Robert R. Ratcliffe: The "Broken plural" problem in Arabic and comparative Semitic - Allomorphy and analogy in non-concatenative morphology

Unsupervised learning of Arabic non-concatenative morphology

a comparative study of the relationship between self-, peer-, and teacher-assessments in productive skills

تمایل به ارزیابی جایگزین و تعویض آن با آزمون سنتی مداد و کاغذ در سالهای اخیر افزایش یافته است. اکثر زبان آموزان در کلاس های زبان از نمره نهایی که استاد تعیین میکند ناراضی اند. این تحقیق جهت بررسی ارزیابی در کلاس های زبان انگلیسی به هدف رضایتمندی زبان آموزان از نمره هایشان انجام گرفته است که در آن نمرات ارائه شده توسط سه گروه ارزیاب (ارزیابی خود دانشجو، همسالان واستاد) در مهارت های تولید (تکل...

Analysis of the Arabic Broken Plural and Diminutive

This paper demonstrates how the challenging problem of the Arabic broken plurals and diminutive can be handled under a multi-tape two-level model, an extension to two-level morphology.

patterns and variations in native and non-native interlanguage pragmatic rating: effects of rater training, intercultural proficiency, and self-assessment

although there are studies on pragmatic assessment, to date, literature has been almost silent about native and non-native english raters’ criteria for the assessment of efl learners’ pragmatic performance. focusing on this topic, this study pursued four purposes. the first one was to find criteria for rating the speech acts of apology and refusal in l2 by native and non-native english teachers...

Pseudometathesis in three Standard Arabic broken-plural templates

This paper suggests that what McCarthy and Prince (1990), following Levy (1971), call consonant-vowel METATHESIS in three Standard Arabic broken-plural templates is more likely a two-step diachronic process of PSEUDOMETATHESIS in the sense of Blevins and Garrett (1998). This process is characterized by vowel deletion followed by vowel insertion. Evidence from present-day dialects, mainly Lebane...