Abstract
The paper deals with the level of syntactic complexity of subordinate clauses in argument texts spontaneously produced in hebrew by Arab female freshmen specializing in the teaching of Hebrew at Academic College of Education in Israel.
Highlights
The status of Hebrew among Israel’s Arab studentsThe State of Israel has two official languages, Hebrew and Arabic
In many cases the production of subordinate clauses that begin with logico-semantic connectors are unnecessary in accordance to the rules of Hebrew main clause syntax and that syntactic errors are made under the influence of the writer’s native language-Arabic
Descriptive clauses Such clauses by their very nature represent a high degree of complexity, reflecting as they do a logical relationship with the main clause
Summary
The status of Hebrew among Israel’s Arab students. The State of Israel has two official languages, Hebrew and Arabic. In Israel’s Arab school system Arabic is the first language and is formally taught from first through twelfth grade and in a number of teachers’ colleges while Hebrew since 1948 has been taught as a second language whose study is compulsory between. When Arab high school graduates in Israel attend local universities and colleges in which Hebrew is the language of instruction, they may encounter some difficulties due to an imperfect mastery of that language, even if they took five units (the maximum) of Hebrew in high school and obtained a passing grade in the matriculation exam. Hebrew is a compulsory subject in Arab schools from a very young age, speakers of Arabic require many years in order to attain a high level of fluency in Hebrew.
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