Motion Events Conceptualisation in Arabic and English: A Study on Monolingual and Bilingual Speakers.

Abstract

This thesis investigates the typological characteristics and cross-linguistic influences in the encoding of motion events among monolingual Arabic speakers (MA) and bilingual Arabic–English speakers (BAE). Grounded in Talmy’s (1985, 2000) and Slobin’s (1996, 2003) typological frameworks, the research addresses two primary questions: (1) What are the typological patterns of motion event structures preferred by Arabic speakers, and how do these align with verb-framed languages? (2) How does cross-linguistic influence manifest in bilingual Arabic–English speakers when encoding motion events in their second language (English) and their first language (Arabic)? The study particularly emphasises the restructuring of conceptualisation patterns arising from bilingualism, focusing on Arabic, a typologically distinct and under-researched language. The research adopts a quasi-experimental, quantitative approach using two elicitation tasks: a controlled video description task featuring dynamic motion events, and an elicited narrative task using the picture book Frog, Where Are You? (Mayer, 1969). Participants included 30 monolingual Arabic speakers, 30 monolingual English speakers, and 90 bilingual Arabic–English speakers with varied proficiency levels and ages of second language acquisition. Results indicate that MA speakers adhere closely to verb-framed typological patterns by prioritising path verbs, minimally using clausal packaging, and exhibiting relatively detailed ground elaboration. BAE speakers displayed hybrid lexicalisation patterns with task-sensitive cross-linguistic influences in L2 English. Selective and context-sensitive reverse transfer was evident in their L1 Arabic, particularly influenced by L2 proficiency. The findings significantly enhance understanding of bilingual restructuring of conceptualisation patterns, underscoring the nuanced, selective, and proficiency-driven nature of cross-linguistic influences. Practically, these insights can inform targeted second language teaching methodologies, effective translation strategies, and improved intercultural communication between Arabic and English speakers.