La contribution des innovations des étudiants arabophones aux questions psycholinguistiques de l’hébreu contemporain

Arabic speaking students who learn Hebrew, innovate forms as a remedy to their lexical lacunae (as does any learner of language). The article analyzes these innovations (“errors”) according to their morphological categories—verbs (conjugations), nouns etc.—and semantic categories. The findings show that the innovators are conscious of the semantic functions of both components of the word (root and pattern). For example, when someone did not know the accurate form of a certain action noun, he innovated a new form in a pattern denoting abstract ideas. The interdigiting derivation occupies a greater portion (83.15%) vis-à-vis the linear one, coinciding with the innovations made by preschool Hebrew speaking children