Discourse - yes, Grammar - no -- The influence of L1 on Arab students writing in Hebrew
Submitted by:
Irit Haskel-Shaham
Abstract:
The study of Hebrew among L1 Arabic speakers living in East Jerusalem has gained momentum. One explanation for this increased interest relates to the need for integration into the Israeli economy and society. Being fluent in the language of the majority contributes to socioeconomic mobility and inclusion. To satisfy this demand, the David Yellin Academic College of Education in collaboration with the Israeli Ministry of Education established a special Hebrew studies program for East Jerusalem Arabic speaking teachers.
One of the main challenges L2 learners face is writing, specifically expository and argumentative composition. Writing products of native speakers of Arabic (L1) in Hebrew (L2) reveal cross-linguistic influences including language transfer from the L1 (Abu-Baker, 2012-2013; Abed al-Rahman, 2013).
This L1 interference is strengthened by the strong resemblance and relatedness of these two Semitic languages. This interference of the L1 on the L2 can be categorized into morphology; syntax; vocabulary; semantics and rhetorical structures (Abu-Baker, 2012-2013; Shatil, 2008; Shehade, 1998). L1 Arabic speakers’ Hebrew interlanguage indicates a heavy reliance on L1 (Song, 2012).
This study examines the interlanguage of L1 Arabic speaking students taking part in the above mentioned study program. It uses qualitative, textual analysis based on 26 writing products of the students in the program. Our research focused on the following questions: A. what are the principal characteristics of L1 Arabic speaking students’ writing products in Hebrew? B. what types of changes and shifts are evident in their writing samples after completing two years of study?
In order to characterize students’ writing, study participants completed the same argumentative writing assignment on the first day of the program and towards the end of their fourth semester of study. All three researchers analyzed the pre and post samples according to different linguistic categories (discourse; morphology; syntax; vocabulary). Our findings suggest A. a strong interference of mother tongue, Arabic, on writing in Hebrew in different language categories: B. a noticeable improvement in discourse, but much less so in grammar (syntax and morphology). It seems that special attention and tactics must be given to support these students in their second language acquisition, especially in writing.
References:
Abu-Baker, R. (2012-2013). Hebrew and Arabic in the border line, Helkat Lashon 45, 133-158.
Abed al-Rahman, M. (2013). Walla Beseder – Linguistic portrait of Arabic in Israel. Tel Aviv; Keter Pub.
Song, l. (2012). On the Variability of Interlanguage. Language Studies, Vol 2, pp 778-783.
Shehadeh, H. (1998). The Hebrew of Arabs in Israel. Leshonenu-La'am, 49, 168-180.
Shatil, N. (2006). Arabs in Israel: language influence and the ways to acquire Hebrew – classification of grammatical problems of Hebrew learners from the Arab sector. Hed Haulpan Hechadash, 93