Abstract:
This study investigated the effect of educational level and of the syntactic representation of numbers in Arabic on the task of transcoding two-digit numbers from dictation. The participants were primary, junior-high, and high school pupils and higher education students. All spoke Arabic as a mother tongue. They performed a transcoding task, namely writing two-digit numbers from dictation. Units first\\decades first writing patterns were collected depending on the differential syntactic structures of the two-digit number dictated (decades first: whole tens; units first: teen numbers; identical units and decades, remaining two-digit numbers). The findings reveal that in general, Arabic speakers adopt a decades-first writing pattern for two-digit numbers, especially when it is consistent with the syntactic structure of two-digit numbers, as in whole-tens numbers. This decade-first writing pattern is more evident and consistent in junior-high school, high school, and higher education than in primary school due to the improvement in mathematical skills and second and third languages. However, this pattern is modulated by the syntactic complexity of the unit-decade structure. This complexity is more pronounced in two-digit numbers whose processing is more dependent on numerical syntax. Thus, whole-tens numbers, teen numbers, and identical-decade-unit numbers are less complex than the remaining two-digit numbers.
摘要:
这项研究调查了受教育程度和阿拉伯语数字的句法表示对从听写中转码两位数字的任务的影响。参与者是主要的,初中,高中生和高等教育学生。所有人都以阿拉伯语为母语。他们执行了一个转码任务,即从听写中写出两位数的数字。单元优先\\几十年第一写作模式是根据所指示的两位数数字的差异句法结构收集的(几十年第一:整十;单元第一:青少年数字;相同的单位和几十年,剩余的两位数数字)。调查结果显示,总的来说,讲阿拉伯语的人对两位数的数字采用了数十年的写作模式,特别是当它与两位数的句法结构一致时,就像整个几十个数字一样。这种十年第一的写作模式在初中更加明显和一致,高中,由于数学技能和第二和第三语言的提高,教育程度高于小学。然而,这种模式是由单位-十年结构的句法复杂性调制的。这种复杂性在处理更依赖于数字语法的两位数数字中更为明显。因此,整数,青少年数字,和相同的十年单位数字比其余的两位数字复杂。