Learning Egyptian Arabic as L2 in Egypt: a self- case study.

Abstract

The study concentrates on learning Egyptian Arabic as an L2 in Egypt. The goal of the research is to explore how motivation and interaction with native speakers shape the speaking proficiency of L2 language learners of Egyptian Arabic in Egypt. Furthermore, this thesis examines whether the deductive method is effective to construct vocabulary knowledge in L2 learning. In the first chapter, an overview of studying abroad research and of the linguistic situation in Egypt are presented. Then, an outline of three of the most common methods and approaches, namely, the inductive method, the deductive method, and the communicative approach is given. Last, two psychological aspects that influence language learning are described, specifically, motivation and language learning anxiety, together with students' learning styles. In the second chapter, the case study designed for this thesis is described. The research is based on the study abroad experience of the student-researcher, an Italian university student, who attended a one-to-one class in colloquial Arabic (‘ammiya) for six weeks in a private school in Alexandria (Egypt). Data were collected through a diary compiled by the student-researcher and results showed that, in an L2 learning environment, the interaction with native speakers played an important role in terms of motivation, and that a communicative approach seemed closer to the student-researcher preferences, while the deductive method proved to be demotivating and ineffective for learning new vocabulary. Findings also showed that, although contacts with natives increased the student-researcher’s motivation, unpleasant events with native speakers gave rise to the affective filter and created a state of anxiety.