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standard arabic</title> <meta name="description" content="Search results for: modern standard arabic"> <meta name="keywords" content="modern standard arabic"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="modern standard arabic"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7982</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: modern standard arabic</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7952</span> Defining Heritage Language Learners of Arabic: Linguistic and Cultural Factors </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasha%20Elhawari">Rasha Elhawari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage language learners (HLL) are part of the linguistic reality in Foreign Language Learning (FLL). These learners present several characteristics that are different from non-heritage language learners. They have a personal connection with the language and their motivation to learn the language is partly because of this personal connection. In Canada there is a large diversity in the foreign language learning classroom; the Arabic language classroom is no exception. The Arabic HLL is unique for more than one reason. First, is the fact that the Arabic language is spoken across twenty-two Arab countries across the Arab World. Across the Arab World there is a standard variation and a local dialect that co-exist side by side, i.e. diaglossia exists in a strong and unique way as a feature of Arabic. Second, Arabic is the language that all Muslims across the Muslim World use for their prayers. This raises a number of points when we consider Arabic as a Heritage Language; namely the role of diaglossia, culture and religion. The fact that there is a group of leaners that can be regarded as HLL who are not of Arabic speaking background but are Muslims and use the language for religious purposes is unique, thus course developers and language instructors need take this into consideration. The paper takes a closer look at this distinction and establishes sub-groups the Arabic HLLs in a language and/or culture specific way related mainly to the Arabic HLL. It looks at the learners at the beginners’ Arabic class at the undergraduate university level over a period of three years in order to define this learner. Learners belong to different groups and backgrounds but they all share common characteristics. The paper presents a detailed look at the learner types present at this class in order to help prepare and develop material for this specific learner group. The paper shows that separate HLL and non-HLL courses, especially at the introductory and intermediate level, is successful in resolving some of the pedagogical problems that occur in the Arabic as a Foreign Language classroom. In conclusion, the paper recommends the development of HLL courses at the early levels of language learning. It calls for a change in the pedagogical practices to overcome some of the challenges learner in the introductory Arabic class can face. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=Heritage%20Language" title=" Heritage Language"> Heritage Language</a>, <a href="https://publications.waset.org/abstracts/search?q=langauge%20learner" title=" langauge learner"> langauge learner</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/60597/defining-heritage-language-learners-of-arabic-linguistic-and-cultural-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7951</span> Evaluating Perceived Usability of ProxTalker App Using Arabic Standard Usability Scale: A Student's Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20AlBustan">S. AlBustan</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20AlGhannam"> B. AlGhannam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This oral presentation discusses a proposal for a study that evaluates the usability of an evidence based application named ProxTalker App. The significance of this study will inform administration and faculty staff at the Department of Communication Sciences Disorders (CDS), College of Life Sciences, Kuwait University whether the app is a suitable tool to use for CDS students. A case study will be used involving a sample of CDS students taking practicum and internship courses during the academic year 2018/2019. The study will follow a process used by previous study. The process of calculating SUS is well documented and will be followed. ProxTalker App is an alternative and augmentative tool that speech language pathologist (SLP) can use to customize boards for their clients. SLPs can customize different boards using this app for various activities. A board can be created by the SLP to improve and support receptive and expressive language. Using technology to support therapy can aid SLPs to integrate this ProxTalker App as part of their clients therapy. Supported tools, games and motivation are some advantages of incorporating apps during therapy sessions. A quantitative methodology will be used. It involves the utilization of a standard tool that was the was adapted to the Arabic language to accommodate native Arabic language users. The tool that will be utilized in this research is the Arabic Standard Usability Scale (A-SUS) questionnaire which is an adoption of System Usability Scale (SUS). Standard usability questionnaires are reliable, valid and their process is properly documented. This study builds upon the development of A-SUS, which is a psychometrically evaluated questionnaire that targets Arabic native speakers. Results of the usability will give preliminary indication of whether the ProxTalker App under investigation is appropriate to be integrated within the practicum and internship curriculum of CDS. The results of this study will inform the CDS department of this specific app is an appropriate tool to be used for our specific students within our environment because usability depends on the product, environment, and users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=A-SUS" title="A-SUS">A-SUS</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20disorders%20practicum" title=" communication disorders practicum"> communication disorders practicum</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20app" title=" evidence based app"> evidence based app</a>, <a href="https://publications.waset.org/abstracts/search?q=Standard%20Usability%20Scale" title=" Standard Usability Scale"> Standard Usability Scale</a> </p> <a href="https://publications.waset.org/abstracts/97087/evaluating-perceived-usability-of-proxtalker-app-using-arabic-standard-usability-scale-a-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97087.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7950</span> A Fine String between Weaving the Text and Patching It: Reading beyond the Hidden Symbols and Antithetical Relationships in the Classical and Modern Arabic Poetry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rima%20Abu%20Jaber-Bransi">Rima Abu Jaber-Bransi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rawya%20Jarjoura%20Burbara"> Rawya Jarjoura Burbara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reveals the extension and continuity between the classical Arabic poetry and modern Arabic poetry through investigation of its ambiguity, symbolism, and antithetical relationships. The significance of this study lies in its exploration and discovering of a new method of reading classical and modern Arabic poetry. The study deals with the Fatimid poetry and discovers a new method to read it. It also deals with the relationship between the apparent and the hidden meanings of words through focusing on how the paradoxical antithetical relationships change the meaning of the whole poem and give it a different dimension through the use of Oxymorons. In our unprecedented research on Oxymoron, we found out that the words in modern Arabic poetry are used in unusual combinations that convey apparent and hidden meanings. In some cases, the poet introduces an image with a symbol of a certain thing, but the reader soon discovers that the symbol includes its opposite, too. The question is: How does the reader find that hidden harmony in that apparent disharmony? The first and most important conclusion of this study is that the Fatimid poetry was written for two types of readers: religious readers who know the religious symbols and the hidden secret meanings behind the words, and ordinary readers who understand the apparent literal meaning of the words. Consequently, the interpretation of the poem is subject to the type of reading. In Fatimid poetry we found out that the hunting-journey is a journey of hidden esoteric knowledge; the Horse is al-Naqib, a religious rank of the investigator and missionary; the Lion is Ali Ibn Abi Talib. The words black and white, day and night, bird, death and murder have different meanings and indications. Our study points out the importance of reading certain poems in certain periods in two different ways: the first depends on a doctrinal interpretation that transforms the external apparent (ẓāher) meanings into internal inner hidden esoteric (bāṭen) ones; the second depends on the interpretation of antithetical relationships between the words in order to reveal meanings that the poet hid for a reader who participates in the processes of creativity. The second conclusion is that the classical poem employed symbols, oxymora and antonymous and antithetical forms to create two poetic texts in one mold and form. We can conclude that this study is pioneering in showing the constant paradoxical relationship between the apparent and the hidden meanings in classical and modern Arabic poetry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apparent" title="apparent">apparent</a>, <a href="https://publications.waset.org/abstracts/search?q=symbol" title=" symbol"> symbol</a>, <a href="https://publications.waset.org/abstracts/search?q=hidden" title=" hidden"> hidden</a>, <a href="https://publications.waset.org/abstracts/search?q=antithetical" title=" antithetical"> antithetical</a>, <a href="https://publications.waset.org/abstracts/search?q=oxymoron" title=" oxymoron"> oxymoron</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophism" title=" Sophism"> Sophism</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatimid%20poetry" title=" Fatimid poetry"> Fatimid poetry</a> </p> <a href="https://publications.waset.org/abstracts/56634/a-fine-string-between-weaving-the-text-and-patching-it-reading-beyond-the-hidden-symbols-and-antithetical-relationships-in-the-classical-and-modern-arabic-poetry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56634.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7949</span> Corpus Linguistic Methods in a Theoretical Study of Quran Verb Tense and Aspect in Translations from Arabic to English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawharah%20Alasmari">Jawharah Alasmari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In inflectional morphology of verb, tense and aspect indicate action’s time either past/present or future and their period whether completed or not. The usage and meaning of tense and aspect differ in Arabic and English, therefore is no simple one -to- one mapping from an Arabic verb inflected form an appropriate English translation depends on a range of features, including immediate and wider context of use. The Quranic Arabic Corpus includes seven alternative expertly crafted English translations of each Arabic verses, which provides a test dataset for the study of appropriate Arabic to English translations of verb tense and aspect. We applied Corpus Linguistics Methods in a theoretical study of exemplary verbs, to elicit candidate verbal contexts which influence the choice of English inflection for each verse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Corpus%20linguistics%20methods" title="Corpus linguistics methods">Corpus linguistics methods</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20verb" title=" Arabic verb"> Arabic verb</a>, <a href="https://publications.waset.org/abstracts/search?q=tense%20and%20aspect" title=" tense and aspect"> tense and aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20translations" title=" English translations"> English translations</a> </p> <a href="https://publications.waset.org/abstracts/69201/corpus-linguistic-methods-in-a-theoretical-study-of-quran-verb-tense-and-aspect-in-translations-from-arabic-to-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7948</span> Arabic Fables in Contemporary Garbs: Ahmed Shawqī’s Reconstruction of Fables in the Modern Era</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monia%20Hejaiej">Monia Hejaiej</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The fable has lent itself to memorable imitations and reinventions. The writing of fables, in prose and verse, was widely cultivated not only in pre-Islamic Arabia but also in the middle ages, reaching its culmination with the Egyptian poet and man of letters Ahmad Shawqī (1989-1932), who revived the ancient tradition, a relatively minor and unexploited genre in the modern era, and re-wrote rimed fables with an Arab Islamic flavor, articulating a set of modern ethico-political concepts and sensibilities such as a belief in good judgment in governance, individual liberty, democracy, a sense of the brotherhood of man and justice. This essay aims to restore the 20th Century poet to his rightful place in the international pantheon of literary achievement, and offers an examination of the Arabian fabulist tradition as it appears in Arabic literature, and a treatment of this genre re-visiting a few representative samples of Ahmad Shawqī collection of fables and their implications for contemporary politics in the Middle East. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fable" title="fable">fable</a>, <a href="https://publications.waset.org/abstracts/search?q=politcs" title=" politcs"> politcs</a>, <a href="https://publications.waset.org/abstracts/search?q=governace" title=" governace"> governace</a>, <a href="https://publications.waset.org/abstracts/search?q=democracy" title=" democracy"> democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics%20of%20care" title=" ethics of care "> ethics of care </a> </p> <a href="https://publications.waset.org/abstracts/28913/arabic-fables-in-contemporary-garbs-ahmed-shawqis-reconstruction-of-fables-in-the-modern-era" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">676</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7947</span> The Case of Plagiarism and Its Presence in Classical Arabic Poetry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Seller">Yusuf Seller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classical Arabic poetry was narrated by the followers of poets, who were memorizing and repeating all the couplets of their master constantly. Although the students established their own styles, it was very natural for them to reflect the style and expression of their masters. This reflection was discussed in classical Arabic literary criticism and rhetoric (al-‘ilm al-balagha), as “al-Sariqah al-shiriyyah”, plagiarism in poetry. This study tests the claim that the reflection of the master's style and expressions in the student's poetry cannot be considered plagiarism. In addition, one of the goals of this essay is also to investigate the methodological emergence of plagiarism phenomena in classical Arabic poetry. The investigation of the methodological origins of plagiarism helps us see the relationship of plagiarism with literary property and the extent of the property`s authenticity. Therefore, the focus is directed towards uncovering the underlying ethical principles governing literary works and academic research in classical Arabic poetry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20literary%20criticism" title="Arabic literary criticism">Arabic literary criticism</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20Arabic%20poetry" title=" classical Arabic poetry"> classical Arabic poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=plagiarism" title=" plagiarism"> plagiarism</a>, <a href="https://publications.waset.org/abstracts/search?q=al-Sariqah%20al-shiriyyah" title=" al-Sariqah al-shiriyyah"> al-Sariqah al-shiriyyah</a> </p> <a href="https://publications.waset.org/abstracts/184394/the-case-of-plagiarism-and-its-presence-in-classical-arabic-poetry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">45</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7946</span> Comparison Constructions in the Language of the Qur'an</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Safiah%20Ahmed%20Yahya%20Madkhali">Safiah Ahmed Yahya Madkhali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present paper is to provide a characterization of the expression of comparison in the language of the Qur’an, the language of the Divine Book of the Muslim nation. It focuses on quantitative as well as qualitative comparisons. While works on comparison constructions in Arabic focus on a type(s) of the comparison construction and exclude another and investigate its behaviour in Standard Arabic, the paper aims to be inclusive of the varied instances that are scalar comparison constructions and describe its aspects in the language of the Qur’an. To the best of my knowledge, comparative constructions in the language of the Qur’an has not been tackled before and hence the characterization provided in the paper would be the contribution of the present work. The paper highlights the several rhetorical features of the construction as present in the different verses in the Qur’an which set them distinct from the ordinary use of the construction in the different verities of the Arabic language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comparison%20constructions" title="comparison constructions">comparison constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=inequality" title=" inequality"> inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative" title=" comparative"> comparative</a>, <a href="https://publications.waset.org/abstracts/search?q=superlative" title=" superlative"> superlative</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a> </p> <a href="https://publications.waset.org/abstracts/150721/comparison-constructions-in-the-language-of-the-quran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7945</span> Integrating Accreditation and Quality Assurance Exercises into the Quranic School System in the South-Western Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Popoola%20Sulaimon%20Akorede">Popoola Sulaimon Akorede</a>, <a href="https://publications.waset.org/abstracts/search?q=Muinat%20A.%20Agbabiaka-Mustapha"> Muinat A. Agbabiaka-Mustapha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Quranic / piazza school where the rudiments of Islam are being imparted from the teaching of Arabic/ Quranic alphabets which later metamorphosized to higher fundamental principles of Islam is the major determinant of the existence of Islam in any part of south western Nigeria. In other words, one can successfully say that where there is a few or non-existence of such schools in that part of the country, the practice of the religion of Islam would be either very low or not existing at all. However, it has been discovered in the modern worlds that several challenges are militating against the development of these schools and among these challenges are poor admission policy, inadequate facilities such as learning environment and instructional materials, curriculum inadequacy and the management and the administration of the schools which failed to change in order to meet the modern contemporary Educational challenges. The focus of this paper therefore is to improve the conditions of these basic Islamic schools through the introduction of quality assurance and integrating accreditation Exercise to improve their status in order to enhance economic empowerment and to further their educational career in the future so that they will be able to compete favourably among the graduates of conventional universities. The scope of this study is limited to only seven (7) states of yorubaland and with only three (3) proprietors/ schools from each state which are Lagos, Oyo, Ogun, Osun, Ekiti, Ondo and parts of Kwara State. The study revealed that quality assurance as well as accreditation exercise are lacking in all the local Arabic/Quranic schools. Suggestions are proffered towards correcting the anomalies in these schools so that they can meet the modern Educational standard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accreditation" title="accreditation">accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=Quranic%20schools" title=" Quranic schools"> Quranic schools</a>, <a href="https://publications.waset.org/abstracts/search?q=South-western%20Nigeria" title=" South-western Nigeria"> South-western Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/42095/integrating-accreditation-and-quality-assurance-exercises-into-the-quranic-school-system-in-the-south-western-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42095.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7944</span> SAMRA: Dataset in Al-Soudani Arabic Maghrebi Script for Recognition of Arabic Ancient Words Handwritten</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sidi%20Ahmed%20Maouloud">Sidi Ahmed Maouloud</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheikh%20Ba"> Cheikh Ba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Much of West Africa’s cultural heritage is written in the Al-Soudani Arabic script, which was widely used in West Africa before the time of European colonization. This Al-Soudani Arabic script is an African version of the Maghrebi script, in particular, the Al-Mebssout script. However, the local African qualities were incorporated into the Al-Soudani script in a way that gave it a unique African diversity and character. Despite the existence of several Arabic datasets in Oriental script, allowing for the analysis, layout, and recognition of texts written in these calligraphies, many Arabic scripts and written traditions remain understudied. In this paper, we present a dataset of words from Al-Soudani calligraphy scripts. This dataset consists of 100 images selected from three different manuscripts written in Al-Soudani Arabic script by different copyists. The primary source for this database was the libraries of Boston University and Cambridge University. This dataset highlights the unique characteristics of the Al-Soudani Arabic script as well as the new challenges it presents in terms of automatic word recognition of Arabic manuscripts. An HTR system based on a hybrid ANN (CRNN-CTC) is also proposed to test this dataset. SAMRA is a dataset of annotated Arabic manuscript words in the Al-Soudani script that can help researchers automatically recognize and analyze manuscript words written in this script. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dataset" title="dataset">dataset</a>, <a href="https://publications.waset.org/abstracts/search?q=CRNN-CTC" title=" CRNN-CTC"> CRNN-CTC</a>, <a href="https://publications.waset.org/abstracts/search?q=handwritten%20words%20recognition" title=" handwritten words recognition"> handwritten words recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=Al-Soudani%20Arabic%20script" title=" Al-Soudani Arabic script"> Al-Soudani Arabic script</a>, <a href="https://publications.waset.org/abstracts/search?q=HTR" title=" HTR"> HTR</a>, <a href="https://publications.waset.org/abstracts/search?q=manuscripts" title=" manuscripts"> manuscripts</a> </p> <a href="https://publications.waset.org/abstracts/155632/samra-dataset-in-al-soudani-arabic-maghrebi-script-for-recognition-of-arabic-ancient-words-handwritten" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7943</span> A Supervised Approach for Word Sense Disambiguation Based on Arabic Diacritics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Alrakaf">Alaa Alrakaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Sk.%20Md.%20Mizanur%20Rahman"> Sk. Md. Mizanur Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the last two decades’ Arabic natural language processing (ANLP) has become increasingly much more important. One of the key issues related to ANLP is ambiguity. In Arabic language different pronunciation of one word may have a different meaning. Furthermore, ambiguity also has an impact on the effectiveness and efficiency of Machine Translation (MT). The issue of ambiguity has limited the usefulness and accuracy of the translation from Arabic to English. The lack of Arabic resources makes ambiguity problem more complicated. Additionally, the orthographic level of representation cannot specify the exact meaning of the word. This paper looked at the diacritics of Arabic language and used them to disambiguate a word. The proposed approach of word sense disambiguation used Diacritizer application to Diacritize Arabic text then found the most accurate sense of an ambiguous word using Naïve Bayes Classifier. Our Experimental study proves that using Arabic Diacritics with Naïve Bayes Classifier enhances the accuracy of choosing the appropriate sense by 23% and also decreases the ambiguity in machine translation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20natural%20language%20processing" title="Arabic natural language processing">Arabic natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title=" machine translation"> machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=Naive%20bayes%20classifier" title=" Naive bayes classifier"> Naive bayes classifier</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20sense%20disambiguation" title=" word sense disambiguation"> word sense disambiguation</a> </p> <a href="https://publications.waset.org/abstracts/51286/a-supervised-approach-for-word-sense-disambiguation-based-on-arabic-diacritics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51286.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7942</span> Gesture in the Arabic and Malay Languages a Comparative Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Sara%20binti%20Hj%20Ahmad">Siti Sara binti Hj Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Adil%20Elshiekh%20Abdalla"> Adil Elshiekh Abdalla </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Arabic and Malay languages belong to different language’s families; while the Arabic language descends from the Semitic language, Malay belongs to the Austronesian (Malayo-Polynesian) family. Hence, the grammatical systems of the two languages differ from each other. Arabic, being a language found in the heart of the dessert, and Malay is the language found in the heart of thick equatorial forests, is another source of vital cultural differences. Consequently, it is expected that this situation will create differences in the ways of how speakers of the two languages perceive the world around them, convey and understand their messages. On the other hand, as the majority of the speakers of Malay language are Muslims, Arabic language found its way in this region; currently, Arabic is widely taught in school, some terms of it found their way in the Malay language. Accordingly, the Arabic language and culture have widely penetrated into the Malay language. This study is proposed with the aim to find out the differences and similarities between the two languages, in the term of the nonverbal communication. The result of this study will be of high significance, as it will help in enhancing the mutual understanding between the speakers of these languages. The comparative analysis approach will be utilized in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gesture" title="gesture">gesture</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title=" Arabic language"> Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=Malay%20language" title=" Malay language"> Malay language</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20analysis" title=" comparative analysis "> comparative analysis </a> </p> <a href="https://publications.waset.org/abstracts/26388/gesture-in-the-arabic-and-malay-languages-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26388.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">567</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7941</span> Floating Quantifiers in Hijazi Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tagreed%20Alzahrani">Tagreed Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The syntax of quantifiers has received much attention by linguists, philosophers and logicians within different frameworks and in various languages. However, the syntax of Arabic quantifiers has received limited attention in the literature, especially in relation to floating quantifiers. There have been a few discussions of floating quantifiers in Modern Standard Arabic (henceforth, MSA), although the analysis and the properties of their counterparts in other Saudi dialects are rare. Therefore, the aim of the paper is to provide a clear description of floating quantifiers (FQs) in Hijazi dialect (henceforth, HA) by utilising the following approaches: the adverbial approach, and the derivational (stranding) analysis. For a long time, Linguists have tried to explain the floating quantifiers’ phenomenon, as exemplified in the following sentences: 1. All the friends have watched the movie. 2. The friends have all watched the movie. The adverbial approach assumes that the floating quantifier is a type of adverb, because it occupies the adverbial position next to the verb. Thus, the subject in the first example is all the friends and the subject in the second example is the friends with all becoming an adverb, as it is located in an adverbial position. However, in stranding analysis, it is argued that the floating quantifier becomes stranded when its complement has moved to a higher position in the sentence [SPEC, TP]. Therefore, both sentences have the same subject all the friends, although in second example the friends has moved to a higher position and has stranded the quantifier all. The paper will investigate the floating quantifiers in HA using both approaches. The analysis will show that neither view is entirely successful in providing a unified account for FQs in HA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=floating%20quantifier" title="floating quantifier">floating quantifier</a>, <a href="https://publications.waset.org/abstracts/search?q=adverbial%20analysis" title=" adverbial analysis"> adverbial analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=stranding%20approach" title=" stranding approach"> stranding approach</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20quantifier" title=" universal quantifier"> universal quantifier</a> </p> <a href="https://publications.waset.org/abstracts/50459/floating-quantifiers-in-hijazi-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7940</span> Language Use in Computer-Mediated Communication and Users’ Social Identity </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miramar%20Damanhouri">Miramar Damanhouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the relationship between language use in computer-mediated communication and the social identity of the user. The data were collected by surveying 298 Saudi bilingual speakers who are familiar with Arabizi, a blend of Latin characters and Arabic numerals to transliterate Arabic sounds, and then analyzed quantitatively by running tests for statistical confidence in order to determine differences in perceptions between young adults (ages 15-25 years) and middle-aged adults (ages 26-50 years). According to the findings of this study, English is the dominant language among most of the young adults surveyed, and when they do use Arabic, they use Arabizi because of its flexibility, compatibility with modern technology, and its acceptance among people of their age and sociocultural backgrounds. On the other hand, most middle-aged adults surveyed here tend to use Arabic, as they believe that they should show their loyalty to their origin. The results of the study demonstrate a mutual relationship between language use in computer-mediated communication and the user’s social identity, as language is used both to reflect and construct that identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabizi" title="Arabizi">Arabizi</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20mediated%20communication" title=" computer mediated communication"> computer mediated communication</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20communication" title=" digital communication"> digital communication</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20use" title=" language use"> language use</a> </p> <a href="https://publications.waset.org/abstracts/98125/language-use-in-computer-mediated-communication-and-users-social-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7939</span> Spoken Rhetoric in Arabic Heritage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ihab%20Al-Mokrani">Ihab Al-Mokrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Arabic heritage has two types of spoken rhetoric: the first type which al-Jaahiz calls “the rhetoric of the sign,” which means body language, and the rhetoric of silence which is of no less importance than the rhetoric of the sign, the speaker’s appearance and movements, etc. The second type is the spoken performance of utterances which bears written rhetoric arts like metaphor, simile, metonymy, etc. Rationale of the study: First: in spite of the factual existence of rhetorical phenomena in the Arabic heritage, there has been no contemporary study handling the spoken rhetoric in the Arabic heritage. Second: Arabic Civilization is originally a spoken one. Comparing the Arabic culture and civilization, from one side, to the Greek, roman or Pharaonic cultures and civilizations, from the other side, shows that the latter cultures and civilizations started and flourished written while the former started among illiterate people who had no interest in writing until recently. That sort of difference on the part of the Arabic culture and civilization created a rhetoric different from rhetoric in the other cultures and civilizations. Third: the spoken nature of the Arabic civilization influenced the Arabic rhetoric in the sense that specific rhetorical arts have been introduced matching that spoken nature. One of these arts is the art of concision which compensates for the absence of writing’s means of preserving the text. In addition, this interprets why many of the definitions of the Arabic rhetoric were defining rhetoric as the art of concision. Also, this interprets the fact that the literary genres known in the Arabic culture were limited by the available narrow space like poetry, anecdotes, and stories, while the literary genres in the Greek culture were of wide space as epics and drama. This is not of any contrast to the fact that some Arabic poetry would exceed 100 lines of poetry as Arabic poetry was based on the line organic unity, which means that every line could stand alone with a full meaning that is not dependent on the rest of the poem; and that last aspect has never happened in any culture other than the Arabic culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20rhetoric" title="Arabic rhetoric">Arabic rhetoric</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20rhetoric" title=" spoken rhetoric"> spoken rhetoric</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20heritage" title=" Arabic heritage"> Arabic heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a> </p> <a href="https://publications.waset.org/abstracts/20504/spoken-rhetoric-in-arabic-heritage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20504.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">771</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7938</span> Language Literacy Attrition: An Empirical Investigation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Al-Issa">Ahmad Al-Issa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our world is now operating under the auspices of globalization with its attendant language of ‘global English.' In many parts of the world, the need for English is often accepted without much thought given to native languages. Indeed, this is the current situation in the United Arab Emirates (UAE), with English encroaching into all areas of society, and especially forcefully into the education sector, where English as a medium of instruction (EMI) is on the rise. At the same time, Arabic literacy (i.e., the ability to read and write in Arabic) is declining among the UAE youth. Using a mixed-methods design, a study was conducted to gain insights into the use of Arabic by Emirati University students. The study examines how often Emiratis, males and females, use their native language (Arabic) in their daily lives, how they view their reading and writing skills in Arabic vis-à-vis their English literacy skills, and the extent to which they can demonstrate their literacy skills in Arabic. Clear evidence emerged showing that while Arabic as a dialect continues to be spoken on a daily basis, Arabic literacy is unquestionably losing ground. This was found to be motivated by educational, political, societal, and personal forces. These findings and their implications to language policy and existing bilingualism programs will be discussed. Suggestions for further research will also be made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20English" title=" global English"> global English</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20attrition" title=" literacy attrition"> literacy attrition</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Arab%20Emirates" title=" United Arab Emirates"> United Arab Emirates</a> </p> <a href="https://publications.waset.org/abstracts/61239/language-literacy-attrition-an-empirical-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61239.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7937</span> Hybrid SVM/DBN Model for Arabic Isolated Words Recognition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elyes%20Zarrouk">Elyes Zarrouk</a>, <a href="https://publications.waset.org/abstracts/search?q=Yassine%20Benayed"> Yassine Benayed</a>, <a href="https://publications.waset.org/abstracts/search?q=Faiez%20Gargouri"> Faiez Gargouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a new hybrid model for isolated Arabic words recognition. To do this, we apply Support Vectors Machine (SVM) as an estimator of posterior probabilities within the Dynamic Bayesian networks (DBN). This paper deals a comparative study between DBN and SVM/DBN systems for multi-dialect isolated Arabic words. Performance using SVM/DBN is found to exceed that of DBNs trained on an identical task, giving higher recognition accuracy for four different Arabic dialects. In fact, the average of recognition rates for the four dialects with SVM/DBN was 87.67% while 83.01% with DBN. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dynamic%20Bayesian%20networks" title="dynamic Bayesian networks">dynamic Bayesian networks</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20models" title=" hybrid models"> hybrid models</a>, <a href="https://publications.waset.org/abstracts/search?q=supports%20vectors%20machine" title=" supports vectors machine"> supports vectors machine</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20isolated%20words" title=" Arabic isolated words"> Arabic isolated words</a> </p> <a href="https://publications.waset.org/abstracts/22878/hybrid-svmdbn-model-for-arabic-isolated-words-recognition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">560</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7936</span> Poem and Novel Translations from Arabic to Turkish Done between the Years of 1980-2015</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G%C3%BCrkan%20Da%C4%9Fba%C5%9F%C4%B1">Gürkan Dağbaşı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Translation is a vitally important activity like as the expression the thought and emotions of humanbeing, providing reciprocal cultural transfer, shaping future by establishing a connection with the past, and like as being exist in an other language. Translation is also an important instrument providing cross-cultural coalescence between nations. Although the first translations from Arabic to Turkish was restricted to only religious texts, over time, the importance of translation was found out via translations of works about literature. Later on, some literature genres like novel and poems were also translated from Arabic to Turkish. Works of many men of Arabic literature were translated to Turkish, including Nejib Mahfuz, owner of Nobel Prize, Tawfiq al-Hakim, Adonis, Gibran Khalil Gibran and etc. In this study, novels and poems translated from Arabic to Turkish between 1980-2015 years are examined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poem" title="poem">poem</a>, <a href="https://publications.waset.org/abstracts/search?q=novel" title=" novel"> novel</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic" title=" Arabic"> Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/53178/poem-and-novel-translations-from-arabic-to-turkish-done-between-the-years-of-1980-2015" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7935</span> Arabic Light Word Analyser: Roles with Deep Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Abu%20Shquier">Mohammed Abu Shquier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces a word segmentation method using the novel BP-LSTM-CRF architecture for processing semantic output training. The objective of web morphological analysis tools is to link a formal morpho-syntactic description to a lemma, along with morpho-syntactic information, a vocalized form, a vocalized analysis with morpho-syntactic information, and a list of paradigms. A key objective is to continuously enhance the proposed system through an inductive learning approach that considers semantic influences. The system is currently under construction and development based on data-driven learning. To evaluate the tool, an experiment on homograph analysis was conducted. The tool also encompasses the assumption of deep binary segmentation hypotheses, the arbitrary choice of trigram or n-gram continuation probabilities, language limitations, and morphology for both Modern Standard Arabic (MSA) and Dialectal Arabic (DA), which provide justification for updating this system. Most Arabic word analysis systems are based on the phonotactic morpho-syntactic analysis of a word transmitted using lexical rules, which are mainly used in MENA language technology tools, without taking into account contextual or semantic morphological implications. Therefore, it is necessary to have an automatic analysis tool taking into account the word sense and not only the morpho-syntactic category. Moreover, they are also based on statistical/stochastic models. These stochastic models, such as HMMs, have shown their effectiveness in different NLP applications: part-of-speech tagging, machine translation, speech recognition, etc. As an extension, we focus on language modeling using Recurrent Neural Network (RNN); given that morphological analysis coverage was very low in dialectal Arabic, it is significantly important to investigate deeply how the dialect data influence the accuracy of these approaches by developing dialectal morphological processing tools to show that dialectal variability can support to improve analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NLP" title="NLP">NLP</a>, <a href="https://publications.waset.org/abstracts/search?q=DL" title=" DL"> DL</a>, <a href="https://publications.waset.org/abstracts/search?q=ML" title=" ML"> ML</a>, <a href="https://publications.waset.org/abstracts/search?q=analyser" title=" analyser"> analyser</a>, <a href="https://publications.waset.org/abstracts/search?q=MSA" title=" MSA"> MSA</a>, <a href="https://publications.waset.org/abstracts/search?q=RNN" title=" RNN"> RNN</a>, <a href="https://publications.waset.org/abstracts/search?q=CNN" title=" CNN"> CNN</a> </p> <a href="https://publications.waset.org/abstracts/186026/arabic-light-word-analyser-roles-with-deep-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186026.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">42</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7934</span> An Analytic Comparison between Arabic and English Prosodies: Poetical Feet and Meters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Jafari">Jamil Jafari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharafat%20Karimi"> Sharafat Karimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Arabic Language has a complicated system of prosody invented by the great grammarian Khalil Ibn Ahmad Farahidi. He could extract 15 meters out of his innovative five circles, which were used in Arabic poetry of the 7th and 8th centuries. Then after a while, his student Akhfash added or compensated another meter to his tutor's meters, so overall, we now have 16 different meters in Arabic poetry. These meters have been formed by various combinations of 8 different feet and each foot is combined of rudimentary units called Sabab and Wated which are combinations of movement (/) and silent (ʘ) letters. On the other hand in English, we are dealing with another system of metrical prosody. In this language, feet are consisted of stressed and unstressed syllables and are of six types: iamb, trochee, dactyl, anapest, spondee, and pyrrhic. Using the descriptive-analytic method, in this research we aim at making a comparison between Arabic and English systems of metrical prosody to investigate their similarities and differences. The results show that both of them are quantitative and both of them rely on syllables in afoot. But unlike Arabic, English is utilizing another rhyme system and the number of feet in a line differs from Arabic; also, its feet are combined of stressed and unstressed syllables, while those of Arabic is a combination of movement and silent letters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20prosody" title="Arabic prosody">Arabic prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20prosody" title=" English prosody"> English prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=foot" title=" foot"> foot</a>, <a href="https://publications.waset.org/abstracts/search?q=meter" title=" meter"> meter</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry" title=" poetry"> poetry</a> </p> <a href="https://publications.waset.org/abstracts/109020/an-analytic-comparison-between-arabic-and-english-prosodies-poetical-feet-and-meters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7933</span> Motivation and Multiglossia: Exploring the Diversity of Interests, Attitudes, and Engagement of Arabic Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna-Maria%20Ramezanzadeh">Anna-Maria Ramezanzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Demand for Arabic language is growing worldwide, driven by increased interest in the multifarious purposes the language serves, both for the population of heritage learners and those studying Arabic as a foreign language. The diglossic, or indeed multiglossic nature of the language as used in Arabic speaking communities however, is seldom represented in the content of classroom courses. This disjoint between the nature of provision and students’ expectations can severely impact their engagement with course material, and their motivation to either commence or continue learning the language. The nature of motivation and its relationship to multiglossia is sparsely explored in current literature on Arabic. The theoretical framework here proposed aims to address this gap by presenting a model and instruments for the measurement of Arabic learners’ motivation in relation to the multiple strands of the language. It adopts and develops the Second Language Motivation Self-System model (L2MSS), originally proposed by Zoltan Dörnyei, which measures motivation as the desire to reduce the discrepancy between leaners’ current and future self-concepts in terms of the second language (L2). The tripartite structure incorporates measures of the Current L2 Self, Future L2 Self (consisting of an Ideal L2 Self, and an Ought-To Self), and the L2 Learning Experience. The strength of the self-concepts is measured across three different domains of Arabic: Classical, Modern Standard and Colloquial. The focus on learners’ self-concepts allows for an exploration of the effect of multiple factors on motivation towards Arabic, including religion. The relationship between Islam and Arabic is often given as a prominent reason behind some students’ desire to learn the language. Exactly how and why this factor features in learners’ L2 self-concepts has not yet been explored. Specifically designed surveys and interview protocols are proposed to facilitate the exploration of these constructs. The L2 Learning Experience component of the model is operationalized as learners’ task-based engagement. Engagement is conceptualised as multi-dimensional and malleable. In this model, situation-specific measures of cognitive, behavioural, and affective components of engagement are collected via specially designed repeated post-task self-report surveys on Personal Digital Assistant over multiple Arabic lessons. Tasks are categorised according to language learning skill. Given the domain-specific uses of the different varieties of Arabic, the relationship between learners’ engagement with different types of tasks and their overall motivational profiles will be examined to determine the extent of the interaction between the two constructs. A framework for this data analysis is proposed and hypotheses discussed. The unique combination of situation-specific measures of engagement and a person-oriented approach to measuring motivation allows for a macro- and micro-analysis of the interaction between learners and the Arabic learning process. By combining cross-sectional and longitudinal elements with a mixed-methods design, the model proposed offers the potential for capturing a comprehensive and detailed picture of the motivation and engagement of Arabic learners. The application of this framework offers a number of numerous potential pedagogical and research implications which will also be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=multiglossia" title=" multiglossia"> multiglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a> </p> <a href="https://publications.waset.org/abstracts/71474/motivation-and-multiglossia-exploring-the-diversity-of-interests-attitudes-and-engagement-of-arabic-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7932</span> Arabic Literature as a Tool for Educational Transformation in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulfatah%20A%20Raji">Abdulfatah A Raji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper started with the definitions of literature, Arabic literature, transformation and went further to highlight the components of educational transformation. The general history of Arabic literature was discussed with focus on how it undergoes some transformations from pre-Islamic period through Quranic era, Abbasid literature to renaissance period in which the modernization of Arabic literature started in Egypt. It also traces the spread of Arabic literature in Nigeria from the pre-colonial era during the Kanuri rulers to Jihad of Usman Dan Fodio and the development of literature which manifested to the Teacher’s Colleges and Bayero University in Northern Nigeria. Also, the establishment of primary and post-primary schools by Muslim organizations in many cities and towns of the Western part of Nigeria. Literary criticism was also discussed in line with Arabic literature. Poetry work of eminent poets were cited to show its importance in line with educational transformation in Nigerian literature and lessons from the cited Arabic poetry works were also highlighted to include: motivation to behave well and to tolerate others, better spirits of interaction, love and co-existence among different sexes, religion etc. All these can help in developing a better educational transformation in Nigeria which can in turn help in how to conduct researches for national development. The paper recommended compulsory Arabic literature at all levels of the nations’ educational system as well as publication of Arabic books and journals to encourage peace in this era of conflicts and further transform Nigeria’s educational system for better. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=peace" title=" peace"> peace</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/34037/arabic-literature-as-a-tool-for-educational-transformation-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">475</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7931</span> Aspectual Verbs in Modern Standard Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasir%20Alotaibi">Yasir Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to discuss the syntactic analysis of aspectual or phasal verbs in Modern Standard Arabic (MSA). Aspectual or phasal verbs refer to a class of verbs that require a verbal complement and denote the inception, duration, termination ...etc. of a state or event. This paper will discuss two groups of aspectual verbs in MSA. The first group includes verbs such as ̆gacala, tafiqa, ?akhatha, ?ansha?a, sharaca and bada?a and these verbs are used to denote the inception of an event. The second group includes verbs such as ?awshaka, kaada and karaba and the meaning of these verbs is equivalent to be near/almost . The following examples illustrate the use of the verb bada?a ‘begin’ which is from the first group: a. saalim-un bada?a yuthaakiru. Salem-NOM begin.PFV.3SGM study.IPFV.3SGM ‘Salem began to study’ b.*saalim-un bada?a ?an yuthaakiru. Salem-NOM begin.PFV.3SGM COMP study.IPFV.3SGM ‘Salem began to study’ The example in (1a) is grammatical because the aspectual verb is used with a verbal complement that is not introduced by a complementizer. In contrast, example (1b) is not grammatical because the verbal complement is introduced by the complementizer ?an ‘that’. In contrast, the following examples illustrate the use of the verb kaada ‘be almost’ which is from the second group. However, the two examples are grammatical and this means that the verbal complement of this verb can be without (as in example (2a)) or with ( as in example (2b)) a complementizer. (2) a. saalim-un kaada yuthaakiru. Salem-NOM be.almost.PFV.3SGM study.IPFV.3SGM ‘Salem was almost to study’ b. saalim-un kaada ?an yuthaakiru. Salem-NOM be.almost.PFV.3SGM COMP study.IPFV.3SGM ‘Salem was almost to study’ The salient properties of this class of verbs are that they require a verbal complement, there is no a complementizer that can introduce the complement with the first group while it is possible with the second and the aspectual verb and the embedded verb share and agree with the same subject. To the best of knowledge, aspectual verbs in MSA are discussed in traditional grammar only and have not been studied in modern syntactic theories. This paper will consider the analysis of aspectual verbs in MSA within the Lexical Functional Grammar (LFG) framework. It will use some evidence such as modifier or negation to find out whether these verbs have PRED values and head their f-structures or they form complex predicates with their complements. If aspectual verbs show the properties of heads, then the paper will explore what kind of heads they are. In particular, they should be raising or control verbs. The paper will use some tests such as agreement, selectional restrictions...etc. to find out what kind of verbs they are. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aspectual%20verbs" title="aspectual verbs">aspectual verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=biclausal" title=" biclausal"> biclausal</a>, <a href="https://publications.waset.org/abstracts/search?q=monoclausal" title=" monoclausal"> monoclausal</a>, <a href="https://publications.waset.org/abstracts/search?q=raising" title=" raising"> raising</a> </p> <a href="https://publications.waset.org/abstracts/180569/aspectual-verbs-in-modern-standard-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7930</span> Neural Correlates of Arabic Digits Naming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fernando%20Ojedo">Fernando Ojedo</a>, <a href="https://publications.waset.org/abstracts/search?q=Alejandro%20Alvarez"> Alejandro Alvarez</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Macizo"> Pedro Macizo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present study, we explored electrophysiological correlates of Arabic digits naming to determine semantic processing of numbers. Participants named Arabic digits grouped by category or intermixed with exemplars of other semantic categories while the N400 event-related potential was examined. Around 350-450 ms after the presentation of Arabic digits, brain waves were more positive in anterior regions and more negative in posterior regions when stimuli were grouped by category relative to the mixed condition. Contrary to what was found in other studies, electrophysiological results suggested that the production of numerals involved semantic mediation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20digit%20naming" title="Arabic digit naming">Arabic digit naming</a>, <a href="https://publications.waset.org/abstracts/search?q=event-related%20potentials" title=" event-related potentials"> event-related potentials</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20processing" title=" semantic processing"> semantic processing</a>, <a href="https://publications.waset.org/abstracts/search?q=number%20production" title=" number production"> number production</a> </p> <a href="https://publications.waset.org/abstracts/59269/neural-correlates-of-arabic-digits-naming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59269.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">582</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7929</span> Saudi Twitter Corpus for Sentiment Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adel%20Assiri">Adel Assiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Emam"> Ahmed Emam</a>, <a href="https://publications.waset.org/abstracts/search?q=Hmood%20Al-Dossari"> Hmood Al-Dossari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sentiment analysis (SA) has received growing attention in Arabic language research. However, few studies have yet to directly apply SA to Arabic due to lack of a publicly available dataset for this language. This paper partially bridges this gap due to its focus on one of the Arabic dialects which is the Saudi dialect. This paper presents annotated data set of 4700 for Saudi dialect sentiment analysis with (K= 0.807). Our next work is to extend this corpus and creation a large-scale lexicon for Saudi dialect from the corpus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Twitter" title=" Twitter"> Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=annotation" title=" annotation"> annotation</a> </p> <a href="https://publications.waset.org/abstracts/44819/saudi-twitter-corpus-for-sentiment-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44819.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">630</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7928</span> Using Mining Methods of WEKA to Predict Quran Verb Tense and Aspect in Translations from Arabic to English: Experimental Results and Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawharah%20Alasmari">Jawharah Alasmari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In verb inflection, tense marks past/present/future action, and aspect marks progressive/continues perfect/completed actions. This usage and meaning of tense and aspect differ in Arabic and English. In this research, we applied data mining methods to test the predictive function of candidate features by using our dataset of Arabic verbs in-context, and their 7 translations. Weka machine learning classifiers is used in this experiment in order to examine the key features that can be used to provide guidance to enable a translator’s appropriate English translation of the Arabic verb tense and aspect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20verb" title="Arabic verb">Arabic verb</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20translations" title=" English translations"> English translations</a>, <a href="https://publications.waset.org/abstracts/search?q=mining%20methods" title=" mining methods"> mining methods</a>, <a href="https://publications.waset.org/abstracts/search?q=Weka%20software" title=" Weka software"> Weka software</a> </p> <a href="https://publications.waset.org/abstracts/69055/using-mining-methods-of-weka-to-predict-quran-verb-tense-and-aspect-in-translations-from-arabic-to-english-experimental-results-and-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69055.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7927</span> The Pioneering Model in Teaching Arabic as a Mother Tongue through Modern Innovative Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rima%20Abu%20Jaber%20Bransi">Rima Abu Jaber Bransi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rawya%20Jarjoura%20Burbara"> Rawya Jarjoura Burbara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study deals with two pioneering approaches in teaching Arabic as a mother tongue: first, computerization of literary and functional texts in the mother tongue; second, the pioneering model in teaching writing skills by computerization. The significance of the study lies in its treatment of a serious problem that is faced in the era of technology, which is the widening gap between the pupils and their mother tongue. The innovation in the study is that it introduces modern methods and tools and a pioneering instructional model that turns the process of mother tongue teaching into an effective, meaningful, interesting and motivating experience. In view of the Arabic language diglossia, standard Arabic and spoken Arabic, which constitutes a serious problem to the pupil in understanding unused words, and in order to bridge the gap between the pupils and their mother tongue, we resorted to computerized techniques; we took texts from the pre-Islamic period (Jahiliyya), starting with the Mu'allaqa of Imru' al-Qais and other selected functional texts and computerized them for teaching in an interesting way that saves time and effort, develops high thinking strategies, expands the literary good taste among the pupils, and gives the text added values that neither the book, the blackboard, the teacher nor the worksheets provide. On the other hand, we have developed a pioneering computerized model that aims to develop the pupil's ability to think, to provide his imagination with the elements of growth, invention and connection, and motivate him to be creative, and raise level of his scores and scholastic achievements. The model consists of four basic stages in teaching according to the following order: 1. The Preparatory stage, 2. The reading comprehension stage, 3. The writing stage, 4. The evaluation stage. Our lecture will introduce a detailed description of the model with illustrations and samples from the units that we built through highlighting some aspects of the uniqueness and innovation that are specific to this model and the different integrated tools and techniques that we developed. One of the most significant conclusions of this research is that teaching languages through the employment of new computerized strategies is very likely to get the Arabic speaking pupils out of the circle of passive reception into active and serious action and interaction. The study also emphasizes the argument that the computerized model of teaching can change the role of the pupil's mind from being a store of knowledge for a short time into a partner in producing knowledge and storing it in a coherent way that prevents its forgetfulness and keeping it in memory for a long period of time. Consequently, the learners also turn into partners in evaluation by expressing their views, giving their notes and observations, and application of the method of peer-teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20poetry" title="classical poetry">classical poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=computerization" title=" computerization"> computerization</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a> </p> <a href="https://publications.waset.org/abstracts/57035/the-pioneering-model-in-teaching-arabic-as-a-mother-tongue-through-modern-innovative-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7926</span> Arabic as a Foreign Language in the Curriculum of Higher Education in Nigeria: Problems, Solutions, and Prospects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazeem%20Oluwatoyin%20Ajape">Kazeem Oluwatoyin Ajape</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is concerned with the problem of how to improve the teaching of Arabic as a foreign language in Nigerian Higher Education System. The paper traces the historical background of Arabic education in Nigeria and also outlines the problems facing the language in Nigerian Institutions. It lays down some of the essential foundation work necessary for bringing about systematic and constructive improvements in the Teaching of Arabic as a Foreign Language (TAFL) by giving answers to the following research questions: what is the appropriate medium of instruction in teaching a foreign or second language? What is the position of English language in the teaching and learning of Arabic/Islamic education? What is the relevance of the present curriculum of Arabic /Islamic education in Nigerian institutions to the contemporary society? A survey of the literature indicates that a revolution is currently taking place in FL teaching and that a new approach known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adapted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language and also makes recommendations towards the development of the language in Nigerian Institutions of Higher Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20Language" title="Arabic Language">Arabic Language</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20institutions" title=" Nigerian institutions"> Nigerian institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach "> communicative approach </a> </p> <a href="https://publications.waset.org/abstracts/21395/arabic-as-a-foreign-language-in-the-curriculum-of-higher-education-in-nigeria-problems-solutions-and-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">612</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7925</span> Detecting Paraphrases in Arabic Text</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amal%20Alshahrani">Amal Alshahrani</a>, <a href="https://publications.waset.org/abstracts/search?q=Allan%20Ramsay"> Allan Ramsay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Paraphrasing is one of the important tasks in natural language processing; i.e. alternative ways to express the same concept by using different words or phrases. Paraphrases can be used in many natural language applications, such as Information Retrieval, Machine Translation, Question Answering, Text Summarization, or Information Extraction. To obtain pairs of sentences that are paraphrases we create a system that automatically extracts paraphrases from a corpus, which is built from different sources of news article since these are likely to contain paraphrases when they report the same event on the same day. There are existing simple standard approaches (e.g. TF-IDF vector space, cosine similarity) and alignment technique (e.g. Dynamic Time Warping (DTW)) for extracting paraphrase which have been applied to the English. However, the performance of these approaches could be affected when they are applied to another language, for instance Arabic language, due to the presence of phenomena which are not present in English, such as Free Word Order, Zero copula, and Pro-dropping. These phenomena will affect the performance of these algorithms. Thus, if we can analysis how the existing algorithms for English fail for Arabic then we can find a solution for Arabic. The results are promising. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title="natural language processing">natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=TF-IDF" title=" TF-IDF"> TF-IDF</a>, <a href="https://publications.waset.org/abstracts/search?q=cosine%20similarity" title=" cosine similarity"> cosine similarity</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20time%20warping%20%28DTW%29" title=" dynamic time warping (DTW)"> dynamic time warping (DTW)</a> </p> <a href="https://publications.waset.org/abstracts/35776/detecting-paraphrases-in-arabic-text" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7924</span> On Copular Constructions in Yemeni Arabic and the Cartography of Subjects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ameen%20Alahdal">Ameen Alahdal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates copular constructions in Raimi Yemeni Arabic (RYA). The aim of the paper is actually twofold. First it explores the types of copular constructions in Raimi Yemeni Arabic, a variety of Arabic that has not attracted a lot of attention. In this connection, the paper shows that RYA manifests ‘bare’, verbal and pronominal/PRON copular constructions, just like other varieties of Arabic and indeed other Semitic languages like Hebrew. The sentences below from RYA represent the three constructions, respectively. (1) a. nada Hilwah Nada pretty.3sf ‘Nada is pretty’ b. kan al-banat hina was the-girls here ‘The girls were here c. ali hu-l mudiir Ali he-the manager ‘Ali is the manager’ Interestingly, in addition to these common types of copular constructions, RYA seems to exhibit dual copula sentences, a construction that features both a pronominal copula and a verbal copula. Such a construction is attested neither in Standard Arabic nor in other modern varieties of Arabic such as Lebanese, Moroccan, Egyptian, Jordanian. Remarkably, dual copular sentences do not appear even in other dialects of Yemeni Arabic such as Sanaani, Adeni and Tehami. (2) is an example. (2) maha kan-ih mudarrisah maha was-she teacher.3sf ‘Maha was a teacehr’ Second, the paper considers the cartography of subject positions in copular constructions proposed by Shlonsky and Rizzi (2018). Different copular constructions seem to involve different subject positions (which might eventually correlate with different interpretations – not our concern in this paper). Here, it is argued that in a bare copular sentence, as in (1a), RYA might exploit two criterial subject positions (in Rizzi’s sense), in addition to the canonical Spec,TP position. Under mainstream minimalist assumption, a copular sentence is analyzed as a PredP. Thus, in addition to the PredP-related thematic subject position, a criterial subject position is posited outside of PredP. (3) below represents the cartography of subject positions in a bare copular construction. (3) [……..DP subj PredP DP Pred DP/AP/PP ] In PRON sentences, as exemplified in (1c), another two subject positions are postulated high in the clause, particularly above PolP. (4) illustrates the hierarchy of the subject positions in a PRON copular construction. The subject resides in Spec,SUBJ2P. (4) …DP SUBJ2 …DP SUBJ1 … Pol … DP subj PredP Another related phenomenon in RYA which sets it apart from other languages like Hebrew is that of negative bare copular construction. This construction involves a PRON, which is not found in its affirmative counterpart. PRON, however, is hosted neither by SUBJ20 nor by SUBJ10. Rather, PRON occurs below Neg0 (Pol0 in the hierarchy). This situation raises interesting issues for the hierarchy of subjects in copular constructions as well as to the syntax of the left periphery in general. With regard to what causes the subject to move, there are different potential triggers. For instance, movement of the subject at the base, i.e., out of PredP is triggered by a labeling failure. Other movements of the subject can be driven by a formal feature like EPP, or a criterial feature like [subj]. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20Arabic" title="Yemeni Arabic">Yemeni Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=copular%20constructions" title=" copular constructions"> copular constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=cartography%20of%20subjects" title=" cartography of subjects"> cartography of subjects</a>, <a href="https://publications.waset.org/abstracts/search?q=labeling" title=" labeling"> labeling</a>, <a href="https://publications.waset.org/abstracts/search?q=criterial%20positions" title=" criterial positions"> criterial positions</a> </p> <a href="https://publications.waset.org/abstracts/142229/on-copular-constructions-in-yemeni-arabic-and-the-cartography-of-subjects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7923</span> The Syllable Structure and Syllable Processes in Suhwa Arabic: An Autosegmental Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Yaqub%20Olatunde">Muhammad Yaqub Olatunde </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Arabic linguistic science is redirecting its focus towards the analysis and description of social, regional, and temporal varieties of social, regional, and temporal varieties in order to show how they vary in pronunciation, vocabulary, and grammar. This is not to say that the traditional Arabic linguists did not mention scores of dialectical variations but such works focused on the geographical boundaries of the Arabic speaking countries. There is need for a comprehensive survey of various Arabic dialects within the boundary of Arabic speaking countries and outside showing both the similarities and differences of linguistic and extra linguistic elements. This study therefore examines the syllable structure and process in noun and verb in the shuwa Arabic dialect speaking in North East Nigeria [mainly in Borno state]. The work seeks to establish the facts about this phenomenon, using auto- segmental analysis. These facts are compared, where necessary; using possible alternative analysis, with what operate in other related dialects within and outside Arabic speaking countries. The interaction between epenthesis and germination in the language also generate an interesting issue. The paper then conclude that syllable structure and process in the language need to recognize the existence of complex onset and a complex rhyme producing a consonant cluster in the former and a closed syllable in the letter. This emerges as result of resyllabification, which is motivated by these processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=dialect" title=" dialect"> dialect</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=processes" title=" processes"> processes</a>, <a href="https://publications.waset.org/abstracts/search?q=resyllabification" title=" resyllabification"> resyllabification</a> </p> <a href="https://publications.waset.org/abstracts/38579/the-syllable-structure-and-syllable-processes-in-suhwa-arabic-an-autosegmental-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38579.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info 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