2.1 Similarities between Arabic and English Syntactic Structure English and Arabic has the same grammatical pattern in the conditionals. Students study Arabic conditional as hypothetical. The conditional comes as an if-clause and a main clause. In English, the conditional comes as a main clause and a subordinate clause. This syntactic structure is similar to Arabic structure. These similarities make the conditional patterns easy to Jordianian students to learn. They transfer their knowledge from Arabic. Possible teaching techniques for teaching ‘conditional if’ can be conducted by the teachers by first looking at the differences between English and Arabic. In English structure, there are two kinds of conditional forms. Those are the unreal conditional form and the real conditional form. In Arabic, the unreal conditional form use the term لو (law), whereas the real conditional form use the term إذا (‘iidha). Arabic …show more content…
They will omit the word ‘would’ because this word is not used in the context of Arabic structure. The similarities of Arabic structure and English structure can be found in the use of conjunctions. The meaning and the function of conjunctions between Arabic and English are the same. Therefore, Arabic learners are able to assist and transfer their knowledge in Arabic structure to their understanding of English conjunctions. "There are three kinds of conjunctions in English which are the same as Arabic. Those are simple connective (and), contrasting connective (but), and connective of consequence (so). These three conjunctions/connectives (and, but, so) are found in Arabic structure with the same function as in English. These are the examples of the connectives: 1. In Arabic, the connective ‘and’ is translated as و (wa). The connective /wa/ is used to connect words, phrases, clauses, and sentences (Catford et al,
Both are the same because they are both types of figurative languages. Another similar
Yousef loves reading class, and so does Ali. Ali hates listening and speaking class, and Yousef does too. Yousef is living with two roommates, but Ali does not. Ali is not a good student, and Ali does not either.
Arabic was used by soldiers to communicate with one another, while on plantations, Arabic was at first a pidgin variety that soon expanded into a form of creole. McWhorter says,”Expelled from the country by nationalist forces, these soldiers were resettled permanently to Uganda and Kenya, where their descendants still speak this creole Arabic called Nubi, Unintelligible to speakers of Arabic
The Spanish and English were relatively successful in the New World in that the trade economy grew, travel allowed for expansion, and new ideas were spread throughout the globe. However, along with the spread of new ideas came the spread of diseases, expansion resulted in the destruction of numerous cultures and the growth of the trade economy was disastrous for natives. The successes in the New World were extremely beneficial to both the English and the Spanish. The Spanish conquering of the Aztec Empire in 1521 inspired a chain of events, and they were able to take Aztec gold and land which helped the Spanish expand their country and economy. Similarly, the creation in colonies in North America by England resulted in wealth from crops such
The Two Major Themes in “Araby” James Joyce’s “Araby” depicts two excellent examples of themes that are becoming of age and going on a quest. The short story takes place in the late nineteenth century in Dublin, Ireland. Araby also shows how life was like for kids during that time period. The story follows the life of a young boy that goes on a quest for his crush, and realizes the harsh reality of getting older.
Amir sees Two kites and gets reminded of his and Hassan Childhood. Amir narrates of the time him and Hassan used to annoy the neighborhoods Amir feels as if his dad doesn't like him Amir tries to act like his dad
Arab Open University Faculty of Language Studies Tutor Marked Assignment (TMA) EL121: The Short Story and Essay Writing Fall Semester 2015-2016 Part (I): STUDENT INFORMATION (to be completed by student) 1.
Amir’s relationship with his father is a complex one. On a hand, Amir admires his father and is proud to have as his father. On another hand, he hates his father because he feels like he is incapable of amounting to (meeting up with/ rising to/ fulfilling) his father’s expectations. Amir said: “Most days, I worship Baba with an intensity approaching the religious. Butright then, I wished I could open my veins and drain his cursed blood from my body.”
1.0 INTRODUCTION 1.1 BACKGROUND OF STUDY The Arabic word for insurance is tamein which means to reassure or guarantee through indemnification of losses. As a concept, insurance does not oppose the Islamic principles since it is principally a system of mutual help. Nevertheless, conventional insurance use voidable (fasid) contracts called policies through which individuals or firms receive indemnification against losses. It is prohibited because it involves the elements of gharar (ambiguity), maysir (gambling) and riba (interest).
English comes from West-Germanic branch of Germanic in Indo-European family of languages. English was influenced by French, Latin, and Scandinavian. The brief historical background of the two languages show that they are not connected and their history are different. Because of that, there are quite a lot of differences between English and Malay language especially in terms of grammar.
A person who speaks more than one language is described as being bilingual. According to the United States Department of Education, “about 21% of school-age children speak a language other than English at home,” (Lowry, 2011). As Wayne Thomas and Virginia Collier describe in, “Two Languages are Better Than One,” children who come into school having a first language besides English, tend to struggle. Usually when a child struggles with a particular subject, they are taken out of the main classroom and brought somewhere for a remedial class. But according to Thomas and Collier, in order to help narrow the gap in comprehension, English learners and English speakers need to be kept together in order to be fully enriched in a successful learning
6. IMPLICATIONS This chapter discusses the pedagogical and the research implications that evolved from this early sequential bilingual project conducted during the early years. The implications are based on the performance of the bilingual educators, the early childhood teachers and the children involved, as well as the materials employed to carried out this implementation. 6.1.
Code-switching refers to the linguistic phenomenon that occurs when an individual who is either, bilingual or multilingual, alternates their dialect with various languages (Moodley, 2013:55). Associated with code-switching is the concept of Matrix language (dominant language) and the idea of when to use code-switching; whether it is conscious or subconscious. In terms of code-switching in the classroom, there are several aspects that contribute to the advantages of using different languages which may help a student learn particular subjects. For example, an English teacher who is reading a poem that has certain words in a different language. However, there are disadvantages which may hinder the student’s ability to understand certain concepts
Learning a second language at a younger age is beneficial Most little kids first day of school is when they are approximately five years old, and about to enter kindergarten. Kids go to school from about age five till graduation from high school at about age eighteen. Most schools focus on the basic core subjects, such as math, reading, science and history. Until junior high or high school, foreign language is not even offered.
Al Baseera: defines the word guidance. It is the guidance for the ones who have faith in Allah. Al-Noor: defines the word light has range of purposes in the Quran and hadith. The Quran is a light that illuminates for mankind the path of this world and the hereafter.