Linguist Journal Linguist Journal is an international, peer-reviewed quarterly published by the Faculty of Arts and Humanities at Mohammed V University in Rabat. The journal focuses on linguistics and discourse analysis and accepts articles in Arabic, English, French, German, Italian, Spanish, and Portuguese. It maintains high academic standards and aims to foster impactful research nationally and internationally. Linguist aspires to achieve strong visibility, a notable impact factor, and indexing in major scholarly databases.
The cognitive turn in Pragmatics. Philosophical consequences of a tran satlantic round-trip This paper aims at retracing a twofold evolution, both historical and conceptual, which occurred in a recent scientific field: pragmatics. Often qualified as «the study of what language does in context», it was born in the middle of the 20th century from the convergent thoughts of some anthropologists and philosophers concerning the actions accomplished by means of language. Then it became an independent academic disci pline more exclusively focused on the cognitive effects of the use of language in context. The focus is thus gone from an -quite revolutionary- examination of the capacities language may have to modify states of affairs, to the mere analysis of the content it may convey in context. To conclude, we argue that this evolution took place after sacrificing the consideration of what the language does, which is probably a conceptual loss for the study of language.
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La psychosémiotique: Naissance, adolescence et maturité(1) institutionnelles
Selecting intentionally the description of our personal research worker’s trajectory, we have lived again the three decisive meetings, travelled through, in a critical way, the three main stages of the institutionalization of our main research, which allowed psychosemiotics and, after, ethosemiotics (semiotics of behaviour) to be born. Some relevant features are coming into view from this self-analysis: the initial necessity of a compromise with the non semiotician partners, the stress put on a little number of conviction operators hitting the addressed persons of our works, last, the acquisition of a own psychoterapist’s competence in order to obtain a plurality of rolls, of knowledges claimed by the pursuit of our researches. Unable, clearly, to judge if our travel is, or isn’t, exemplary, we believe we are giving here the facts which allow the reader to do that evaluation
Lexical Cohesion in Ahmad Amin’s Essay “Man and Woman”
This study investigates the lexical cohesion relations in Ahmed Amin’s article “Man and Woman”, considering them as key mechanisms that contribute to textual cohesion, which in turn ensures the consistency and semantic structure of the text. The research focuses on four main cohesion relations: antonymy, part-whole, part-part, and masculine collocation, highlighting how each relation enhances the interconnection of textual elements and clarifies the integrated meanings within the text. The study adopts the descriptive method along with the analytical tool to examine the semantic dimensions of these relations in the analyzed text, illustrating the function of each relation in constructing textual unity and overall text effectiveness. The findings reveal that Ahmed Amin employed these relations with deep semantic awareness, where antonymy emphasized conceptual contrasts, while part-whole and part-part relations reinforced the logical sequencing and interconnectedness of ideas. Additionally, masculine collocation supported sequential inferences and highlighted the fundamental values the text seeks to convey. The results indicate that the use of these cohesion relations was deliberate, reflecting a comprehensive literary vision aimed at achieving balance between genders and clarifying the relationship between men and women in society, thereby contributing to the construction of a coherent and effective text. The study concludes that examining lexical cohesion relations represents an essential tool for understanding textual cohesion strategies and their role in enhancing cognitive and semantic communication for readers, providing a solid foundation for future research in this field.
Argumentative Operators in Legislative Engineering
This study investigated the argumentative structure embedded in the texts governing promotion in the Jordanian public sector, treating them as a discourse that transcends a neutral regulatory function to actively produce legal and institutional effects. The linguistic analysis focused on deconstructing how the concepts of merit, entitlement, and evaluation were reconfigured within the Human Resources Management System in the public sector and the promotion rules and guidelines issued pursuant to it, as well as the resulting transformations in the characterization of the employee's legal status and in the effectiveness of administrative judicial review over related decisions. Methodologically, the study drew on the framework of linguistic argumentation as developed by Ducrot and Anscombre, and rhetorical argumentation as theorized by Perelman and Tyteca, alongside concepts derived from legal certainty and administrative law. The analysis concluded that the examined texts operate through a system of argumentative markers where by language moves beyond neutral description to perform procedural functions, most notably: denying the rights-based nature of promotion, curtailing the horizon of legitimate expectation for employees, entrenching the centrality of discretionary criteria, and privileging their relative weights. This contributed to a redistribution of argumentative force among evaluation elements in favor of discretionary authority, insulating it in a manner that narrows and constrains substantive judicial scrutiny, and shifts judicial oversight from examining the element of cause and the reasonableness of administrative assessment to merely verifying the integrity of formal procedures. Through the production of inferential paths that procedurally fortify administrative decisions and limit their exposure to substantive review, the study demonstrates a reconfiguration of the relationship between administrative legislation, discretionary power, and the presumed legal protection embedded within the framework of the social contract, underscoring the importance of incorporating argumentative analysis into the study of contemporary administrative legislation.
In this research, I attempt to draw a picture of the relationship of some of the basic pillars of Pragmatic Studies – Speech Acts, Presupposition, and Relevance Theory – to Translation Studies and the boundries of that relation. In doing so, I try to include, in revealing this relationship, some ideas about how to evaluate translation from a pragmatic perspective. This research adopts a view that combines »Pragmatics of Translation« and »Pragmatics In Translation«. At the beginning, I present a historical overview of the term »Pragmatic Translation« and its relationship to the concept of "Equivalence" and to translation types, and the effect of employing the Linguistic Turn in Translation Studies. After that, I move on to reviewing models of this relationship represented in the translation of Speech Acts, Presupposition, and Relevance Theory and their roles in translation research, with reference to some examples through which these relationships become clear.
Theoretical And Practical Models For Studying
The linguistic treatment of the Qur’anic text encompasses several levels of analysis: phonetic, morphological, syntactic, and semantic. Meaning is shaped through the constructive interaction among the various linguistic components that contribute to its formation. This necessitates a clear distinction between the meaning of a word in isolation and the signification it acquires within the textual context. It is well established that the Qur’anic discourse is unique in its divine origin and fundamentally distinct from human textual productions. As a linguistic miracle, the Qur’an demands a cautious and methodical approach in the study of its vocabulary and the interpretation of its verses.Objectives of the Study: – To examine the types of meaning and levels of signification, and to clarify how meaning is constructed in the Qur’an by distinguishing between different levels of signification: lexical, functional, and cultural. – To highlight the challenges of meaning determination in the Qur’anic text, such as polysemy, antonymy, and metaphor.The study adopts a critical approach by reviewing major linguistic theories, followed by a comparative analysis aimed at revealing the divergences and discrepancies between types of meaning on the one hand, and levels of signification on the other.We hypothesize that Qur’anic meaning is shaped through the interplay of multiple layers of signification—linguistic, emotional, cultural, or social. Moreover, both context (al-siyāq) and situational setting (al-maqām) play a crucial role in determining the semantic scope of Qur’anic expression.We have arrived at the following results:*The construction of meaning in the Qur’an rests on the unity of meaning across verses, through a structural and semantic system that itself relies on the weaving of relations among all morphological, syntactic, and lexical systems, with cultural, contextual, and discursive systems.*The study of meaning occupies a central place in the understanding and interpretation of the Qur’anic text, and this is achieved through multiple structural and interpretive systems
The study presents Ṭāhā ʿAbd al-Raḥmān’s approach to rhetoric and discourse analysis through using of logic in classification, analysis, and inference. It also sheds light on the methodological and pragmatic dimensions of his intellectual project, particularly what he terms the Theory of al-Takawthur. al-Takawthur is conceived as a Mental act aimed at beneficial multiplication.The study examines Ṭāhā’s treatment of communicative activity through the concept of discursive takawthur of speech, by analyzing its rhetorical, argumentative, and figurative properties, as well as through argumentative takawthur of speech, based on two defining epistemic intentions: assertion and objection.The study further elaborates Ṭāhā’s conception of argumentation, which he designates as evaluative argumentation, in its various levels. It also discusses the principles of communicative interaction through Ṭāhā’s engagement with the works of several philosophers of language and rhetoric, including Paul Grice, George Lakoff, Brown, Stephen Levinson, and Leech.In addition, the study presents models of discursive communication in Ṭāhā’s analysis, across three levels: linking (waṣl), transmission (īṣāl), and communication (ittiṣāl), depending on whether the argument functions as evidence, as an intentional act, or as a normative instrument.The study concludes that speech, discourse, and argumentation constitute fundamental components of human enunciative reality. They are interconnected through specific relations and collectively contribute to the construction of a comprehensive and integrated communicative architecture aimed at understanding and intellectual mobilization.
The Neuropsychological Basis of Discourse Comprehension
This paper examines the role of the neuropsychological mechanisms involved in high-level cognitive processes of understanding and cohesion of discourse. The FMRI has contributed to the discovery of these foundations depending on the cases of injured patients, especially those with right-brain damage. Among the general knowledge mechanisms, we recall the critical role of attention, memory, procedural processes, and interpretation of literal meaning inside the left brain. The understanding of discourse was also treated in relation to a wide range of psychological factors (among these, psychological intelligence and personality traits). It was assumed that the right brain bears some semantic operations, such as the ability to generate inferences, to link between operations in the nervous system, and the treatment of concepts as well as their association. However, the most important results show that subjects with right-brain injury have an inability to integrate semantic information to construct a coherent representation of discourse, a failure to understand jokes and humor, as well as metaphors, a low capacity to generate representations of the mental situation, an inability to link between pronunciation and context, and difficulties in understanding idioms and indirect questions. This indicates that the right brain is sensitive to the emotional level of non-verbal written or spoken discourse. Despite the foregoing, the role of the right brain in processing, linguistic comprehension, and discourse analysis remains secondary compared to the left brain. Finally, the neuropsychological literature could not identify one specific area in the brain that includes cognitive processes during the understanding of discourse.
This article presents a cohesive analysis of lahn (linguistic error) in al-Jāḥiẓ’s al-Bayān wa-l-tabyīn, emphasizing the importance of situating the topic within the book’s broader aims, al-Jāḥiẓ’s intellectual project, and the cultural context that shaped it, rather than treating it as a series of isolated remarks.The article concludes that al-Jāḥiẓ weaves the theme of lahn into a broader narrative structure in al-Bayān wa-l-tabyīn. Drawing on his expansive cultural perspective, al-Jāḥiẓ highlights the growing preoccupation with prosecuting linguistic error in Arab society and the tendency to amplify both its material and symbolic penalties. Furthermore, he anticipates the rise of a new urban environment that mitigates the constraints imposed by Bedouin cultural traditions.
Linguistic Violence in the Grammatical level
This study explores the manifestations of linguistic violence within the Arabic grammatical tradition, aiming to uncover the symbolic and ideological dimensions embedded in grammatical structures. It does so by analyzing grammatical terminology and the implicit discourse in Sibawayh’s *Al-Kitab*, with particular attention to issues of gender (masculine and feminine), grammatical predominance, and their representations in classical grammatical thought.In pursuit of this objective, the study considers that Arabic grammar, though seemingly a neutral linguistic system, inherently reflects symbolic violence. This is evident in its mechanisms of classification and codification, and in the way, grammarians conceptualized relationships such as origin versus derivative, and masculine versus feminine. The study also seeks to demonstrate how grammar evolved from a tool for regulating language into a system that exercises symbolic authority over speakers and interlocutors.The research adopts an analytical approach grounded in linguistic and cultural criticism, combining descriptive linguistic analysis with cultural critique. It draws on Pierre Bourdieu’s concept of symbolic violence to deconstruct grammatical discourse and trace representations of authority within it.By doing so, the study opens new horizons for reexamining the Arabic grammatical heritage through a critical lens that restores the human dimension of language and reveals its embedded patterns of symbolic domination and subtle violence.The study concludes that Arabic grammar cannot be separated from its cultural and social context. It is a knowledge system that has contributed to the entrenchment of symbolic hegemonies, necessitating a contemporary critical rereading that rehumanizes language and liberates it from the latent violence within its grammatical framework.
Methodological Doubt in the Grammatical Heritage
This study aims to clarify the nature of methodological doubt among Arab grammarians. It treats this doubt as a means of maintaining certainty in the processes of grammatical inference and its foundational principles, not as a denial of the authenticity of transmitted linguistic data or the grammatical rules derived from them. The study tests the hypothesis that doubt among Arab grammarians was not pursued for its own sake, but as a deliberate path toward certainty. The research analyzes how methodological doubt was employed in constructing the Arabic grammatical theory. It adopts the method of grammatical analysis supported by a philosophical epistemological framework expressed in a linguistic form. A representative textual sample of the classical grammatical corpus was examined using qualitative content analysis. The principal findings confirm that the grammarians’ adoption of methodological doubt was never absolute. Rather, it was a disciplined form of doubt aimed at preserving certainty in demonstrating that Arabic grammar offers an abstract explanatory model that accurately corresponds to authentic, eloquent Arabic usage. The findings also show that methodological doubt functioned as a central tool for refining grammatical reasoning, strengthening evidence, verifying rules, and reducing uncertainty in transmitted linguistic sources and derived regulatory principles.
In order to enhance its explanatory adequacy, the theory of Functional Discourse Grammar must account for the properties of natural languages in diachrony as well as in synchrony. The relevance of the notions of mapping and transparency for typological studies has been extensively demonstrated in Hengeveld and Mackenzie (2008). In this study, my main aim is to show, through an examination of the evolution of Arabic, that these notions can also be useful in the study of language change.
On the Linguistically Responsive Teacher in Tertiary Education
This article contributes to the debate among applied linguists regarding the importance of teachers’ linguistic awareness (TLA) in the teaching of foreign languages. While this debate relates to teaching practices in the pre-university stage, this article focuses on linguistic awareness in tertiary education, more specifically in English departments in Morocco. The article starts with outlining the various dimensions of this concept with references to the major levels of linguistic analysis (phonology, morphology, syntax and pragmatics). Then it deals with three basic questions: what is being done? What could be done? And what should be done? for TLA to be adopted in the teaching of English in Morocco. To support the arguments put forward here, 24 university teachers were interviewed to obtain information relating to their linguistic awareness as well as the ways TLA is exploited in their classrooms. 16.66% of the subjects showed strong TLA and stated that they strive to exploit it individually in their teaching. 29.16% have a good working background in linguistics, but they do not know how to exploit it in their classrooms. More importantly, 54.16% of the informants do not feel that they have such background and tend to teach English without any reference to knowledge about language. The article concludes that Moroccan teachers of English are called to develop and exploit TLA with a view to achieving better learning outcomes, in line with proposals provided herein to redress this situation in Morocco.
Modern linguistics has made a great development towards integrating into the cognitive paradigm of science, which has allowed qualitative progress in understanding the network of causal relationships between the natural cognitive faculties of the human mind, including its physical, conceptual and cognitive faculties, such as social, linguistic, mindreading and other faculties. This is thanks to the findings of various cognitive sciences studying these faculties, whether they are natural and physical or psychological, social and behavioral sciences, such as neurosciences, computer sciences, physics, psychological and social sciences, cellular and molecular biology, genetics, bio-anthropology, primatology, etc. These findings revealed a complementarity between the topics of these sciences due to the intrinsic causal interdependence that exists between the various studied phenomena. This makes it possible to defend a “new naturalistic” stance on various sciences, “unifying” them on a relational, non-reductive, basis. We follow two steps in accounting for this: Determining what is meant by “unifying” sciences in the context of a new naturalistic stance; and highlighting some features of the cognitive paradigm based on the aforementioned causal interdependence between universal phenomena that shaped human being; and some cognitive outcomes of this paradigm, its sources and major goals. Identifying some aspects of the integration of modern cognitive linguistics in this paradigm, by providing examples of the interaction across interfaces between components of the linguistic system and the rest of perceptual and conceptual systems that constitute the overall structure of the mind/brain and are studied by various sciences mentioned above. These aspects are integrative manifestations that reflect, firstly, a deeper understanding of components of natural languages, their conceptual properties, analytical resources and neural origins; secondly, growing interest in elaboration of interface-constrained conceptions of language design, acquisition and use; thirdly, searching for characteristics in which language differs from, or has in common with, other faculties.
Some aspects of reception of F. de Saussure linguistics by contemporary Russian linguistic thought
F. de Saussure determined rigid limits of priorities in linguistics and separated language from speech that has no system in his opinion. M. M. Bakhtin in his work «The Problem of Speech Genres» accepted the differentiation of language and speech utterance in his system of terms unlike V. N. Voloshinov who considered the concentration on the problems of language insufficient and the study of speech necessary. In the field of speech, he singled out the most stable component – speech genres that are set to speakers together with language. Now there are two opposite, but often co-existing trends. On the one hand, we see the desire for scientific rigor, especially in experimental and applied research. By a purely linguistic study of the functioning of language, linguists also try to rely on some stable characteristics, among which, of course, are speech genres. On the other hand, many linguists, compared with the previous period, have a level of scientific rigor, which has decreased. In general, in modern Russia the functional linguistics is far from the principles, which F. de Saussure relied on. And among the precursors of functionalism, Mikhail Bakhtin undoubtedly took an important place.
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The aim of this article is to compare Roman Jacobson's and Eugène Coseriu's conceptions of the essence of language with those of Ferdinand de Saussure. Although we can now see that Saussure often used the term essence in his lectures at the University of Geneva, for example, in the third year of his lectures (1910-1911) when he said that '[t]he association of an idea with a sign is what constitutes the essence of language'. For example, the discovery of the Cours de grammaire gothique, which Saussure taught for two years (1881-1882) at the École Pratique des Hautes Études in Paris, revealed that he had taken whole pages out of his Paris lectures, put them in envelopes and then transported them to Geneva. As for the approaches of Roman Jacobson and Eugène Coseriu - semiotic and diachronic in the case of the former, philosophical and ontological in the case of the latter - we shall see that they are not similar to those of Saussure. For Saussure, the search for the essence of language was inseparable from the project of creating a new epistemologically grounded linguistic discipline.
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In this study, attempt is made to present de Saussure’s research program in its “new” form, by comparing “lectures” and “writings” to obtain a single intellectual, conceptual, and methodological structure, thus bridging the gap between linguistics of langue and linguistics of parole to build the unity of linguistics. This allowed us to present the contribution of Guberina, in which langue and parole were combined in one entity. This is another testimony that dichotomy does not lead to exclusion. When it was introduced, it was only meant to grant priority to the systematic study, and thus the two elements of the dichotomy do not contradict one another. In this context comes Guberina’s contribution, which is considered as the logical development or logical application of what was stated in “writings”.
This study re-examines a range of issues related to the traditional approach to Control Theory. In addition, it presents a set of theoretical and empirical arguments that reveal the weaknesses of this approach. It also provides evidence for the possibility of assimilating control and raising structures and unifying their derivation in a manner consistent with minimalist assumptions.
Speech production is a complex and dynamic cognitive process based on the close interaction between language, thought, and action. It involves a series of coordinated mental operations, ranging from communicative intention and message conceptualization to linguistic formulation and phonetic articulation. Research in psycholinguistics has contributed greatly to identifying and describing these different stages, highlighting the fine organization of the cognitive mechanisms involved in oral expression as well as the temporal constraints faced by speakers. These studies also make it possible to better understand the difficulties encountered by learners during oral production, particularly in a foreign or second language. Knowledge derived from psycholinguistics thus provides essential contributions to cognitive didactics by offering a solid theoretical framework for analyzing language learning processes. Drawing on experimental data, it becomes possible to design pedagogical practices that respect learners' cognitive capacities, taking into account factors such as cognitive load, working memory, the automatization of linguistic structures, and attention management.
Fostering Soft Skills through Transformational Leadership in University Extracurricular Activities
This study examines the impact of Transformational Leadership (TL) behaviours on the acquisition of essential soft skills among students at Mohammed I University. It explores the interplay between TL, soft skills, and the organisational culture of higher education, focusing specifically on university extracurricular activities within student clubs. The findings reveal that TL behaviours, including Idealized Influence, Inspirational Motivation, Individualized Consideration, and constructive feedback, promote personal mastery, resilience, adaptability, and leadership capacity among students. Participants highlighted the role of trust, transparency, and motivational guidance as key mechanisms through which leaders facilitate both self-directed growth and interpersonal development. These results underscore the practical importance of integrating TL principles into extracurricular and instructional activities to enhance skill acquisition, team cohesion, and social participation. By demonstrating how student clubs can serve as transformative contexts for leadership and soft skill development, this study addresses a notable gap in the literature.
Since we must concern with terminology and terminological works, this paper presents an Arabic translation of an important trilingual glossary (English- French- Spanish) compiled by Bruno de Bess et al. entitled "Glossary of Terms Used in Terminology". The importance of this glossary reflected in its scope, objectives, and characteristics as it compiled by the famous figures of that domain from a wide range of resources and had a broad view of terminology to include the technical vocabulary of neighboring domains of relevance to students of terminology. It is the aim of this translation to make us familiar with technical terms of terminology. This translation is aimed primarily at scholars, researchers, and graduate and advanced undergraduate students specializing in terminology in Arabic World.
Against the background of an academic development starting in literary studies, also involving ‘encounters’ with hermeneutics, this article argues that the contemporary cross-discipline of Discourse Studies, and hence Critical Discourse Studies, have gone beyond the impressionistic or erudite ‘interpretation’ of (literary( texts, as traditionally practiced in hermeneutics. It is summarized how psychology today accounts for many of the properties of the semantic and pragmatic comprehension of situated text and talk, for instance in terms of mental models. It thus makes explicit processes that are only vaguely characterized in terms of the metaphors of the interpretative ‘Arc’ as presented by Ricoeur. Yet, we have only begun to make explicit the complex processes of discourse comprehension, especially also how structures of discourse are related to broader social, political, historical or cultural macro-contexts. Sophisticated discourse interpretations, also in hermeneutics, may thus provide insights that may be used in future developments of more explicit theories of discourse understanding.
The Concept of Polyphony in Moroccan Legal Discourse
This research paper seeks to highlight the significant importance that the concept of polyphony has acquired in the field of law. By dedicating greater attention to this notion, we emphasize the role of polyphonic structures within legal discourse in general, and more specifically within legislative and judicial discourse. Indeed, such multiplicity of voices often confuses non-specialists, and we argue that it constitutes a strong barrier for those unfamiliar with the intricacies of legal discourse in its entirety. Law, in addition to being a set of rules that regulate individual behavior within society, is also a coherent corpus whose themes are harmonized and interconnected, flowing seamlessly from one to another without unnecessary complexity. This coherence and consistency are subject to a precise scientific and logical order, which manifests itself in the articulation of its purposes through its texts and provisions.
The Speech Act of Threat in Criminal Law Contexts: A Pragmatic Approach
This research theoretically focuses on describing and analyzing the speech act theory of both Austin and Searle. The study begins with the foundational stage of the theory in Austin's work, highlighting the key distinctions underlying the complete speech act, and then addresses the criteria that render a speech act performative. Regarding the theory's development with Searle, it underwent a series of modifications, most notably Searle's adoption of the performative act as the core of speech act theory, his revision of the conditions for a successful speech act, and finally, his distinct classification of performative acts compared to that of his teacher, Austin.In the applied aspect of the research, we aimed to examine one of the criminal acts committed through language, namely the act of threat in legal contexts. Within the framework of pragmatic linguistics, a threat is defined as a speech act that carries connotations of intimidation, fear, or coercion for the addressee, whether explicitly or implicitly. In the legal domain, however, a threat is considered a crime punishable by law when it meets the fundamental conditions that render it an unlawful act.This paper focuses on studying and analyzing expressions involving the speech act of threat in a specific context by exploring the methods employed by the speaker to execute this act. It clarifies the distinction between the speech act of threat and that of warning, and outlines the circumstances under which it can be inferred that the speaker has seriously committed the act of threat.
Linguistic Ideology Theory and the Paths of Linguistics Planning: An Interdisciplinary
Linguistic planning is the most important driver of the comprehensive linguistic development process in its connection to the overall concept of knowledge economics, which controls scientific and educational activity in In any country. Critical linguistics undertakes many tasks, most notably supervising and guiding the specific planning in a way that serves the issues of language in terms of status and use.In this structural context, this paper attempts to unveil the concept of linguistic ideology in its relation to the formation of linguistic identity. And its aspects of driving language planning policy, on another level, we are trying to explore ways of investing in popular linguistics in research related to planning and identity building in light of an interdisciplinary approach that combines the introductions of applied linguistics and critical discourse analysis.
The Ideology of Globalization in Arabic Speaking Western Media
This paper presents a critical reading of the ideological dimensions of globalization discourse in Western media, taking France 24 as a case study. It examines the role of these dimensions in perpetuating unequal power relations globally, especially since the media plays a mediating role in supporting dominant powers or reproducing them within a particular social and cultural system. Globalization, in its general meaning, is a set of processes often embodied in commercial relations and exchanges, and in the spread of media and technological interactions across countries. Globalism, on the other hand, is a discourse that advocates for globalization, and seeks to promote it globally, claiming that it is the path to achieving human progress. From the perspective of Critical Discourse Analysis (CDA), specifically according to Fairclough’s dialectical-relational approach, globalism is a discourse on globalization, formed through the use of language in context. This paper seeks to uncover the manifestations of globalization in Arabic-speaking Western media (France 24 as a case study) by examining the rhetorical strategies embedded in media texts that reflect a system of values supporting the ideology of globalization. It also examines the discursive practices of media institutions and their relationship to the globalized media agenda, as well as the social practices that seek to achieve and legitimize political, economic, and cultural hegemony. To achieve this, the paper employs CDA, an analytical framework that explores all intersecting disciplines related to the social sciences, and a critical vision that links linguistic analysis with practices of power, hegemony, and ideology. It uses a corpus consisting of a collection of news reports published on the France 24 website, in addition to some of the channel's television programs. The analysis of the corpus in focus helped reach interesting findings, including (1) the promotion of globalized modern liberal values as a force for good, (2) the focus on violence and terrorism in the countries of the South while neglecting other issues in the region, and (3) the distortion of local specificities when referring to religious values in particular.
Teaching Arabic to the Deaf in the Context ofDigital Transformation
This paper aims to highlight the role of mastering sound instruction in developing the communicative competence of non-native Arabic learners. The study sheds light on a range of phonetic difficulties that learners of Arabic face in pronouncing some distinctive sounds in the Arabic phonetic system, and the impact of this on the development of their communicative competencies and skills.The research takes the sounds of Qaf (ق) /q/ and ‘Ain (ع) /ʕ/ as an applied example. We recorded the pronunciation of a group of Chinese learners using the Praat program and analyzed the differences between the model pronunciation and the learners' pronunciation. The results revealed difficulty in producing the target sounds, which affects the development of the learners' communicative competence.The study concluded with the necessity of investing modern linguistic theories, digital media, and artificial intelligence applications in teaching Arabic sounds, in a way that contributes to improving pronunciation performance and supporting the communicative competence of non-native Arabic learners.
The acquisition of generic singular and plural structures in Arabic by L1 American English speakers
The present paper set out to explore the acquisition of generic singular and plural structures in Arabic by L1 American English learners in light of full transfer/ full access hypothesis (FT/ FA) proposed in Schwartz and Sprouse (1994, 1996) which is based on the universal grammar framework. The rationale for this study is to discover the causes behind the difficulty with the acquisition of the singular and plural structures in the context of genericity in Arabic among the L1 American English speakers. Concerning research methodology, the researcher examines one main question: Will L1 American English learners of Arabic reflect generic structures of L1 grammar? The placement test is used to categorize learners’ levels and the grammatical judgement test is administered to collect data from upper intermediate L1 American English group and L1 Moroccan Arabic control group. The findings revealed that the results support full transfer/ full access perspective as the upper intermediate group used the definite article in the singular and omitted it in the plural in the context of genericity showing influence of their L1 genericity usage on Arabic. This means that the upper intermediate learners depend on the first language as part of initial state along with primary language data. Generally speaking, the upper intermediate group showed good usage of positive evidence more than negative evidence. Finally, the researcher proposes a four-language evidence division depending on the difficulty level and presents linkage backup and latency principles.
Active listening skills and their role in developing communicative competence among learners of Arabic as a second language
This research paper examines the effect of explicit teaching of cognitive strategies related to listening skills in developing active performance of communicative competence among learners of Arabic as a second language.The study starts from a theoretical premise that listening is not a passive reception of linguistic input, but rather a complex interactive cognitive activity that requires the operation of a set of higher mental processes, such as predicting content, constructing meaning based on context, linking auditory data to prior knowledge, self-monitoring of comprehension, and continuous evaluation of performance.The paper adopts a descriptive analytical approach based on a critical review of the most prominent relevant literature in the field of applied linguistics, particularly research related to second language acquisition, cognitive language processing theories, and the communicative approach to language teaching. It also reviews a number of contemporary pedagogical practices that have proven effective in developing listening skills within multilingual and multicultural classroom environments, with an emphasis on the importance of moving from implicit teaching of strategies to explicit and systematic teaching of them.The results of the analysis highlight that explicit teaching of cognitive strategies contributes significantly to raising the level of metacognitive awareness among learners, enhances their ability to control auditory comprehension processes, and positively impacts the quality of their oral communication performance in real-life communication situations. Based on this, the paper proposes a set of pedagogical guidelines and practical projections for developing listening instruction in Arabic language programs for non-native speakers, through the design of authentic communicative tasks, the integration of problem-solving activities, and the use of formative assessment as a tool to support learning.The study concludes that systematic investment in teaching cognitive strategies represents an effective educational approach to enhancing overall communicative competence among learners of Arabic as a second language, and recommends expanding empirical research in this area in diverse educational contexts.
Teaching Arabic to the Deaf in the Context of Digital Transformation
Inclusive Education and Teaching Arabic to the Deaf: Towards a Visual-Cognitive Model in the Era of Digital Transformation.This article addresses the complex challenge of teaching Modern Standard Arabic as a second language (L2) to Deaf individuals, who constitute a distinct linguistic and cultural minority with a signed language as their first language (L1). It critiques the persistent failure of traditional pedagogical models rooted in a medical "rehabilitative" perspective. The core problem lies in the fundamental mismatch between the auditory-linear nature of spoken/written Arabic and the visual-spatial-kinesthetic nature of sign language. This dissonance is neurologically grounded: the Deaf brain undergoes "cross-modal plasticity," becoming optimally adapted for visual-spatial processing. Furthermore, early "language deprivation" of a rich signed language critically undermines the biological foundation for acquiring any subsequent language.Consequently, the article argues for a paradigm shift away from auditory-based approaches (like phonics) and advocates for an integrated educational model built on four pillars: Formal recognition of sign language as the primary language of instruction and cultural identity. 1. Curriculum redesign centered on developing morpho-syntactic awareness as a visual-cognitive alternative to phonological awareness. 2. Leveraging the visual strengths of Deaf learners, informed by cognitive theories like the Dual Coding Theory. 3. Harnessing digital transformation as the essential medium to implement this model, utilizing technologies like Augmented Reality (AR) and generative AI to transform Arabic into an interactive, visual learning space. The article concludes that achieving linguistic equity in inclusive education for the Deaf necessitates reframing the central question from "How can we make the Deaf hear our words?" to "How do we communicate with a brain designed for vision?" True inclusion requires adapting the educational system to the learner's nature, not vice versa.