Contrasting Semantic Structures in English and Arabic
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The document summarizes a study that compared how English and Lebanese Colloquial Arabic speakers categorized and described words related to semantic domains like obligation and absence. The study found significant differences in how the concepts were viewed hypothetically versus empirically between the two languages. English speakers tended to use more definitions and clusters while LCA speakers had fewer clusters, and only two were shared between the languages. The conclusions were that examining errors can help correct future mistakes, learners generalize what they know to unknown concepts, and the study reinforces that languages differ semantically but also have commonalities.
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3) Homework assigned from the workbook on grammar exercises and identifying common grammar errors made by native English speakers.
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- 1. Contrasting Semantic Structures in English and Arabic: Problem and Promise in Second-Language Learning Huxley, Frederick C. (1986). Anthropology and Education Quarterly, Vol.17, No. 2. pp. 67-99. Presentation By: Angela Gordon
- 2. Error Analysis & Language Teaching • Some linguists promote studying where students’ native language differs from desired L2. • Other linguists assert that such study is not as important in obtaining fluency in the target language. • Even so, language errors will undoubtedly occur through “systematic mistakes of ‘interlanguage’.” (p. 68) Language patterns are adapted over time and reproduced in varied situations as needed. • Some suggestions have been made to focus on and categorize these errors, but “prescribing recipes for teachers” (p. 69) is difficult.
- 3. Contrasting English and Lebanese Colloquial Arabic • A study was conducted to review semantic domains and synonymies (word groups that have both similarities and contrasts). • The Experiment: • Native American English speakers (ages 23-66; High school- doctoral educational backgrounds) were individually selected. • Each participant was asked to sort cards based on word meaning. • The participants then verbally described the meaning and reason for categorization. • A cluster theme diagram was then created charting the correlation between specific words and meaning.
- 4. Contrasting English and Lebanese Colloquial Arabic (cont.) • The same study was conducted of LCA speakers using cards in their own language. • Many of these participants had a high demand of English and switched to the target language in completing the activity. This may have affected results.
- 5. Study Findings • There were significant findings in the hypothetical vs. empirical meaning of words in both languages. • Determining these depended on the how the participant was able to view different concepts: • Obligation • Ought • Should • Must • Have (to) • Absence • Lack • Want • Need
- 6. Study Findings (cont.) • Furthermore, there were less clusters on the LCA side than on the English side. • Only 2 clusters appeared in both languages. • English included more definitions for words. • English structures may be more clearly defined in the explanations of particular concepts.
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