Automatic Arabic Dialect Identification Systems for Written Texts: a Survey
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Similarities and Dissimilarities of English and Arabic Alphabets in Phonetic and Phonology: a Comparative Study
Similarities and dissimilarities of English and Arabic 94 Similarities and dissimilarities of English and Arabic Alphabets in Phonetic and Phonology: A Comparative Study MD YEAQUB Research Scholar Aligarh Muslim University, India Email: [email protected] Abstract: This paper will focus on a comparative study about similarities and dissimilarities of the pronunciation between the syllables of English and Arabic with the help of phonetic and phonological tools i.e. manner of articulation, point of articulation and their distribution at different positions in English and Arabic Alphabets. A phonetic and phonological analysis of the alphabets of English and Arabic can be useful in overcoming the hindrances for those want to improve the pronunciation of both English and Arabic languages. We all know that Arabic is a Semitic language from the Afro-Asiatic Language Family. On the other hand, English is a West Germanic language from the Indo- European Language Family. Both languages show many linguistic differences at all levels of linguistic analysis, i.e. phonology, morphology, syntax, semantics, etc. For this we will take into consideration, the segmental features only, i.e. the consonant and vowel system of the two languages. So, this is better and larger to bring about pedagogical changes that can go a long way in improving pronunciation and ensuring the occurrence of desirable learners’ outcomes. Keywords: Arabic Alphabets, English Alphabets, Pronunciations, Phonetics, Phonology, manner of articulation, point of articulation. Introduction: We all know that sounds are generally divided into two i.e. consonants and vowels. A consonant is a speech sound, which obstruct the flow of air through the vocal tract. -
The Late Sheikh Abdullah Azzam's Books
Combating Terrorism Center Guest Commentary The Late Sheikh Abdullah Azzam’s Books Part III: Radical Theories on Defending Muslim Land through Jihad LCDR Youssef Aboul‐Enein, MSC, USN The Combating Terrorism Center United States Military Academy West Point, NY http://www.ctc.usma.edu Please direct all inquiries to Brian Fishman [email protected] 845.938.2801 Introduction Sheikh Abdullah Azzam is a name that only gets attention among true students of Islamist militancy, yet he has had a tremendous impact on Usama Bin Laden and left him with the tools needed to establish a global jihadist network. Azzam was born in Jenin, Palestine in 1941, and was evicted from his hometown of Jenin in the 1967 Six‐Day War. He spent years pursuing his studies in Islamic jurisprudence attending university in Syria and graduating with a doctorate in Islamic studies from the prestigious Al‐Azhar University in Cairo, Egypt. He was nicknamed the fighting cleric for his obsession with jihadist ideology and the militant works of ibn Taymiyyah (1258 AD). Azzam believed the only way to reclaim his lost homeland was through violent jihad which later became his bsession. On or about 1980, Azzam realized that the Arab jihadists fighting the Soviets in Afghanistan required organization, safe house, and structure. He established Maktab al‐Khidmat lil Mujahideen (The Services Offices for Arab Jihadists) which attracted Usama Bin Laden, then graduating from King Abdul‐ Aziz University to join his new venture. Azzam convinced Bin Laden that his financial connections, business experience, and dedication would be of great use to his new organization in Pakistan. -
Al-Qaida Sanctions List Last Updated on 12 December 2014
Al-Qaida Sanctions List Last updated on 12 December 2014 The List established and maintained by the Al-Qaida Sanctions Committee with respect to individuals, groups, undertakings and other entities associated with Al-Qaida Last updated on: 12 December 2014 Composition of the List The list consists of the two sections specified below: A. Individuals associated with Al Qaida B. Entities and other groups and undertakings associated with Al Qaida Information about de-listing may be found on the Committee's website at: http://www.un.org/sc/committees/1267/delisting.shtml . A. Individuals associated with Al-Qaida QI.A.12.01. Name: 1: NASHWAN 2: ABD AL-RAZZAQ 3: ABD AL-BAQI 4: na وان د ارزاق د ا :(Name (original script Title: na Designation: na DOB: 1961 POB: Mosul, Iraq Good quality a.k.a.: a) Abdal Al-Hadi Al-Iraqi b) Abd Al-Hadi Al-Iraqi Low quality a.k.a.: Abu Abdallah Nationality: Iraqi Passport no.: na National identification no.: na Address: na Listed on: 6 Oct. 2001 (amended on 14 May 2007, 27 Jul. 2007) Other information: Al-Qaida senior official. In custody of the United States of America, as of July 2007. Review pursuant to Security Council resolution 1822 (2008) was concluded on 15 Jun. 2010. QI.A.157.04. Name: 1: ABD AL WAHAB 2: ABD AL HAFIZ 3: na 4: na د اوھب د اظ :(Name (original script Title: na Designation: na DOB: 7 Sep. 1967 POB: Algiers, Algeria Good quality a.k.a.: a) Ferdjani Mouloud b) Rabah Di Roma c) Abdel Wahab Abdelhafid, born 30 Oct. -
“The Overuse of Italian Loanwords in the Daily Speech of Tripoli University Students: the Impact of Gender and Residential Place”
العدد العشرون تاريخ اﻹصدار: 2 – ُحزيران – 2020 م ISSN: 2663-5798 www.ajsp.net “The Overuse of Italian Loanwords in the Daily Speech of Tripoli University Students: the Impact of Gender and Residential Place” Prepared by Jalal Al Dain Y. Abidah, English Dept., Faculty of Education - Janzour, Tripoli University 19 Arab Journal for Scientific Publishing (AJSP) ISSN: 2663-5798 العدد العشرون تاريخ اﻹصدار: 2 – ُحزيران – 2020 م ISSN: 2663-5798 www.ajsp.net Abstract The study tries to explore the impact of social factors of gender and residential place on the use of Italian loanwords by Libyan university students (using Tripoli University as an example) and how the mentioned social factors affect their daily speech. To answer the questions of the study, a sample of 60 Tripoli university students are selected randomly in the campus (A) of University of Tripoli. They were divided into two groups according to their Gender and residential place. In order to collect data, a questionnaire was developed for this purpose. It generated data regarding the use of 150 Italian loanwords by both groups. The mean of using Italian loanwords in both groups was analyzed and computed using SPSS. However, the study reveals the impact of residential area where Italian loanwords were more incorporated by rural students than urbanites. The results of the study revealed that there was a significant statistical difference at (α≤0.05) among the means of both groups regarding the use of Italian loanwords in daily speech due to residential area. In contrasts, gender emerges as insignificant. Keyword Italian loanwords, Colloquial Arabic, Gender, Libya. -
A Sociolinguistic View of "Hazl" in the Andalusian Arabic "Muwashshaḥ
A Sociolinguistic View of "hazl" in the Andalusian Arabic "muwashshaḥ" Author(s): David Hanlon Source: Bulletin of the School of Oriental and African Studies, University of London, Vol. 60, No. 1 (1997), pp. 35-46 Published by: Cambridge University Press on behalf of School of Oriental and African Studies Stable URL: http://www.jstor.org/stable/620768 Accessed: 31-08-2015 13:05 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Cambridge University Press and School of Oriental and African Studies are collaborating with JSTOR to digitize, preserve and extend access to Bulletin of the School of Oriental and African Studies, University of London. http://www.jstor.org This content downloaded from 163.10.30.70 on Mon, 31 Aug 2015 13:05:02 UTC All use subject to JSTOR Terms and Conditions A sociolinguisticview of hazl in the Andalusian Arabic muwashshah DAVID HANLON BirkbeckCollege, London The documented history of the theory of the muwashshah and one of its constituent parts, the kharja, spans almost 800 years: from Ibn Sana' al-Mulk (d. 608/1211) to the present day. Apologists for the various theories broadly belong to one of two schools, which for the sake of convenience I shall label 'integralist' and 'partialist'. -
Christians and Jews in Muslim Societies
Arabic and its Alternatives Christians and Jews in Muslim Societies Editorial Board Phillip Ackerman-Lieberman (Vanderbilt University, Nashville, USA) Bernard Heyberger (EHESS, Paris, France) VOLUME 5 The titles published in this series are listed at brill.com/cjms Arabic and its Alternatives Religious Minorities and Their Languages in the Emerging Nation States of the Middle East (1920–1950) Edited by Heleen Murre-van den Berg Karène Sanchez Summerer Tijmen C. Baarda LEIDEN | BOSTON Cover illustration: Assyrian School of Mosul, 1920s–1930s; courtesy Dr. Robin Beth Shamuel, Iraq. This is an open access title distributed under the terms of the CC BY-NC 4.0 license, which permits any non-commercial use, distribution, and reproduction in any medium, provided no alterations are made and the original author(s) and source are credited. Further information and the complete license text can be found at https://creativecommons.org/licenses/by-nc/4.0/ The terms of the CC license apply only to the original material. The use of material from other sources (indicated by a reference) such as diagrams, illustrations, photos and text samples may require further permission from the respective copyright holder. Library of Congress Cataloging-in-Publication Data Names: Murre-van den Berg, H. L. (Hendrika Lena), 1964– illustrator. | Sanchez-Summerer, Karene, editor. | Baarda, Tijmen C., editor. Title: Arabic and its alternatives : religious minorities and their languages in the emerging nation states of the Middle East (1920–1950) / edited by Heleen Murre-van den Berg, Karène Sanchez, Tijmen C. Baarda. Description: Leiden ; Boston : Brill, 2020. | Series: Christians and Jews in Muslim societies, 2212–5523 ; vol. -
The Historical Development of the Maltese Plural Suffixes -Iet and -(I)Jiet Having Spent the Last Millennium in Close Contact Wi
The historical development of the Maltese plural suffixes -iet and -(i)jiet Having spent the last millennium in close contact with several Indo-European languages, Maltese, the modern descendant of Siculo-Arabic (Brincat 2011), possesses various pluralization strategies. In this paper I explore the historical development of two such strategies of Semitic- origin: the suffixes -iet and -(i)jiet (e.g. papa ‘pope’, pl. papiet; omm ‘mother’, pl. ommijiet). Specialists agree that both suffixes originated from the Arabic plural suffix -āt (Borg 1976; Mifsud 1995); however, no research has explained the development of -(i)jiet, nor connected its development to that of -iet. I argue that the development of -(i)jiet was driven by the influx of i- final words which resulted from contact with Italian: Maltese speakers affixed -iet to such words, triggering a glide-epenthesis that occurs elsewhere in Maltese (e.g. Mifsud 1996: 34) and in other varieties of Arabic (e.g. Erwin 1963; Cowell 1964; Owens 1984; Harrell 2004). With a large number of plurals now ending in ijiet, speakers reanalyzed this sequence as a unique plural suffix and began applying it to new non-i-final words as well. Since only Maltese experienced this influx of i-final words, it was only in Maltese that speakers reanalyzed this sequence as a separate suffix. Additionally, I argue against an explanation of the development of -(i)jiet that does not rely on epenthesis. With regard to the suffix -iet, I argue that two properties unique to it – the obligatory omission of stem-final vowels upon pluralization, and the near-universal tendency to pluralize only a-final words – emerged from a separate reanalysis of the pluralization of collective nouns that reflects a general weakening of the Semitic element in Maltese under Indo-European contact. -
Different Dialects of Arabic Language
e-ISSN : 2347 - 9671, p- ISSN : 2349 - 0187 EPRA International Journal of Economic and Business Review Vol - 3, Issue- 9, September 2015 Inno Space (SJIF) Impact Factor : 4.618(Morocco) ISI Impact Factor : 1.259 (Dubai, UAE) DIFFERENT DIALECTS OF ARABIC LANGUAGE ABSTRACT ifferent dialects of Arabic language have been an Dattraction of students of linguistics. Many studies have 1 Ali Akbar.P been done in this regard. Arabic language is one of the fastest growing languages in the world. It is the mother tongue of 420 million in people 1 Research scholar, across the world. And it is the official language of 23 countries spread Department of Arabic, over Asia and Africa. Arabic has gained the status of world languages Farook College, recognized by the UN. The economic significance of the region where Calicut, Kerala, Arabic is being spoken makes the language more acceptable in the India world political and economical arena. The geopolitical significance of the region and its language cannot be ignored by the economic super powers and political stakeholders. KEY WORDS: Arabic, Dialect, Moroccan, Egyptian, Gulf, Kabael, world economy, super powers INTRODUCTION DISCUSSION The importance of Arabic language has been Within the non-Gulf Arabic varieties, the largest multiplied with the emergence of globalization process in difference is between the non-Egyptian North African the nineties of the last century thank to the oil reservoirs dialects and the others. Moroccan Arabic in particular is in the region, because petrol plays an important role in nearly incomprehensible to Arabic speakers east of Algeria. propelling world economy and politics. -
Arabic Language and Linguistics Certificate Revised: 05/2018
Arabic Language and Linguistics Certificate www.Linguistics.Pitt.edu Revised: 05/2018 Overview This certificate offers undergraduates a way to become highly proficient in the Arabic language and linguistic structure and to develop an understanding of important issues in Arabic life and culture. The certificate will conveniently accompany any undergraduate major in the Dietrich School and in other schools at the University of Pittsburgh. The program draws on the academic strengths and resources of the Department of Linguistics and on faculty from the School of Education. Enrollment in this program is limited to 20 students per academic year. Therefore, students must complete an evaluation process and be accepted into the program before declaring this certificate. For information, please contact the Amani Attia, the Arabic Coordinator, at [email protected]. Requirements Category 3: Culture of the Arabic-Speaking This certificate requires completion of 22-23 credits, World detailed as follows. Credit requirements do not include Choose one of the following courses. prerequisite courses. ARABIC 1615 Arabic Life and Thought ARABIC 1635 Introduction to Modern Arabic Literature Prerequisite courses Choose one dialect pair. Category 4: Electives ARABIC 0101 MSA Egyptian 1 Choose one of the following courses. Dialect courses ARABIC 0102 MSA Egyptian 2 must follow previous coursework. ARABIC 0105 MSA Egyptian 5 ARABIC 0121 MSA Levantine 1 ARABIC 0106 MSA Egyptian 6 ARABIC 0122 MSA Levantine 2 ARABIC 0125 MSA Levantine 5 ARABIC 0126 MSA Levantine 6 Category 1: Language instruction ARABIC 0211 Iraqi Arabic 1 Chose the same dialect pair as the prerequisite ARABIC 1615 Arabic Life and Thought language courses. -
Kiraz 2019 a Functional Approach to Garshunography
Intellectual History of the Islamicate World 7 (2019) 264–277 brill.com/ihiw A Functional Approach to Garshunography A Case Study of Syro-X and X-Syriac Writing Systems George A. Kiraz Institute for Advanced Study, Princeton and Beth Mardutho: The Syriac Institute, Piscataway [email protected] Abstract It is argued here that functionalism lies at the heart of garshunographic writing systems (where one language is written in a script that is sociolinguistically associated with another language). Giving historical accounts of such systems that began as early as the eighth century, it will be demonstrated that garshunographic systems grew organ- ically because of necessity and that they offered a certain degree of simplicity rather than complexity.While the paper discusses mostly Syriac-based systems, its arguments can probably be expanded to other garshunographic systems. Keywords Garshuni – garshunography – allography – writing systems It has long been suggested that cultural identity may have been the cause for the emergence of Garshuni systems. (In the strictest sense of the term, ‘Garshuni’ refers to Arabic texts written in the Syriac script but the term’s semantics were drastically extended to other systems, sometimes ones that have little to do with Syriac—for which see below.) This paper argues for an alterna- tive origin, one that is rooted in functional theory. At its most fundamental level, Garshuni—as a system—is nothing but a tool and as such it ought to be understood with respect to the function it performs. To achieve this, one must take into consideration the social contexts—plural, as there are many—under which each Garshuni system appeared. -
ARAB - Arabic (ARAB) 1
ARAB - Arabic (ARAB) 1 ARAB 301 Reading and Composition ARAB - ARABIC (ARAB) Credits 3. 3 Lecture Hours. Advanced Arabic grammar and readings of average difficulty and of ARAB 101 Beginning Arabic I different genres, including literary and journalistic texts and other Credits 4. 4 Lecture Hours. culturally-enriched materials in order to develop awareness of cultural (ARAB 1411) Beginning Arabic I. Introduction to Modern Standard Arabic products, perspectives, and practices found in the Arab world. in its written and spoken forms; emphasis on conversation, rudimentary Prerequisites: ARAB 202 or ARAB 204, or equivalent; junior or senior vocabulary, simple grammar, and reading. classification or approval of instructor. ARAB 102 Beginning Arabic II ARAB 302 Reading and Composition II Credits 4. 4 Lecture Hours. Credits 3. 3 Lecture Hours. (ARAB 1412) Beginning Arabic II. Introduction of more complex Readings of average difficulty and of different genres, including grammatical constructions; vocabulary building; emphasis on putting literary and journalistic texts and other culturally-enriched materials; acquired vocabulary and grammar to conversational use. development of writing skills with emphasis on grammatical Prerequisite: ARAB 101 or equivalent. constructions; expansion of vocabulary and oral expression. ARAB 104 Intensive Beginning Arabic Prerequisites: ARAB 301; junior or senior classification or approval of Credits 8. 8 Lecture Hours. instructor. Accelerated elementary language study, with oral, listening, reading and ARAB 321 Business Arabic writing practice. Equivalent to ARAB 101 and ARAB 102. Credits 3. 3 Lecture Hours. ARAB 201 Intermediate Arabic I Business and financial terminologies useful in the Arab World; cultural Credits 3. 3 Lecture Hours. etiquette for effective communication in Arabic business settings; (ARAB 2311) Intermediate Arabic I. -
The Status of the Least Documented Language Families in the World
Vol. 4 (2010), pp. 177-212 http://nflrc.hawaii.edu/ldc/ http://hdl.handle.net/10125/4478 The status of the least documented language families in the world Harald Hammarström Radboud Universiteit, Nijmegen and Max Planck Institute for Evolutionary Anthropology, Leipzig This paper aims to list all known language families that are not yet extinct and all of whose member languages are very poorly documented, i.e., less than a sketch grammar’s worth of data has been collected. It explains what constitutes a valid family, what amount and kinds of documentary data are sufficient, when a language is considered extinct, and more. It is hoped that the survey will be useful in setting priorities for documenta- tion fieldwork, in particular for those documentation efforts whose underlying goal is to understand linguistic diversity. 1. InTroducTIon. There are several legitimate reasons for pursuing language documen- tation (cf. Krauss 2007 for a fuller discussion).1 Perhaps the most important reason is for the benefit of the speaker community itself (see Voort 2007 for some clear examples). Another reason is that it contributes to linguistic theory: if we understand the limits and distribution of diversity of the world’s languages, we can formulate and provide evidence for statements about the nature of language (Brenzinger 2007; Hyman 2003; Evans 2009; Harrison 2007). From the latter perspective, it is especially interesting to document lan- guages that are the most divergent from ones that are well-documented—in other words, those that belong to unrelated families. I have conducted a survey of the documentation of the language families of the world, and in this paper, I will list the least-documented ones.