Bringing the Lexical Approach to TAFL: Evaluating the Primary Lexicon in Part One of the Al-Kitaab Fii Ta'allum Al-'Arabiyya Arabic as a Foreign Language Textbook Series

Persistent Link:
http://hdl.handle.net/10150/294040
Title:
Bringing the Lexical Approach to TAFL: Evaluating the Primary Lexicon in Part One of the Al-Kitaab Fii Ta'allum Al-'Arabiyya Arabic as a Foreign Language Textbook Series
Author:
Moser, Janelle Nicole
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study proposes two models for exploring the lexical contents of Part One of the most popular Arabic as a Foreign Language textbook series, Al-Kitaab fii Ta'allum Al-'Arabiyya. Through the lens of a word families framework, this study hypothesizes on the contents and arrangement of the L2 Arabic mental lexicon after completing the textbook. Through counting lexemes, lemmas, and word family members, it is possible to gain insight into the quantity of vocabulary items present within the textbook outside of traditional measures like the triconsonantal root. Through a frequency-based framework, this study analyzes textbook vocabulary items in light of the 5,000 most frequent lemmas in the language from a corpus of 30 million tokens from A Frequency Dictionary of Arabic (Buckwalter and Parkinson: 2011). A comparison between textbook vocabulary and frequency data points to the relationship between the vocabulary studied by AFL learners and the most widely used forms in the language as a whole. While this study gives special consideration to frequency data up to the 3,000 word level, the sheer amount of lexical knowledge necessary for reading Arabic newspapers and novels necessitates integration of frequency-derived data at even the novice level. A lexical and frequency-based approach to AFL instruction and curriculum design may prove helpful in decreasing the decidedly large vocabulary burden (Nation: 1990, cited in Young: 2011) for learners of Arabic as a Foreign Language.
Type:
text; Electronic Thesis
Keywords:
Frequency; Teaching Arabic as a Foreign Language; Textbook studies; Vocabulary; Word families; Near Eastern Studies; Arabic
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Near Eastern Studies
Degree Grantor:
University of Arizona
Advisor:
Shiri, Sonia

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleBringing the Lexical Approach to TAFL: Evaluating the Primary Lexicon in Part One of the Al-Kitaab Fii Ta'allum Al-'Arabiyya Arabic as a Foreign Language Textbook Seriesen_US
dc.creatorMoser, Janelle Nicoleen_US
dc.contributor.authorMoser, Janelle Nicoleen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study proposes two models for exploring the lexical contents of Part One of the most popular Arabic as a Foreign Language textbook series, Al-Kitaab fii Ta'allum Al-'Arabiyya. Through the lens of a word families framework, this study hypothesizes on the contents and arrangement of the L2 Arabic mental lexicon after completing the textbook. Through counting lexemes, lemmas, and word family members, it is possible to gain insight into the quantity of vocabulary items present within the textbook outside of traditional measures like the triconsonantal root. Through a frequency-based framework, this study analyzes textbook vocabulary items in light of the 5,000 most frequent lemmas in the language from a corpus of 30 million tokens from A Frequency Dictionary of Arabic (Buckwalter and Parkinson: 2011). A comparison between textbook vocabulary and frequency data points to the relationship between the vocabulary studied by AFL learners and the most widely used forms in the language as a whole. While this study gives special consideration to frequency data up to the 3,000 word level, the sheer amount of lexical knowledge necessary for reading Arabic newspapers and novels necessitates integration of frequency-derived data at even the novice level. A lexical and frequency-based approach to AFL instruction and curriculum design may prove helpful in decreasing the decidedly large vocabulary burden (Nation: 1990, cited in Young: 2011) for learners of Arabic as a Foreign Language.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectFrequencyen_US
dc.subjectTeaching Arabic as a Foreign Languageen_US
dc.subjectTextbook studiesen_US
dc.subjectVocabularyen_US
dc.subjectWord familiesen_US
dc.subjectNear Eastern Studiesen_US
dc.subjectArabicen_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineNear Eastern Studiesen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorShiri, Soniaen_US
dc.contributor.committeememberFarwaneh, Samiraen_US
dc.contributor.committeememberFielder, Grace E.en_US
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