L1阿拉伯语对书面希伯来语的持续干扰

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
R. Henkin
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引用次数: 2

摘要

作为以色列的官方和主要公共语言,希伯来语在阿拉伯少数民族学校教授,主要由母语阿拉伯语的教师教授。在高等教育的浸没条件下,希伯来语的主动习得加快了。我探讨了在各种语言领域中非常常见的干扰错误的持久性,正如教师书面纠正反馈所建立的那样,以及持久性、错误显著性和一般学习者效应之间的相关性。从以色列南部9年级、11年级和本科生写的56篇希伯来文论文中,分离出14个最常见的干扰错误,并将其合并到一篇汇编的测试文章中,然后交给13名讲L1阿拉伯语的希伯来语教师进行纠正。每个项目的显著性由教师批改的百分比来确定;每一种错误都被认为是一般学习者的错误。统计分析显示,在研究的时间段内,这两种测量方法与持久性之间存在显著的相关性。这证实了持久性的多重效应方法。音韵学、正字法和词法的局部错误通常比句法错误下降得更快,尤其是在希伯来语L1中出现的结构中,这些结构被标记为话语语用效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Persistence of interference from L1 Arabic in written Hebrew
As the official and predominant public language in Israel, Hebrew is taught in Arab minority schools, mostly by L1 Arabic-speaking teachers. Active acquisition of Hebrew accelerates in the immersion condi- tions of high education. I explore the persistence of very common interference errors in various linguistic domains, as established by teachers’ written corrective feedback, and the correlation between persis- tence, error salience and a general learner effect. From a corpus of 56 Hebrew essays written by 9th graders, 11th graders and undergraduate students in southern Israel, the 14 most frequent interference errors were isolated and incorporated in a compiled test essay, which was then given to 13 L1 Arabic-speaking teachers of Hebrew to correct. The salience of each item was established by the percentage of teachers correcting it; each was also gra ded for its status as a general learners’ error. Statistical analysis showed a significant correlation between each of these two measures and persistence over the time pe- riod studied. This corroborates a multiple effect approach to persistence. Localized errors of phonology, orthography, and morphology generally declined faster than syntactic errors, which persisted especially in structures that occur in L1 Hebrew, marked for discourse-pragmatic effects.
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来源期刊
L1 Educational Studies in Language and Literature
L1 Educational Studies in Language and Literature EDUCATION & EDUCATIONAL RESEARCH-
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