabic early learners of English were compared within subjects. The same methodology was applied. It was found that the speakers produced more conflated gestures while speaking L2 English than while speaking L1 Arabic. It was also found that they produced more dual gestures while speaking their L2 English than while speaking their L1 Arabic. In regard to the use of gesture space and gesture rate, there was no difference between L1 Arabic and L2 English.

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13

Al-Khonaizi, Mohammed Taqi. "Natural Arabic language text understanding". Thesis, University of Greenwich, 1999. http://gala.gre.ac.uk/6096/.

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The most challenging part of natural language understanding is the representation of meaning. The current representation techniques are not sufficient to resolve the ambiguities, especially when the meaning is to be used for interrogation at a later stage. Arabic language represents a challenging field for Natural Language Processing (NLP) because of its rich eloquence and free word order, but at the same time it is a good platform to capture understanding because of its rich computational, morphological and grammar rules. Among different representation techniques, Lexical Functional Grammar (LFG) theory is found to be best suited for this task because of its structural approach. LFG lays down a computational approach towards NLP, especially the constituent and the functional structures, and models the completeness of relationships among the contents of each structure internally, as well as among the structures externally. The introduction of Artificial Intelligence (AI) techniques, such as knowledge representation and inferencing, enhances the capture of meaning by utilising domain specific common sense knowledge embedded in the model of domain of discourse and the linguistic rules that have been captured from the Arabic language grammar. This work has achieved the following results: (i) It is the first attempt to apply the LFG formalism on a full Arabic declarative text that consists of more than one paragraph. (ii) It extends the semantic structure of the LFG theory by incorporating a representation based on the thematic-role frames theory. (iii) It extends to the LFG theory to represent domain specific common sense knowledge. (iv) It automates the production process of the functional and semantic structures. (v) It automates the production process of domain specific common sense knowledge structure, which enhances the understanding ability of the system and resolves most ambiguities in subsequent question-answer sessions.

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Shagmani, Abulgasem Muftah. "The structure of Libyan Arabic discourse as depicted in two Arabic interviews recorded by the Libyan Jiha'd Studies Centre in Tripoli". Thesis, University of Glasgow, 2002. http://theses.gla.ac.uk/1588/.

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This thesis attempts to investigate the structure of Libyan Arabic discourse in general and interviews as a text-genre text-form in particular. This investigation includes conjunctions and their influence on the cohesion of interviews and certain other textual phenomena, i.e. repetition, parallelism and their unequivocal significance in text cohesion. To this effect, random samples were taken from two Libyan Arabic interviews, i.e. sample text 1 and sample text 2 to who how the structure of these texts is made up. To achieve these objectives, this study uses a semantic, structural and pragma-semio-textual approach to analyse and then translate the texts chosen, as language in this study is considered to be a form of behaviour (Halliday 1973) that cannot be studied in isolation from its social, cultural and contextual contexts in which it is used. Our textual analysis has shown interesting results. First, interviews have their own generic structure and such structure is presented in specific stages. Second, interviews favour the cohesive type of lexical repetition not only for cohesion purposes but also for persuasive functions as well. Third, interviews use many parallel constructions for conviction and persuasive functions.

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Owaida, Husen. "Speech sound acquisition and phonological error patterns in child speakers of Syrian Arabic : a normative study". Thesis, City University London, 2015. http://openaccess.city.ac.uk/15182/.

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The lack of norms for speech sound acquisition and phonological error patterns in the Syrian variety of Arabic is one of the challenging aspects of diagnosing and treating speech disorders in speakers of this language. Although there are normative data which speech language therapists could use to assess the phonological skills of Syrian children, these are based on data standardized on children speaking other varieties of Arabic, such as Jordanian. This may lead to incorrect diagnosis and inappropriate treatment. In order to address this problem, a detailed study of Syrian Arabic was carried out for this thesis. This study was carried out to provide reliable normative data for speech sound acquisition and phonological error patterns in Syrian children between the ages of 2:6 and 6:5. One hundred and sixty typically developing Syrian children were recruited from Damascus to participate in this cross-sectional study. The results indicate that acquisition of the vowels in Syrian Arabic was almost complete by the age of 3. However, some errors persisted at this age and these mainly related to the production of diphthongs. The two diphthongs which were studied did not appear in the children’s speech samples until the age of 5:0-5:5, but they did not reach the acquisition criterion. For the consonants, the results suggest that there is a gradual development in their correct production: correct production started at 71.3% at the age of 2:6-3:0 and increased with age to 94.3% in children aged 6:0-6:5. All the consonants in Syrian Arabic were acquired by age 6:5, except for the affricate /ʒ/. The order of consonant acquisition in terms of sound class was: median approximants > nasals > plosives > the lateral approximant /l/ > all fricatives except/ʒ/ > the trill. The findings also showed that the order of speech sound acquisition in Syrian children is very similar to that in children from other language backgrounds. The results for consonant acquisition also indicated that 11 consonants are acquired between the ages of 2:6-4:0. These early-acquired consonants are / b, f, j, m, n, l, t, d, h, ʔ, w, h /. They include plosives, nasals, the lateral and a few fricatives. One of these fricatives has an anterior place of articulation while three are produced in the posterior portion of the oral cavity, i.e. /h, ʔ, ʕ/. Seven consonants were acquired between the ages of 4:0 and 5:0. These were /x, s, z , ʕ, tˁ, dˁ, k/. Most of which are fricatives and emphatics. The late-acquired consonants are /ʃ, r, sˁ, ɣ/ which are acquired between the ages of 5:0 and 6:5. There were clear differences in the percentage of correctly produced consonants indifferent word positions. In general, word-final consonants were produced correctly slightly more often than those in initial and medial positions. This was true for all agegroups. This difference was significant between initial and final position, and between medial and final positions; however, no significant difference was found between initial and medial positions. As far as the phonological error patterns (all phonological error patterns whatever their percentage big or small) are concerned this study identified a total of 11 phonological error patterns in Syrian children. These errors were: r-deviation, fronting, stridency deletion, de-emphasis, weak syllable deletion, stopping, backing, glottalization, devoicing and assimilation. There was also one dialectal error pattern called epenthesis, in which a vowel is inserted between consonants in order to simplify their pronunciation. Epenthesis is singled out from phonological error patterns that while it is considered a phonological error pattern in some languages, in Syria it is a dialectal error appears in normal speech and as such not consider phonological error pattern. Using a developmental criterion to define the phonological error patterns used by Syrian children, the study revealed that there are 9 typical phonological errors. These errors are: r-deviation, fronting, stridency deletion, de-emphasis, weak syllable deletion, consonant deletion, backing, glottalization, and devoicing. The results of this study showed that Syrian children no longer produce developmental errors by the age of 5:5.

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Ramli, Noura. "The verb in transitional Libyan Arabic : morphomes, the stem space and principal parts". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17846/.

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Should we analyse Arabic morphology in terms of a morpheme-based approach or in terms of a stem-based approach? This is the question which has figured prominently in morphological debate in recent years, especially in Semitic linguistics with ablaut-rich inflectional systems. This study provides a novel synchronic account to Transitional Libyan Arabic morphology, using a stem-based approach that assesses the morphomicity (Maiden, 2009, p.45) of stem alternations in the verb inflectional paradigm. This work focuses on the role of stem alternations in defining inflectional paradigmatic complexity in relation to implicative relations and inflection classes within the stem-space and principal parts morphological approaches. Following Bonami and Boyé’s (2002) approach to stem alternations in French, we define an inheritance hierarchy for TLA morphomic verb stems and show how this effectively identifies a set of inflection classes in the absence of affixal allomorphy. Within Stump and Finkel (2013) principal parts model, TLA inflection class membership can be determined by principal parts as indexed stems and/or as substems. The scale of the complexity of TLA inflectional system is also measured using the Principal-Parts Analyzer (PPA) computational tool. TLA conjugations reveal a synchronic morphomic patterning which shows sensitivity to extramorphological factors. The TLA semi-autonomous morphology is reflected by stem referencing features that provide the base for stem indexing possibilities which in turn can define TLA inflectional classes in the absence of the affix allomorphy. The results of principal parts analysis reveal that verb inflectional complexity of TLA as a Semitic language is as morphologically complex as concatenative stem based systems, posing serious empirical problems for any justifications for a unique distinctive non-concatenative morpheme-based account.

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17

Leinonen, R. (Rita). "“So that you’re feeling comfortable in speaking the language”:teacher students’ views on teaching the pronunciation of English". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201705111805.

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The topic of the thesis is teacher students’ views on teaching the pronunciation of English. The topic is relevant because English is the language of international communication. Also, the topic appears not to have been researched before in Finland. The purpose of the study is to examine teacher students’ views on teaching the pronunciation of English and to investigate which topics they find relevant within the theme. The study explores the empirical findings in the light of the sociocultural theory of learning and the communicative approach to language teaching. A number of studies related specifically to pronunciation and teaching pronunciation are also exploited in order to inspect the topic more comprehensively. Seven teacher students completing the university degree for English language teachers were interviewed for the study. They were at different stages of their studies, and they had little previous experience in teaching. The interviews were conducted as semi-structured interviews, that is, as interviews with pre-set themes and suggested questions. The data were analysed with the method of content analysis. The content analysis of this study progressed through the identification of the relevant individual utterances from the data to the abstraction of the individual utterances into groups, classes and themes. The main findings show that the teacher students who participated in the study consider learning a continuous process that facilitates development. They think that in teaching pronunciation, only one language norm should be adhered to while addressing the abundance of different English accents. Moreover, the teacher students regard speaking in general and the awareness of pronunciation as learning objectives, and they consider speaking and listening central methods for teaching pronunciation. The findings also reveal that the teacher students are not a homogenous group in their opinions about teaching the pronunciation of English. As a whole, the findings support the conclusion that the teacher students promote learner-led approach in teaching. Their views on teaching pronunciation are cohesive: the learning objectives, contents as well as methods and tools they promote are largely congruent with each other. Thus, the teacher students are able to contemplate teaching pronunciation as a whole while inspecting individual elements of it. Furthermore, their views are largely consistent with the theories and earlier research related to the topic. This suggests that the teacher students have relevant theoretical knowledge about teaching pronunciation, which they are able to apply when contemplating the practical implementation of teaching the pronunciation of English
Tutkielman aihe on opettajaopiskelijoiden näkemykset englannin ääntämisen opettamisesta. Aihe on ajankohtainen, koska englantia käytetään kansainvälisen kommunikoinnin kielenä. Aihetta ei tekijän tietojen mukaan myöskään ole tutkittu aiemmin Suomessa. Tutkielman tarkoituksena on tutkia opettajaopiskelijoiden näkemyksiä englannin ääntämisen opettamisesta ja selvittää, mitkä asiat ovat heidän mielestään aiheessa keskeisiä. Tutkielman empiirisiä tuloksia tarkastellaan sosiokulttuurisen oppimiskäsityksen kautta ja lähestymällä opettamista kommunikatiivisesta näkökulmasta. Myös keskeisiä ääntämiseen ja ääntämisen opettamiseen liittyviä tutkimuksia hyödynnetään, jotta aihetta voidaan käsitellä mahdollisimman kokonaisvaltaisesti. Tutkimusta varten haastateltiin seitsemää opettajaopiskelijaa, jotka suorittivat englannin aineenopettajan yliopistotutkintoa. He olivat opinnoissaan eri vaiheissa, eikä heillä ollut merkittävää kokemusta opettamisesta. Haastattelut toteutettiin teemahaastatteluina eli haastatteluina, joissa teemat ja täydentävät kysymykset ohjasivat haastattelun kulkua. Aineisto analysoitiin sisällönanalyysillä. Tutkielman sisällönanalyysi toteutettiin etsimällä aineistosta keskeiset yksittäiset ilmaukset ja abstrahoimalla kyseiset yksittäiset ilmaukset ryhmiin, luokkiin ja teemoihin. Keskeiset löydökset osoittavat, että tutkimukseen osallistuneet opettajaopiskelijat ajattelevat oppimisen olevan prosessi, joka mahdollistaa kehittymisen. He ovat sitä mieltä, että vaikka ääntämisen opettamisessa tulee käydä läpi englannin aksenttien moninaisuus, tulee opettamisessa käyttää vain yhtä kielen normia. Opettajaopiskelijoiden mielestä puhuminen ja tietoisuus ääntämisestä ovat oppimistavoitteita, ja he näkevät puhumisen ja kuuntelemisen keskeisinä metodeina ääntämisen opettamisessa. Löydökset osoittavat myös, että opettajaopiskelijat eivät ole yhtenäinen ryhmä englannin ääntämisen opettamista koskevissa mielipiteissään. Kokonaisuutena löydökset oikeuttavat päätelmän, että opettajaopiskelijat kannattavat oppijalähtöistä näkökulmaa opettamiseen. Heidän näkemyksensä ääntämisen opettamisesta ovat johdonmukaisia: heidän tärkeinä pitämänsä opettamisen tavoitteet, sisällöt sekä metodit ja työkalut ovat keskenään yhteensopivia. Opettajaopiskelijat pystyvät siten hahmottamaan ääntämisen opettamisen kokonaisuutena, vaikka keskittyvätkin sen yksittäisiin elementteihin. Heidän näkemyksensä ovat lisäksi suurelta osin yhteneväisiä aiheeseen liittyvien teorioiden ja aiempien tutkimuksien kanssa. Tämä viittaa siihen, että heillä on oleellista teoreettista tietoa ääntämisen opettamisesta ja että he pystyvät soveltamaan tätä tietoa miettiessään ääntämisen opettamisen käytännön toteutusta

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18

Sawalmeh, Murad. "Ceremonial Arabic writing : a genre-based investigation of wedding invitation cards and obituary announcements in Jordanian society". Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/28708/.

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The objectives of this thesis are fourfold: First, I will offer a detailed analysis of rhetorically functional text component moves of the genres of Jordanian written wedding invitation cards and newspaper obituary announcements at the macro-structural level. Second, I will provide a comprehensive analysis of salient linguistic features that characterize the genres at the microlinguistic level. Third, I will find out how socio-cultural and religious beliefs and practices are reflected in the generic formulaic structure of these genres. Fourth, I will show how sociolinguistic variability and dynamics are evident in the genres. In order to explore the discourse of these genres, a move analysis was carried out upon a corpus of 500 wedding invitation cards, and another 500 newspaper obituary announcements. The analysis of macrostructural and micro-linguistic features is influenced by the work of Bhatia (1993) as it profitably illuminates the relationship between social practice and written discourse. The findings of the study are fivefold. First, the study demonstrates that eight and eleven communicative moves exist in wedding invitation cards and obituary announcements respectively. Each move performs a specific communicative function and contributes to the general communicative purpose of the entire genre. Second, the genre analysis indicates that the generic organisational structure of the genres is highly conventionalized and structured in terms of form, content, positioning and functional values, with some variations in frequency and order of moves. Third, the writers of Jordanian wedding invitations and obituary announcements use a number of linguistic resources the way they like to generate some special effects and express private and organisational intentions within the framework of culturally recognised purposes. Fourth, the generic structure of the genres uncovers many socio-cultural and religious messages about Jordanian society. Finally, the findings showed that, besides religion, other sociocultural factors such as family, gender, and socioeconomic status have massively impacted the way these genres are structured and interpreted. It is hoped that the results of this study will be of great help in further understanding the socio-cultural perceptions, attitudes and values that shape these two communicative events as well as aiding in efforts towards intercultural communication.

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19

Essa, Hatem. "The acquisition of morphosyntactic properties of English compounding and transitivity alternations by L1 speakers of Libyan Arabic". Thesis, University of Essex, 2015. http://repository.essex.ac.uk/15667/.

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Three central topics that have been at the heart of research into second language (L2) acquisition over the past 30 years are the extent to which properties of a speaker’s first language (L1) transfer into their L2 mental grammars, the extent to which L2 learners’ mental grammars are constrained by an innate language faculty (Universal Grammar (UG)), and the nature of the development of grammatical knowledge. Much of the evidence bearing on these topics has come from the investigation of the acquisition of syntactic properties. There have been comparatively fewer studies of these topics in other domains of the grammar. This thesis investigates the role of L1 transfer and UG in the acquisition of two pre-syntactic properties in English by L1 speakers of Libyan Arabic: noun compounding (a lexical operation) and argument structure realization (a property at the semantics-syntax interface). The participants were selected at different stages of learning English in the classroom to provide a measure of possible development. Using elicited production and a grammaticality judgement task, results suggest some possible evidence of L1 influence on plural marking in noun compounds and knowledge of the morphological marking of constructions realizing argument structure. But in the latter case L1 influence appears to lead to a general problem with the realization of intransitive verbs, rather than direct transfer of L1 properties into the L2. There is also some evidence of the influence of UG on the representation of unaccusative versus unergative verbs, but no evidence of UG influence in other areas investigated (constraints on number marking in noun compounds and on the the linking of thematic arguments to syntactic positions). Little development was observed across the two groups investigated. Broadly, the results are consistent with iii an L1 transfer/access to UG view of the L2 acquisition of pre-syntactic properties, without providing strong support for this position.

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Khater, Mariam. "The relationship between nonword repetition, root and pattern effects, and vocabulary in Gulf Arabic speaking children". Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/19767/.

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Nonword repetition has received great attention in the last three decades due to its ability to distinguish between the performance of children with language impairment and their typically developing peers and due to its correlation with variety of language abilities, especially vocabulary skills. This study investigates early phonological skills, as represented by nonword repetition (NWR), in TD Gulf Arabic speaking children and those with language impairment and tries to examine findings in relation to two important NWR hypotheses, namely the phonological short term memory account (PSTM, Gathercole& Baddeley, 1990a) and the linguistic account of Snowling, Chiat & Hulme (1991). In the first experiment, a new Arabic word and nonword test (WNRep) was developed and conducted with 44 TD children and a clinical group (CL) that consisted of 15 children with language impairment. The participants’ ages were between two and four years old. The results show that the TD group scored significantly higher than the CL group on the WNRep and across one, two and three syllable words/nonwords and that NWR scores correlated significantly with receptive and expressive vocabulary tests. Apart from its ability to differentiate between TD and those with language impairment, NWR results revealed significant differences in groups’ performance even on one syllable word and nonwords, which differs from findings in other languages. These results raise questions about whether these findings relate to the characteristic root and pattern morphology in Arabic. Therefore, the second experiment in chapter 5 was conducted to investigate the effects of roots and patterns on TD children’s repetition skills and their relation to receptive and expressive vocabulary tests. A root and pattern nonword repetition test (RAP-NWR) was developed to measure this effect. The RAP-NWR consisted of three different types of root and pattern combinations (real root and nonpattern nonwords, real pattern and nonroot nonwords and nonpattern and nonroot nonwords). All 89 participants were TD Gulf Arabic speaking children aged two to seven years old and divided into six age bands. Results showed that these children’s repetitions were sensitive to the presence of roots but not patterns and that RAP-NWR scores were significantly correlated with both vocabulary tests. Findings from both studies show that while phonological storage may explain some of the results of children’s performance on NWR, there are a myriad of phonological and morphological factors that could have significant effects on NWR, such as the effects of roots and patterns, and it seems that roots more important role to play as it roots awareness emerges earlier than pattern awareness. Based on these findings, clinical utility of root and pattern NWR tests is discussed and further investigations of effects of roots and patterns on NWR are recommended.

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21

Al-Agla, Ali. "Introducing computer supported co-operative learning to the curriculum of Islamic studies and Arabic language in Arabic Language Institute for non-Arabic speakers : teachers' perceptions, students' responses and administrators' views". Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:5402.

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The Saudi education system is facing a climate of change and interest in exploiting new technology and educational approaches to improve teaching and learning. In this climate, the present study explores the feasibility of introducing computer assisted cooperative learning at the Language Institute of Umm Al-Qura University, in terms of teacher attitudes to computers and their experience with/attitudes towards co-operative learning; administrative support for such innovation; and students' responses to a cooperative learning environment. A four-part Likert-type questionnaire was administered to 148 teachers of Arabic and Islamic Studies from four universities, to investigate their positive and negative attitudes to computers, feelings about computers' usefulness, and intimidation about using computers. At Umm Al-Qura University, views on co-operative learning were obtained from 35 teachers of Arabic and Islamic Studies, by means of interviews. Interviews were carried out with five senior administrators at the university, regarding development in curricula and teaching methods, including training and staff development needs and funding issues. Twenty-two students of elementary Arabic from the University's Language Institute took part in computer assisted cooperative learning sessions, using software developed by the researcher and were observed and interviewed. Teachers, irrespective of personal and professional characteristics, generally had positive attitudes to computers, while administrators claimed that efforts to provide computer access and training to teaching staff were underway. Teachers also had generally positive attitudes to cooperative learning, and some sceptics were won over by the sight of their students participating actively and with enjoyment in the sessions conducted by the researcher. There was however evidence of reluctance by teachers to give students responsibility for their learning. Teachers and administrators blamed each other for what they saw as stagnation in educational approaches, but both groups favoured change. The researcher concludes that the introduction of computer-assisted cooperative learning supported by appropriate training could benefit both students and teachers and offers recommendations for its implementation.

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Pateridou, Georgia. "Yannis Psycharis's Greek novels (1888-1929) : didactic narratives, cultural views and self-referentiality". Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/7669/.

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The aim of this thesis is to examine Psycharis's Greek novels by focusing on his modes of writing and the ideas manifested in them. Psycharis saw his role as that of an intellectual aiming to reform Greek culture and he fought consistently for the establishment of the demotic - as he understood it as the language of literature. Yet his novels serve as a filter not only for his views on language and literature, but also for other social and philosophical issues of relevance to his time, and even to contemporary readers. I have defined three major areas for examination: the didacticism of the novels, expressed in the themes and in the narrative techniques employed by the author; the overall recurring cultural views presented in them, and the preoccupation with the importance of fiction, the role of literature and of the prose writer. The novels will be examined in chronological order and I shall address each of the three major areas explained above in turn, emphasising the most prominent one in each case. The objective of this thesis is to make Psycharis's Greek novels better known and to indicate the role that he played in the development of Modern Greek prose and culture.

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Pigg, E. (Eveliina). "A case study:Finnish ninth grade students’ and their teacher’s views on and experiences in using YouTube video content in English language learning and teaching". Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706072624.

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The purpose of this thesis is to examine how Finnish ninth grade students and their teacher view the use of YouTube in English language learning and teaching and what kind of experiences they have in using it in school and outside the normative school context. The method of the study is ethnographic and it is based on sociocultural and ecological views on language learning. The materials used in the study were questionnaires to Finnish ninth grade students and their teacher and observation of one student’s use of YouTube in English in his free time. The analysis of the results revealed that all 18 out of 18 students watch YouTube videos in English at least occasionally and that YouTube video content is used in the classroom. The students experienced that watching English YouTube videos has provided learning outcomes, but it also appeared that their understanding of language learning is still quite limited and their answers reflected traditional and school-centred views on language learning
Tämän tutkimuksen tarkoituksena on selvittää, kuinka suomalaiset yhdeksäsluokkalaiset opiskelijat ja heidän opettajansa suhtautuvat YouTuben käyttöön englannin kielen opiskelussa ja opetuksessa, ja millaisia kokemuksia heillä on sen käytöstä koulussa ja koulun ulkopuolella. Tutkimus on etnografinen ja pohjautuu sosiokulttuuriseen ja ekologiseen teoriaan kielen oppimisesta. Tutkimuksessa käytetyt materiaalit olivat kyselyt suomalaisille yhdeksäsluokkalaisille opiskelijoille ja heidän opettajalleen sekä yhden oppilaan englanninkielisen YouTuben käytön observointi hänen vapaa-ajallaan. Tutkimustulokset paljastivat, että kaikki 18 kyselyyn vastaajaa katsovat YouTube-videoita englanniksi ainakin satunnaisesti, ja että YouTube-videosisältöä käytetään luokassa. Opiskelijat kokivat, että englanninkielisten YouTube-videoiden katselu on tuonut oppimistuloksia, mutta vastauksista ilmeni myös, että oppilaiden ymmärrys kielen oppimisesta on yhä melko rajallinen, ja heidän vastauksensa heijastelivat perinteisiä ja koulukeskeisiä näkemyksiä kielen oppimisesta

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Horesh, Uri. "Phonological outcomes of language contact in the Palestinian Arabic dialect of Jaffa". Thesis, University of Essex, 2014. http://repository.essex.ac.uk/17687/.

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This is a thesis in variationist sociolinguistics. It attempts to make a contribution to the study of a dialect of Arabic—Palestinian Arabic—spoken in a region where the population is gradually becoming engulfed in a language, which was once quite similar to Arabic, namely Hebrew, but has undergone drastic changes, particularly in its phonological structure, as a result of contact with European languages. Now, Modern Hebrew is acting as a colonizing language vis-à-vis Palestinian Arabic, and in this study we are exploring the effects the contact between the two languages on the phonology of Arabic in the town of Jaffa, where Arabic-speaking Palestinians and Hebrew-speaking Israeli Jews reside, perhaps not in harmony, but nonetheless in the same urban space. Employing quantitative methods for one linguistic variable and a sociohistorical analysis for another, we make the case that the two variables observed in this study are but a fragment of the entire complex. Examples from the data collected are provided and briefly analyzed, some of which are from other domains of the language, and these will be further explored at a later date.

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Melhem, Woroud. "Investigating variability in the acquisition of English functional categories by L1 speakers of Latakian Syrian Arabic and L1 speakers of Mandarin Chinese". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/18722/.

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A widely studied L2 behaviour in the SLA literature is that of the inconsistency in the production of functional morphology by advanced and endstate L2 learners. The level of inconsistency seems to vary among L2 learners, for instance, SD, a Turkish endstate learner of English (White 2003a) was highly accurate in the production of English inflectional morphology compared with Patty, also an endstate learner of English whose L1 is Chinese (Lardiere 2007). The literature is divided on whether to consider the absence of overt morphology in L2 performance to be a reflection of underlying syntax, thus indicating the absence of corresponding syntactic features, or whether it is an indication of a missing surface inflection only. A proponent of the first account is Hawkins (2009) who claims that a deficit in the L2 syntax, exemplified by the inability of L2 learners to acquire uninterpretable features not instantiated in the L1 grammar beyond the critical period causes the inconsistent suppliance of functional morphology in the interlanguage. On the other hand, Lardiere (2008) and Goad et al. (2003) describe types of post-syntactic problems causing variability: difficulty in mapping between different components of the grammar, and L1 transfer of prosodic structures, respectively. To test the claims of the above hypotheses, this study provides comparative data from two groups of L2 learners who differ with respect to the L1: Latakian Syrian Arabic or Mandarin Chinese. These two languages differ from each other in terms of which functional features are overtly represented in the morphosyntax, but are similar in the manner functional material is prosodified in relation to stems. Results based on the data collected do not lend support to claims of L1 prosodic transfer; they are rather compatible with an account that combines claims from both the Representational Deficit Hypothesis and the Feature Re-assembly hypothesis.

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Attaallah, Israa Maher. "Arabic-speaking Immigrant Parents´ Views on Heritage Language Maintenance and identity Construction for Children in Sweden". Thesis, Linköpings universitet, Institutionen för tema, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173460.

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This study investigates how Levantine Arabic-speaking immigrant parents´ language ideologies, i.e how they think and feel regarding heritage language maintenance, and language policies influence heritage language maintenance or loss for their children. This overarching topic is explored by examining the following questions; (1) What do parents think about maintenance of heritage language for their children? and which concerns do they have? (2)How do they talk about and describe their children´s readiness or resistance to learn/maintain their heritage language? (3) What do parents believe their role is in maintaining heritage language? (4) In which way, according to parents, does maintenance of heritage language influence children´s construction of identity and sense of belonging? In order to answer these questions, I conducted five semi-structured interviews with five Levantine Arabic-speaking immigrant parents, from Palestine and Syria, residing in Sweden and analysed recurring themes using Braun´s and Clarke´s (2006: 87- 93) thematic analysis method. The study findings show that parents attached great significance to preserving their children's heritage language due to its close relationship with their cultural, religious, ethnic, and social backgrounds as well as strengthening their success opportunities in future. Furthermore, parents stated that their children did not resist maintenance of heritage language. Instead, results show that children were actively involved in discussions about heritage language maintenance and language practices. Parents confirmed that Arabic language is their children's heritage language. In relation to influence of heritage language maintenance on constructing children´s identity and sense of belonging, parents´ views varied between emphasizing its role in strengthening children´s sense of belonging to their Arabic background, allowing them a flexible ability to belong to two different cultures or communities, and that maintenance of heritage language is not the major influencer on constructing children identity. Participants discussed the methods they use to enhance Arabic language among their children, challenges they encounter, and potential solutions.

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Al, Tubuly Sara Ahmed I. "The production and perception of Libyan Arabic stress patterns by English speaking learners : a comparison with native speakers". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17923/.

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This dissertation examines the production and perception of some selected stress patterns in Libyan Arabic by English speaking learners and compares them to the production and perception of the native speakers. Two tasks were utilised to investigate the participants’ performance: a picture naming and an identification task. Word patterns covered potential problematic and non-problematic areas. An optimality theoretic approach is adopted in the discussion of the results of the perception and production of stress by the participants (Chapters 5 & 7) while a metrical approach is referred to in the discussion of the Libyan Arabic stress system in Chapter 3. It is found that structural effects (e.g. syllable structure, vowel quality, syllable position or class) have consequences on how the learners perceive and produce stress and on how they use this information in assigning stress. The study found that if the stress patterns match in the L1 and L2, and they follow regular phonological conditions, the learners get these patterns right by just applying the predictable patterns. If the stress patterns are similar but applied differently and they contradict predictable conditions, these unpredictable and/or marked patterns are not accessible in the L2 despite their partial availability in the L1. If a particular stress pattern does not exist in the L1, then the L1 negative transfer effect may appear in the L2. The misperception of stress is not only restricted to L2 learners but native speakers also fail in certain patterns to perceive the stress location. The learners use grammatical class and syllable structure as stress indicators but they show a deviation from the native speakers in using the vowel length cue. The native speakers are more sensitive to vowel length; the absence of vowel length or syllable closure in the stressed syllable in certain patterns prevent the native speakers from perceiving stress accurately.

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Almeman, Khalid Abdulrahman. "Reducing out-of-vocabulary in morphology to improve the accuracy in Arabic dialects speech recognition". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5763/.

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This thesis has two aims: developing resources for Arabic dialects and improving the speech recognition of Arabic dialects. Two important components are considered: Pronunciation Dictionary (PD) and Language Model (LM). Six parts are involved, which relate to building and evaluating dialects resources and improving the performance of systems for the speech recognition of dialects. Three resources are built and evaluated: one tool and two corpora. The methodology that was used for building the multi-dialect morphology analyser involves the proposal and evaluation of linguistic and statistic bases. We obtained an overall accuracy of 94%. The dialect text corpora have four sub-dialects, with more than 50 million tokens. The multi-dialect speech corpora have 32 speech hours, which were collected from 52 participants. The resultant speech corpora have more than 67,000 speech files. The main objective is improvement in the PDs and LMs of Arabic dialects. The use of incremental methodology made it possible to check orthography and phonology rules incrementally. We were able to distinguish the rules that positively affected the PDs. The Word Error Rate (WER) improved by an accuracy of 5.3% in MSA and 5% in Levantine. Three levels of morphemes were used to improve the LMs of dialects: stem, prefix+stem and stem+suffix. We checked the three forms using two different types of LMs. Eighteen experiments are carried out on MSA, Gulf dialect and Egyptian dialect, all of which yielded positive results, showing that WERs were reduced by 0.5% to 6.8%.

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King, Michael John. "An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17359.

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This exploratory study into content teacher views on English as the medium of instruction (EMI) in federal tertiary settings in the United Arab Emirates (UAE) was conducted to add to the emerging number of EMI studies in the country and the Arabian Gulf. While other UAE studies have canvassed views from two or more stakeholders, this study looked to focus only on teachers. Working within an interpretive paradigm, rich data were sought from a purposive sample of 45 teachers for an open questionnaire and 9 teachers for semi-structured interviews; the interview themes emanating from questionnaire data analysis. The research framework was built on the researcher’s own experiences in the research context, the assumptions that emerged from those experiences and a review of pertinent themes from the literature, which tended to be grounded in critical theory. These concepts were the macro-policy areas of education and language policy, the synthesised analysis of language policy in education and subsequently a review of themes emerging from EMI studies globally, regionally and in the UAE, which led to a focus on the problem areas of language proficiency and appropriate language pedagogy for this specific research context. Findings suggest that although there is some support for EMI among the sample there is also recognition of attendant problems with the policy caused in the main by students’ insufficient language ability for Bachelor’s study in English and question marks over the need to aspire to native speaker proficiency in a society where various Englishes as a lingua franca are used between citizens who do not use English as their mother tongue. These causes lead students and teachers to enact policy to create learning opportunities. Enactments include skills avoidance, simplifying materials, reducing content and code-switching into Arabic. The absence of Arabic in the higher education curriculum is also questioned, given evidence that it is relevant for students’ future employment; be it in the public or private sector. Recommendations include that English remain an integral part of the curriculum given its relevance for later employment but that the choice of EMI as the model for learning be reviewed to see if other approaches may be more appropriate. It is also recommended that Arabic be included in the curriculum in some form given its importance for students’ careers. Finally, if EMI remains the chosen linguistic approach, teachers are recommended to continue enacting as part of their professional practice to ensure that their students get some benefit from their relatively challenging study environment.

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30

Labidi, A. "Arabic cultural/educational and linguistic background as factors affecting EFL writing performance". Thesis, University of Salford, 1992. http://usir.salford.ac.uk/2188/.

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Effective communication in a foreign language depends on more than knowing the rules of its lexicon, grammar, and phonology. It involves the processing of cultural as well as linguistic knowledge. Any form of communication (and language is one form of communication) has its own strategies. The strategies of language communication vary systematically across languages and cultures. The differences in the general ethos of one community as compared to another lead to differences in the strategies of communication, as certain aspects of the communicative properties of languages might be culture- and language-specific. As a result, foreign language learners might fail to communicate effectively in the foreign language. This failure seems to be greatly due to a transferance of the native-language communicative strategies to the foreign language. The most appropriate way to solve this problem as suggested in this thesis, alongside many other foreign language teachers and applied linguists, is contrastive language work through translation. Such approach makes possible the juxtaposition of the native language and the foreign language, thus allowing the students to see practically and for themselves the culturo-linguistic differences and similarities between the two languages. Otherwise, native language interference will persist and successful performance in the foreign language will not be achieved. The present study sets to investigate two major factors that seem to considerably affect Arab students' learning of English as a foreign language. First, the culturo- educational background which is almost totally ignored as being the second major factor affecting foreign language learning. Second, the linguistic (or mother tongue) factor which, though more researched, no appropriate solutions are yet provided. Due to culturo-educational influence --dealt with in the first part of this thesis-- Arab students tend to approach the foreign language in the same way they approach their native language. They seem to rely on memorization in the study of the foreign language and in their essay-writing. For this reason, they are often accused of plagiarism, a practice for which the blame should not be laid upon them alone. The Arab educational system should undergo- the biggest portion of the blame. Arab students, from a very young age and from the earliest educational stage, the kuttaab, are instructed basically orally and trained to rely heavily on their memories. Though such training suits young children and the major subject they are taught (Qurlan), it does not stop at this stage, nor does it confine itself to that particular subject. Rather, it escorts them up till university level and extends to most subjects. A solution to get over such a problem as to EFL teaching is suggested in the concluding chapter to this thesis. The second major factor affecting foreign language learning --dealt with in the second part of this thesis-- is the influence from the native language, which is seen to manifest itself on the two major levels of language: the micro and the macro levels. The micro level of language is that of the word and sentence. Influence at such a level appears from the early stages of foreign language learning. However, it is not as serious and as persistent as that at the macro level, ie. the discourse or text level. Here, Arab students often make grave deviations from the norms of the foreign language. Such deviations, their nature, and their cultural and linguistic background are discussed through the examination of the major rhetorical and textual characteristics pertaining to Arabic and English. Translation is proposed as an effective approach of teaching composition to advanced EFL students. Such approach, if applied methodically, will help students develop a much needed awareness of the textual pecularities of the, foreign language; an awareness which will sensitize them to the general linguistic differences and, in particular, those of composing that exist between their mother tongue and the foreign language. Besides, it will certainly help them enlarge more quickly and more practically their EFL lexical and idiomatic repertoire.

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Chaudhary, Mohammad Akram. "al-Furūq fī al-lughah by Abū Hilāl al-ʻAskarī : a thesaurus for distinctions of meaning between assumed synonyms in Arabic". Thesis, University of Glasgow, 1985. http://theses.gla.ac.uk/6922/.

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Majali, J. S. "Poetic creativity in Arabic literary criticism : a study of Arab critical views up to the end of the 5th/11th century". Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233327.

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Osman, Mirghani El-Sayed. "On the communicative role of word order in written modern standard Arabic : a contribution to functional linguistics". Thesis, University of Salford, 1989. http://usir.salford.ac.uk/2186/.

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The majority of the available studies which have been done on word order in Arabic are derived from improvised and restricted data taken from the classical variety of Arabic. ALL these studies are generatively-oriented, and consequently their main concern was to find out which word order is the basic one and which orders derive from it. In brief, all these studies are basically structural and have very little, if anything, to do with the situations in which the language was used or with the factors that motivated it's use. We think that such treatments are inadequate, because: (1) the modern standard variety has been totally neglected, and (2) the basic functions of Language as a tool of human communication is not accounted for by these studies. To make up for these inadequacies we are going to approach the issue of word order from a functional vantage point which seeks to relate the structure and it's function. Secondly, we will choose 'Modern Standard Arabic' to be our field of inquiry. Thirdly, all the examples which we are going to discuss will be taken from concrete linguistic situations. We intend to test the following hypotheses: 1. The traditional dichotomy of word order in marked/unmarked terms at the sentence level is unsatisfactory. 2. It is useful to differentiate between basicness and unmarkedness of word order. 3. The frequency with which each word order type occurs may depend on the type of text, and the attitude of the writer towards his/her addressees. 4. A switch from a certain word order-type to another within the same text can sometimes be determined by a shift in the text-typologicalfocus. 5. Permutations of sentence constituents in Arabic sometimes change the grammatical status of the constituents permuted and sometimes do not. 6. The Principle of Functional Sentence Perspective has great influence in Arabic Language, 7. Passivization as a syntactic device influences the order of words in Arabic. 8. Reasons for having different word orders in Arabic can be elucidated by appealing to other cornrnunicative considerations. 9. Different word orders in Arabic serve semantic, syntactic and pragmatic functions.

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Labidi, Sondès. "Art et hippiatrie au Moyen Âge". Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE4003.

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Notre thèse se présente en deux volumes ; le premier traite de l’étude iconographique ainsi que l’analyse des rapports texte/image dans les manuscrits hippiatriques arabes Khalīl Āghā 8 et Fatīh 3608/3609. Le premier intitulé kitāb al-baïtara de Ahmad ibn al-Hasan ibn al-Ahnaf est conservé à Dār al-kutub au Caire et date de 1209. Le second portant le même titre que le premier n’est ni signé, ni daté. Il est conservé à la Bibliothèque de la Süleymanīye, à Istanbul. Nous avons tenté d’étudier ces deux manuscrits si richement décorés afin de découvrir quels sont les caractéristiques qui les rapprochent et quels sont les aspects qui les éloignent mais aussi si ils sont l’œuvre du même auteur. Dans le second volume de cette thèse, nous avons retranscrit la copie du Caire sur support informatique afin de la rendre plus lisible et nous l’avons ensuite traduit en français pour la rendre plus accessible aux chercheurs non arabisants
Our thesis consists in two volumes ; the first one deals with the iconographic study and the analysis of text/image relationships in the arabic hippiatric manuscripts Khalīl Āghā 8 and Fatīh 3608/3609. The first one entitled kitāb al-baïtara of Ahmad ibn al-Hasan ibn al-Ahnaf is stored at Dār al-kutub in Cairo and is dated of 1209. The second one of the same title as the first one is neither signed nor dated. It is kept in the Libary of the Süleymaniye in Istanbul. We have attempted to study these two manuscripts, so richly decorated, to discover what are the characteristics that link them together and what aspects separate them and also whether they are from the same author or not. In the second volume of this thesis, we transcribed the copy of the Cairo manuscript on computer to make it more readable and we have then translated it to French in order to make it accessible to non-Arabic researchers

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Al-Othaim, Abdullah Abdulkareem. "Developing the Arabic language curriculum for Saudi intermediate and secondary schools : an empirical study involving views of practitioners and specialists in the city of Riyadh". Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:12459.

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The evident weaknesses of Saudi students in Intermediate and Secondary schools in the field of Arabic language have raised concerns about the current Arabic language curriculum. This study examines the background to the problems, the current situation and the possibilities of solving them. The study consisted of two main parts. The first part was a documentary study, which identified the main characteristics of the Arabic language and its historical pedagogy and examined the current situation of the Arabic language in Saudi Arabia. Literature on acquiring and learning language was reviewed, as was the curriculum-related literature, to find an appropriate model for developing the Arabic language curriculum. This first part of the study provided the basis for the second, empirical part. To clarify the nature and extent of the problem and obtain some opinions about how it can be rectified, 24 interviews were conducted with some educational supervisors, Arabic language specialists and the most responsible personnel involved with the Arabic language curriculum in Saudi Arabia, which revealed the need to develop the curriculum and some suggested requirements for achieving this. Based on both the documentary study and the exploratory interviews, a questionnaire was constructed, piloted and administered amongst all Arabic language intermediate and secondary teachers and educational supervisors in the city of Riyadh in addition to 50% of AI-Imam and King Saud University lecturers. Valid responses were received from 200 Intermediate teachers, 70 Secondary teachers, 18 educational supervisors and 45 University lecturers. The main findings led to identification of four lists of requirements covering the four components of the curriculum: the curriculum objectives, content, teaching methods and resources and evaluation. Other findings included the lack of training amongst teachers, the lack of experience amongst teachers and educational supervisors and the lack of recognition among samples of the importance of students' participation in the educational process. Based on the findings of the study, recommendations have been drawn up, which include a suggested framework for developing the curriculum, in addition to a model believed helpful for the decision-makers in Saudi Arabia.

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Khalifa, Tarek. "Génèse de la critique arabe moderne". Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE3066/document.

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Cette recherche porte sur l'évolution de la critique poétique arabe moderne, elle combine deux volets, l'un diachronique et l'autre analytique. D'une part, elle exAmīne l'histoire de cette évolution qui en l'espace d'un siècle a été impressionnante et d'autre part elle analyse ce phénomène qui dans l'histoire littéraire mondiale ne s'est jamais produit sur une durée aussi courte. La période de la nahḍa a commencé durant la deuxième moitié du XIXème siècle et a duré jusqu'aux années trente du XXème siècle. La littérature arabe a été ébranlée par une multitude de mouvements à la fois conservateurs et modernistes , mouvements qui ont tantôt cohabité et tantôt se sont opposés ; la poésie, en particulier a comblé un retard de cinq siècles, comme en témoignent le nombre de poèmes et de recueils publiés et la multiplication des styles et des écoles littéraires.Durant un siècle et souvent pendant la même période, nous pouvons découvrir des poètes classiques, néoclassiques, romantiques, symboliques et réalistes. La production poétique a aussi été très variée et a respecté les règles classiques relatives à la mesure et aux rimes tout en affichant un retour vers la forme classique pour affirmer la maîtrise. Puis, l'inspiration du "muwaššaḥ" a fait son apparition et s'est détourné de l'exigence de la forme traditionnelle avec quelques tentatives pour écrire de la poésie libre et en prose avec de nouvelles mesures et enfin l'arrivée de la poésie blanche...etc.Toutes ces tentatives pour se rattacher à un courant n'ont pas échappé à la critique qui a parfois ouvert la voix aux poètes et a parfois précédé la production poétique et qui a subi la pression moderniste en essayant de la rejoindre; la critique a puisé dans les écrits anciens et en même temps une ouverture sur la critique occidentale. La révolution contre le traditionalisme est lancée avec des écoles qui ont revendiqué une coupure avec l'héritage des classiques. D'autres courants vont résister à l'influence européenne en prenant pour prétexte le combat contre le colonialisme occidental. Ces courants très résolus ont défendu l'attachement à l'ancienne école en invoquant la pureté de la langue du Coran, la richesse de cet héritage et le fait que cette modernisation peut susciter des théories inadaptées à la réalité sociale et culturelle. Nous tentons dans cette étude de présenter et d'analyser les quatre étapes que la poésie et la critique poétique ont traversées durant cette période :- L'étape de l'imitation médiocre. - L'étape de l'imitation cohérente et éloquente.- L'étape de l'innovation liée à la ferveur nationaliste.- L'étape de l'innovation liée à un sentiment de liberté individuelle
The research work presented in this manuscript focuses on the evolution of the modern Arab poetry critic. The work is two fold: one diachronic and the other analytical. We detail on one hand the history of such evolution, which, in the space of a century, has been quite impressive, and on the other hand,we analyze this phenomenon, which has never occurred in the world literacy history over such a short time span. The period of the nahda started in the second half of the XIXth century and lasted up to the last years of the XXth century. The history of the Arab literature has been shattered by numerous events, at the same time conservative and modernist. Those events were at times contiguous and at times opposite: poetry in particular, has caught up with a major delayof nearly five centuries, as witnessed by the number of poems and collections published,and as well asby the multiplication of styles and literacy schools.Over the span of a century, and often within the same period, one may discoverand study classical, neoclassical, romantic, symbolic as well as realist poets. Furthermore, the poetry production has also been diversein styles, but at the same time addressed the classical rules related to the measure and the rhymes, while displaying a reversal movement towards the classical form, mainly to show and prove mastering skills. Then, the inspiration of the "muwaššaḥ" appeared and has strayed away from the requirements of the traditional form, with a few attempts to write free poetry as well as prose with new measures, and eventually came to the birth of white poetry,… etc.All those various efforts attempting atreclaiming a main historic literacy flow has definitely not been overlooked by the critic, which at times has brought forward poets, and at times has even preceded the poetic production which has undergone through the modernistic pressure by trying to join that same flow; the critique has drawn in the ancient scripts and at the same time in the opening into the occidental critic. The revolution against traditionalism has been launched with various schools who have claimed a split with the inheritance of the classics.Other currents have resisted to the European influence by pretexting a fight against occidental colonialism. These very resolute currents have defended the attachment to the ancient school by invoking the purity of the language of the Koran, the richness of this heritage and the fact that this modernization can produce ill-adapted theories to the social and cultural reality.We attempt in this work to present and analyze the four stages, through which poetry and the poetry critic have gone through during the past century:1) The stage of mediocre imitation 2) The stage of coherent and eloquent imitation, 3) The stage of innovation linked to a nationalist fervor4) And eventually the stage of innovation linked to a feeling of individual freedom

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Miguet, Thibault. "Recherches sur l’histoire du texte grec du Viatique du voyageur d’Ibn al-Ǧazzār". Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEP047.

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Cette thèse de doctorat se propose, en deux grandes parties, de donner pour la première fois un examen exhaustif, philologique et historique, de la tradition manuscrite grecque du Viatique du voyageur (Ἐφόδια τοῦ ἀποδημοῦντος), encyclopédie médicale en sept livres composée en arabe par le médecin kairouanais Ibn al-Ǧazzār (mort en 979). Un premier temps du travail consiste en une présentation mise à jour du traité arabe, de son auteur et de ses traductions latine, hébraïque et enfin grecque, sur laquelle porte l’essentiel de l’étude. Cette dernière, effectuée en Italie méridionale dans la seconde moitié du XIe siècle, est une traduction très fidèle et littérale de l’original arabe ; elle a cependant fait l’objet, très vite, d’un travail philologique qui a consisté en l’ajout d’éléments par rapport au texte arabe. Même si son succès a été notable (pas moins de quarante-huit témoins le transmettent à ce jour), le texte grec reste encore totalement dépourvu d’édition critique et un nombre très restreint d’études - sur lesquelles ce travail fait une mise au point - se sont attachées à aborder les problèmes que pose sa tradition manuscrite. Dans une seconde partie, le travail offre une description, matérielle et philologique, de quarante-et-un témoins manuscrits (correspondant à la totalité de la tradition manuscrite jusqu’à la fin du XVIe siècle), qu’il est possible de regrouper en quatre familles. Si la traduction a été effectuée en Italie méridionale et que les manuscrits les plus anciens conservés en sont originaires, c’est à Byzance, en particulier aux XIVe et XVe siècles que le texte va acquérir un statut d’encyclopédie médicale de référence, comme en témoignent le nombre de copies produites dans un espace de temps limité (plus de la moitié en moins de deux cents ans) et la présence d’une version révisée manifestant la volonté de médecins byzantins de s’approprier ce texte qui est - il ne faut pas l’oublier - une traduction depuis l’arabe. L’étude détaillée des témoins manuscrits et la mise en évidence des relations qui existent entre eux aboutissent, en conclusion, à une synthèse générale de la tradition manuscrite qui reprend tous les fils tissés au cours de ce travail
This doctoral dissertation composed of two main parts offers, for the first time, a thorough philological and historical analysis of the Greek manuscript transmission of the Provisions of the Traveller (Ἐφόδια τοῦ ἀποδημοῦντος), a medical handbook written in Arabic by the Kairouan doctor Ibn al-Ǧazzār (d. 979). The first part of the thesis consists in an updated presentation of the Arabic version, its author, and its Latin, Hebrew and Greek translations. The latter makes up the core of this study : translated in southern Italy in the second half of the 11th century, the Greek text represents a very faithful and literal rendering of the Arabic original. Nevertheless, it was soon re-worked from a philological perspective, with the addition of some external material as compared with the original Arabic text. Even though this translation enjoyed great success (no less than forty-eight copies are preserved to this day), the Greek text still lacks any critical edition and a very few studies - of which the thesis provides an analysis - have tackled the issues of its manuscript transmission. In the second part, the dissertation gives a material and philological description of forty-one codices (i.e. the totality of the manuscript transmission up to the end of the 16th century) that can be grouped into four families. Although the Greek translation was made in southern Italy and the oldest testimonies were copied in that region, it was in Byzantium, especially in the 14th and 15th centuries, that the text earned its reputation as an essential medical handbook. Its importance as a reference is clear from the number of codices copied in a limited amount of time (more than half of them in less than two hundred years) as well as the existence of a revised version of the translation indicating the will of Byzantine doctors to render this original Arabic text a Byzantine work. The detailed study of the manuscript testimonies and the illustration of the relationships between them result in a comprehensive and conclusive summary of the manuscript transmission of the Provisions of the Traveller which draws together the central themes of this thesis

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Hoorelbeke, Mathias. "Se faire poète : le champ poétique dans les premières années du califat abbasside d’après le Livre des chansons". Thesis, Paris, INALCO, 2013. http://www.theses.fr/2013INAL0020.

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Ce travail porte sur le champ poétique dans les premières décennies de l’époque abbasside, en se concentrant non pas sur les trajectoires individuelles des poètes, mais sur les contraintes et les logiques collectives auxquelles ils sont soumis. Il s’appuie sur l’analyse de près de 70 notices du Livre des chansons d’al-Iṣbahānī (m. ca. 360/970). La première partie porte sur la contrainte la plus évidente et la plus étudiée : le rapport du poète au prince. Elle postule que la force du verbe poétique dérive d’un lien plus vaste, celui du walā’, qui implique des devoirs réciproques, inscrits dans le temps. La parole poétique n’est dès lors qu’une modalité particulière de la négociation de la distance entre le patron et son protégé. Cette négociation permanente influe sur les déplacements et les modes d’expression du poète.La seconde partie examine comment les poètes se positionnent face à la multitude d’acteurs qui prétendent dire ce que la poésie doit être. Elle analyse comment les rapports des poètes avec leurs pairs ou avec les savants sont déterminés par l’histoire cumulée du champ. L’accent est ensuite mis sur les modalités de ces multiples positionnements : comportements précodés, mise en scène et en texte de l’être social et charnel du poète, autant de coups dont le Livre des chansons est non seulement le témoin mais aussi le théâtre
This study deals with the poetic field in the first decades of the Abbassid era. It does not focus on the poets’ individual biographies but on the logics they obey and the constraints that weigh on them as a group. It is based on the analysis of about 70 chapters taken from the Book of Songs by al-Iṣbahānī (d. ca 360/970). The first part examines the most conspicuous and most studied constraint: the connection between the poet and the prince. It assumes that the strength of the poetic word derives from a wider relation: the walā’, which implies enduring mutual obligations. Poetic speech is therefore just a particular aspect of a negotiation of the distance between the patron and his protégé. This negotiation affects the poets’ moves and modes of expression.The second part investigates how poets position themselves when interacting with the multitude of protagonists that claim the right to say what poetry should be. It analyses how the poets’ relations with their peers or with scholars are determined by the cumulated history of the field. Emphasis is then laid on how poets position themselves in the field by playing precoded roles, by “staging” their personae and giving the episodes of their lives a textual expression. As a result, the Book of Songs cannot be seen as a neutral record of these struggles ; it is also the battlefield where they take place

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Voigt, Christiane Hélène. "Recherches sur la tradition arabe du Roman d'Alexandre". Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAC036.

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Cette thèse traite de la question de la traduction arabe du Roman d’Alexandre du Pseudo-Callisthène. Le passage du grec à l’arabe est décrit à travers l’examen philologique des différentes recensions grecques (α, β (L, λ), ε, γ) ainsi que de nombreuses sources arabes. Le Roman d’Alexandre présente un cas spécifique dans le domaine des Graeco-Arabica. A côté de la transmission écrite, que ce soit sous forme d’une traduction ou d’une réélaboration thématique, un rôle particulier doit être accordé à la transmission orale basée sur la Sourate de la Caverne du Coran. Non seulement une recension grecque du Roman d’Alexandre s’est manifestée dans les sources arabes, mais plusieurs (α, β, ε, γ), parmi lesquelles la recension β occupe une place importante dans l’Orient. Le but consiste à présenter un aperçu des chapitres du Roman qui ont fait l’objet d’une réception orientale afin de fournir une contribution à la survie de l’antiquité grecque dans l’Islam
This thesis deals with the issue of the Arabic translation of the Greek Alexander Romance by Pseudo-Callisthenes. By a philological study of the various Greek recensions (α, β (L, λ), ε, γ) as well as numerous Arabic sources it will be shown how the Alexander Romance, as a special example of the Graeco-Arabic translation movement, was rendered into Arabic. Apart from the written tradition, either in the form of a translation from the Greek or a paraphrase, the oral tradition based on Surah 18 of the Quran plays a central role. The influence of not just one but several recensions (α, β, ε, γ) of the Greek Alexander Romance can be traced in various Arabic sources. Especially the Byzantine β-recension must have played an important part in the East. The aim of the dissertation is to give a detailed overview of those chapters of the Alexander Romance which have been received in the Orient in order to illustrate how ancient Greek literature made its way into the Islamic world

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LANZA, VALENTINA BELLA. "Judeo-arabic commentary on the Song of Songs. A digital edition". Doctoral thesis, 2020. http://hdl.handle.net/11573/1365860.

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Questa ricerca propone uno studio sul giudeo-arabo, varietà linguistica di particolare rilievo, considerando l’importante produzione di testi redatti in giudeo-arabo nell’ambito della cultura letteraria delle comunità ebraiche che vivevano nei paesi di lingua araba. La ricerca si è basata sull’analisi di un testimone inedito (ms. 5491, Jewish Theological Seminary, New York) del 15° secolo. Il testo è trilingue, e contiene il Cantico dei Cantici, la sua traduzione aramaica (targum), la traduzione del Cantico in giudeo-arabo, ed un commentario, sempre in giudeo-arabo. Oltre ad un'indagine linguistica, si è prodotta un'edizione digitale del testo contenuto in JTS, ms. 5491, in formato TEI.

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