Mahmoud Azaz
Biographic Data
| ID | 5435428 |
|---|---|
| NAME | Mahmoud Azaz |
| GIVEN NAMES | Mahmoud |
| FAMILY NAME | Azaz |
| SIGNATURE | AZAZ M |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0002-9998-3902 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Translanguaging Practices in Content-based Instruction in L2 Arabic
Using the tenets of translanguaging and with a focus on Arabic as a diglossic language, we examine the fluid and dynamic practices that transcend the boundaries between/among Standard Arabic, Arabic dialects, and English in content-based instruction in an advanced Arabic literature course. Using conversation analysis, we show how translingual practices in learner–learner and teacher–learner interactions and discussions utilize the available lingu…
Pedagogical translanguaging in community/heritage Arabic language learning
This article examines the potential of pedagogical translanguaging in a community/heritage language context. With focus on Arabic as a multidialectal and multiglossic language, the paper primarily examines the function of translanguaging practices in teacher-learner and learner-learner interaction to construct and negotiate linguistic knowledge in the standard variety of the language. The results show that the learners’ linguistic repertoires (mu…
Lexical Variation in Regional Modern Standard Arabic
Adapting the notions of regional Modern Standard Arabic (Ibrahim 2009; Ryding 2010) and gradience in acceptability judgments (Papadopoulou, Leivada, and Pavlou 2014), this paper teases apart educated native speakers’ judgements and lexical preferences in an intricate case of lexical collocations. In this case, one of the two co-occurring words or constituents has two variants rendered in different morphological forms, but they are derived from th…
Self-guide distinctions and episodic memory in L2 motivation
Structural surface overlap and derivational complexity in crosslinguistic transfer
This article adopts the surface overlap and derivational complexity hypotheses to study crosslinguistic transfer in the adult second language (L2) acquisition of English genitive alternation (between the s-genitives and the of genitives) by intermediate and advanced Egyptian Arabic-speaking learners. While the s-genitive (e.g. the boy’s shirt) and the of-genitive (e.g. the shirt of the boy) are allowed in principle to denote possession, the s-gen…
Bidirectional cross-linguistic influence in late bilingualism
The container-content relation represents a set of nominal configurations unexplored in the acquisition literature. Whereas in English the switch from a noun-noun compound (water bottle) to a noun-prepositional phrase (bottle of water) is associated with a semantic shift from container to content, Spanish and Arabic adopt single canonical configurations for both conditions, noun-prepositional phrase and noun phrase, respectively. Importantly, Spa…
The link between morphosyntactic accuracy and textbook presentation
The acquisition of morphosyntax presents challenges for learners of all second/foreign languages. This cross‐sectional study investigated English‐speaking learners’ morphosyntactic accuracy in the symmetrical subject‐verb agreement type (in subject‐initial sentences) and in the asymmetrical subject‐verb agreement type (in verb‐initial sentences) in Arabic. In addition, it examined the extent to which their accuracy rates were reflected in implici…
The role of perceptual salience in the L2 acquisition sequence of the Arabic construct state
Perceptual salience has been proposed as an essential factor in the order in which various linguistic phenomena are acquired. This study examines its influence on the acquisition sequence of a single construction, which is the Arabic construct state. Mapping certain English constructions to the definite Arabic construct state entails restructuring head direction (a feature of high salience) and the position of the definite marker (a feature of lo…
Metalinguistic Knowledge of Salient vs. Unsalient Features
This study examined to what extent English-speaking learners of Arabic demonstrated varied metalinguistic knowledge of a salient feature (head-direction) vs. an unsalient feature (definiteness) in the Arabic construct state. In addition, it examined whether this knowledge was utilized in form-focused task performance. In the target construction, the head is canonically positioned before the complement (left-headed) and the definite marker is pref…
Pedagogical translanguaging in community/heritage Arabic language learning
This article examines the potential of pedagogical translanguaging in a community/heritage language context. With focus on Arabic as a multidialectal and multiglossic language, the paper primarily examines the function of translanguaging practices in teacher-learner and learner-learner interaction to construct and negotiate linguistic knowledge in the standard variety of the language. The results show that the learners’ linguistic repertoires (mu…
Metalinguistic Knowledge of Salient vs. Unsalient Features
This study examined to what extent English-speaking learners of Arabic demonstrated varied metalinguistic knowledge of a salient feature (head-direction) vs. an unsalient feature (definiteness) in the Arabic construct state. In addition, it examined whether this knowledge was utilized in form-focused task performance. In the target construction, the head is canonically positioned before the complement (left-headed) and the definite marker is pref…
The role of perceptual salience in the L2 acquisition sequence of the Arabic construct state
Perceptual salience has been proposed as an essential factor in the order in which various linguistic phenomena are acquired. This study examines its influence on the acquisition sequence of a single construction, which is the Arabic construct state. Mapping certain English constructions to the definite Arabic construct state entails restructuring head direction (a feature of high salience) and the position of the definite marker (a feature of lo…
Self-guide distinctions and episodic memory in L2 motivation
The role of perceptual salience in the L2 acquisition sequence of the Arabic construct state
Perceptual salience has been proposed as an essential factor in the order in which various linguistic phenomena are acquired. This study examines its influence on the acquisition sequence of a single construction, which is the Arabic construct state. Mapping certain English constructions to the definite Arabic construct state entails restructuring head direction (a feature of high salience) and the position of the definite marker (a feature of lo…
Metalinguistic Knowledge of Salient vs. Unsalient Features
This study examined to what extent English-speaking learners of Arabic demonstrated varied metalinguistic knowledge of a salient feature (head-direction) vs. an unsalient feature (definiteness) in the Arabic construct state. In addition, it examined whether this knowledge was utilized in form-focused task performance. In the target construction, the head is canonically positioned before the complement (left-headed) and the definite marker is pref…
Bidirectional cross-linguistic influence in late bilingualism
The container-content relation represents a set of nominal configurations unexplored in the acquisition literature. Whereas in English the switch from a noun-noun compound (water bottle) to a noun-prepositional phrase (bottle of water) is associated with a semantic shift from container to content, Spanish and Arabic adopt single canonical configurations for both conditions, noun-prepositional phrase and noun phrase, respectively. Importantly, Spa…
The link between morphosyntactic accuracy and textbook presentation
The acquisition of morphosyntax presents challenges for learners of all second/foreign languages. This cross‐sectional study investigated English‐speaking learners’ morphosyntactic accuracy in the symmetrical subject‐verb agreement type (in subject‐initial sentences) and in the asymmetrical subject‐verb agreement type (in verb‐initial sentences) in Arabic. In addition, it examined the extent to which their accuracy rates were reflected in implici…
Self-guide distinctions and episodic memory in L2 motivation
Structural surface overlap and derivational complexity in crosslinguistic transfer
This article adopts the surface overlap and derivational complexity hypotheses to study crosslinguistic transfer in the adult second language (L2) acquisition of English genitive alternation (between the s-genitives and the of genitives) by intermediate and advanced Egyptian Arabic-speaking learners. While the s-genitive (e.g. the boy’s shirt) and the of-genitive (e.g. the shirt of the boy) are allowed in principle to denote possession, the s-gen…
Lexical Variation in Regional Modern Standard Arabic
Adapting the notions of regional Modern Standard Arabic (Ibrahim 2009; Ryding 2010) and gradience in acceptability judgments (Papadopoulou, Leivada, and Pavlou 2014), this paper teases apart educated native speakers’ judgements and lexical preferences in an intricate case of lexical collocations. In this case, one of the two co-occurring words or constituents has two variants rendered in different morphological forms, but they are derived from th…
Translanguaging Practices in Content-based Instruction in L2 Arabic
Using the tenets of translanguaging and with a focus on Arabic as a diglossic language, we examine the fluid and dynamic practices that transcend the boundaries between/among Standard Arabic, Arabic dialects, and English in content-based instruction in an advanced Arabic literature course. Using conversation analysis, we show how translingual practices in learner–learner and teacher–learner interactions and discussions utilize the available lingu…
Pedagogical translanguaging in community/heritage Arabic language learning
This article examines the potential of pedagogical translanguaging in a community/heritage language context. With focus on Arabic as a multidialectal and multiglossic language, the paper primarily examines the function of translanguaging practices in teacher-learner and learner-learner interaction to construct and negotiate linguistic knowledge in the standard variety of the language. The results show that the learners’ linguistic repertoires (mu…
Linguistics (9 works) · Computer Science (6 works) · Arabic (5 works) · EFL/ESL Teaching and Learning (5 works) · Psychology (5 works) · Reading and Literacy Development (5 works) · Philosophy (4 works) · Artificial Intelligence (3 works) · Cognitive psychology (3 works) · Definiteness (3 works)