CALIFORNIA STATE UNIVERSITY MONTEREY BAY. Pattern of Plural Noun Formation in Arabic CAPSTONE PROPOSAL

Transcription

1 1 CALIFORNIA STATE UNIVERSITY MONTEREY BAY Pattern f Plural Nun Frmatin in Arabic CAPSTONE PROPOSAL Submitted in partial satisfactin f requirements f the degree f MASTER OF SCIENCE in Instructinal Science and Technlgy Hamid Mhammed-Ahmed September 25/2011 Capstne Apprvals: (At least ne advisr and capstne instructr shuld apprve) Advisr Name Signature Date Capstne Instructr Name Signature Date

2 2 Table f Cntent: 1. Executive summary Intrductin/backgrund Backgrund n prject Prblem descriptin (gap analysis) Target audience and cntext Literature review Slutin Descriptin Gals f the prject Prpsed slutin t fulfill the gap Majr instructinal strategies and justificatin Media cmpnents Anticipated challenges Methds/prcedure Resurce Time Mney/Cst/Hardware/Sftware Timeline/prgress reprt Milestnes check list Deliverables and Dates Evaluatin/testing plan Frmative evaluatin plan Summative evaluatin plan References: Appendix

3 3 1. Executive summary This capstne prpsal aims at creating e-learning mdule fr learning plural nun frmatin in Arabic. The gal f the mdule is t help DLI students t acquire the pattern f plural nun frmatin in Arabic which is a challenging feature fr nn-native learners due t irregularity and multiple ways f plural cnstructin. The mdule divides Arabic nuns int categry grups based n rhyming similarities. Instructinal strategies used in this lessn are Gagne's Nine Events f Instructin. Students will be intrduced t the mdule and then the lessn will be presented int small units, each ne addresses a single grup f plural nun by giving examples, shwing the pattern, intrducing the rule, and prviding practice. The lessn presentatins will include bth audi and visual narratin. After cmpleting the lessn, the learners will have the pprtunity t assess what they learn by taking a test and receiving feedback. The resurces used fr cmpletin f this prject will be a cmputer and a digital camera in additin t sftware such as captivate, PwerPint, mvie maker, audi and vide cnverters, and screen capture as well as the hsting websites. The ttal time needed fr cmpletin f this prject is apprximately 240 hurs ver a perid f three mnths. The mdule is scheduled t be cmpleted, including usability and effectiveness tests by the third week f Nvember 2011 and it will be ready fr implementatin in the first week f December This instructinal mdule can be used by DLI students as well as teachers. It will be psted nline s that it can be accessible fr self-learning r classrm instructin.

4 4 2. Intrductin/backgrund 2.1. Backgrund n prject Unlike English, plural in Arabic is very irregular. Fr instance, in English a letter s is ften added t the end f a singular nun (suffix) t frm the plural. In Arabic, the situatin is very cmplicated. We frm the plural by several ways such as:. Adding tw letters t the end f a singular nun (suffixes). Adding ne letter in the beginning and inserting anther ne befre the end f a singular nun (prefix and infix). Inserting tw letters in the middle f a singular nun (infixes). Inserting ne letter in the middle f a singular nun (infix). Drpping a letter frm the end (defix). Drpping the end and substitute it by dubling the preceding letter (defixing and suffixing). Drpping a letter frm the middle and adding tw letters t the end f a singular nun. (defixing and suffixing) 2.2. Prblem descriptin (gap analysis) The multiple prcess f plural nun frmatin in Arabic indicated abve makes the plural cnstructin very irregular and difficult t master fr English speaking learners whse native language frms plural by regularly adding ne letter suffix (s) t the end f a singular nun. Therefre, acquisitin f plural nun system in Arabic has never been an easy learnable language feature fr nn-native learners. The nn-mastery f plural in Arabic has becme a general prblem f acquisitin which affects students cmprehensin in general and their accuracy in particular. Fr example, the students ften d nt recgnize the wrds (nuns) they already knw when they see them in plural frms. Many times, radical and unpredictable changes that ccurred t the singular nun make the plural frm seem as cmpletely new wrd fr the students. Als in speaking, students ften fail t

5 5 prduce the crrect plural frm f a nun and they tend t generalize randmly withut specific rule in mind. Furthermre, due t lack f a systemic pluralfrmatin, students ften resrt t flash cards and memrizatin as an alternative way f learning plural. Fr instance students tend t memrize singular nuns and their plurals. As result, students ften get discuraged and verwhelmed by the amunt f vcabulary they have t learn and memrize every week. Therefre, this prject attempts t prvide instructinal slutin t the learning need as identified in this gap analysis sectin Target audience and cntext The Target audience fr this prpsed instructin is DLI Arabic language students. These students are native English speakers wh enrll in a 16-mnth -intensive Arabic language curse in which they receive six t seven hurs f instructin per day. Mst f these students are high schl r cllege graduate with n prir knwledge f Arabic. After cmpletin f this Arabic basic curse, these learners are required t speak, and understand (listen, and read) Arabic at a prficiency level f 2 r better accrding ILR scale (ILR is scale f language prficiency rating set by a grup f US gvernment agencies). The stakehlders f this prject are teachers, department chairpersns, and academic specialists, deans f Arabic f schls, Prvst, and assciate prvsts at DLI. Mrever, this prpsed instructin can be used by Arabic language learners and educatrs at ther DLI lcatins, as well as DLI affiliates and partners Literature review When it cmes t teaching plural nun in Arabic, students are ften tld that there tw types f plural: Sund (regular) which is frmed by adding tw letters t the end and brken (irregular) where we add letters in different psitins such as beginning, middle r the end f a singular nun as explained in the prblem

6 6 backgrund sectin. Unfrtunately, the later (irregular plural) is the mst cmmn and frequent type f plural frm in Arabic. Furthermre, neither the curriculum f Arabic basic curse in DLI nr textbks f Arabic grammar prvide learners with rules r system t fllw fr frming irregular plural. With the absence f material n the subject, this prject will be the first f its kind t prvide learners f Arabic with a mdel fr plural nun frmatin. The mdel presented by this prject will create a system that used by learners t regularize irregular plurals. In ther wrld, the system created by this mdel will make all plural nuns in Arabic lk regular by classifying all singular nuns int sund grups and deriving rules and systems fr each grup. The mdel advcated by this prject is based n sme assumptins f linguistics and secnd language learning theries which presume that all languages have systems and patterns. A separate lexical rule mechanism wuld be redundant because the same patterns can be used fr prductive wrd frmatin. The patterns are als needed t explain subregular prductivity (Riehemann, 2001., p. 20). Accrdingly, ur mdel seeks pattern and systems f Arabic nuns in rder t establish a rule fr frming plurals. The prject is als based n current industry trends f autmated-learning by creating e-learning units that cntrlled by learners. Hrtn (2006. p. 63) argued that learners shuld be given a cntrl ver hw they experience presentatin. In this instructin learners will have ability t view each segment f lessn presentatins, practice what they learn, and assess themselves and get feedback. During the lessn, learners will als be able t cntrl the number f times and ways f navigatin. Hrtn (2006) explained three types f e-learning activities which are absrb, cnnect and d activities. In this mdule, each lessn unit will includes absrb

7 activity where learners listen t the audi and view presentatins, fllwed by d activities where learners practice and apply what they learn. 7 Clark and Mayer (2008) listed a number f principles fr e-learning design. Mst f these principles will be reflected in ur e-learning mdule. Fr example, the design will include visual wrds, graphics, and audi narratin in cnversatinal style. Als, the lessn will be segmented int several nun grups and each segment will include wrked examples and practice. Finally redundancy principle will be applied as lessn parts will be presented in written wrds accmpanied by narrated audi.

8 8 3. Slutin Descriptin 3.1. Gals f the prject The gal f this prject is t prduce instructinal mdule that helps target audience frm DLI students learn and acquire plural nun frmatin system in Arabic. After cmpletin f this instructin, learners wuld be able t: Categrize singular nuns int rhyme grups (a grup f wrds that sund alike). Recgnize rhyme grups. Recgnize the pattern f plural rule fr each rhyme grups Frm plural nuns frm a variety f singular nuns. Frm a singular nun frm any plural nun Prpsed slutin t fulfill the gap The slutin prvided in this instructinal mdule helps the learners recgnize the system f plural frmatin in Arabic by teaching them: What type f plural nuns that can be frmed by adding tw letters t the end f a singular nun (suffixing). What type f plural nuns that can be frmed by adding ne letter in the beginning and inserting anther ne in the middle (prefixing and infixing). What type f plural nuns that can be frmed by inserting tw letters in the middle f the nun (infixing). What type f plural nuns that can be frmed by inserting ne letter in the middle f the nun (infixing). What type f plural nuns that can be frmed by drpping a letter frm the end (defixing). What type f plural nuns that can be frmed by drpping the final letter and dubling the preceding ne (defixing and suffixing). What type f plural nuns that can be frmed by drpping letter frm the middle and adding tw letters at the end f a singular nun (defixing and suffixing).

9 Majr instructinal strategies and justificatin Gagne's Nine Events f Instructin are the instructinal strategies that will be applied in this mdule (see appendix). Here are the steps and the cntents f the lessn. First, a shrt vide will be used t intrduce learners t this mdule (Gain Attentin). Secnd, the lessn bjectives will be prvided in an interactive slide. (Infrm Learners f Objectives). Third, a slide shwing ne example f singular and its plural frm each nun grup will be presented t activate learners backgrund knwledge (Stimulate Recall f Prir Knwledge). Furth, learners will be able t view the presentatin frm each lessn unit (Present the Cntent). Fifth, after viewing and hearing singulars and their plurals, learners will be asked t bserves similarities between nuns and generate rule. Then learners can view the rule buttn fr feedback (Prviding Learning Guidance). Six: After learning rules, learners will be prvided with singular nuns and asked t make plurals. They will als be prvided with plural nuns and asked t frm the singulars (Elicit Perfrmance-Practice) Seventh, Learners can view the feedback n each practice frm a rllver slides (Prvide Feedback). Eighth, after cmpleting all lessn units (all nun grups), learners will take a final test t assess what they learn (Assess Perfrmance) Ninth, at the end f the lessn, learners will be directed t a newspaper and they will be asked t read an article and underline plural nuns and find their singulars based n the rule f each rhyming grup they learn (Enhance Retentin and Transfer fr Jb).

10 3.4. Media cmpnents The fllwing types f media are used fr this prject; Adbe Captivate fr develping e-learning mdule. PwerPint fr presentatins t DLI instructrs and administratrs. Windw mvie maker fr develping instructinal vide. Camera fr creating talking head part f the vide. External micrphne fr narrating the audi part f the mdule. Other supprting sftware such as screen capture, vide and audi cnverters. A hst site fr nline delivery f e-learning mdule such as Weebly Anticipated challenges Expected challenges during develpment f this prject are: 1- Writing a prductin f script that cvers all aspect f the tpic (different types f plural nuns categries which are mre than ten). 2- Segmenting the tpics int small but cntinued lessns. 3- Incrprating all segments int ne mdule. T address the abve challenges, we allcate enugh time fr develpment. S, we can write the script and revise it as much as needed. Expected challenges during prductin phase might include Creating e-learning n captivate with navigatin menus and screen design. Prducing vide and interactive slides. Prducing several lessn segments that are less bring and less verwhelming while maintaining unifrmity and cnsistency. Clear narratin and presentatin. Apprpriate clr and visually appealing design. T address the abve challenges, we shuld have enugh time fr prductin, editing, testing, and revising as well as explring different features f captivate and ther sftware needed fr prductin.

11 11 4. Methds/prcedure The prject will be develped and designed in different stages. The first stage is the writing f the prject prpsal and develpment f Instructinal Design Dcument (IDD). In this stage the prblem will be identified and analyzed, the slutin will be prpsed, and perfrmance bjectives will be stated. The secnd stage invlves a translatin f the perfrmance bjectives int actual lessn plan and segmenting the lessn int smaller units. The third stage is the writing f the script fr prductin f the instructinal mdule The furth stage will be designing and develping captivates slides. The fifth stage will be prducing slides fr different parts f the lessn. The Sixth stage is t develp the assessment tls such as practices and quizzes with scring and feedback. The eighth stage includes cnducting f usability test, and instituting necessary mdificatins. The ninths stage will be the assessment f the mdule effectiveness. The tenths stage will be instituting necessary mdificatins after effectiveness assessment if needed. The final stage will be the publishing f e-learning n the hst website.

12 12 5. Resurce: 5.1. Time The apprximate ttal number f hurs needed fr prductin, design, develpment, and implementatin f this prject will be 200 divided as fllws: 30 fr hurs fr material develpment and design. 15 hurs fr writing the prject prpsal. 10 fr writing the prductin script 50 fr prductin f lessn segments. 50 hurs fr develpment f e-learning mdule n captivate. 30 hurs fr testing, evaluatin, and mdificatin. 10 hurs fr delivery and evaluatin after the delivery. 5 fr publishing and psting the e-learning mdule n the website Mney/Cst/Hardware/Sftware The cst f this prject will mainly be: The number f hurs spent fr the develpment, implementatin, and evaluatin f ur prpsed instructin. Prductin sftware such as captivate. Prductin hardware such as digital camera. Delivery sftware such as dream weaver fr psting the e-learning n the website. T minimize the cst, n expensive materials will be used. The available cmputers and equipment will be utilized. We will als use free sftware such as mvie maker, audi and vide cnverters, and screen capture as well as free website such Weebly.

13 13 6. Timeline/prgress reprt 6.1. Milestnes check list The timeline fr the design, develpment, and implementatin f this instructin wuld be as fllws: The develpment f final prpsal will be cmpleted n September 27/2011. The develpment f e-learning mdule will be cmpleted by Nvember 15/2011 Evaluatin f the instructin will be cmpleted by n Nvember 22/2011. Delivery f e-learning mdule will be n December 13/ Deliverables and Dates Submitting the draft f prject prpsal by Sep. 13/2011. Submitting final versin f capstne prpsal by Sep. 27/2011. Wrking n the e-learning prject frm Oct. 12 Nv. 08/2011. Finalizing the e-learning prject by Nv. 15/2011. Cnducting evaluatin and testing (summative/effectiveness and frmative/usability) between Nv /2011. Finishing evaluatin and start writing the final reprt by Nv 22 /2011. Revising final deliverables by December 06/2011. Preparing capstne presentatin by Dec. 06/2011. Finalizing presentatin slides and cnducting the rehearsal Dec. 11/2011 Submitting capstne prject by Dec. 13/2011

14 14 7. Evaluatin/testing plan 7.1. Frmative evaluatin plan The purpse f this frmative evaluatin tls is t assess the usability f instructinal materials befre it is delivered t the target learners. The frmative evaluatin tls are used t assess the fllwing: The perfrmance bjectives. The tasks and activities. The cntent f the instructinal materials. The Delivery f the instructinal materials. The participants in this evaluatin will be: A selected grup frm DLI students wh will be real representatives f ur target learners. Observers: A grup f experts frm DLI instructrs The evaluatin will be implemented by having the participants d the fllwing: The participant learners will navigate the instructinal mdule and fill ut evaluatin Frm (Assessment tl fr Learners) The experts will review the lessn plan and teaching materials, watch the instructinal mdule, and fill ut the evaluatin frm (Assessment tl fr Observers) The evaluatin will be cnducted during the third week (15 22) 2011 at DLI facility. The participants will be ntified by the exact date and time. The apprximate time fr learners will be minutes t navigate the mdule and fill ut the evaluatin tl. The apprximate time fr experts will be 2 4 hurs t review the instructinal materials and instructinal mdule and make their evaluatin.

15 15 Based n the result f the frmative evaluatin the instructinal materials and instructinal mdule will be revised, r mdified. Such mdificatins might include: Altering r mdifying the design, navigatin tls, clrs, fnt etc... Mdifying lessn segments. Mdifying quiz and practice questins. Rewriting the perfrmance bjectives. Remval r change the cntent f an activity. Change the sequence f the activities /tasks. Edit r mdify a lessn segment r slide Summative evaluatin plan The purpse f this summative evaluatin is t assess the effectiveness f this instructinal mdule after being taken by the target learners; Summative evaluatin will be implemented in frm f practice and test as fllws: Befre taking the lessn, learners can take a pre-assessment test t evaluate their prir skills and knwledge f plural nun frmatin in Arabic. After watching each segment, there will be cmprehensin check questins t give learners an pprtunity t practice and apply what they learn. After cmpleting the whle mdule (all lessn segments), learners will take a pst-assessment (quiz) t assess the effectiveness f the instructin. If the result f the summative evaluatin shws that instructin is nt effective r des nt fully meet the intended purpse (slve perfrmance prblem), the mdule will be revised. Such mdificatins might include: 1- Mdifying tasks and activities. 2- Adding a task r activity 3- Change the sequence f the activities and tasks. 4- Edit r mdify a unit r lessn cntent.

16 16 8. References: Clark, R. C., & Mayer, R. E. (2008). e-learning and the science f instructin: Prven guidelines fr cnsumers and designers f multimedia learning (2 nd Ed.). San Francisc, CA: Pfeiffer. Hrtn, W. (2006). e-learning by design. San Francisc, CA: Pfeiffer Instructinal Strategies Online is a site that presents the full text f teaching methds including direct and indirect cncepts. Kevin Kruse. (N.D) Gagne's Nine Events f Instructin: An Instructin. Retrieved n September 21, 2011 frm Riehemann, S., Z. (2001). A cnstructin apprach t idims and wrd-: Frmatin: A dissertatin submitted t the department f linguistics and the cmmittee n graduate studies f Stanfrd university in partial fulfillment f the requirements fr the degree f dctr f philsphy Retrieved May 08, 2011 frm

17 17 9. Appendix: Gagne's Nine Events f Instructin adapted frm an article by Kevin Kruse