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Some Aspects of Moroccan Arabic Agrammatism
Author: Samir Diouny
Date Of Publication: Jul 2010
Isbn13: 978-1-4438-2155-1
Isbn: 1-4438-2155-1
This book is a contribution to the ongoing debate in agrammatism, an acquired language disorder resulting from left hemisphere brain damage. The aim of the book is (1) to give a comprehensive account of agrammatism and outlines and critically examines the different accounts of agrammatic production and asyntactic comprehension, (2) to address morphological and structural properties of Moroccan Arabic agrammatic speech and (3) to put under scrutiny Friedmann and Grodzinsky’s (1997) syntactic account of tense and agreement in production and across modalities. The book attempts to answer two important research questions: Are tense and agreement dissociated as predicted by the Tree-Pruning Hypothesis (Friedmann and Grodzinsky, 1997)? Is the tense/agreement dissociation “production-specific”, or does it extend to comprehension and grammaticality judgment? A third objective of the book is to examine the comprehension abilities of four Moroccan Arabic-speaking agrammatic subjects in the light of the Trace Deletion Hypothesis (Grodzinsky, 1995 a, b). A major research question is whether or not active sentences and subject relative sentences are understood better than object relative sentences. The book takes the view the tense/agreement dissociation reported for Hebrew (Friedmann and Grodzinsky, 1997) and German (Wenzlaff and Clahsen, 2003) can be replicated in Moroccan Arabic. However, the syntactic account as outlined in Friedmann and Grodzinsky (1997) cannot account for the tense/agreement dissociation as Moroccan Arabic has the agreement node above the tense node. In addition, the Trace Deletion Hypothesis cannot account for the comprehension difficulties experienced by the four Moroccan Arabic-speaking agrammatic subjects; the case is so because both subject relatives and object relatives are understood below chance level. Based on data collected through different experimental methods, it is argued that the deficit in agrammatism cannot be explained in terms of a structural account, but rather in terms of a processing account. Access to syntactic knowledge tends to be blocked; grammatical knowledge, however, is entirely intact.
Dr. Samir Diouny is a Professor of linguistics at the University of Chouaib Doukkali-El Jadida in Morocco Dr. Samir Diouny was a Visiting Lecturer at the Laboratory of Jacques-Lordat and Brain Science Institute Toulouse, France in 2006 and a Visiting Professor in the Department of Communication Sciences Disorders at the University of Massachusetts, Amherst-USA in 2007. He is a Fellow of the Moroccan Society of Neuropsychology, a member of the Laboratory in Clinical Neuroscience and Mental Health, at the Faculty of Medicine, Casablanca.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
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Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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