Arabic Second Language Acquisition of Morphosyntax

Contents......Page 8
Preface......Page 12
Acknowledgments......Page 14
Introduction......Page 16
Transliteration Symbols......Page 20
Abbreviations......Page 22
1.1.1 Root and Base Form......Page 24
1.1.2 Gender of Nouns and Adjectives......Page 27
1.2.1 Agreement within NPs......Page 31
1.3 Equational (Verbless) Sentence Structure......Page 33
1.3.1 Past Tense of Equational (Verbless) Sentences......Page 35
1.3.2 Negation of Equational (Verbless) Sentences......Page 36
1.4.1 Verbal Agreement, Tense, and Null Subjects......Page 37
1.4.2 Verbal Negation......Page 39
1.5 Summary......Page 42
2. Existing Arabic Second Language Acquisition Research......Page 44
2.1 Contrastive and Error Analysis Studies......Page 45
2.2 Performance/Developmental Studies......Page 47
2.3 Developmental, Interlanguage, and Current Models......Page 53
2.4 Second Language Acquisition and Universal Grammar......Page 65
2.5 Summary......Page 71
3. The Acquisition of Gender Agreement......Page 72
3.1 Methods (Longitudinal Data)......Page 73
3.1.1 Results of Nominal and Verbal Gender Agreement......Page 77
3.1.2 Results of Demonstrative Gender Agreement......Page 88
3.2 Methods (Cross-Sectional Data)......Page 96
3.2.1 Results of Verbal (Gender) Agreement......Page 100
3.2.2 Results of Nominal (Gender) Agreement......Page 102
3.2.3 Results of Nominal versus Verbal Agreement......Page 109
3.2.4 Results of Demonstrative Gender Agreement......Page 114
3.3 Summary......Page 122
4. The Acqusition of Tense/Aspect and Verbal Agreement......Page 124
4.1 Methods (Cross-Sectional Data)......Page 125
4.2.1 Tense (Narrative Tasks)......Page 128
4.2.2 Verbal Agreement (Narrative Tasks)......Page 131
4.2.3 Tense and Verbal Agreement (Random Task)......Page 133
4.3 Summary......Page 136
5.1 Methods (Cross-Sectional Data)......Page 138
5.2.1 Null Subjects Production......Page 141
5.2.2 Null Subjects and Verbal Agreement Production......Page 145
5.3 Summary......Page 147
6. The Acquisition of Negation, Mood, and Case......Page 148
6.1.1 Participants......Page 150
6.1.2 Formal Classroom Input......Page 151
6.2.1 Emergence Criterion......Page 154
6.2.2 Negation Construction with lā and the Indicative Mood......Page 156
6.2.3 Negation Constructions with mā and lam and the Jussive Mood......Page 157
6.2.4 Negation Construction with Ian and the Subjunctive Mood......Page 159
6.2.5 ?an Construction and the Subjunctive Mood......Page 162
6.2.6 Case within kāna and laysa Constructions......Page 165
6.3 Summary......Page 168
7.1 L2 Learnability and Processability......Page 170
7.2 L1 Transfer and UG Access......Page 176
7.3 Ultimate Attainment and Near Nativeness......Page 180
7.4 The Split-INFL Hypothesis: More on L1 Transfer......Page 186
7.5 Null Subjects and Setting of Parameters: More on UG Access and L1 Transfer......Page 190
7.6 Summary and Areas of Future Research......Page 193
8.1.1 Gender of Nouns......Page 196
8.1.3 Gender of Demonstrative Pronouns......Page 197
8.1.6 Negation......Page 198
8.1.7 Case and Mood......Page 199
8.2 Other Contributing Acquisition Factors......Page 200
8.3.1 Syllabus Construction: Scheduling Learning Objectives......Page 201
8.3.3 Foreign Language Proficiency Testing......Page 202
8.4 Summary and Areas of Future Research......Page 204
Notes......Page 206
C......Page 222
F......Page 223
L......Page 224
N......Page 225
R......Page 226
U......Page 227
References......Page 228
E......Page 238
L......Page 239
T......Page 240
Z......Page 241