The mastery of morphological structure and vocabulary acquisition are significantly associated. However, the association between the abilities of L2 learners to manipulate morphological elements and develop vocabulary size with native Arabic speakers needs to be assessed. This study assesses the impact of morphological knowledge on lexical acquisition and processing among English-speaking learners of Arabic. The study focused on gender (masculine/feminine) and the complete number system (singular/dual/plural) by native English speakers. The error rates and error patterns were analysed carefully to provide insight into the learner’s interlanguage grammar through the experiment. The experimental study design was used. The study sample included 40 of L2 Arabic speakers from Arabic language courses at major universities in Northern Virginia and Maryland. These were native English speakers with no exposure to Arabic before their enrolment in the university. The sample was divided into three groups (Group I, individual in the second year of Arabic program, Group II, individual in 3rd or 4th year of the program, and Group III control group, five native speakers of Arabic). Different tasks were presented to the groups, where PsychoPy software was used for task presentation. Audacity Version 2.0 was audio-recorded, transcribed, and coded by the experimenter. The production and comprehension test revealed that morphological problems are prevalent at the advanced proficiency level. It showed the role of animacy for the morphological variability and higher agreement accuracy for human targets. It concluded that morphological variability in L2 Arabic remains a persistent problem even at advanced levels of proficiency, extending to comprehension.

中文翻译：

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评估形态知识对词汇习得和加工的影响

精通形态结构和词汇习得密切相关。但是，需要评估第二语言学习者与讲阿拉伯语的人操纵形态元素和发展词汇量之间的关系。这项研究评估了英语知识的阿拉伯语学习者对形态学知识对词汇习得和处理的影响。该研究的重点是讲英语的性别（男性/女性）和完整的数字系统（单/双/复数）。仔细分析了错误率和错误模式，以通过实验深入了解学习者的中间语言语法。使用了实验研究设计。该研究样本包括来自北弗吉尼亚和马里兰州主要大学的阿拉伯语课程的40位L2阿拉伯语演讲者。这些都是以英语为母语的人，在入读大学之前不会接触阿拉伯语。样本分为三组（第一组，阿拉伯语课程第二年的个人；第二组，课程第三年或第四年的个人；第三组对照组，五位阿拉伯语使用者）。向小组介绍了不同的任务，其中使用PsychoPy软件进行了任务介绍。Audacity Version 2.0由实验者进行了录音，转录和编码。生产和理解测试表明，高级能力水平上普遍存在形态学问题。它显示了动画对于形态变异和人类目标更高的一致性精度的作用。结论是，即使在熟练程度较高的情况下，L2阿拉伯语的形态变异性仍然是一个持续存在的问题，一直延伸到理解能力。