The Status Of The Arabic Language

The Status Of The Arabic Language Arabic is one of the across the board communicated in dialects among Arab speakers, particularly in the Middle East and North Africa and its considered the focal language of Semitic dialects, for example, Hebrew and Aramaic dialects (Zeina, 2008). Arabic is spoken by in excess of 280 million individuals as a first language and by 250 million as a subsequent language. Despite the various assortments, there are three essential Arabics. To put it unmistakably, there are three kinds of Arabic: the traditional language, the advanced standard language and conversational language (Zeina, 2008, Gonzalo, 2005). The first is the language of the Holy Quran which is utilized by every Muslim individuals who play out their petitions or read the Holy Quran whether they comprehend what they read or not (Zeina, 2008). With respect to the Modern Standard Arabic, it was gotten from the Classical Arabic and it is generally utilized in formal circumstances, for example, schools, colleges, courts, governm ent and the media. With respect to last one, it is significantly utilized in every day life circumstances and exercises among individuals. Arabic language is not quite the same as different dialects; it has its very own arrangement (Back Walter Tim, 2004). It comprises of 28 letters, 25 of them are consonant letters and the other three are vowels (Hattami, 2010). There isn't capital letters and little letters. In addition, it has a one of a kind and distinctive style since it begins from option to left in both perusing and composing. (Zeina, 2008). The connection among Arabic and different dialects, for example, Hebrew, English, Spanish, Sicilian, and other European dialects is a solid related one. Usually dialects acquire some lexical things from each other. Arabic has obtained numerous words from English and different dialects and different dialects have done likewise too (wajih, 1991). At the end of the day, Arabic has acquired words from numerous dialects, including Hebrew, Persian and Syriac in early hundreds of years, Turkish in medieval occasions and contemporary European dialects in present day times. To put it plainly, the Arabic language is a typical language among Arab speakers and its underlying foundations have been taken from the Holy Quran which is viewed as the wellspring of every single artistic work and verse in the Arab world and all etymologists allude to it when they scan for certain clarifications of certain words and implications. Also, Arabic with its distinctive composing framework and assortments, it has a genuine and close contact to different dialects, particularly English. In this composed task, I will be quickly addressing certain focuses. Right off the bat, the portrayal of vowels and consonants found in the Arabic and English dialects, and the examination between them. Furthermore, a few issues that students of the Arabic language may have in learning English. Notwithstanding the likenesses between the consonantal frameworks of English and Arabic, there are a few contrasts in certain viewpoints. For instance, the Arabic language has uvular sounds Ghain/, Qaaf,/, and Khaa/, the pharyngeal sounds Ain/and Haa/(Harakat, 1998), and unequivocal sounds two plosives,/and/, and two fricatives,/and/(Al-Muhtaseb et al., 2000; Ouni et al., 2005; Selouania and Caelen, 1998). These sounds really give the Arabic language its own particular property. Since every language has its own framework, as referenced above, Arabic and English offer regular consonant sounds and some limited language sounds.(Eid, 2006). 1-Arabic consonant sounds The Arabic language has some consonant sounds that are not existed in the English language. Truth be told, there are 28 consonants in Arabic, eight stops, thirteen fricatives, one affricate, two nasals, two fluids and two floats (Mousa M. Amayreh, 2003). The accompanying table shows the spot, way, and voicing of Arabic consonants. Consonant Chart for Arabic 2-English consonant sounds In English phonetics we portray consonants as indicated by three standards: spot of enunciation, way of verbalization and voicing. There are 25 consonants in English, six stops, nine fricatives, two affricates, three nasals, two skims, and two fluids. (Eid, 2006). The accompanying table outlines the spot, way, and voicing of English consonants. Consonant Chart for English 3-Comparison of English and Arabic consonants This part is an examination among English and Arabic consonants. A few tables and different delineations are given beneath: 3.1 Stops In light of the tables over, one can unmistakably say that there are eight plosives in Arabic [ b,d,t,k,d,t,q,?] while there are six plosives in English [ ph,b,t,k,d,g]. The English language does not have the reciprocals of the Arabic emphatics [dã˜â ¸, tã˜â · ], the uvular [qã™â€š] and the glottal stop [?ã™â€ ¡]. Then again, the Arabic language likewise comes up short on certain reciprocals of the English plosives [ph, g]. The consequence of such distinction brings about certain troubles for understudies and speakers. As we will see later on, the troubles that face Arab students towards articulating vowels and consonants. The accompanying table sums up the contrast among Arabic and English plosives with IPA images. 3.2 Fricatives The English language has nine fricatives in the labio-denteal interdental, dento-alveolar and glottal territories for example a large portion of its fricatives are in the front portion of the vocal tract, while the Arabic language has thirteen extending from the labiodental to the glottal zones. Notwithstanding that, it likewise has portions of uvular [ xã˜â ®, Øâ ¹] and pharyngeal fricatives [hã˜â ­, Øâ ¹] just as two vehement ones (Eid, 2006). The accompanying table sums up the contrast among Arabic and English fricatives with IPA images. 3.3 Affricates There are two essential affricates in English a voiceless post-alveolar affricate [th] and a voiced post-alveolar affricate [d3] while Arabic has just a single affricate, a voiced post-alveolar one [d3] (Hattami, 2010). In any case, some Arabic tongues, for example, the Iraqi one, have [th] sound and this enables Iraqi students to express words containing such stable appropriately. (Andrzej Rouag, 1993, Hattami, 2010). 3.4 Nasals The English language has three nasal sounds [m,n,g] while Arabic has just two [m,n ] (Hattami, 2010). That is, the Arabic language does not have the [g] sound which is viewed as an allophone of [n] before velar and uvular stops, as in: English and Arabic have the equivalent [m] and this doesnt cause issues. Then again, [n] is alveolar in English while it is dental in Arabic. English and Arabic nasal sounds 3.5 Approximants There are three contrasts between the approximants of Arabic and English. To begin with, English has the nasal sound [g] while it isn't found in the Arabic language. Second, [r] in Arabic doesn't follow the approximants yet the un-supported or R-sound (Odisho, 2003b). Third, the English approximant [r] messes up Arab students. 3.6 Laterals There is just a single sidelong solid in English [l] while the Arabic language has two: non-determined one [l] and unequivocal one [L] (Andrzej Rouag, 1993, Hattami, 2010), as in: 3.7 Flab The phonemic arrangement of English language doesn't have the alleged fold sound. Notwithstanding, the arrangement of the Arabic language might be a wellspring of replacements for the English/r/s. (Andrzej Rouag, 1993, Hattami, 2010) 4. Consonantal issues Arab students face in learning English Since every language has a sound framework and paying little mind to the likenesses between these dialects, there, without a doubt, must be a few contrasts which mess up students of dialects. In this manner, when the Arab students are eager to become familiar with the English language, they may commit oblivious errors coming about because of either the impedance of the two dialects or ignorance of the sound frameworks of every language or the inexistence of specific sounds. (Hattami, 2010) A rundown of such issues is sketched out underneath: /p/as expressed prior, English has the consonant suctioned sound/p/, and/b/, while there is just/b//Øâ ¨/in Arabic. In the outcome, Arab students will most likely be unable to separate between these two sounds and commit errors while articulating them and supplant/b/in supplant of/p/. For example,/picture//bicture/. /g/the standard Arabic doesn't consider/g/as a fixed sound in its sound framework, yet in some Arabic vernaculars, this sound is viewed as, for example, the Egyptian tongue. Generally, all Arab students of English face trouble in separating among them, and they substitute the Arabic/k/for the English/g/. For instance,/game//kame/. /t㠢ë†â «/this sound isn't likewise existed in the sound arrangement of standard Arabic. Be that as it may, it very well may be found in some Arabic tongues, for example, the Iraqi vernacular. The counter-consonant in standard Arabic is/k/. Bedouin students of English may have issues in the sound/t㠢ë†â «/and they may will in general streamline this sound to/à ¢Ã«â€ Ã¢ «/.Consequently, this outcomes in wrong way to express/t㠢ë†â «/. For instance, seat shair. /Æâ ·/at times, the rearrangements of/dãšâ€™/to/Æâ ·/is additionally found. Some Arabic vernaculars acknowledge this sound, for example, Syrian and Lebanese ones. Speakers may improve/to/, for example,/. /Ã… Ã… /doesnt exist in Arabic by any stretch of the imagination, in English, it has a limitation on event: it doesnt happen at first. It just happens medially lastly. For instance, finger and sing. Therefore, an Arab understudy who learns English is firmly molded by the setting in which allophone/Ã… Ã… /happens and will in general addition the molding/k g/, for example, Singing - Think . End I have introduced a short correlation between the consonant frameworks of English and Arabic. I have additionally recorded a few issues in articulating singular consonants looked by Arabic speakers and students of English. As indicated by (Hattami, 2010), the healing arrangement can be set on educators. Instructors must be completely mindful of the two sound frameworks and afterward plan therapeutic bores and train understudies to maintain a strategic distance from such issues in