By J. A. Haywood, H. M. Nahmad

ISBN-10: 085331585X

ISBN-13: 9780853315858

- the basic examine advisor to Arabic grammar
-- a real vintage within the field.

In addition to Qur'an decisions, fables, tales, newspaper extracts, letters, and excerpts from classical and glossy Arabic writings are integrated. The e-book includes fifty two chapters with a vocabulary of over 4,000 words.

It will function a foundation for extra and deeper examine of this classical language and its literature; while it's going to support to shape an excellent beginning should you desire to pay attention to the fashionable written language of literature and the day-by-day press.

This is peculiarly a pragmatic grammar. it really is intended for the newbie who's now not accustomed to the peculiarities of the Semetic languages. however, it truly is entire adequate for many scholars' wishes within the first or 3 years of analysis.

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Extra info for A New Arabic Grammar of the Written Language

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Counterbalanced instruction systematically integrates both content-based and form-focused instructional options, as outlined in Table 3 and further expounded in Lyster (2007). Counterbalanced instruction integrates content-based and form-focused instructional options by interweaving balanced opportunities for input, production, and negotiation. In terms of classroom input, teachers need to cover a range of instructional options, from instruction designed to make content-based input comprehensible by means of various techniques that facilitate comprehension, to instruction designed to make language features more salient.

In Practicing for Second Language Use: Perspectives from applied linguistics and cognitive psychology, R. ), 141–160. Cambridge, UK: Cambridge University Press. Rebuffot, J. 1993. Le point sur l’immersion au Canada. Montreal: Éditions CEC. Rebuffot, J. 1998. “Aspects récents de l’immersion en français au Canada: vers le renouvellement de la pédagogie immersive”. In Immersion Programmes: A European perspective, J. Arnau & J. Artigal (eds), 685–692. Barcelona: Publicacions de la Universitat de Barcelona.

1994. “The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence”. Applied Linguistics 15: 263–287. Lyster, R. 1998. “Recasts, repetition, and ambiguity in L2 classroom discourse”. Studies in Second Language Acquisition 20: 51–81. Lyster, R. 2002. “Negotiation in immersion teacher-student interaction”. International Journal of Educational Research 37: 237–253. Lyster, R. 2004a. “Differential effects of prompts and recasts in form-focused instruction”.

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A New Arabic Grammar of the Written Language by J. A. Haywood, H. M. Nahmad

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