|
Dòng
|
Nội dung
|
|
1
|
|
|
2
|
Collaborative writing in Arabic as a second language (ASL) classrooms: A mixed-method study / Mohammed Ali Alwaleedi,Robyn M. Gillies, M. Obaidul Hamid
// Language, Culture and Curriculum Volume 32, No 2/2019 2019p.157-172 The study reported in this article investigated the processes and the effects of collaborative writing on 64 students’ writing skills in two Arabic as a second language (ASL) teachers’ classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal interactions. Pre- and post-test scores of students in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings indicated variations in interaction patterns during collaborative writing activities in both groups. The findings also suggest that there was a statistically significant difference between the scores of the experimental and the control groups which may be attributed to the collaborative writing intervention.
|
|
3
|
|
|
4
|
|
|
5
|
La construction Tough en arabe standard et en bulgare : Une sémantique commune / Fayssal Tayalati, Vassil Mostrov
// Langages nº 218 (2/2020) France : Armand Colin, 2020p.125-146 Dans cet article sont comparées les constructions Tough de deux langues typologiquement très éloignées, l’arabe standard et le bulgare. Il sera montré que, malgré les différences morphosyntaxiques, ces constructions reposent sur le même mécanisme sémantique de double prédication que les grammairiens arabes appellent le ‹mode d’attribution indirect›. Les paraphrases par des structures possessives dans les deux langues permettent, en outre, de reconnaître à l’élément déverbal le statut de dimension – une sorte de partie abstraite très particulière (Van de Velde 2020 ce volume). Enfin, les auteurs posent la question de la ‹source› de la qualité dénotée par l’adjectif tough, en signalant quelques différences entre les deux langues au niveau des adjectifs modaux.
|
|
|
|
|