Universiteit Gent

Master of Arts in Advanced Studies in Linguistics

Academiejaar 2014-2015

The dative alternation in Lebanese Arabic:

preliminary findings

Promotor: Prof. Dr. Klaas Willems

Co-promotor : Ludovic De Cuypere

Masterproef voorgelegd voor het behalen van de graad van Master of Arts in

Advanced Studies in Linguistics: Linguistics in a Comparative Perspective door

Thomas Schorreel

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Acknowledgments First of all I would like to thank my promoter Klaas Willems and my co-promoter Ludovic De

Cuypere for guiding me during my research. I would also like to acknowledge professor David

Wilmsen from the American University of Beirut for helping me with organizing my field work in

Lebanon. I am grateful to Helge Daniëls who provided me with a number of important

bibliographical references. Another very big thank goes out to all of my interviewees in Lebanon,

without whom I could not have completed this research. Last but not least, I want to thank my

partner Laurens Bielen and all of my friends and family for supporting me during the hectic times

of writing this dissertation.

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Transcription used in this dissertation

The system of transcription used in this dissertation is based on what is called the Arabic chat

alphabet, where Latin script is used in combination with numbers to write vernacular Arabic. This

system of transcribing Arabic into Latin script is mostly used by young people in the Middle East

when communicating on the internet, but it has also become quite popular in textbooks of colloquial

forms of Arabic. No distinction in writing is made between short and long vowels because this

study is not concerned with matters of phonology.

The following table shows where letters are not pronounced as in English, together with the

Arabic letter they represent and their IPA symbols:

Arabic letter Chat alphabet equivalent IPA ʔ ' قق or ء or اا

ħ 7 حح

sh ʃ شش

D dˤ ضض

T tˤ طط

ʕ 3 عع

gh ɣ غغ

kh x خخ

j ʒ جج

S sˤ صص

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Contents Page 1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2. Introduction to the dative alternation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3. Lebanese Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3.1 Lebanese Arabic: a historical perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3.2 Language attitudes in Lebanon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

4. Review of the literature on dative alternation in Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

4.1 Literature on the dative alternation in MSA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4.2 Literature on the dative alternation in vernacular Arabic. . . . . . . . . . . . . . . . . . . . . . . 17

5 Previous research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

6. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

7. The dative alternation in Lebanese Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

7.1 Summary of what has been written on Lebanese dative alternation so far . . . . . . . . . 30

7.2 Explanation of the different constructions in Lebanese. . . . . . . . . . . . . . . . . . . . . . . . 31

7.3 What verbs show alternation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

7.4 A tentative classification of the Lebanese Arabic dative verbs. . . . . . . . . . . . . . . . . . 37

7.5 Distribution of the inversion in constructions 2, 3 and 4. . . . . . . . . . . . . . . . . . . . . . . 37

7.6 Causatives and verbs from MSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

7.7 Comparison with other Arabic vernaculars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

7.7.1 Comparison with Egyptian Cairene and Hijazi Arabic and Maltese. . . . . . . 40

7.7.2 Comparison with Moroccan Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

7.7.3 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

8. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

9. Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

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Appendix: transcriptions of the interviews 51

1. Chrys Lama 51

2. Cynthia Abu Hassan 55

3. Maher Safar 60

4. Tania Jarmakaneh 64

5. Ghinwa Haddad 67

6. Jad Fadil 70

7. Araz Kojayan 74

8. Micheline Ziadee 77

9. Brahim Abdelghani 80

10. Jean-Pierre Danha 83

11. Hadi Aridi 86

12.Sara Alchaalan 89

13. Siham Hage Ali 92

14. Marwan Fakhr 95

15. Elsa Riachi 98

16. Romy Lynn Attieh 101

17. Yara Beaini 104

18. Rami Antoun 107

19. Talal Naboulsi 110

20. Muhammad Chbaro 113

21. Tareq Jebran 116

22. Bachir Fakih 119

23. Shereen Habbal 122

24. Woody Hojeile 125

25. Rifaat Faqih 128

26. Ibrahim Alkasdi 131

27. Linda Abbiasi 134

28. Cara Murani 137

29. Hussein Zahi Ramadan 140

30. Alhan Wahab 143

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1 Introduction The subject of this dissertation is the “dative alternation” in Lebanese Arabic, and it is the first of its

kind. In this study we will give a descriptive overview of the different constructions in which

ditransitive verbs occur in the Lebanese vernacular and we will present a statistical analysis of their

occurrence. We will also try to group the verbs according to the scientific literature.

Because of the fact that this is one of the first studies on this topic in Lebanese Arabic and

because of the limited scope, we can only present some preliminary remarks as is suggested by the

title of this dissertation. The primary research aim is to describe how different ditransitive

constructions are formed in Lebanese Arabic, and in particular how different constructions alternate

with different verbs. Our aim is to distinguish relevant verb classes and to describe the distribution

of the alternating constructions. A secondary aim is to briefly clarify the role of certain factors that

according to the literature on the dative alternation (e.g., Bresnan & Nikitina 2003) might influence

the speaker’s choice of a specific construction, in particular the factors definiteness, pronominality

and causativity. We will, however, not make definitive claims on this subject, the purpose is rather

to supplement the descriptive research of the data and provide an avenue for future research.

The study is organized as follows. Chapter 2 is a short overview of the most important

theoretical articles on the dative alternation in order to illustrate the different approaches to the

subject that scholars have presented over the years. In this part we will introduce the terminology

that will be used in this dissertation and we will make some remarks on the restrictions that govern

the different dative constructions.

Chapter 3 is dedicated to Lebanese Arabic. We will start off by giving an overview of what

we define as Lebanese Arabic and how the contemporary Arabic vernaculars evolved from

Classical Arabic, which will be illustrated with some of their characteristics. The next part of this

chapter is about language attitudes in Lebanon. Here we explain the situation of multilingualism

and multiglossia in the Middle East, and how the fact that Lebanese is understood across the Arab

world influences the dialect itself.

In Chapter 4 we review the existing scientific literature on the dative alternation in Arabic.

In this context the term “dative” is used to refer to a thematic role, not a morphological case. The

first part of the chapter reviews the literature on Modern Standard Arabic (from now on abbreviated

as MSA), which is the written variant of the Arabic language. Here we discuss how the

methodology of a lot of linguistic research on Arabic has not been up to standard and we also give

an overview of how the dative alternation works in MSA. The next part of this chapter deals with

the literature on the dative alternation in vernacular varieties of Arabic, and we will see that there is

not a lot to be found. Some of the major publications by D. Wilmsen present us with a first account

of how the dative alternation is encountered in Eastern dialects of Arabic. We also discuss Abu-

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Haidar’s work on the Lebanese dialect of Baskinta where a good first overview of the dative

alternation is provided. We will supplement this material with Bossong’s theory of differential

object marking (henceforth abbreviated as DOM) and other specific accounts of Lebanese dialects.

Chapter 5 reviews the results of a pilot study by the author on the subject of the dative

alternation in Lebanese. This study was executed in order to delineate the research questions for this

dissertation, by studying material from a film and several episodes of a TV-series in Lebanese

Arabic. The pilot study shows how rich the variety of dative constructions in Lebanese Arabic is.

In Chapter 6 we presents the methodology used in this dissertation. We explain why this

subject was chosen and how the method of using questionnaires was adopted, together with how the

speakers were selected. In the chapter we also discuss how the verbs and the different parameters

that are included in the questionnaires were chosen.

Finally, Chapter 7 is a presentation of all the findings from the analysis of the corpus of

interviews regarding the dative alternation in Lebanese Arabic. We first summarize what we have

seen so far from reviewing the scientific literature on this topic, having a look at the possible

constructions for full noun phrases (from here on abbreviated as NPs) and for pronominal

arguments. We then present the different possibilities that were encountered to express ditransitive

constructions in our corpus, and we will analyze them. We proceed by clarifying the distribution of

these constructions with tables and we present a tentative division of the verbs into alternating and

non-alternating groups. After this we review our categorizations and discuss them from the point of

view of some the theoretical articles that were discussed before. The next part is an analysis of what

factors could have an influence on the constructions that have both the recipient-theme and the

theme-recipient orders. Subsequently we briefly discuss the distribution of the different

constructions with causative verbs and with loan verbs from MSA. We conclude the chapter by

comparing our findings with two other articles on the dative alternation in different Arabic

vernaculars, discussing Cairene Egyptian Arabic, Hijazi Arabic, Maltese and Moroccan Arabic.

The appendix contains the transcriptions of the 30 interviews that make up the corpus for

this study.

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2 An introduction to the dative alternation

In this chapter we will give a short overview of some important theoretical articles on ditransitive

constructions and the dative alternation in the scientific literature. Because this dissertation is a first

attempt to study the dative alternation in Lebanese Arabic, and also because the scope of the

research is limited, we will work in a mainly descriptive way. However, this does not exclude

comparing some of the basic hypotheses on the dative alternation in the literature with the data from

the interviews later on.

A key article for this study is Camilleri et al. (2014) on the dative alternation in Egyptian

and Hijazi dialects of Arabic and Maltese. Their summary of the theoretical points of view on

dative alternation is excellent so we will adopt their outline and terminology. What follows is a

summary of Camilleri et al. (2014), p. 2-6.

Camilleri et al. make a distinction between two constructions: the prepositional dative

construction, or NP PP, and the ditransitive construction, which is the NP NP variant. They use the

term ditransitive instead of double object construction, in order to avoid seeing the two arguments

as primary objects.

The two arguments are most often called theme and recipient in the scientific literature, so

the possible variation in sentence constructions is about the inversion of these two arguments and

the encoding of the recipient as a bare NP or as a PP. The ditransitive construction always contains

the notion of "causation of potential possession" according to Camilleri et al. (2014), and most

scientific studies focus on finding a lexical-semantic basis for what classes of verbs alternate and

which ones do not alternate.

Let us illustrate this with two phrases in Lebanese Arabic from our corpus:

(1) a3Tii z-zalame kteeb

give.imp the-guy book

(2) a3Tii la-z-zalame kteeb

give.imp to-the-guy book

"give the guy a book!"

Example (1) illustrates the NP NP or ditransitive construction, while (2) illustrates the NP

PP or prepositional dative construction.

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According to Rappaport Hovav and Levin (2008) the uniform multiple meaning approach

defines the two constructions in English as two different but related lexical semantic structures: the

ditransitive construction appears with the caused possession verb group and the prepositional

construction comes with verbs of caused motion. Rappaport Hovav and Levin's alternative approach

is the so-called verb-sensitive approach. It basically entails a finer distinction which incorporates

more subclasses of verbs. The authors make a distinction between the give-type predicates that

entail the notion of caused possession, and the throw-type predicaes that are associated with both

caused possession and caused motion predicates. This is an illustration of the two different

approaches:1

Uniform multiple meaning approach:

dative verbs: caused motion caused possession

to-variant double object variant

Verb sensitive approach:

to-variant double-object give caused poss. caused poss. throw caused poss./motion caused poss. send caused poss./motion caused poss.

Another important facet of these dative constructions is studying how both the theme and the

recipient are encoded, e.g. in English the recipient is either a prepositional oblique or a bare NP just

like a first object. Other languages that have cases, like German or Russian, do not use prepositions

but the dative case to encode the recipient. Levin argues that dative NP recipients are more similar

to bare recipient objects in the ditransitive constructions than the ones encoded with prepositions,

the PP arguments which are interpreted as allatives. In both the ditransitive and the prepositional

constructions, the recipient is seen as the possessor, but in allative constructions it is expressed like

a (spatial) goal.2 Levin (2008) illustrates this semantic difference as follows:

x causes y to have z OR x causes z to be at y The essence of this kind of research is to determine the semantic role of the y-argument: recipient or

spatial goal.3

A different strand of research focuses less on the labels of the different arguments in the

constructions, but more on the restrictions of certain constructions in general. Because this 1 Levin 2008, p.2-3. 2 Camilleri et al 2014, p.3-4. 3 Levin 2008 p.1.

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dissertation is a first attempt at describing the dative alternation in a variety of the Arabic language,

we will not make any claims about any such restrictions but it is worthwhile to give a short

overview of some research.

"Predicting the dative alternation" by Bresnan et al. (2003) enumerates certain factors that

are likely to influence the choice of NP NP constructions over NP PP: pronominality, definiteness,

discourse accessibility, end-weight, relative length, number, person etc. It is an interesting

phenomenon that e.g. when a receiver is more topic-like, short and/or pronominal, it is more likely

to appear in a ditransitive construction. A different example is the verbs of ballistic motion, like to

throw: this class is biased towards the NP PP construction but research has shown that when the

recipient is more topic-like, this can elicit the use of different constructions.4

Bresnan & Nikitina 2003 is another very interesting article that mentions some more

restrictions on dative constructions. The authors come up with a similar formulation for the

hierarchy in information structure which influences the way the arguments are formed, contrasting

e.g. the following features: core > noncore, pronoun > nouns, local persons > nonlocal persons etc.5

In the remainder of this study we will use the terms ditransitive construction (or NP NP

construction) and prepositional construction (or NP PP construction) to refer to the two possible

constructions in the dative alternation. In the ditransitive construction both the theme and recipient

are encoded as bare NPs, in the prepositional construction the recipient of the phrase is encoded by

some kind of morphological marker, either a preposition or a case.

4 Bresnan et al. 2003, p.6-10. 5 Bresnan & Nikitina 2003, p.27.

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3 Lebanese Arabic

In this chapter we will give a short description of the origins of Lebanese Arabic and we will

discuss some attitudes regarding language in Lebanon. This will present us with the necessary

background information for continuing our research on the dative alternation.

We should note here that the material presented in the first two parts of this chapter is in fact

a lot more complicated, but the scope and the subject of this dissertation do not allow for a full

discussion, so we will try to give an overview that is as compact as possible.

3.1 Lebanese Arabic from a historical perspective

Lebanese Arabic is an Arabic vernacular pertaining to the Levantine dialects, which include the

spoken Arabic of Palestine, Jordan, Lebanon and Syria. The Arabic language was brought to these

regions during the 7th century AD and replaced the local Aramaic languages that were spoken there

at the time.

During the course of the spread of Arabic from the Arabian peninsula to as far as Morocco,

the language went through some drastic changes. In Arabic philology this is called the evolution

from Old to New Arabic. Old Arabic refers to Classical Arabic, which is the dialect of the pre-

islamic Arab tribes of the area and Mecca and Medina. This language was codified with the writing

down of the Quran and pre-Islamic Arabic poetry in the 7th century AD. The morphology of this

language has remained virtually identical ever since, but large parts of the vocabulary were

modernized. We can also detect a trend towards a more analytic syntax which is especially notable

in the language use in the media. This language remains the only medium of written expression in

the Arab world, and nowadays we refer to this variant as Modern Standard Arabic (from now on

abbreviated as MSA).

New Arabic is the term we use to refer to all Arabic vernaculars. The Arabic dialects can be

divided into 5 major groups: the Maghreb dialects, Egyptian dialects, Levantine dialects, Iraqi

dialects and the dialects of the Gulf. Some main characteristics shared among practically all

varieties of New Arabic as compared to Old Arabic:

• a switch from VSO to mainly SVO word order

• loss of the nominative-accusative-genitive case system

• loss of gender distinctions in 2nd and 3rd person plural pronouns

• development of an analytical genitive construction due to loss of cases

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• development of verbal mood markers due to the loss of subjunctive and apocopate moods6

For a detailed discussion of the characteristics of Lebanese Arabic in particular we can refer to

Versteegh 2001 p.152-156 on the "Syro-Lebanese" dialects and Versteegh et al. 2011 volume I

p.274- 286 which gives a magnificent overview of Beirut Arabic.

With MSA still being the language of writing and variants of New Arabic the vernaculars,

we find a linguistic situation that we call multiglossia in the Arab world, this term refers to the

infinite numbers of registers that exist between MSA and the vernacular, and which influence

everyday writing and speaking.7

The debate concerning this linguistic situation is ongoing and too complicated to be fully

discussed here so we would like to refer to Bassiouney's 2009 book on Arabic sociolinguistics

chapters 1-2 on diglossia and the phenomenon of code-switching. We will try to give an overview

of this situation of multiglossia and its interaction with foreign languages in Lebanon in the next

part of this chapter.

3.2 Language attitudes in Lebanon

The linguistic situation in Lebanon is particularly peculiar, as Schulthies 2009 puts it nicely: "the

father of a Beiruti Druze family I interviewed and recorded, who classified French as the language

of the salon, English the language of commerce, and Arabic the language of culture". It is not

without a reason that Beirut is called "the Paris of the East".

Lebanese Arabic is the native language of the majority of Lebanese, except for the

Armenians who make up around 4% of the population. Lebanese children attend school where

either French or English is the main language, with MSA being taught a language subject.

University and other forms of higher education are also taught in either French or English, with the

exception of courses on Arabic literature. Because of this educational system, Lebanese people tend

to read and write in English or French, but rarely in Arabic because they have very few experience

with this language as a medium for formal written expression. Muslims tend to have a better grasp

of MSA because they read the Quran and other Islamic religious literature in this language.

Lebanese vernacular is never written in a formal way, but is copiously used e.g. in SMS and instant

messages on the Internet. For a more detailed discussion of the relationship between Arabic and

foreign languages in Lebanon, we would like to refer to Joseph 2004, p.194-198.

What is also peculiar about Arabic in Lebanon is the fact that the local dialect is well known

and appreciated across the Arab world, which makes for the Lebanese to be quite arrogant about 6 As a matter of fact, most dialect of Arabic have developed new markers for the indicative in the form of prefixes, for both Egyptian and Lebanese dialects this marker is bi-, cf. the verb table in chapter 6. 7 This is a summary of Versteegh 2001, 93-113.

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their language and they use their dialect in both informal and formal situations. This is also the case

for Egyptian Arabic. If we compare this situation to a different country, for example in Syria, where

it would be completely taboo to use the vernacular in university, while in Lebanon the use of MSA

in this context is a rarity.

It should be noted that the use of MSA in daily life in Lebanon, restricted as it may be, is

still omnipresent. The media is probably the field where MSA is used most often: newspapers, the

news on radio and television, TV programs discussing the news and politics etc. Lebanese authors

residing in Lebanon also publish mainly in MSA. We also point out that Lebanese Arabic, as well

as all the other Arabic dialects, is actually a continuum of dialects, e.g. the southern variants have

more Palestinian features while the northern dialects have more central Syrian features. It is safe to

say that the differences between these variants of spoken Arabic in this small geographical area are

mostly in phonology and vocabulary. Because of this variety between the different dialects we also

asked the informants who took part in this research where their families are from and where they

grew up, but as we expected the material only presented us with minor differences in vocabulary.

We could say that this variety in vocabulary is just as much influenced the speaker's educational

background.

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4 Review of literature on the dative alternation in Arabic

We now turn to a discussion of the most important studies that have been published on ditransitives

and dative alternation in Arabic.

First of all, we should note that only a handful of articles were published on this topic about

the Arabic vernaculars. This is due to the attitude towards the local dialects in most Arab countries.

Classical Arabic or MSA as its modern counterpart, being the language of the Quran which God

himself dictated to the prophet Muhammad, makes it a very prestigious language. In most Arab

countries where the population is almost entirely Muslim, it is not always acceptable to study the

Arabic language from any given point of view, e.g. a historical study of the use of foreign words in

Quranic Arabic. This specific issue is different in countries like Lebanon that have a significant

Christian minority, where the Arabic language is not directly associated with religious values.

Another important point is that MSA is not a living language in se, it is used in writing and

occasionally in speaking but this is limited to formal situations. MSA is used in a spoken form in

e.g. reading the news, but when the journalist would start discussing the news items with another

person, the participants of the discussion would immediately switch codes to a mix of their native

dialect with varying degrees of MSA phonology, morphology and vocabulary.

MSA does not have any native speakers and it is basically a codified version of one tribe's

Arabic dialect from the 7th century BC. We should therefore not see it as the same language as the

modern vernaculars. This is why, in our opinion, it does not make any sense to compare e.g.

features of syntax in both MSA and certain vernaculars.

The Arabic dialects have been studied and described by people from the Arab world itself,

such as some studies on Egyptian Arabic and on the sociolinguistic situation in Kuwait, but there is

a clear preference in the region to study only the written variants of the language being the Classical

heritage and MSA. We should also mention that in countries that have varieties of Arabic that are

understood across the Arab world, like Egyptian and Levantine dialects, there is more openness

towards the study of the spoken variants because they are perceived to be prestigious.

The quality of the methodology of most articles published on ditransitivity and dative

alternation in Arabic is quite deplorable. Until now, we have found only a handful of articles that

use statistics or note where the material that was used came from. All of the other articles do not

mention the sources of their material and some claim to "have got their material from native Arabic

speakers" while studying MSA, which does not have any native speakers.

16

4.1 Literature on the dative alternation in MSA

Now let us have a quick look at how ditransitive constructions work in MSA before discussing

them in vernacular Arabic. In what follows, we summarize some articles by two scholars, M.

Abdelgawad and K. Ryding.

Abdelgawad (2006) compares the dative alternation in Arabic with its counterpart in

English. As part of his methodology, "I have relied on my own linguistic knowledge of Modern

Standard Arabic. In addition I have consulted a number of specialists in Arabic linguistics, who are

also native speakers of Arabic."8 The author gives a very detailed overview of all the different

classes of dative verbs in English and Arabic, and this is why we chose the verbs for our

questionnaire from his list, as we will see later on in the part on methodology. Abdelgawad also

devotes a chapter in his discussion of verbs that are only combined with the NP PP construction to

the Latinate class of verbs in English. It is really hard to imagine how there would be a connection

between Latinate verbs in English and a Semitic language such as Arabic that barely had any

contact at all with Latin, and especially not in the same context as English. Abdelgawad concludes

his article by saying that MSA does indeed have the dative alternation and that the constructions in

English and Arabic are quite similar, but English allows for more verb classes to be used in both NP

NP and NP PP constructions. 9

Ryding (2014) gives an overview of what kind of verbs have ditransitive constructions in

MSA:

• "where the beneficiary argument shifts place, with preposition deletion, which is associated

with the notion of giving"

• causative constructions

• verbs of permission and denial

• verbs of perception and cognition

• verbs of transformation

Ryding also gives a typical example of the dative alternation in MSA with NP NP and NP PP:

(1) 'a3Tay-tu l-bint-a l-kitaab-a

I-gave the-girl-ACC the-book-ACC

(2) 'a3Tay-tu l-kitaa-ba li-l-bint-i

8 Abdelgawad 2006, p.193. 9 ibid. p.199-200 & p.215.

17

I-gave the-book-ACC to-the-girl-GEN

Both: "I gave the book to the girl."

We should note here that MSA has three cases: nominative, accusative and genitive. Nominative is

the case of the subject, genitive appears with all prepositions and in possessive constructions and all

the rest is normally in the accusative. Dative expressions (recall that “dative” here refers to a

thematic role) are formed with the preposition li-.10

Ryding (2011) also deals with dative alternation in MSA. Ryding distinguishes between

three categories of dative verbs in MSA. The first is a verb which involves an underlying cause

predicate that lexicalizes a causative-transitive semantic structure such as to feed, to give etc. This

group appears with both NP NP and NP PP constructions. The second category is the verbs without

a cause predicate, which only appear in the NP PP construction. The third group Ryding

distinguishes is the for-dative group, including verbs as to buy, which have an underlying

benefactive facet and are only found in the NP PP construction as well. The author notes that there

is a major difference in the syntax of Arabic to-datives and for-datives, but on the surface structure

they are both represented by the preposition li-.11 We will later on investigate whether this

distinction is also made in Lebanese Arabic.

A short discussion of the syntax of ditransitive verbs is also given in Versteegh et al. 2011

V, p.537-538. Other studies on ditransitive constructions and the dative alternation in MSA include:

Alsadoon 2001, Hallman 2006, Ryding 1981 and Mitchell 1994 on the ethical dative.

4.2 Literature on the dative alternation in vernacular Arabic

Despite the popularity of the Lebanese language in the Arab world, there are not many scientific

studies describing the Lebanese Arabic dialects. A Lebanese scholar, M. Feghali, published a great

deal of work on Lebanese in the first three decades of the 20th century, among them Syntaxe des

parlers arabes actuels au Liban and a study of a local dialect Le parler de Kfar'abîda, but both of

these have become quite outdated. The most recent grammar is Cowell's 2005 A reference grammar

of Syrian Arabic, which is based on the dialect of Damascus but also "includes Lebanese dialects".

The only quite recent study about a Lebanese dialect in se is Abu-Haidar's (1979) A study of the

spoken Arabic of Baskinta, discussing the dialect of a village in the Mount Lebanon region about

40km from Beirut.

Two other articles that are very interesting for this study are Camilleri et al. 2014 and

Zeddari 2008. These are two of the very few articles that discuss the phenomenon of the dative

10 Ryding 2014, p.132-133. 11 Ryding 2011, p.181-185.

18

alternation in some Arabic vernaculars, and this is why we will discuss them in our last chapter

when comparing the Lebanese dative alternation to the dialects discussed in these works.

Wilmsen is one of the few scholars in linguistics who are studying the Arabic dialects in a

truly scientific way. We will briefly discuss three articles he wrote on dative alternation in MSA

and Arabic vernaculars. His 2011 article “Dialects of the dative shift” presents us with an attempt to

reconstruct the evolution from Classical Arabic to the modern vernaculars in phrases containing a

verb and two object pronouns. More pertinent for this research is his 2012 article “The ditransitive

dative divide in Arabic: grammaticality assessments and actuality”. The author starts off by

discussing certain isoglosses in the Arabic vernaculars: if we look at the treatment of double object

constructions, we can divide the dialects into a Western (from Egypt onwards) and an Eastern

group. Let us have a look at the dative alternation example Wilmsen quotes for Eastern (or

Levantine in this case) Arabic:

(3) 'a3Tayt 3ali il-flus

I-gave Ali the-money

(4) 'a3Tayt il-flus li-3ali

I-gave the-money to-Ali

"I gave Ali the money" - "I gave the money to Ali"

These examples illustrate how similar the basic NP NP and NP PP construction in the Arabic dative

alternation are to English.12

His 2010 article “Dialects of Written Arabic” is particularly interesting because it discusses

a rather unthinkable phenomenon in the Arab world: the influence of a speaker's native dialect on

the way he writes in MSA. Everyone knows that Arab authors from different countries tend to use a

different vocabulary, but it not a well known fact that also the syntax of the phrases can differ.

Wilmsen made a statistical analysis of constructions with two object pronouns in newspaper articles

from Egypt and Lebanon, and found that each newspaper's style reflects the local dialect closely.

Let us compare a phrase from the Lebanese newspaper with a colloquial one:

(5) MSA

l-awrāq allatī sallamat-hu iyyā-hā armalat 'Abd al-Wahhāb

12 Wilmsen 2012, p.215-216.

19

the-papers which she gave-him them widow Abd El-Wahhab

"The papers which the widow of Abd El-Wahhab handed to him"

(6) Colloquial

allah ykhalli-lak ye-hon

God he keeps-for you them

"May God keep them (safe) for you!"

Let us contrast these with the Egyptian versions:

(7) MSA

l-awrāq allatī sallamat-hā la-hu armalat 'Abd al-Wahhāb

the-papers which she gave-them to-him widow Abd El-Wahhab

"The papers which the widow of Abd El-Wahhab handed to him"

(8) Colloquial

rabbi-na ykhalli-hum lak

Our-Lord he keeps-them for-you

"May God keep them (safe) for you!"

We clearly see that the Lebanese tend to affix the recipient to the verb and use a separate object

marker with an affixed pronoun for the theme, in writing as well as in speaking. The Egyptians do it

the other way round: the theme of the phrase is affixed to the verb while the recipient is expressed

as a dative phrase on its own.13 Wilmsen concludes that there are indeed regional "dialects" in

written Arabic.14 Cowell 2010 confirms this conclusion: "an object pronoun is suffixed to the stem

yaa- if the verb itself already has a pronominalized first object or an li- suffix".15

Let us now have a look at what has been written on ditransitives and dative constructions in general

in two scientific grammars and one manual of Lebanese Arabic. Abu-Haidar's 1979 grammar of the

dialect of Baskinta is one of the only modern scientific grammars of a Lebanese dialect, as we have

stated above. We will make a summary of what she has to say about ditransitives on pages 102-104.

The author mentions a couple of verbs that frequently take double objects: 3aTa (to give), farraj (to

show), nassa (to make someone forget), Ta33am (to feed) etc. She gives some examples of verbal

13 Wilmsen 2011, p.99-104. 14 ibid., p.127-128. 15 Cowell 2010, p.545.

20

forms combining two object suffixes:

(9) 3aTaaniyyaa

parsed as: 3aTaa-ni yya-h

he-gave-me object-it

"He gave it to me."

(10) farrajnaakunyaahun

parsed as: farrajnaa-kun yya-hon

we-showed-you object-them

"We showed them to you."

(Note the way Abu-Haidar interprets these suffixes as forming one word with the verb. We prefer to

parse the yye-forms separately from the verbal forms in accordance with the Arabic orthography.)

Abu-Haidar also notes that in these constructions, the second object suffix is often replaced by an

independent subject pronoun:16

(11) Ta33amtikyaa => Ta33amt-ik yya-h

she-fed-you object-it

becomes: Ta33amit-ak huu

she-fed-you he/it

The author also discusses the constructions where one object is indirect and the other is direct,

which are always built up like this:

(12) samma3 -lu yaa-hun

he-made-listen -to-him object-them

"He made him listen to them."

(13) 3ammar -li yyaa

he-built -for-me object-it

"He built it for me."

Another phenomenon Abu-Haidar discusses is the anticipatory pronominal suffix, this is basically

what Bossong refers to as differential object marking (from now on abbreviated as DOM). This

16 cf. Retsö 1987 p.223. Note that this phenomenon occurs rarely in Beirut Arabic.

21

construction only appears with definite objects, and the author notes that both constructions with or

without the anticipatory suffix have the same semantic value:

(14) 'riit-u li-l-iktaab

I-read-it to-the-book

(15) 'riit l-iktaab

I-read the-book

"I read the book."

This phenomenon is also discussed in Bizri 2010, we quote: "la préposition la- à intervient dans les

tournures emphatiques: le complément d'object apparaît alors suffixé au verbe, mais également cité

dans la phrase, précédé de la-", we should note here that this work is a manual of Lebanese Arabic

and not an academic work. Consider the following examples:

(16) jozef 3aTa Suha el-kotob

Joseph gave Soha the-books

(17) jozef 3aTa-ha la-Suha el-kotob

Joseph gave-her to-Soha the-books

"Joseph gave the books to Soha."

In Bossong's 1991 article on DOM, the author discusses the syntactic phenomenon using the dative

case as an object marker in Romance and Semitic languages. This is an example of this construction

worthwhile mentioning:

(18) la'a la-l-mudir rakeb b-el-brimo

he found to-the-director driving in-the-first class

"He found the director driving in the first class"

Bossong also gives an example of a Lebanese prepositional dative phrase from Koutsoudas 1967:

(19) 3ali ba3at l-kteb la-l-bint

Ali he-sent the-book to-the-girl

(20) 3ali ba3at-la l-kteb la-l-bint

Ali he-sent-to-her the-book to-the-girl

22

"Ali send the book to the girl."17

Levin 1978 on the Arabic dialects of the Galilee writes that when li- denotes an object "it is

preposed only to a definite object, and is always preceded by an anticipatory pronoun of the 3rd

person, which is suffixed to a transitive verb taking one direct object. The anticipatory pronoun

refers to the object and agrees with it". The author also claims that this construction is used to

"emphasize a certain part of the utterance, or to utter a certain emotional attitude towards the

content of the sentence".18

Koutsoudas adds a definition of this construction with the indirect object: "the la- in the

indirect object construction always precedes the indirect object; the only restriction on this

construction is that if the object is doubled, the noun in the construction must be definite and the

dependent pronoun must be preceded by l-".19

Feghali's 1918 study on the Syriac influence on Lebanese Arabic states that this construction

is probably a loan from Syriac, he quotes "Au Liban, on fait de même précéder le mot qui est l'objet

direct de la même préposition l-, quand cet objet direct a été déjà exprimé par un pronom suffixe

enclitique sur le verbe". He quotes the following examples:

(21) ana shuft-u la-khayy-ak

I saw-him to-brother-your

(22) ana shuft khayy-ak

I saw brother-your

Feghali simply states that these two phrases are "equivalent", and he does not mention that

example (21) is emphatic in any way.20

We should note here that the use of this anticipatory pronominal suffix, contrary to what

Bizri and Levin write, does not seem to emphasize the argument it precedes at all in Lebanese

Arabic. When we analyze the data of our corpus we will see that there is no apparent difference in

semantic value between variants with or without DOM. In the lemma on Beirut Arabic in the

Encyclopedia of Arabic Language and Linguistics (2011), it is stated that these constructions "have

an expressive value, a rhetorical function of highlighting and insistence, and are found in

constructions where the direct complement is represented by a suffix in the verb form, in an

17 Bossong 1991, p.151 & p.156. 18 Levin 1987, p.32-33. 19 Koutsoudas 1967, p.513. 20 Feghali 1918, p.84-85.

23

anticipatory manner...".21

Perhaps it would be better to refer to these constructions with anticipatory suffixes as being

"expressive" or having a function of "rhetorical highlighting" and "insistence".

21 Versteegh et al. 2011, vol I, p.284.

24

5 Pilot research

In this chapter we first discuss a small pilot study that was done by the author to delineate some

research questions for this dissertation on dative constructions in Lebanese. For this study we made

notes of all sentences that included interesting dative constructions from Nadine Labaki's 2007 film

Caramel and also from the first 5 episodes of the web-series Shankaboot (available on Youtube).

The pilot study showed that ditransitive constructions with full NPs rarely occur in daily

speech. Below are a few examples to illustrate the variety of dative constructions in Lebanese:

(1) Dayya'ti-lik yeh shway

tighten.past 1c.sg.-to you obj 3m.sg. a little

"I tightened it a little bit for you." (talking about a dress)

(2) Ma ra7 'a3Ti-k wra' !

not future give.pres 1c.sg-you papers

"I'm not giving you any papers!"

(3) huwa lli b3at-li yehon

he relative PN send.past 3m.sg.-to me obj 3 c.pl.

"He's the one who sent them to me."

(4) 'allabti-lu l-oDa

turn around.past 1c.sg.-to him the-room

"I turned his room upside down."

Phrase (1) is an example of the benefactive construction. Phrases (2) and (3) illustrate pronominal

versions of the dative alternation: (2) is the NP NP construction with the prototypical dative verb to

give and (3) is the NP PP form as we would expect it with a verb like to send. Phrase (4) is a

construction in which the dative marker refers to inalienable possession of the object.

It is interesting to contrast phrase (3) with phrase (5):

(5) kabat-ni wra'

write.past 3m.sg.-me papers

He wrote letters to me.

In phrase (5) the verb to write is used in the sense of to send but here the speaker uses a bare NP

construction instead of the PP used in (3). Constrasting the ditransitive with the prepositional

construction can clearly change the semantic value of the verb; compare:

25

(6) halla' bi7ki-ki

now tell.pres 1c.sg.-you

I'll talk to you in a minute. / I will call you in a minute.

(7) ra7 'a7ki-lik l-7keye

future marker tell.pres 1c.sg.-to you the-story

I will tell you the story.

Below are some more uses of the prepositional constructions in Lebanese, as discussed by Cowell

in his Reference grammar of Syrian Arabic (2005). Cowell notes another use of the preposition -li

such as the ethical dative:

(8) bZenn-ellak hek beddo ya3mel

I-think-to-you like-this he-wants he-does

"I think that's what he wants to do."

Another construction is the redundant l-suffix construction, which is used to refer to the subject of

the verb and to indicate involvement in the action.

(9) l-marra l-maDye sme3t-elli kam wa7de hek

the-time the-past I-heard-to-me some ones like-that

"The last time, I heard a few (things) like that."

This construction is also used to anticipate the object complement of the verb, cf. also phrase (4):

(10) rashshet-ello shwayyet mayy 3ala wishsh-o

I-sprinkled-to-him a-bit water on face-his

"I sprinkled a little water on his face." 22

Bizri also mentions a benefactive dative example in:

(11) shift-ilna ha-l-binit shi ?

you-have-seen-to-us this-the-girl ever/some

"est-ce-que tu nous as vu cette fille?" 23

22 Cowell 2010, p.483. 23 Bizri 2010, p.77.

26

6 Methodology This part presents the methodology used in the research for this dissertation. The subject of

ditransitives and the dative alternation was chosen in the wake of a course at the university in which

we studied the dative alternation from different theoretical perspectives. For this course, the author

wrote a paper on the dative alternation in Lebanese and Moroccan Arabic from a constructionist

perspective. After the course, the author spent 6 months studying at the American University of

Beirut and it was there that the idea was conceived to elaborate the research on ditransitive

constructions in Lebanese Arabic.

The choice to work on Lebanese was also motivated by two characteristics of this specific

vernacular: first of all the fact that due to attitudes towards language in Lebanon, the influence of

MSA on the speakers is very small, and secondly the fact that the Lebanese vernacular is very rich

in geographic variants and also in the interaction of these different variants.

Due to the scope of this project and previous experiences, we decided to work with

questionnaires using translation tasks to elicit information from the speakers. Assembling a corpus

of spontaneous language material was not possible due the nature of this research and the limited

availability of time.

The speakers we interviewed were friends, friends of friends and also people whom we

randomly met in the American University of Beirut. The only criteria that were used to select the

speakers were that they had to be in their twenties or thirties and that they had a degree in higher

education, so that they were able to translate the questionnaire with a grasp of the subtleties implied

in each phrase. These criteria were also applied to make sure that we had people with similar social

profiles, which a factor we could not make variable due to the limited scope of the study.

We chose to interview 30 people in total so that we could make a quantitative analysis of the

material. This led to a varied crowd of men and women from different religious backgrounds,

among them we find Christians from different sects, Sunni and Shia Muslims and Druze. The

interviews took around 30 minutes and most of them were done in the American University or in

Hamra, the neighborhood where it is situated. We started off by asking the people about some

personal information.24 We started of with name and age, and we asked them where they grew up,

where their parents grew up and how they felt about the way they speak Lebanese or if they have

the feeling that they speak with a local accent. Like this we could make sure that we had speakers

from all over Lebanon and we could define the main dialect distinctions as seen by the people:

standard Lebanese, Beiruti, South, North, Mount-Lebanon and Beqaa valley.

Most people felt that they spoke standard Lebanese Arabic, with a minor accent from some

24 The personal information variables are based on the Ghaleb & Joseph study of second language use in Lebanon, cf. Joseph 2004, p.204.

27

specific region in Lebanon. We have to note here that very few families are from the capital itself,

most people live in Beirut when they are working during the week but on weekends, holidays and in

summer people tend to live in a house in the village their family is originally from. Informants from

the South and from Mount-Lebanon were most prone to admit that they had a local accent and

seemed to be at ease with this, while people form the North and the Beqaa were proud in

mentioning you could not hear that they were from those places at all.

We will now discuss how we wrote the questionnaire itself. As this is the first serious study

of the dative alternation in Lebanese Arabic, we had to come up with all the material ourselves.25

The main focus for selecting all the parameters for the phrases in this questionnaire was to keep the

translations as spontaneous as possible, using common verbs with common and prototypical

arguments. We did this because of the situation of multiglossia in the Arab world and also due to

language attitudes in Lebanon: as we stated above, a large part of young people in Lebanon are not

at all proficient in MSA and do not like being associated with Arabic language and culture in

general. When asking people if they want to participate in a study about Arabic, the first response

you get from about 80% of the speakers is "but my Arabic is really bad!". Because of this we had to

be very clear that the nature of this research had nothing at all to do with MSA or writing in Arabic,

and that the focus was spoken Lebanese Arabic, in its most informal and colloquial form.

The first and most basic research question was to see what verbs or categories of verbs would occur

both in the NP NP and NP PP constructions. This made selecting what verbs we were going to use

in the phrases an important task, for which we used Abdelgawad's article on the dative alternation in

English and MSA. Despite the strange methodology he used to do his research, he did give a very

nice overview of the different categories of dative verbs, and from each of these categories we

chose one verb that would be likely to appear a lot in colloquial Lebanese. We should note here that

we did not choose Abdelgawad's list because we agree with its categorization of the verbs, but

simply because it is a very detailed one. This is an overview of Abdelgawad's categories and the

verbs we selected from them:26

(A) give verbs: give, sell, feed

(B) verbs of future having: grant

(C) send verbs: send, hand

(D) slide verbs: -

(E) carry verbs: carry

25 The questionnaire was written with the help of professor David Wilmsen. 26 Abdelgawad 2006, p.196-198.

28

(F) verbs of throwing: throw

(G) verbs of transfer of a message: ask, teach, tell

(H) verbs of instrument of communication: -

We added two more verbs: to bring and to buy, because we felt they are also very common “dative

verbs” in everyday speech.

The "slide" and "instrument of communication" groups were not included because we

judged them quite rare in Lebanese conversations.

For the verbs to grant and to hand, we asked the speakers to use the more formal mana7 and

sallam respectively. These verbs are loans from MSA that are not used regularly in Lebanese. We

specifically ask for these verbs because they could possibly show interference from MSA in the

constructions used. We also included some causatives such as Ta33am (to feed), 3allam (to teach)

and sallam (to hand) to see if they would have any influence on the choice of the dative

construction.

Professor Wilmsen suggested to keep the recipient as constant as possible across the phrases

so we chose two phrases with equal availability and definiteness to the speaker: "the guy" and "the

girl". A definite recipient also has more probability of occurring in a construction with anticipatory

suffixes. The theme of the phrase was chosen to fit the verb as prototypically as possible, so e.g. the

verb to give with the recipient being the guy got a book etc.

To keep the phrases as simple and spontaneous as possible, we decided to mainly put the

verb of the phrases in the imperative and the past tense in the 3rd person singular. These two tenses

are the shortest verbal forms in colloquial Arabic. To see if there would be variation with the

present tense, we included 3 verbs out of 13 in the present tense in the interviews that were

determined by the True Random Number Service website.27

Below is an illustration of the different verbal forms with the verbs 'ishtara (to buy) and

bee3 (to sell):

imperative singular: 'ishtri bii3

past 3rd person singular: 'ishtara bee3

present 3rd person singular: 3am (b-)yishtiri 28 3am (b-)yibii3

In order to have more variation in the material, we included some extra parameters into the

questionnaire. We added some pronominal recipients to contrast them with the full NP ones, to see 27 cf. the integer generator on www.random.org. 28 The b- prefix in the present tense is in fact an indicative marker, it can be left out when combined with the prefix 3am to indicate a present continuous tense but this is purely to facilitate pronunciation.

29

whether this would have any influence on the construction of the phrase. We also varied the theme

with definite and indefinite nouns to see what kind of influence this would have.

After transcribing and analyzing the interviews, we made a database in Microsoft Excel with

the following parameters:

• phrase number

• observation

• verb

• verb tense

• definiteness of theme

• pronominal: yes or no

• construction used

• speaker

With this database we were able to make an array of pivot tables to study the distribution of the

different constructions and how certain parameters influenced them. This is what we will discuss in

the next chapter.

30

7 The dative alternation in Lebanese Arabic In this chapter we will discuss and analyze the material from the corpus of interviews. We will start

off by giving an overview of what we know about the Lebanese dative alternation so far. Then we

will discuss the different constructions that were attested, and after this we will have a look at some

specific questions dealing with their respective distributions. In the second main part of the chapter

we will compare the dative constructions in Lebanese Arabic with some articles on similar

constructions in other Arabic vernaculars: Camilleri et al. 2014 where a comparison is made

between dative structures in Cairene and Hijazi Arabic and Maltese, and Zeddari 2008 on Moroccan

Arabic ditransitives.

7.1 The dative alternation in Lebanese so far

Let us first give an overview of the dative alternation in Lebanese as it has been described so far.

First things first, we have seen that there is indeed a dative alternation in Lebanese Arabic, of which

the basic two variants are quite similar to English: the ditransitive NP NP construction and the

prepositional NP PP construction. These are the constructions (a) and (b) in the table below. The

equivalent of the English preposition to in Arabic is -li or -la, depending on the dialect and

phonological context. Whether the nature of the argument in the prepositional construction is

allative or oblique, or other matters of semantic structure cannot be discussed at this stage in the

research.29

On top of these two basic constructions with full NPs, we find a variant that uses an

anticipatory pronoun referring to the recipient suffixed to the verb which is a phenomenon we

define as DOM. This variant occurs with inversion of NP1 and NP2, illustrated below by (c) and

(d). As we have stated above, DOM constructions in Lebanese Arabic do not seem to have an

influence on the semantic value of the arguments but should rather be seen as being identical to

their counterparts without anticipatory suffixes, or having a rhetorical way of highlighting them in

speech.30

This is a summary of the different constructions encountered with full NPs so far:

(a) S V NP1 NP2

(b) S V NP1 PP2

(c) S V-SUFF1 NP1 PP2

(d) S V-SUFF1 PP2 NP1

29 Camilleri et al. 2014, p.4-6. 30 cf. p.36.

31

When both objects are pronominal, the theme is expressed by the preposition yye- and the recipient

is expressed by means of a morphological dative suffix affixed to the verb. The subject of the verb

is not expressed when it is pronominal because Lebanese Arabic is a pro-drop language. The

pronominal ditransitive construction has the following structure:

(S) V-DAT1 yye-2

Below is a full table of the pronoun suffixes occurring in the Lebanese ditransitive construction: Accusative Dative yye- 1c.sg. -ni -li - 2m.sg. -ak -lak - 2f.sg. -ik -lik - 3m.sg. -u -lu yyeh 3f.sg. -a -la yyeha 1c.pl. -na -l(i/a)na - 2c.pl. -kon -l(i/a)kon - 3c.pl -hon -lon yyehon We should note that the /l/ of the dative pronoun set can be doubled after a verb that ends in a

geminate consonant. The verb in question also regains its original final vowel:

(1) kabb -li => kabba-lli he-threw -to me he-threw-to-me "He threw me (something)." 7.2 Double object constructions attested in the interview corpus

In this part we will discuss the different double object constructions that were attested in our

interview corpus. The number values were attributed while we were composing the database so

there is no logic in them: 1 to 4 are double object constructions with full NPs, 6 represents an

alternative rendition into Lebanese without the use of a dative construction and 5, 7 and 8 are

phrases in which the recipient is pronominal. This is an overview of the different constructions with

some examples (NP1 = recipient, NP2 = theme):

1. V NP1 NP2

(2) 'a3tii z-zalame kteeb

give.imp the-guy book

"Give the guy a book!"

32

2A. V PP1 NP2

(3) 'a3Tii la-z-zalame kteeb

give.imp to-the-guy book

"Give the guy a book!"

2B. V NP2 PP1

(4) 'ishtiri s-siyyara la-l-binit

buy.imp the-car to-the-girl

"Buy the girl a car!"

3A V-dat.suffix1 PP1 NP2

(5) 'ishtrii-la la-l-binit siyyara

buy.imp-to her to-the-girl car

"Buy the girl a car!"

3B V-dat.suffix NP2 PP1

(6) kabba-lu t-tabe la-sh-shab

throw.past-to him the-ball to-the boy

"Throw the guy the ball!"

4A V-acc.suffix1 PP1 NP2

(7) bii3-u la-sh-shab siyyara

sell.imp-him to-the-boy car

"Sell the guy a car!"

4B V-acc.suffix1 NP2 PP1

(8) bee3-u siyyara la-sh-shab

he sold-him car to-the-guy

"He sold the guy a car."

5 V-dat.suffix1 NP2 la-'ill-poss.suffix1

(9) ba3at-li r-risele la-'ill-i

send.imp-to me the-letter to-EMPHATIC-me

"Send me the letter!"

6 No dative construction in the Arabic translation

(10) 7a''i' mniyyt z-zalame

grant.imp wish the-guy

"Grant the guy his wish!"

(11) s'al-u la-sh-shab 3an iT-Tarii'

ask.imp-him to-the-guy about the-way

"Ask the guy (about) the way!"

33

7 VP-acc.suffix1 NP2

(12) 3allam-u d-dars

he-taught-him the lesson

"He taught him the lesson."

8 VP-dat.suffix1 NP2

(13) ba3at-li rseele

send.imp-to-me letter

"Send me a letter!"

Construction 1 is the bare NP NP (or ditransitive) construction that we would expect with a

prototypical dative verb like to give. Constructions 2A and 2B are its NP PP counterparts: 2A has

the PP NP order and 2B is the same construction with the inverse NP PP order of the theme and

recipient. Constructions 3A and 3B are NP PP variants that use dative suffixes attached to the verb

that refers to the recipient. This phenomenon is often called Differential Object Marking (DOM),

but in these specific variants it is perhaps better to refer to them as constructions with anticipatory

suffixes like Abu-Haidar does, because DOM tends to refer more to the theme of the phrase,

whereas here we are discussing the phenomenon of an extra suffix that refers to the recipient by

way of cross-reference. These constructions are what we could call extended versions of 2A and

2B. We will later on discuss whether or not their semantic value differs.

Constructions 4A and 4B are very similar in structure to 3A and 3B, but the anticipatory

suffix is an accusative one instead of a dative suffix. The cross-reference encoded in the accusative

and referring to the recipient could entail that 4A and 4B would appear more often with verbs that

tend to elicit construction 1. Construction 5 only appears 3 times in our dataset and it is only

associated with pronominal recipients. This variant uses an emphatic version of the preposition li-

which is constructed as il- or la-'il- plus the appropriate version of the dative suffix. It is generally

agreed upon that this emphatic preposition has no other function than emphasis, and because this

construction only occurs very infrequently in the corpus we will not discuss it any further.

Construction 6 is the number we used for the phrases where the speakers did not use a

“dative construction” in their rendering of the English into Arabic, so we will not be including these

in our quantitative analyses. The two strategies used in these constructions are illustrated by the two

examples we gave: a possessive construction and a kind of PP but using a different preposition than

the dative li-. Finally, construction 7 and 8 are basically versions of 1 and 2 respectively, where the

recipient is pronominal and hence suffixed to the verb. In 7 this suffix is an accusative, the sentence

therefore instantiates the NP NP construction; conversely, in 8 the suffix is a dative, the sentence is

therefore an instantiation of the NP PP construction.

34

7.3 Distribution of the different constructions

Let us now look at the distribution of these constructions. The following table gives an overview of

the full NP constructions 1 through 4, and how many times they appear with the specific verbs in

the corpus:

                   

Constructions                Verbs   1   2A   2B   3A   3B   4A   4B   Total  

ask   38   2   4      

16   3   63  bring  

 16   9   22   15  

   62  

buy   2   21   21   12   5      

61  carry   5   13   12   25   17   1  

 73  

feed   41   5   6      

5   1   58  give   39   11   10  

   1   1   62  

grant   40   12   5   10   11   8   1   87  

hand   29   4   7    

4   5   4   53  sell   25   5   19   1  

 13   6   69  

send    

14   16   19   10   1   1   61  teach   18   1   1   1  

 8   5   34  

tell   24   15   9   9   1   18   10   86  

throw    

8   17   11   24      

60  

Total   261   127   136   110   87   76   32   829  

At first sight it is quite clear that we can divide the verbs into a couple of groups:

Verbs only occurring with PP: bring, send, throw

Verbs with PP, occurring in NP here and there: buy, carry

Real alternating verbs: ask, feed, give, grant, hand, sell, teach, tell

Let us compare this with the pronominal constructions:

           

Constructions        Verbs   5   7   8   Total  

ask    

7   1   8  bring  

 2   31   33  

buy    

1   2   3  carry  

   7   7  

feed    

1    

1  grant  

 4   6   10  

hand   1   4   1   6  sell  

 2  

 2  

send   2   5   58   65  teach  

 30   2   32  

tell    

24   11   35  throw  

   62   62  

Total   3   80   181   264  

35

It is safe to say that the distribution is very similar with pronominal recipients, keeping in mind that

construction 7 represents the alternating group whereas 8 represents the prepositional constructions,

as we noted at the end of paragraph 7.2.

What can we deduce from the distribution of these constructions within the different verb

classes? The following table shows this distribution of the alternation verbs, per verb and in

percentages:

 Constructions  

             Verbs   1   2A   2B   3A   3B   4A   4B   Total  ask   60,32%   3,17%   6,35%   0,00%   0,00%   25,40%   4,76%   100,00%  feed   70,69%   8,62%   10,34%   0,00%   0,00%   8,62%   1,72%   100,00%  give   62,90%   17,74%   16,13%   0,00%   0,00%   1,61%   1,61%   100,00%  grant   45,98%   13,79%   5,75%   11,49%   12,64%   9,20%   1,15%   100,00%  hand   54,72%   7,55%   13,21%   0,00%   7,55%   9,43%   7,55%   100,00%  teach   52,94%   2,94%   2,94%   2,94%   0,00%   23,53%   14,71%   100,00%  tell   27,91%   17,44%   10,47%   10,47%   1,16%   20,93%   11,63%   100,00%  

Total   51,69%   11,29%   9,48%   4,51%   3,61%   13,77%   5,64%   100,00%  

We can detect some different patterns in this alternating group of verbs. Generally we can conclude

that we were right in linking construction 1 with 4, using an accusative suffix to refer to the

recipient is indeed parallel to the NP NP construction. As we also expected, construction 3 does not

appear often. The more likely a verb is to occur in the NP NP construction, the less likely it is to be

used in construction 3.

Verbs that often occur in construction 1 tend to have almost no occurrences with

construction 3, and constructions 2 and 4 respectively share this phenomenon in equal proportions.

The verbs that we can associate with this assumption are: to ask, to feed and to hand. The verb to

give appears more in construction 2 than in construction 4.

To grant is the only verb that occurs in construction 3 as well. To teach does not appear

often in construction 2 but it can often be found in construction 4. The verb to tell shows equal

proportions across constructions 1, 2 and 4 and occurs somewhat less often with construction 3.

36

The next table shows the group of the non-alternating verbs together with those that rarely alternate,

also in percentages:

 Constructions  

             Verbs   1   2A   2B   3A   3B   4A   4B   Total  

bring   0,00%   25,81%   14,52%   35,48%   24,19%   0,00%   0,00%   100,00%  

buy   3,28%   34,43%   34,43%   19,67%   8,20%   0,00%   0,00%   100,00%  

carry   6,85%   17,81%   16,44%   34,25%   23,29%   1,37%   0,00%   100,00%  

send   0,00%   22,95%   26,23%   31,15%   16,39%   1,64%   1,64%   100,00%  

throw   0,00%   13,33%   28,33%   18,33%   40,00%   0,00%   0,00%   100,00%  

Total   2,21%   22,71%   23,66%   28,08%   22,40%   0,63%   0,32%   100,00%  

We expected that construction 3 is a version of construction 2 with the addition of anticipatory

suffixes, and this is mirrored by the distribution of these variants in the non-alternating verb group.

Here we see similar percentage for constructions 2 and 3, and we can compare this with the

distribution of variants 2 and 4 in the alternating verb group. The verbs to buy and to carry do not

really have an equal distribution of these two constructions; maybe this has to do with the fact that

they also sometimes appear in the NP NP construction.

We will not discuss the pronominal constructions 5, 7 and 8 any further because they have

far less possibilities for eliciting different constructions and we cannot make any claims about them

on the basis of the material from our corpus study.

In conclusion we have seen that the distribution of constructions 1 and 2 with their

respective anticipatory suffix variants 3 and 4 is very similar. On first sight, it seems that Abu-

Haidar was right in stating that the semantic value of both of these constructions is essentially the

same, or at least very similar.31 We do not have enough material to make conclusive remarks on this

phenomenon, but it is a clear trend that the anticipatory suffix versions of the constructions have a

semantic value that is very close to their counterparts without suffixes. As we have stated before,

these anticipatory suffixes are often used in Lebanese daily speech, as well as in our corpus.

Their function is debated but most likely somewhere between a rhetorical highlighting and

insistence or expressive value (Versteegh et al. 2011), and having the same semantic value (Abu-

Haidar 1979) or being equivalent (Feghali 1918) to their counterparts without the anticipatory

suffixes.

31 Abu-Haidar 1979, p.19.

37

7.4 A tentative classification of the Lebanese Arabic dative verbs

Even though it is not the focus of this research, we will try to give a tentative classification of the

Lebanese dative verbs that appear in our dataset. First we will try to categorize them according to

the following categories:

caused possession / give-type: buy, feed, give, grant, sell, teach

caused motion and caused possession / throw-type: bring, send, carry, throw, hand

(communication: ask, tell)

We expected the give-type verbs to appear with both alternating constructions, while the throw-type

verbs were deemed more likely to have the prepositional construction. If we compare this

categorization with the division of the verbs into alternating and non-alternating categories on p.34,

we can clearly see that these categories have been quite accurate so far. The two verbs that do not fit

into this categorization are: to buy and to hand. The fact that we asked our informants to use a

causative verb that is borrowed from MSA to translate to hand might have influenced this outcome;

we will discuss this later on. We will not make any claims about the communication verbs, as the

scientific literature has not focused on these verbs.

On first sight, the notion of caused possession does seem to be a key trigger for the

ditransitive construction (NP NP) in vernacular Arabic.

7.5 Distribution of the inversion in constructions 2, 3 and 4

In this part we will have a look at those constructions in which the order of the recipient and the

theme can be reversed: 2A/2B, 3A/3B and 4A/4B. We will not make any claims on the

predictability of the distribution of these constructions on the basis of our corpus, but we can try to

see what factors in our corpus could trigger one construction rather than the other. To be clear, this

part is only a tentative analysis, it was not the primary focus of the current dissertation to study

these constructions, so we can only identify avenues for further research.

The following table presents an overview of the distribution of constructions 2, 3 and 4 with

all the verbs in the corpus, divided into phrases with definite and indefinite themes. The first remark

we should make is that only two verbs in the corpus appear with both definite and indefinite

themes: to ask and to tell. If we look at the distribution of the constructions with the two variants, it

is safe to say that both variants have fairly similar occurrences:

38

Verbs   Constructions                        theme   2A   2B   3A   3B   4A   4B   Total  

ask   2   4      

16   3   25  

Indefinite   1   2      

7   1   11  Definite   1   2  

   9   2   14  

bring   16   9   22   15      

62  Indefinite   16   9   22   15  

   62  

buy   21   21   12   5      

59  

Indefinite   21   21   12   5      

59  carry   13   12   25   17   1  

 68  

Indefinite   13   12   25   17   1    

68  feed   5   6  

   5   1   17  

Definite   5   6      

5   1   17  give   11   10  

   1   1   23  

Indefinite   11   10      

1   1   23  

grant   12   5   10   11   8   1   47  Definite   12   5   10   11   8   1   47  

hand   4   7    

4   5   4   24  Definite   4   7  

 4   5   4   24  

sell   5   19   1    

13   6   44  

Indefinite   5   19   1    

13   6   44  send   14   16   19   10   1   1   61  

Indefinite   14   16   19   10   1   1   61  teach   1   1   1  

 8   5   16  

Definite   1   1   1    

8   5   16  tell   15   9   9   1   18   10   62  

Indefinite   7   5   4    

6   3   25  

Definite   8   4   5   1   12   7   37  throw   8   17   11   24  

   60  

Definite   8   17   11   24      

60  

Total   127   136   110   87   76   32   568  

The chart shows that 2A and 2B, 3A and 3B respectively have relatively similar distributions. With

construction 4 we see that 4A is much more common than 4B, as we have noted before.

If we contrast variant A and B from constructions 2, 3 and 4 in percentages, we get the

following table:

Constructions 2A 2B 3A 3B 4A 4B

Total 48,29% 51,71% 55,84% 44,16% 70,73% 29,63%

We see that also construction 3A is more common than 3B, but to a lesser degree compared to the

variants of 4. This means that it is probably more likely for the anticipatory suffix to be as close as

possible to the element to which it cross-references. While Koutsoudas 1967 and Levin 1987 only

39

make note of constructions like 3B claiming that they are emphatic, we have found that all the

variants of constructions 3 and 4 in Lebanese Arabic are probably not emphatic at all because they

are so commonly used.32

Other factors that might influence the distribution of the construction include any of the

restrictions as discussed by articles such as Bresnan & Nikitina 2003 and Bresnan et al. 2007, but

our corpus is definitely inadequate to take these into account. A last factor one could take into

consideration is the influence of specific local dialects on the inversion of these constructions. We

again cannot properly ascertain this factor on th basis of our corpus although we note that

constructions used by the different informants with the range of verbs studied appear to be quite

uniform at first sight.

7.6 Causatives and verbs from MSA

In this last part of the analysis we focus on two more factors that could influence the distribution of

the dative constructions: causatives and loan verbs from MSA.

The verbs Ta33am (to feed), sallam (to hand) and 3allam (to teach) are morphologically

causative verbs in Lebanese Arabic, this is made clear by the double 2nd root-consonant.33 The verbs

mana7 (to grant) and also sallam (to hand) can be considered as loan verbs from MSA. Note that

using MSA words in Lebanese Arabic is not artificial at all, all specialized vocabulary, e.g. when

talking about politics or literature is from MSA and adapted to Lebanese pronunciation, as is the

mechanism of code-switching in all Arabic vernaculars.34

All of the phrases in the corpus with these verbs have definite themes, and none of them are

pronominal, so these are two factors can be ruled out during the analyses.

When discussing the dative alternation with causative verbs, Camilleri et al. 2014 discuss

Ryding's theory that Arabic causatives derived from transitive verbs alternate between NP NP and

NP PP constructions, whereas those derived from intransitive verbs only have the prepositional

construction.35

The problem with the causatives in our dataset is that neither of them have a transitive or

intransitive counterpart that is commonly used in the spoken language: Ta33am (to feed) has an

intransitive base Ta3ama in MSA but this form is not used in Lebanese. Sallam (to hand) and

3allam (to teach) would theoretically have transitive non-causative forms like to have/possess and

to know but these forms from the same root consonants are not used in Lebanese either.

It is clear that all of our causatives alternate. According to Ryding's theory we would expect

32 cf. p.36. 33 For an overview of the Arabic root system, cf. chapter 6 of Ryding 2014. 34 cf. Bassiouney 2009 chapters 1-3. 35 Camilleri et al. 2014, p.30.

40

Ta33am to alternate the most, and the material from our corpus does seems to confirm this:

 Constructions  

             Verbs   1   2A   2B   3A   3B   4A   4B   Total  feed   70,69%   8,62%   10,34%   0,00%   0,00%   8,62%   1,72%   100,00%  grant   45,98%   13,79%   5,75%   11,49%   12,64%   9,20%   1,15%   100,00%  hand   54,72%   7,55%   13,21%   0,00%   7,55%   9,43%   7,55%   100,00%  teach   52,94%   2,94%   2,94%   2,94%   0,00%   23,53%   14,71%   100,00%  

Total   55,17%   9,48%   8,19%   4,74%   6,47%   11,21%   4,74%   100,00%   As for the loan verbs from MSA, we observe that sallam (to hand) is used much more often than

mana7 (to grant) in the Lebanese vernacular, and this might account for a different distribution of

the possible constructions. With a proper alternating verb like mana7 we would expect a similar

distribution of constructions 2 and 4, while this verb appears more often with 3. Lebanese speakers

would be more likely to use the verb to give in order to express the notion of grant in these phrases,

but here they were specifically asked to use mana7. This might indicate interference from Lebanese

Arabic verbs while using a verb from MSA, if we compare the distribution of the constructions of

the verb to give with those of to grant we see that they both fail to be associated with variant 4.

7.7 Comparison with other Arabic vernaculars

We will now make a tentative comparison of the material from our Lebanese corpus with two

articles that discuss different variants of vernacular Arabic: Egyptian Cairene Arabic (ECA), Hijazi

Arabic (HA), Maltese (MT) and Moroccan Arabic.

7.7.1 Comparison with Egyptian Cairene and Hijazi Arabic and Maltese.

We will start off by comparing our findings with the findings of Camilleri et al. 2014 on ECA, HA

and MT. In this article they discuss the structure of the prepositional and ditransitive dative

constructions, but they do not focus on which kind of verbs occur with the alternation or not in

these dialects, except for the causatives.

We start by discussing the prepositional dative or NP PP construction. The authors state that

the order of the constituents is generally the one in which the theme precedes the recipient. They

observe that the reverse is possible in ECA and HA, but not in MT. As we have seen above, both

are possible as well in Lebanese, and they are represented by constructions 2, 3 and 4. Note that the

constructions with anticipatory pronouns do not appear in this context in ECA, HA nor MT.

The authors then point out that with pronominal recipients, the argument is decoded with an

inflected form of the preposition -li. In these constructions the recipient can be expressed either

before or after the theme in ECA and HA, but not in MT. Below is the example from MT:

41

(14) libbis-t-i-l-hom il-ħwejjeġ

I-dressed-to-them the-clothes

"I dressed them in the clothes"

We see that this construction actually resembles Lebanese Arabic the most. In Lebanese we have

the construction like in MT, but when putting the pronominal recipient at the end of the phrase we

need to use the emphatic (la')-'ill- plus a dative pronoun suffix:

(15) kabba-lli t-tabe

He-threw-to-me the-ball

"He threw me the ball."

(16) kabb it-tabe la-'illi

he-threw the-ball EMPH-to-me

"He threw the ball to me."

Observe that in MT the pronoun is affixed to the verb, as it is in Lebanese. In ECA both variants

occur: the verbal affix and the independent word. We can illustrate this by negating a simple phrase

like "I sent it to him". Note that in ECA negation the verb takes a prefix ma- and a suffix -sh. Both

of the following constructions are possible:

(17) ma-ba3ate-lu-sh

NEG-I-sent-to-him-NEG

(18) ma-ba3ate-sh lu-h

NEG-I-sent-NEG to-him

"I didn't send it to him."

In this Egyptian example, the pronominal theme is simply not expressed because it is not possible to

construct a dative phrase like this in which both theme and recipient are pronominal in ECA. This is

the construction where Lebanese uses the yye- accusative marker:

(19) ma-ba3atit-lu yye-h

NEG-I-sent-to-him OBJ-it

"I didn't send it to him."

42

Camilleri at al. 2014 draw the conclusion that the prepositional construction is allowed more

freedom in word order in HA and ECA than in MT, where the theme must precede the recipient.

We have seen that the prepositional construction is also quite free in its word order in Lebanese. We

attested the following variation: NP PP construction with theme-recipient and recipient-theme

order, and anticipatory suffix constructions that are not encountered in any of the other dialects.36

We now compare the ditransitive dative construction in Lebanese with its counterparts in

ECA, HA and MT. This construction with the bare recipient preceding the theme is encountered in

both ECA and HA, but in MT it is only encountered when the recipient is a pronoun. This

restriction is also found in a lot of other Maghrebine dialects of Arabic. As was stated above, ECA

does not permit both arguments to be pronominal but both MT and HA do allow this and they have

different strategies for this particular construction. Let us look at some examples:

(20) HA

'addainna-kum huwa

we-gave-you it

"We gave you it."

(21) MT

tajnie-kom lilhom

we-gave-you NON-NOM-them

"We gave you them."

HA uses the set of free pronouns, that are generally used for nominatives only. We have seen in

Abu-Haidar 1979's discussion of ditransitive constructions on the Lebanese dialect of Baskinta, but

this variant does not appear in our corpus. MT uses a set of non-nominative free pronouns that are

actually quite similar in form to the Lebanese emphatic pronoun constructions. Recall that this is

where the Syrian and Lebanese dialects use the accusative marker yye-.

A last, and surprising, possibility in the ditransitive construction in a vernacular is found in

HA:

(22) mona labbasat al-malabis khalid

Mona dressed the-clothes Khaled

"Mona dressed Khaled in the clothes".

(23) mona labbasat-ha khalid

36 Camilleri et al. 2014, p.6-14.

43

Mona dressed-them Khaled

"Mona dressed Khaled in them."

This theme-recipient order has not been observed in any other dialect than HA. A possible

explanation is that the Gulf dialects are very conservative and closer to MSA than most other dialect

groups, which means that they retained the case system longer. In this system both arguments

would be in the accusative and thus the word order would be more free.37

7.7.2 Comparison with Moroccan Arabic

We now turn to the ditransitive structures of Moroccan Arabic (MA) from the point of view of

Zeddari 2008. Zeddari points out that according to previous research the NP NP construction with

the verb to give is grammatical in MA, but he claims that speakers are reluctant to accept phrases

like (24):

(24) *mu7emed 3Ta rashid l-flus

Mohammed gave Rashid the money

"Mohammed gave Rashid the money."

Phrases (25) and (26) represent the acceptable versions, which are the MA equivalents of our

constructions 2A and 2B:

(25) simu 3Ta l-ktab l-d-dri

Simo gave the-book to-the-boy

(26) simu 3Ta l-d-dri l-ktab

Simo gave to-the-boy the-book

"Simo gave the book to the boy."

Phrase (27) illustrates the point Camilleri et al. 2014 made by saying that a lot of Maghrebine

Arabic dialects only allow a bare NP recipient to precede the theme when it is a pronoun:

(27) simu 3Ta-h l-ktab

Simo gave-him the-book

"Simo gave him the book."

MA does not seem to have any alternating verbs in the full NP NP construction, but there seems to

37 Camilleri et al. 2014, p.15-20.

44

be a distinction between verbs using dative suffixes and verbs using accusative suffixes in the

pronominal versions. Let us contrast the following example with phrase (27):

(28) simu la7 li-h l-karta

Simo threw to-him the-card

"Simo threw him the card."

Other verbs that take dative suffixes mentioned by Zeddari are: df3 (to push), wshwsh (to whisper),

and qal (to say).

Causatives appear to be the only verbs to allow full NP NP construction in MA:

(29) simu qrra ngliziya l-l-7md

Simo taught English to-the-child

simu qrra (l-)l-7md ngliziya

Simo taught (to-)the-child English

"Simo taught the child English."

This construction in MA is obviously the equivalent of Lebanese constructions 1, 2A and 2B.38

7.7.3 Conclusion

To conclude we can state that the Arabic vernaculars show a very rich variation in dative

constructions. Although we cannot make any hard claims about the nature of the ditransitive

construction and prepositional construction in Lebanese, we have found a lot of parallels in other

Arabic dialects. While the order of theme and recipient differs across the different varieties and we

definitely find different constraints on the distribution of the wide range of constructions, it is safe

to say that the basic dative alternation is present in all the vernaculars studied so far and it is

obvious the Lebanese dialect is remarkable for its rich variation.

38 These examples are from Zeddari 2008, p.5-7.

45

8 Conclusion

In the first part of this dissertation we discussed some basic terminology relating to the dative

alternation. We saw that the basic constructions of the dative alternation are the ditransitive

construction or NP NP and the prepositional construction NP PP, and we discussed these two

constructions from the point of view of different theoretical frameworks.

We then went on to explain that Lebanese Arabic is part of the Levantine dialects that

developed out of Classical Arabic in the course of the Arabic conquests. We discussed some of the

characteristics that all Arabic vernaculars have in common and we had a look at the attitudes

towards the languages that shape the linguistic landscape of Lebanon. The most important factors

here are multiglossia and code-switching between written and spoken varieties of Arabic, and the

influence of education in French and English.

In the next chapter we gave an overview of the scientific literature on the dative alternation

in Arabic. The first part about the literature on MSA has shown what the different constructions for

dative alternation are in this language, and with what kind of verbs they occur. This provided us

with some background information for tackling the dative alternation in contemporary spoken

varieties of Arabic. In the next part of this chapter we discussed the literature on the dative

alternation in the Arabic dialects. The most important articles that we reviewed are the ones by

Wilmsen that present us with a first overview of how these dative phrases are constructed in Eastern

and Western dialects of Arabic. Another important source was one of the only recent scientific

grammars of a Lebanese dialect by Abu-Haidar, which presented us with an overview of the

different constructions that are likely to occur and with what kind of verbs these are to be

associated. This is also where we first encountered the anticipatory suffix constructions with NP PP

constructions. We discussed these constructions according to the theory of G. Bossong on

Differential Object Marking and we compared them with Levin and Koutsoudas' articles on these

constructions in Syro-Lebanese dialects, as well as some lemmas from the Encyclopedia of Arabic

language and linguistics.

Chapter 5 was an overview of a small pilot study on the dative alternation in Lebanese

Arabic that was done by the author. In this study we focused on the variety of dative constructions

that occur in Lebanese Arabic and we supplemented these findings with material from some articles

and grammars on this subject.

Chapter 6 discussed the methodology that was used in the present study. We explained what

kind of research was done and how the speakers were selected. The focus of this part was on how

we selected the verbs and the parameters for the questionnaire, and how the material was analyzed.

46

In the last chapter we presented the actual results from analyzing our dataset. First we

summarized what we got to know about the dative alternation in Lebanese so far from reading the

scientific literature on the subject, combined with our pilot study. We then turned to an overview of

all the possibilities for constructing phrases with ditransitive dative verbs in Lebanese Arabic. We

saw that in addition to the NP NP and NP PP constructions, with possibilities of inverted word

order, we also have an array of anticipatory suffix constructions (or DOM constructions) that occur

with or without inversion of the theme and the recipient. We classified the verbs from the corpus

into alternating and non-alternating, and we compared this classification with the prevailing

opinions in the scientific literature. We then illustrated the distribution of the different constructions

by means of tables. We also broached the factors that possibly trigger a certain construction with a

particular verb, theme and recipient. Thereafter we specifically focused on causatives and loan

verbs from MSA and how they motivated the choice for a specific construction.

The last part of this chapter discussed the findings from Lebanese Arabic and compared

them with two articles on the dative alternation in other varieties of Arabic: Egyptian Cairene,

Maltese and Moroccan Arabic. We saw that the basic dative alternation constructions are quite

similar across the different vernaculars. Some dialects permit different orders of recipient and

theme, while others have more restrictions on the full NP ditransitive construction. Some dialects,

like Egyptian Cairene Arabic, appear to be very strict in constructions that have one or two

pronominal arguments. Other dialects, like Lebanese and Hijazi Arabic, can make use of a set of

independent pronouns and show a more free syntax in dealing with pronominal constructions.

To conclude our "preliminary remarks" on the dative alternation in Lebanese Arabic, we can first of

all say that there is indeed a dative alternation in this dialect, and that it is remarkably rich in

variation. We hope that this work can spark more research on the dative alternation in all varieties

of Arabic, because up to now we only find a handful of studies on the Egyptian, Gulf, Maghrebine

and Levantine dialects, and it is safe to say that they are not any less preliminary than this one.

This means that the possibilities for further research are huge: first of all we should look at

what kind of restrictions govern the choice of specific dative constructions in the various dialects,

which would require a large corpus of spoken language. It would also be a good idea to make

descriptive studies of dative constructions in a large number of local Arabic dialects in order to

make a typological entry on this phenomenon in Arabic, e.g. to be published on the WALS website.

A more specific research question would be to conduct a study among people in Lebanon

who were partly raised outside of the country, or those who speak a different language with one of

their parents or siblings. We noted in the course of the interviews that people who do not regularly

use Arabic in their daily lives tend to use different constructions more often than others, and it is

47

quite possible that the major languages of education in Lebanon, like English and French, influence

the choice of dative constructions for some speakers.

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9 Bibliography

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KRIFKA, M. 2004. "Semantic and pragmatic conditions for the dative alternation" in Korean Journal of English Language and Linguistics, vol. 4, p.1-32. LEVIN, A. 1987. "The particle la- as an object marker in some Arabic dialects of the Galilee" in Zeitschrift für Arabischen Linguistik, vol.17, p.31-40. LEVIN, B. 2008. "Dative verbs: a crosslinguistic perspective" in Linguisticae Investigationes, vol.31, p.285-312. LEVIN, B. & RAPPAPORT HOVAV, M. 2008. “The English Dative Alternation: The Case for Verb Sensitivity”. Journal of Linguistics, vol. 44, p. 129-167. MALCHUKOV, A.; HASPELMATH, M.; COMRIE, B. 2010. "Ditransitive constructions: a typological overview" in MALCHUKOV, A.; HASPELMATH, M.; COMRIE, B. Studies in ditransitive constructions: a comparative handbook, Berlin: Mouton de Gruyter. MITCHELL, T.F. 1994. Mood, Modality and Aspect in Spoken Arabic, London: Kegan Paul International. RETSO, J. 1987. "Copula and double pronominal objects in some Semitic languages" in Zeitschrift der Deutschen Morgenländischen Gesellschaft, vol.137, p.219-245. RYDING, K. 1981. "Semantic motivation for Arabic dative-movement" IN Al-Arabiyya, vol.14, p.19-23. RYDING, K. 2011. "Arabic datives, ditransitives and the preposition li-" in ORFALI, B. In the Shadow of Arabic: the Centrality of Language to Arabic Culture, Leiden/Boston: Brill. RYDING, K. 2014. Arabic: a linguistic introduction, New York: Cambridge University Press. SADLER, L.; CAMILLERI, M. 2013. "Ditransitive predicates and dative arguments in Maltese " in Lingua, vol.134, p.36-61. SCHULTHIES, B.L. 2009. The social circulation of media scripts and collaborative meaning-making in Moroccan and Lebanese family discourse, unpublished PhD dissertation. VERSTEEGH, K. 2001. The Arabic language, Edinburgh: Edinburgh University Press. VERSTEEGH, K.; EID, M.; ELGIBALI, A.; WOIDICH, M.; ZABORSKI, A. 2011. Encyclopedia of Arabic language and linguistics, Leiden/Boston: Brill. WILMSEN, D. 2010. "Dialects of Written Arabic: Syntactic differences in the treatment of object pronouns in the Arabic of Egyptian and Levantine newspapers" in Arabica, vol.57/1, p.99-128. WILMSEN, D. 2011. "Dialects of the Dative Shift: A re-examination of Sibawayhi’s dispute with the nahwiyyun over ditransitive verbs with two object pronouns" in ORFALI, B. In the Shadow of Arabic: the Centrality of Language to Arabic Culture, Leiden/Boston: Brill. WILMSEN, D. 2012. "The Ditransitive Dative Divide in Arabic: Grammaticality assessments and actuality" in BASSIOUNEY, R.; KATZ, G. Arabic Language and Arabic Linguistics, Washington: Georgetown University Press.

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ZEDDARI, I. 2008. " A comparative study of the dative alternation in English and Moroccan Arabic" in Arabic Dialectology and Applied Linguistics, vol.21, p.59-68.

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Appendix: the corpus of interviews 1 Questionnaire for DOC in Lebanese Arabic 21 May, morning, Chrys Al Chamaa parents are from Shuf grew up in Musqat, 2002-2006 Beirut, 2006 back to Oman until graduation 2009, moved back to Beirut accent now: depends from context Druze private school in Oman: everything in English, international atmosphere speaks Omani dialect (“poorly”) 1 give Give the guy a book! 1 A3Tii la-z-zalame kteeb (first a3Tii z-zalame kteeb) He gave the guy a book 2 3aTa l-z-zalame kteeb 2 buy Buy the girl a car! 3 Ishtrii-la la-l-binit siyyara He bought the girl car 4 'ishtaree-l-a siyyara 3 sell He sold the guy a car 5 baa3 sh-shab siyyara Sell the guy a car! 6 Bii3-u la-sh-shab siyyara 7 bii3 ish-shab siyyara (solicited) 8 Bii3-u shi siyyara He sells the guy a car 9 3am bibii3 sh-shab siyyara 10 3am bibii3-u la-sh-shab siyyara 4 grant (mana7) Grant the guy his wish 11 ha''i' mniyyt z-zalame He granted the guy his wish 12 ha''a' 'umniyyet z-zalame (no double object construction, replaced by possessive construction

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grant the guy the opportunity to travel 13 mnee7 ish-shab l-furSa tayseefir he granted the guy the opportunity to travel 14 mana7-u la-sh-shab il-furSa tayseefir 15 mana7 ish-shab il-furSa tayseefir 5 send Send the guy a letter! 16 Ba3at lu la-sh-shab rseele (not ib3at which is the normal imperative, judged too formal by speaker) He sent the guy a letter 17 ba3at-lu riseele 18 ba3at-lu la-sh-shab riseele send me a letter 19 ba3at-li rseele send me the letter 20 ba3at-li r-riseele la-'illi 6 carry Carry the guy a bottle of water! 21 7ammil-lu 'aniint il-mayy la-sh-shab He carried the guy a bottle of water 22 7ammal-lu la-sh-shab 'aniint il-mayy (note: difficult to hear difference between 7ammal-u and 7ammal-lu) he is carrying the guy a bottle of water (now) 23 halla 7aamil-lu 'aniint il-mayy la-sh-shab 7 throw Throw the guy the ball! 24 Kibb-illu t-taabe la-sh-shab (li turnes into ill because of stress) 25 He threw the guy the ball 26 kabba-lu t-taabe la-sh-shab 27 (or kabb it-taabe la-sh-shab) kabb ish-shab t-taabe – not easy to say, judged rather ungrammatical He threw me the ball 28 kabba-lli t-taabe Throw me the ball! 29 kibb-illi t-taabe

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8 ask Ask the guy the way! 30 S'al-u la-sh-shab 3an iT-Tarii' He asked the guy the way 31 sa'al-u la-sh-shab 3an iT-Tarii' he is asking the guy way 32 3am yis'al-u 3an iT-Tarii' ask me about my day 33 is'al-ni 3an inhaar-i 9 teach Teach the guy the lesson! 34 3allam-u d-dars He taught him the lesson 35 3allam-u la-sh-shab id-dars 10 tell (7aka) Tell the guy the story! 36 Khabbr-u la-sh-shab il-'uSSa He told the guy the story 37 khabbar-u la-sh-shab il-khabriyye tell me a story 38 khabbir-ni 'uSSa tell my mother a story 39 khabbir 'imm-i khabriyye 11 to hand (sallam) Hand the guy the box! 40 sallam ish-shab il-3ilbe He handed the guy the box 41 sallam ish-shab il-3ilbe 42 3aTa sh-shab (paused, then repeated) li-sh-shab il-3ilbe 12 Bring

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Bring the guy a present! 43 Jib-lu hdiyye la-sh-shab He brought the guy a present. 44 Jaab-lu la-sh-shab hdiyye bring me a present 45 jib-li hdiyye 13 Feed Feed the child the food! (now) 46 Ta33am l-walad l-'akl halla' He fed the child the food 47 Ta33am l-walad l-'akl 48 Ta33am l-walad 'akl-u

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2 Questionnaire for DOC in Lebanese Arabic Personal info: time of interview: 22 may evening Cynthia Abu Hassan, grew up in Mount Lebanon, parents from villages Aynab and Shwayfet, all schooling English, attended AUB She feels that he has a “jabali” accent 1 give Give the guy a book! 49 A3Ti l-zalame l-kteeb He gave the guy a book 50 3aTa l-zalame l-kteeb 51 3aTa l-kteeb la-z-zalame 2 buy Buy the girl a car! 52 Shtiri s-siyyara la-l-binit He bought the girl car 53 huwwe, 'ishtara s-siyyara la-l-binit 3 sell He sold the guy a car 54 bee3 is-siyyara la-z-zalame Sell the guy a car! 55 Bii3 z-zaleme siyyara 56 bii3 s-siyyara la-z-zalame (remark: bii3 z-zalame means “he sold the guy” although construction is possible with NP NP) He sells the guy a car 57 3am bibii3-u la-z-zalame siyyara 4 grant (mana7) Grant the guy his wish 58 mna77-u la-z-zalame shu badd-u (he granted the guy what he wants) (speaker remarks that Lebanese don't use the verb mna7)

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59 3aTii-h shu baddu (grant/give him what he wants) He granted the guy his wish 60 7a''a'-u 'umniyyt-u la-z-zalame grant the guy the opportunity to travel! 61 Mna7 z-zalame furSa la-yseefir he granted the guy the opportunity to travel 62 3aTa z-zalame furSa la-yseefir 5 send Send the guy a letter! 63 Ba3at rsele la-z-zalame He sent the guy a letter 64 huwe ba3at rsele la-z-zalame send me a letter! 65 Ba3at-li rsele send me the letter! 66 Ba3at-li r-rsele 6 carry Carry the guy a bottle of water! 67 7mul 'aniine la-z-zalame He carried the guy a bottle of water 68 7amal 'aniinit mayy la-z-zalame he is carrying the guy a bottle of water (now) 69 3am biyi7mul 'aniinet mayy la-z-zalame 7 throw Throw the guy the ball! 70 Kibb it-tabe la-z-zalame

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He threw the guy the ball x He threw me the ball 71 kabb-alli t-tabe Throw me the ball! 72 Kibb-illi t-tabe he is throwing the guy 73 3am bikibb-illu t-tabe la-z-zalame 74 3am bikibb t-tabe la-z-zalame 8 ask Ask the guy the way! 75 S'al z-zalame 3an iT-Tarii' He asked the guy the way 76 sa'al z-zalame 3an T-Tarii' he is asking the guy way 77 3am biyis'al z-zalame 3an iT-Tarii' ask me about my day 78 is'al-ni 3an inhaar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 79 S'al z-zalame su'aal Ask the guy the question! 80 Is'al-u s-su'aal 9 teach Teach the guy the lesson! 81 3allm-u d-dars

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He taught him the lesson 82 3allam-u id-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 83 Khabbir-u la-z-zalame 'uSSa He told the guy the story 84 khabbar-u la-z-zalame 'uSSa tell me a story 85 'il-li khabriyye (or) 86 khabbir-ni khabbriye tell my mother a story 87 khabbir 'imm-i 'uSSa 11 to hand (sallam) Hand the guy the box! 88 sallm-u il-3ilbe (speaker first used “sanduu'” but concluded this was not a Lebanese word) He handed the guy the box 89 3aTa z-zalame l-3ilbe 90 sallam z-zalame il-3ilbe 12 Bring Bring the guy a present! 91 Jiib-lu la-z-zalame hdiyye He brought the guy a present. X bring me a present! 92 Jib-li hdiyye he's bringing the guy a present

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93 3am bijib-lu hdiyye 13 Feed Feed the child the food! (now) 94 Ta33am il-walad il-'akl He fed the child the food 95 Ta33am il-walad il-'akl

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3 Questionnaire for DOC in Lebanese Arabic Personal info: 23th of May, evening Maher Safar grew up between Beirut and Ajaltoun (north Beirut), dad from Joun in Shouf, mom is from Ayn-Rummeneh school in French, AUB / ALBA (french) 1 give Give the guy a book! 96 A3Tii z-zalame kteeb He gave the guy a book 97 3aTa z-zalame kteeb 2 buy Buy the girl a car! 98 Ishtri siyyara la-l-binit 99 Shtirii-l-a siyyara la-l-binit He bought the girl car 100 'ishtara la-l-bint siyyara 3 sell He sold the guy a car 101 Bee3-u siyyara la-sh-shab Sell the guy a car! 102 Bii3-u siyyara la-sh-shab He sells the guy a car 103 3am bibii3-u siyyara la-sh-shab 4 grant (mana7) Grant the guy his wish 104 7a''i'-lu mniyyt-u la-sh-shab He granted the guy his wish 105 7a''a'-lu mniyyt-u la-sh-shab

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grant the guy the opportunity to travel! 106 Mana7 la-sh-shab il-furSa 'innu yseefir he granted the guy the opportunity to travel he grants 107 sami7-lu la-sh-shab 'innu yseefir 5 send Send the guy a letter! 108 Ba3at la-sh-shab rsele He sent the guy a letter 109 ba3at risele la-sh-shab send me a letter! 110 Ba3at-li rsele send me the letter! 111 Ba3at-li r-risele 6 carry Carry the guy a bottle of water! 112 7mil-lu la-sh-shab 'aniinit mayy He carried the guy a bottle of water 113 7mil-lu la-sh-shab 'aniinit mayy 7 throw Throw the guy the ball! 114 Kibb-illu t-tabe la-sh-shab He threw the guy the ball 115 kabb-allu la-sh-shab it-tabe He threw me the ball 116 kabb-alli t-tabe

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Throw me the ball! 117 Kibb-illi t-tabe He is throwing the guy ball 118 3am bikibb-illu t-tabe la-sh-shab 8 ask Ask the guy the way! 119 stadill min ash-shab (different verb, no DOC construction) He asked the guy the way 120 sa'al ish-shab il ... (hesitation) kiif mnuwsal (no one says 3an ittarii' !) he is asking the guy way 121 3am yis'al ish-shab kiif yuwsal ask me about my day 122 s'al-ni 3an inhar-i Ask the guy a question! 123 S'al sh-shab su'aal Ask the guy the question! 124 S'al ish-shab is-su'aal 9 teach Teach the guy the lesson! 125 3allim ish-shab shu baddak t3allm-u He taught him the lesson 126 3allam-u l-imtiile he is teaching 127 3am bi3allm-u l-imtile la-sh-shab 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 128 khabbr-u khabriyye la-sh-shab

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He told the guy the story 129 khabbar-u la-sh-shab khabriyye tell me a story 130 khabbir-ni khabriyye tell my mother a story 131 khabbir 'uSSa la-'imm-i 132 khabbir-a 'uSSa l-'imm-i 11 to hand (sallam) Hand the guy the box! 133 sallam-u 3ilbe la-sh-shab He handed the guy the box 134 sallam-u 3ilbe la-sh-shab 12 Bring Bring the guy a present! 135 Jib-lu hdiyye la-sh-shab He brought the guy a present. 136 Jaab-lu hdiyye la-sh-shab bring me a present! 137 Jib-li hdiyye 13 Feed Feed the child the food! (now) 138 Ta33am il-walad 'akl-u He fed the child the food 139 Ta33am il-walad 'akl-u

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4 Questionnaire for DOC in Lebanese Arabic Personal info: Tania Jarmakaneh grew up in Beirut, parents from South-Libanon American school (English) 1 give Give the guy a book! 140 A3Ti z-zalame le-kteeb He gave the guy a book 141 3aTa ash-shab kteeb 2 buy Buy the girl a car! 142 Shtrii-la la-l-binit siyyara He bought the girl car 143 huwwe 'ishtara siyyara la-l-binit 3 sell He sold the guy a car 144 bee3 ish-shab siyyara Sell the guy a car! 145 Bii3 ish-shab siyyara 146 bii3-u s-siyyara He sells the guy a car 147 3am bibii3-u la-sh-shab siyyara 4 grant (mana7) Grant the guy his wish 148 'a3Ti li-r-rjeel 'umniyt-u 149 7a''i'-lu mniyyt-u He granted the guy his wish 150 mana7 li-sh-shab 'umniyt-u grant the guy the opportunity to travel! 151 'Imna7 ir-rjeel il-furSa layseefir he granted the guy the opportunity to travel 152 3ata l-furSa la-sh-shab 153 mana7 l-furSa la-sh-shab 5 send Send the guy a letter! 154 Ba3at-lu la-sh-shab rsele He sent the guy a letter 155 ba3at risele la-sh-shab

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send me a letter! 156 Ba3at-li rsele send me the letter! 157 Ba3at-li (paused for a moment) al - risele he's sending the guy a letter 158 3am yib3at la-sh-shab rsele 6 carry Carry the guy a bottle of water! 159 7mil-lu 'anint il-mayy He carried the guy a bottle of water 160 7amal-lu la-sh-shab 'anint mayy he is carrying the guy a bottle of water (now) 161 3am yi7mil-lu la-sh-shab 'aniint mayy 162 3am yi7mil la-sh-shab 7 throw Throw the guy the ball! 163 Rmi-lu t-tabe He threw the guy the ball 164 rama-llu ... hayda rama-llu t-tabe He threw me the ball 165 ramaa-li t-tabe Throw me the ball! 166 Rmii-li t-tabe 8 ask Ask the guy the way! 167 s'al-u 3an iT-Tarii' He asked the guy the way 168 sa'al shakhS iT-Tarii' ask me about my day 169 is'al-ni 3an yawm-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 170 s'al-u la-sh-shab su'aal Ask the guy the question! 171 s'al ish-shab is-su'aal 9 teach Teach the guy the lesson! 172 3allm-u l-dars... 173 3allm-u la-sh-shab id-dars He taught him the lesson 174 3allam-u ddars

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10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 175 'il-lu la-sh-shab il-'uSSa He told the guy the story 176 'al-lu la-sh-shab 'uSSa tell me a story 177 'il-li 'uSSa tell my mother a story 178 'il-la la-'imm-i 'uSSa 11 to hand (sallam) Hand the guy the box! 179 sallim ish-shab is-sanduu' He handed the guy the box 180 3ata... sallam ish-shab is-sanduu' 12 Bring Bring the guy a present! 181 Jiib la-sh-shab hdiyye He brought the guy a present. 182 'Isthara la-sh-shab hdiyye bring me a present! 183 Jiibli hdiyye He is bringing the guy a present 184 3am bijib-lu la-sh-shab hdiyye 13 Feed Feed the child the food! (now) 185 Ta33am il-walad il-faweeka He fed the child the food 186 Ta33am il-walad il-faweeka

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5 Questionnaire for DOC in Lebanese Arabic Personal info: Ghinwa Haddad grew up in Cyprus (3 years), then Lebanon (Baabda) parents grew in Beirut school French and English, Hagazian (English) dialect: Beiruti 1 give Give the guy a book! 187 A3Ti hada r-rijaal le-kteeb He gave the guy a book 188 3aTaa-h le-kteeb 189 3aTaa la-sh-shab kteeb 2 buy Buy the girl a car! 190 Ishtrii la-siyyara la-l-binit He bought the girl car 191 shtaree-la la-l-binit siyyara 3 sell He sold the guy a car 192 bee3-u la-r-rijeel siyyara Sell the guy a car! 193 Bii3-u siyyara la-r-rjeel He sells the guy a car 194 3am bibii3-u siyyara halla' 4 grant (mana7) Grant the guy his wish 195 A3Ti la-hayda r-rijal umniyyt-u He granted the guy his wish 196 mana7u la-r-rjeel umniyyt-u grant the guy the opportunity to travel! 197 Imna7 r-rijaal l-furSa layseefir he granted the guy the opportunity to travel 198 mana7-u la-r-rijeel il furSa layseefir 5 send

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Send the guy a letter! 199 Ba3at-lu rsele la-sh-shab He sent the guy a letter 200 ba3at-lu rsele la-r-rjeel send me a letter! 201 Ba3ati-li rsele send me the letter! He is sending the guy a letter 202 3am yib3at-lu la-r-rjeel risele 6 carry Carry the guy a bottle of water! 203 7aml-u la-r-rjeel 'aniint mayy He carried the guy a bottle of water 204 7ammal-lu la-r-rjeel 'anint mayy he is carrying the guy a bottle of water (now) 7 throw Throw the guy the ball! 205 Zitt-illu t-tabe la-r-rijeel He threw the guy the ball 206 zatt-allu t-tabe la-r-rjeel He threw me the ball 207 zatt-alli t-tabe Throw me the ball! 208 Zittii-li t-tabe 8 ask Ask the guy the way! 209 S'al r-rjeel 3an iT-Tarii' He asked the guy the way 210 sa'al-lu la-r-rjeel 3an iT-Tarii' he is asking the guy way 211 3am yis'al-u la-r-rjeel 3an iT-Tarii' ask me about my day 212 s'al-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 213 S'al-u la-r-rjeel su'aal Ask the guy the question! 214 S'al-u la-r-rijeel il-su'aal 9 teach Teach the guy the lesson! 215 3allm-u la-r-rijeel d-dars He taught him the lesson

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216 3allam-u d-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 217 Khabbir ir-rjeel 'uSSa He told the guy the story 218 khabbar la-r-rjeel 'uSSa 219 'al-lu la-r-rjeel 'uSSa tell me a story 220 khabbir-ni 'uSSa tell my mother a story 221 khabbri 'imm-i 'uSSa 11 to hand (sallam) Hand the guy the box! 222 sallm-u il-3ilbe la-r-rjeel He handed the guy the box 223 3aTa la-r-rjeel il-3ilbe he is handing the guy box 224 3am bisallm-u la-r-rjeel il-3ilbe 12 Bring Bring the guy a present! 225 Jib-lu la-r-rjeel hdiyye He brought the guy a present. 226 Jaab-lu la-r-rjeel hdiyye bring me a present! 227 Jib-li hdiyye 13 Feed Feed the child the food! (now) 228 Ta33ami la-l-walad il-'akl He fed the child the food 229 Ta33ami la-l-walad il-'akl

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6 Questionnaire for DOC in Lebanese Arabic Personal info: Jad Fadil, 21 grew up in Oman, parents from Damour school in French, Arabic, AUB English speaks jabali accent from Damour 1 give Give the guy a book! 230 3Tii S-Sabi l-kteeb He gave the guy a book x 2 buy Buy the girl a car! 231 Shtri la-l-bint siyyara He bought the girl car 232 shtaree-la siyyara 233 shtara la-l-binit siyyara 3 sell He sold the guy a car 234 bee3 iz-zalame siyyara Sell the guy a car! x He sells the guy a car 235 3am bibii3 la-sh-shab siyyara 4 grant (mana7) Grant the guy his wish 236 7a''i'-lu mniyyt-u He granted the guy his wish x grant the guy the opportunity to travel! 237 3Tii ish-shab l-furSa tayseefir he granted the guy the opportunity to travel 238 3aTaa-h il-furSa tyseefir he is granting the guy his wish 239 3am ya3Ti-h 'umniyyt-u

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5 send Send the guy a letter! 240 Ba3at-lu risele He sent the guy a letter 241 ba3at-lu la-sh-shab rsele send me a letter! 242 Ba3at-li rsele send me the letter! 243 Ba3at-li r-rsele he is sending 244 3am yib3at-lu rsele la-sh-shab 6 carry Carry the guy a bottle of water! 245 7mil-lu 'aniint il-mayy He carried the guy a bottle of water 246 7amil-lu 'aniint mayy 7 throw Throw the guy the ball! 247 Kibb-illu t-tabe He threw the guy the ball 248 kabb-allu t-tabe He threw me the ball 249 kabb-alli ttabe Throw me the ball! 250 Kibbilli ttabe 8 ask Ask the guy the way! 251 Is'al-u 3an iT-Tarii' He asked the guy the way 252 sa'al ish-shab 3an iT-Tarii' he is asking the guy way 253 3am yis'al-u 3an iT-Tarii'

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ask me about my day 254 s'al-ni 3an shu Saar il yawm (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 255 S'al-u s-su'aal Ask the guy the question! 256 S'al-lu la-sh-shab is-su'aal 9 teach Teach the guy the lesson! 257 3allm-u d-dars He taught him the lesson 258 3allam-u d-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! x He told the guy the story 259 khabbar-u l-'uSSa la-sh-shab tell me a story 260 khabbir-ni 'uSSa tell my mother a story 261 khabbir 'imm-i 'uSSa 11 to hand (sallam) Hand the guy the box! 262 sallm-u s-sanduu' / l-kartune 263 sallim iz-zalame sanduu' He handed the guy the box x 12 Bring Bring the guy a present! 264 Jib-lu hdiyye

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He brought the guy a present. 265 Jaab la-sh-shab hdiyye 266 jaab-lu hdiyye bring me a present! 267 Jib-li hdiyye 13 Feed Feed the child the food! (now) 268 Ta33am iS-Sabi 'akl He fed the child the food 269 Ta33am iS-Sabi

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7 Questionnaire for DOC in Lebanese Arabic Personal info: Araz Kojayan, 25 grew up in Bourj Hammoud, parents grew up there as well Armenian school until 3rd grade, 4-6 Armenian-English for science, Arabic as well, textbook in both languages 7th grade scientific courses in English, Armenian for history etc, Arabic adab qawaa3id Arabic dialect = Lebanese 1 give Give the guy a book! 270 A3ti l-z-zalame le-kteeb He gave the guy a book 271 3aTa le-kteeb la-z-zalame 2 buy Buy the girl a car! 272 'Ishtiri siyyara la-l-binit He bought the girl car 273 huwwe shtara siyyara la-l-binit 3 sell He sold the guy a car 274 bee3-u s-siyara la-z-zalame Sell the guy a car! 275 Bii3 is-siyyara la-z-zalame He sells the guy a car 276 3am bibii3 siyyara la-l-zalame 4 grant (mana7) Grant the guy his wish 277 3aTa la-z-zalame 'umniyyt-u He granted the guy his wish 278 mana7 i-z-zalame 'umniyyt-u grant the guy the opportunity to travel! 279 'Imna7 iz-zalame firSit safar he granted the guy the opportunity to travel 280 huwwe mana7 furSit is-safar la-sh-shakhS 5 send Send the guy a letter! 281 ba3at-u la-z-zaleme bariid He sent the guy a letter 282 huwwe ba3at maktuub la-z-zalame send me a letter! 283 Ba3at-li maktuub send me the letter!

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284 Ba3at-li l-maktub he is sending 285 3am yib3at maktuub la-sh-shakhS 6 carry Carry the guy a bottle of water! 286 7ammil ish-shakhS 'anint mayy He carried the guy a bottle of water 287 7amal z-zalame 'anint mayy he is carrying the guy a bottle of water (now) 7 throw Throw the guy the ball! 288 Zitt t-tabe la-zzalame He threw the guy the ball 289 zatt it-tabe la-z-zalame He threw me the ball 290 huwwe zatt-li t-tabe Throw me the ball! 291 Zitt-li ttabe he is throwing the ball 292 3am bizitt t-tabe la-z-zalame 8 ask Ask the guy the way! 293 Sa'al iz-zalame 3an iT-Tarii' He asked the guy the way 294 huwwe sa'al ish-shakhS 3an iT-Tarii' he is asking the guy way 295 huwwe 3am yis'al shakhS 3an iT-Tarii' ask me about my day 296 s'al-li 3an il-yawm (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 297 S'al ish-shakhS su'aal Ask the guy the question! 298 S'al ish-shakhS 3an is-su'aal 9 teach Teach the guy the lesson! 299 3allam iz-zalame id-dars He taught him the lesson 300 huwwe 3allam d-dars 301 huwwe 3allam-u d-dars 10 tell (not qaal, 7aka or khabbir)

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Tell the guy the story! 302 Khabbir z-zalame 3an il-'uSSa He told the guy the story 303 huwwe khabbar shakhS 'uSSa tell me a story 304 khabbir-ni 'uSSa tell my mother a story 305 7kii la-'imm-i 'usSSa 11 to hand (sallam) Hand the guy the box! 306 Sallim iz-zalame sanduu' He handed the guy the box 307 huwwe 3aTa ish-shakhS is-sanduu' 12 Bring Bring the guy a present! 308 Jib iz-zalame (paused and retook phrase from beginning) 309 jib la-z-zaleme hdiyye He brought the guy a present. 310 Jeeb hdiyye la-sh-shakhS bring me a present! 311 Jib-li hdiyye 13 Feed Feed the child the food! (now) 312 Ta33am iT-Tufl iT-Ta3aam He fed the child the food huwwe (doesn't know the verb “to feed”)

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8 Questionnaire for DOC in Lebanese Arabic Personal info: Micheline Ziadee, 29 grew up in Antelias, parents from Mount-Lebanon near Bhamdoun, mom from Beqaa3 Firzol schooling mix of Arabic and French, university English classify dialect without accent 1 give Give the guy a book! 313 3aTii z-zalame kteeb He gave the guy a book 314 3aTa kteeb la-z-zalame 2 buy Buy the girl a car! 315 Shtiri siyyara la-l-binit He bought the girl a car 316 shtaree-la siyyara la-l-binit 317 ishtara siyyara la-l-bint 3 sell He sold the guy a car 318 bee3 z-zalame siyyara 319 bee3 issiyara la-l-zalame Sell the guy a car! 320 Bee3-u siyyara la-z-zalame He sells the guy a car 321 3am bibii3 siyyara la-z-zalame 4 grant (mana7) Grant the guy his wish 322 3aTii z-zalame 'umniyyt-u He granted the guy his wish 323 3aTaa 'umniyyt-u la-z-zalame grant the guy the opportunity to travel! he granted the guy the opportunity to travel 324 mana7 iz-zalame il-furSa 'innu yseefir 5 send Send the guy a letter! 325 Ba3at rsele la-z-zalame 326 ba3ati rsele la-z-zalame He sent the guy a letter 327 ba3at-lu rsele la-z-zalame send me a letter! 328 Ba3at-li rsele

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send me the letter! He is sending the guy a letter 329 3am yib3at-lu rsele la-z-zalame 6 carry Carry the guy a bottle of water! 330 3atii z-zalame 'aniinit mayy He carried the guy a bottle of water 331 7amal 'aniinit mayy la-z-zalame he is carrying the guy a bottle of water (now) 332 3am yeekhid-lu 'aniint mayy la-z-zalame 7 throw Throw the guy the ball! 333 Kibb-illu t-tabe la-z-zalame He threw the guy the ball 334 kabb it-tabe la-z-zalame He threw me the ball 335 kab-alli t-tabe Throw me the ball! 336 Kibb-illi t-tabe 8 ask Ask the guy the way! 337 S'al z-zalame 3an iT-Tarii' He asked the guy the way 338 s'al iz-zalame 3an iT-Tarii' he is asking the guy way 339 3am yis'al iz-zalame 3an iT-Tarii' ask me about my day 340 s'al-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 341 Is'al iz-zalame su'aal Ask the guy the question! 342 S'al z-zalame su'aal 9 teach Teach the guy the lesson! 343 3allim iz-zalame d-dars He taught him the lesson 344 3allam-u d-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 345 Khabbir iz-zalame il-'uSSa He told the guy the story

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346 khabbar-u l-'uSSa la-z-zalame tell me a story 347 khabbir-ni 'uSSa tell my mother a story 348 khabbir-a 'uSSa la-'imm-i 11 to hand (sallam) Hand the guy the box! 349 Sallim iz-zalame il-3ilbe He handed the guy the box 350 3ata-h l-3ilbe la-z-zalame 12 Bring Bring the guy a present! 351 Jib-lu hdiyye la-z-zalame 352 jib hdiyye la-z-zalame He brought the guy a present. 353 Jab-lu hdiyye la-z-zalame bring me a present! 354 Jib-li hdiyye He is bringing the guy a present 355 3am bijib-lu hdiyye la-z-zalame 13 Feed Feed the child the food! (now) 356 Ta33am il-walad il-'akl He fed the child the food 357 Ta33am il-walad 'akl

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9 Questionnaire for DOC in Lebanese Arabic Personal info: Brahim Abdelghani, 22 grew up in Nabatiyyeh and Beirut, parents from Nabatiyyeh school in English / Arabic mixture of Nabatiyyeh / Beirut 1 give Give the guy a book! 358 3aTi sh-shab kteeb He gave the guy a book x he is giving the guy a book 359 3am ya3Ti iz-zalame kteeb 2 buy Buy the girl a car! 360 shtiri la-l-binit siyyara He bought the girl car 361 shtaree-la siyyara 362 stara la-l-binit siyyara 3 sell He sold the guy a car 363 bee3 iz-zalame siyyara Sell the guy a car! x He sells the guy a car 364 3am bibii3 ish-shab siyyara 4 grant (mana7) Grant the guy his wish 365 fishsh-illu khil'-u He granted the guy his wish x grant the guy the opportunity to travel! 366 3Tii ishs-hab l-furSa tayseefir he granted the guy the opportunity to travel 367 3aTaa-h il-furSa tayseefir 5 send Send the guy a letter! 368 ba3at-lu la-z-zalame rsele He sent the guy a letter 369 ba3at-lu rsele send me a letter! 370 ba3at-li rsele

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send me the letter! 371 Ba3at-li r-rsele 6 carry Carry the guy a bottle of water! 372 7mil-lu 'aniint il-mayy He carried the guy a bottle of water 373 7amil-lu 'aniint mayy 7 throw Throw the guy the ball! 374 kibb la-z-zalame t-tabe He threw the guy the ball 375 kabb-allu t-tabe la-z-zalame He threw me the ball 376 kabb-alli t-tabe Throw me the ball! 377 Kibb-illi t-tabe 8 ask Ask the guy the way! 378 s'al-u kif badd-na nruu7 He asked the guy the way 379 sa'alu 3an iT-Tarii' he is asking the guy way 380 3am yis'al-u 3an iT-Tarii' ask me about my day 381 s'al-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 382 S'al-u su'aal Ask the guy the question! 383 S'al-u la-sh-shab is-su'aal 9 teach Teach the guy the lesson! 384 3allm-u d-dars He taught him the lesson 385 3allam-u d-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! x He told the guy the story 386 khabbar-u la-z-zalame il-'uSSa

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tell me a story 387 khabbr-ni 'uSSa tell my mother a story 388 khabbir 'imm-i 'uSSa he is telling the guy a story 389 3am bikhabbir iz-zalame 'uSSa 11 to hand (sallam) Hand the guy the box! 390 sallim iz-zalame sanduu' He handed the guy the box x he is handing the guy the box 391 3am yisallm-u s-sanduu' 12 Bring Bring the guy a present! 392 Jib-lu hdiyye He brought the guy a present. 393 Jaab la-sh-shab hdiyye bring me a present! 394 Jib-li hdiyye 13 Feed Feed the child the food! (now) 395 Ta33am il-walad il-'akl He fed the child the food 396 Ta33am iS-Sabi

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10 Questionnaire for DOC in Lebanese Arabic Personal info: Jean-Pierre Danha, grew up in Trablus, 21 parents grew up in Egypt, dad Lebanon/Sicily French school, English school, university in English normal Lebanese, can't tell he's from Trablus 1 give Give the guy a book! 397 A3Ti le-sh-shab le-kteeb He gave the guy a book 398 3aTa la-sh-shab kteeb 2 buy Buy the girl a car! 399 Shtiri la-l-binit siyyara He bought the girl car 400 'ishtara-la la-l-binit siyyara 3 sell He sold the guy a car 401 bee3 ish-shab (retook phrase from the beginning) 402 bee3-u la-sh-shab siyyara Sell the guy a car! 403 Bii3-u la-sh-shab siyyara He sells the guy a car 404 3am bibii3-u la-sh-shab siyyara 4 grant (mana7) Grant the guy his wish 405 a3Tii sh-shab 'umniyyt-u He granted the guy his wish 406 7a''i'-lu mniyyt-u la-sh-shab grant the guy the opportunity to travel! 407 A3Tii l-furSa la-sh-shab layseefir he granted the guy the opportunity to travel 408 3aTa l-furSa la-sh-shab 'innu yseefir 5 send Send the guy a letter! 409 Ba3at-lu la-sh-shab risele He sent the guy a letter 410 Ba3at-lu la-sh-shab risele send me a letter! 411 Ba3at-li maktuub

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send me the letter! 412 Ba3at-li r-risele 6 carry Carry the guy a bottle of water! 413 A3Tii sh-shab 'aniint mayy He carried the guy a bottle of water 414 3aTa la-sh-shab 'aniint il-mayy he is carrying the guy a bottle of water (now) 415 3am yi7mil la-sh-shab 'aniint il-mayy 7 throw Throw the guy the ball! 416 Marri'-lu t-tabe He threw the guy the ball 417 zatt-illu la-sh-shab t-tabe He threw me the ball 418 zatt-alli t-tabe Throw me the ball! 419 Zitt-illi t-tabe 420 ba33at-li t-tabe 8 ask Ask the guy the way! 421 S'al-u la-sh-shab 3an iT-Tarii' He asked the guy the way 422 sa'al-u la-sh-shab 3an iT-Tarii' he is asking the guy way 423 3am yis'al-u la-sh-shab 3an iT-Tarii' ask me about my day 424 s'alni 3an nhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 425 S'al-u la-sh-shab su'aal Ask the guy the question! 426 S'al ish-shab is-su'aal 9 teach Teach the guy the lesson! 427 3allm-u d-dars He taught him the lesson 428 3allam-u d-dars he is teaching the guy the lesson 429 3am bidarris-u la-sh-shab dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story!

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430 Khabbr-u la-sh-shab 'uSSa He told the guy the story 431 khabbir-u la-sh-shab 'uSSa tell me a story 432 khabbir-ni 'uSSa tell my mother a story 433 khabbir 'imm-i 'uSSa he is telling 434 3am bikhabbr-u khabriyye la-sh-shab 11 to hand (sallam) Hand the guy the box! 435 Sallam ish-shab sanduu' He handed the guy the box 436 sallam-u la-sh-shab sanduu' 12 Bring Bring the guy a present! 437 Jib-lu la-sh-shab hdiyye He brought the guy a present. 438 Jaab-lu cadeau la-sh-shab 439 jaab-lu hdiyye la-sh-shab bring me a present! 440 Jib-li hdiyye 13 Feed Feed the child the food! (now) 441 Ta33am il-walad 'akl He fed the child the food 442 Ta33am il-walad 'akl

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11 Questionnaire for DOC in Lebanese Arabic Personal info: Hadi Aridi, 23 grew up in Baysoor-Alay (Mount-Lebanon), parents Baysoor school English, AUB feels like jabali accent 1 give Give the guy a book! 443 3aTii S-Sabi kteeb He gave the guy a book 444 3aTa kteeb la-z-zalame 445 3aTa z-zalame kteeb 2 buy Buy the girl a car! 446 Shtiri siyyara la-l-binit He bought the girl car 447 jaab siyyara la-l-binit he is buying the girl a car 448 3am yishtiri siyyara la-l-binit 3 sell He sold the guy a car 449 bee3 iz-zalame siyyara Sell the guy a car! 450 Bii3 is-sayyara la-z-zalame He sells the guy a car 451 3am bibii3 z-zalame siyyara 4 grant (mana7) Grant the guy his wish 452 7a''i' 'umniyyit iS-Sabi He granted the guy his wish 453 7a''a' 'umniyyit iz-zalame grant the guy the opportunity to travel! 454 Mna7 iS-Sabi il-furSa layseefir he granted the guy the opportunity to travel 455 3aTa z-zalame l-furSa layseefir he is granting 456 3am ya3Tii z-zalame l-furSa layseefir 5 send Send the guy a letter! 457 Ba3at-lu maktuub la-S-Sabi He sent the guy a letter

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458 ba3at risele la-z-zalame send me a letter! 459 Ba3at-li maktuub send me the letter! 460 Ba3at-li l-maktuub 6 carry Carry the guy a bottle of water! 461 7mul 'aniint mayy la-z-zalame He carried the guy a bottle of water 462 huwe 7amal 'aniint mayy la-z-zalame he is carrying the guy a bottle of water (now) 463 huwwe yi7mul 'aniint il-mayy la-z-zalame 7 throw Throw the guy the ball! 464 Zitt it-tabe la-z-zalame He threw the guy the ball 465 zatt it-tabe la-z-zalame He threw me the ball 466 zatt-alli t-tabe Throw me the ball! 477 Zitt-illi t-tabe 8 ask Ask the guy the way! 478 Is'al iz-zalame 3an iT-Tarii' He asked the guy the way 479 huwwe sa'al iz-zalame 3an iT-Tarii' he is asking the guy way 480 3am yis'al iz-zalame 3an iT-Tarii' ask me about my day 481 s'al 3an inhaa-ri (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 482 S'al z-zalame su'aal Ask the guy the question! 483 S'al z-zalame s-su'aal 9 teach Teach the guy the lesson! 484 3allam iS-Sabi id-dars He taught him the lesson 485 huwwe 3allam-u id-dars he is teaching the guy 486 3am bi3allim iS-Sabi d-dars

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10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 487 Khabbir iz-zalame il-'uSSa He told the guy the story 488 khabbar z-zalame il-'uSSa tell me a story 489 khabbir-ni 'uSSa tell my mother a story 490 khabbir 'imm-i 'uSSa 11 to hand (sallam) Hand the guy the box! 491 Sallim l-sanduu' la-z-zalame He handed the guy the box 492 huwwe sallam is-sanduu' la-z-zalame 12 Bring Bring the guy a present! 493 Jib hdiyye la-z-zalame He brought the guy a present. 494 Huwwe 'ishtara hdiyye la-z-zalame bring me a present! 495 Jib-li hdiyye 13 Feed Feed the child the food! (now) 496 Ta33am il-'akleet la-l-walad He fed the child the food 497 huwwe Ta33am il-'akleet la-l-walad

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12 Questionnaire for DOC in Lebanese Arabic Personal info: Sara Alchaalan, 19 grew up in Damascus, parents from Beirut & Damascus French until highschool, now AUB 3 years in Lebanon 1 give Give the guy a book! 498 3aTii la-sh-shab il-kteeb He gave the guy a book 499 3aTa la-sh-shab il-kteeb 2 buy Buy the girl a car! 500 Shtiri-la la-l-binit siyyara He bought the girl car 501 'ishtaraa-la siyyara 3 sell He sold the guy a car 502 baa3-u la-sh-shab is-siyyaara Sell the guy a car! 503 Bii3-u la-sh-shab siyyara He sells the guy a car 504 3am bibii3-u la-sh-shab is-siyyaara 4 grant (mana7) Grant the guy his wish 505 7a''i' il-'umniyye la-sh-shab He granted the guy his wish 506 mana7 ish-shab il-'umniyye Taba3-u grant the guy the opportunity to travel! 507 Imna7 ish-shab furSit is-safar he granted the guy the opportunity to travel 508 mana7 la-sh-shab furSat is-safar 5 send Send the guy a letter! 509 Ba3at-lu rsele He sent the guy a letter 510 ba3at-lu la-sh-shab risele send me a letter! 511 Ba3at-li rsele send me the letter! 512 Ba3at-li r-risele

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6 carry Carry the guy a bottle of water! 513 7mil-lu 'anint mayy la-sh-shab He carried the guy a bottle of water 514 7amal-lu l'aniine la-sh-shab he is carrying the guy a bottle of water (now) 515 3am biyi7mil-lu 'aniint mayy la-sh-shab 7 throw Throw the guy the ball! 516 Ba3at-lu la-sh-shab il-kura He threw the guy the ball 517 zatt-allu t-tabe la-sh-shab He threw me the ball 518 zatt-alli t-tabe Throw me the ball! 519 Zitt-illi t-tabe 8 ask Ask the guy the way! 520 S'al ish-shab 3an iT-Tarii' He asked the guy the way 521 sa'al-u 3an iT-Tarii' he is asking the guy way 522 3am byis'al ish-shab iT-Tarii' ask me about my day 523 is'al-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 524Is'al-u su'aal Ask the guy the question! 525 S'al ish-shab is-su'aal 9 teach Teach the guy the lesson! 526 3allim-u la-sh-shab id-dars He taught him the lesson 527 3allam-u ish-shab id-dars he is teaching the guy 528 3am bidarris-u d-dars halla' 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 529 'Il-lu la-sh-shab il-'uSSa He told the guy the story 530 'al-lu la-sh-shab il-'uSSa

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tell me a story 531 7ki-ni 'uSSa tell my mother a story 532 7kii-la la-'imm-i il-'uSSa he is telling the guy a story 533 bi7ki la-sh-shab 'uSSa 11 to hand (sallam) Hand the guy the box! 534 Sallim la-sh-shab il-3ilbe He handed the guy the box 535 3aTaah la-sh-shab il-3ilbe 12 Bring Bring the guy a present! 536 Jib-lu la-sh-shab hdiyye He brought the guy a present. 537 Jab-lu la-sh-shab hdiyye bring me a present! 538 Jib-li hdiyye 13 Feed Feed the child the food! (now) 539 Ta33am il-walad il-'akl He fed the child the food 540 Ta33am-u la-l-walad il-'akl

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13 Questionnaire for DOC in Lebanese Arabic Personal info: Siham Hage Ali, 22 grew up in Libreville Gabon, parents from Kawtarit issiyyeed back in Lebanon since 8, then living in Beirut schooling French, AUB no real southern accent 1 give Give the guy a book! 541 3aTii l-shab le-kteeb He gave the guy a book 542 3aTa l-shab kteeb 2 buy Buy the girl a car! 543 Shtiri la-l-binit siyyara He bought the girl car 544 'ishtara la-l-binit siyyara 3 sell He sold the guy a car 545 bee3 la-sh-shab siyyara Sell the guy a car! 546 Bii3 ish-shab siyyara He sells the guy a car 547 3am bibii3 la-sh-shab siyyara 4 grant (mana7) Grant the guy his wish 548 7a''i' la-sh-shab 'umniyyt-u He granted the guy his wish 549 mana7 ish-shab 'umniyyt-u grant the guy the opportunity to travel! 550 Mna7 ish-shab il-furSa layseefir he granted the guy the opportunity to travel 551 mana7 ish-shab il-furSa layseefir he is granting the guy his wish 552 3am byimna7 ish-shab 'umniyyt-u 5 send Send the guy a letter! 553 Ba3at la-l-shab risele He sent the guy a letter 554 ba3at la-sh-shab rsele

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send me a letter! 555 Ba3at-li rsele send me the letter! 556 Ba3at-li r-rsele 6 carry Carry the guy a bottle of water! 557 Jiib la-sh-shab 'aniinit mayy He carried the guy a bottle of water 558 7amal la-sh-shab 'aniint mayy 7 throw Throw the guy the ball! 559 Kibb la-l-shab t-tabe He threw the guy the ball 560 kabb la-l-shab tabe He threw me the ball 561 zatt-alli t-tabe Throw me the ball! 562 Kibb-illi t-tabe 8 ask Ask the guy the way! 563 Is'al ish-shab 3an iT-Tarii' He asked the guy the way 564 sa'al ish-shab 3an iT-Tarii' he is asking the guy way 565 3am byis'al ish-shab 3an iT-Tarii' ask me about my day 566 s'alni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 567 Is'al sh-shab su'aal Ask the guy the question! 568 S'al ish-shab 3an is-su'aal 9 teach Teach the guy the lesson! 569 Darris sh-shab d-dars He taught him the lesson 570 3allam-u d-dars he taught the guy the lesson 571 3allam ish-shab id-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 572 I7ki la-sh-shab il-'uSSa

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He told the guy the story 573 'al la-sh-shab il-'uSSa tell me a story 574 7ki-ni l-'uSSa tell my mother a story 575 'uul la-'imm-i 'uSSa he is telling the guy a story 576 3am bi'uul la-sh-shab 'uSSa 11 to hand (sallam) Hand the guy the box! 577 Sallim ish-shab is-sanduu' He handed the guy the box 578 sallam ish-shab il-sanduu' 12 Bring Bring the guy a present! 579 Jiib la-sh-shab hdiyye He brought the guy a present. 580 'Ishtara la-sh-shab hdiyye bring me a present! 581 Jib-li hdiyye He is bringing the guy a present 582 3am bijiib la-sh-shab hdiyye 13 Feed Feed the child the food! (now) 583 Ta33am il-walad il-'akl He fed the child the food 584 Ta33am il-walad il-'akl

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14 Questionnaire for DOC in Lebanese Arabic Personal info: Marwan Fakhr, 21 grew up in Bchamoun (next to Alay), mother from Bchamoun, father from Beirut school in English/Arabic, now AUB does not feel like he has a jabali accent 1 give Give the guy a book! 585 A3Tii le-kteeb la-sh-shab He gave the guy a book 586 3aTaa-h la-sh-shab kteeb 2 buy Buy the girl a car! 587 'Ishtrii-la siyyara la-l-binit He bought the girl car 588 'ishtaraa-la la-l-binit siyyara 3 sell He sold the guy a car 589 bee3 siyyara la-sh-shab Sell the guy a car! 590 Bee3-u la-sh-shab siyyara He sells the guy a car 591 3am bibii3-u siyyara la-sh-shab 4 grant (mana7) Grant the guy his wish 592 7a''i'-lu umniyyt-u la-sh-shab He granted the guy his wish 593 mana7-u 'umniyyt-u la-sh-shab grant the guy the opportunity to travel! he granted the guy the opportunity to travel 594 mana7-u la-sh-shab il-furSa layseefir 5 send Send the guy a letter! 595 Ba3at-lu la-sh-shab risale He sent the guy a letter 596 ba3at-lu risele la-sh-shab send me a letter! 597 Ba3at-li rsele send me the letter! 598 Ba3at-li r-risele He is sending the guy a letter

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599 3am yib3at-lu rsele la-sh-shab 6 carry Carry the guy a bottle of water! 600 7mil-lu la-sh-shab 'aniint il-mayy He carried the guy a bottle of water 601 7amal-lu la-sh-shab 'aniint mayy he is carrying the guy a bottle of water (now) 602 7amil-lu la-sh-shab 'aniint il-mayy 7 throw Throw the guy the ball! 603 Kibb-illu t-tabe la-sh-shab He threw the guy the ball 604 kabb-allu t-tabe la-sh-shab He threw me the ball 605 kibb-illi t-tabe Throw me the ball! 606 Kibb-illi t-tabe He is throwing the guy the ball 607 3am bikibb-illu t-tabe la-sh-shab 8 ask Ask the guy the way! 608 'Ill-u ydill-na 3a-T-Tarii' He asked the guy the way 609 sa'al-u sh-shab 3an iT-Tarii' he is asking the guy way 610 3am yis'al-u la-sh-shab 3an iT-Tarii' ask me about my day 611 is'al-ni kif kan nhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 612 Sa'al-lu la-sh-shab su'aal Ask the guy the question! 613 Sa'al-lu sh-shab 3an is-su'aal 9 teach Teach the guy the lesson! 614 3allm-u d-dars la-sh-shab He taught him the lesson 615 3allam-u d-dars he taught the guy the lesson 616 3allam-u d-dars la-sh-shab 10 tell (not qaal, 7aka or khabbir) Tell the guy the story!

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617 Khabbir 'uSSa la-sh-shab He told the guy the story 618 khabbir la-sh-shab il-'uSSa tell me a story 619 khabbir-ni 'uSSa tell my mother a story 620 khabbir-a la-'imm-i 'uSSa 11 to hand (sallam) Hand the guy the box! 621 Sallm-u la-sh-shab il-kartuune He handed the guy the box 622 sallam-u l-kartuune la-sh-shab he is handing the guy box 623 3am bisallm-u l-kartune la-sh-shab 12 Bring Bring the guy a present! 624 Jib-lu hdiyye la-sh-shab He brought the guy a present. 625 Jab-lu hdiyye la-sh-shab bring me a present! 626 Jib-li hdiyye 13 Feed Feed the child the food! (now) 627 Ta33am-eh la-S-Sabi He fed the child the food 628 Ta33am-ah il-'akleet la-l-walad

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15 Questionnaire for DOC in Lebanese Arabic Personal info: Elsa Riachi, 19 grew up in Elisar, parents from Khenshara 10-15 in Dubai school in English, now at AUB little bit jabali, hard to detect 1 give Give the guy a book! 629 A3ti le-kteeb la-S-Sabi He gave the guy a book 630 huwe 3aTa S-Sabi le-kteeb he is giving the guy a book 631 3am ya3Ti l-zalame le-kteeb 2 buy Buy the girl a car! 632 'Ishtiri siyyara la-l-binit He bought the girl car 633 'ishtara siyyara la-l-binit 3 sell He sold the guy a car 634 bee3 iz-zalame siyyara Sell the guy a car! 635 Bee3-lu la-z-zalame siyyara He sells the guy a car 636 3am bibii3 is-siyyara la-z-zalame 4 grant (mana7) Grant the guy his wish 637 7a''i'-lu la-S-Sabi 'umniyyt-u He granted the guy his wish 638 mana7-lu l-zalame 'umniyyt-u grant the guy the opportunity to travel! 639 Mna7-lu il-furSa layseefir he granted the guy the opportunity to travel 640 mana7-lu la-z-zalame il-furSa layseefir 5 send Send the guy a letter! 641 Ba3at-lu la-l-zalame rsele He sent the guy a letter 642 ba3at-lu la-S-Sabi rsele send me a letter! 643 Ba3at-li resele

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send me the letter! 644 Ba3at-li r-risele He is sending the guy a letter 645 3am yib3at-lu la-z-zalame rsele 6 carry Carry the guy a bottle of water! 646 7mil-lu la-z-zalame 'aniinit mayy He carried the guy a bottle of water 647 7imil-lu la-S-Sabi 'aniinit mayy he is carrying the guy a bottle of water (now) 648 3am yi7mil-lu la-l-zalame 'aniinit il-mayy 7 throw Throw the guy the ball! 649 Kibb-illu la-S-Sabi t-tabe He threw the guy the ball 650 kabb-allu t-tabe la-S-Sabi He threw me the ball 651 kabb-alli t-tabe Throw me the ball! 652 Kibb-illi t-tabe 8 ask Ask the guy the way! 653 S'al-u la-S-Sabi ydillak 3a-T-Tarii' He asked the guy the way 654 sa'al iS-Sabi yidill-u 3a-T-Tarii' he is asking the guy way 655 3am yis'al-u la-S-Sabi taydill-u 3a-T-Tarii' ask me about my day 656 s'al-ni 3an yawm-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 657 Is'al-u laS-Sabi su'aal Ask the guy the question! 658 Is'al-u la-S-Sabi s-su'aal 9 teach Teach the guy the lesson! 659 3allim-u la-S-Sabi d-dars He taught him the lesson 660 3allam-u d-dars he is teaching the guy the lesson 661 3am bi3allim iS-Sabi d-dars 10 tell (not qaal, 7aka or khabbir)

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Tell the guy the story! 662 Khabbir-u l-'uSSa la-S-Sabi He told the guy the story 663 khabbar il-'uSSa la-S-Sabi tell me a story 664 khabbir-ni 'uSSa tell my mother a story 665 khabbir-a la-'immi 'uSSa 11 to hand (sallam) Hand the guy the box! 666 sallim iS-Sabi il-3ilbe He handed the guy the box 667 sallam iz-zalame il3-ilbe 12 Bring Bring the guy a present! 668 Jib-lu la-S-Sabi hdiyye He brought the guy a present. 669 Jab-lu la-S-Sabi hdiyye bring me a present! 670 Jib-li hdiyye 13 Feed Feed the child the food! (now) 671 Ta33ami la-l-walad il-'akl He fed the child the food 672 Ta33ameh la-l-walad il-'akl

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16 Questionnaire for DOC in Lebanese Arabic Personal info: Romy Lynn Attieh, 32 grew up in States until 12 Virginia Beach; then moved to Lebanon parents from Lebanese (mom from Bhamdoun, dad grew up in Achrafiyyeh) school in American program, 2nd language in French AUB not at all a regional accent, “muddled” 1 give Give the guy a book! 673 3aTii-u la-z-zalame kteeb He gave the guy a book 674 3aTa kteeb la-z-zalame 2 buy Buy the girl a car! 675 Ishtrii la-l-bint siyyara He bought the girl a car 676 shtara-ha siyyara 3 sell He sold the guy a car 677 bee3 la-z-zalame siyyara Sell the guy a car! 678 Bee3ii-h siyyara he is selling the guy a car 679 3am bibii3 siyyara la-z-zalame 4 grant (mana7) Grant the guy his wish 680 3aTii-u yalli badd-u He granted the guy his wish 681 3aTaa-h la-z-zalame yilli badd-u yeeh grant the guy the opportunity to travel! 682 Mana7-u la-z-zalame il-something layseefir he granted the guy the opportunity to travel 683 mana7-lu the opportunity layseefir 5 send Send the guy a letter! 684 Ba3at-eh bariid 685 ba3ati-lu maktuub He sent the guy a letter 686 ba3at maktuub la-z-zalame

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send me a letter! 687 Ba3atii-ni maktuub send me the letter! 688 Ba3atii-li l-maktuub 6 carry Carry the guy a bottle of water! 689 7ammil-lu l-mayy 690 7ammil-lu l-mayy la-z-zalame He carried the guy a bottle of water 691 7amal-lu l-mayy 692 7ammal-lu l-mayy la-z-zalame he is carrying the guy a bottle of water (now) 693 3am byi7mil-lu l-mayy halla' 7 throw Throw the guy the ball! 694 Kibb-illu t-tabe He threw the guy the ball 695 kabb-allu t-tabe la-z-zalame He threw me the ball 696 kabb-alli t-tabe Throw me the ball! 697 Kibbii-li t-tabe 8 ask Ask the guy the way! 698 S'al-u kiif mnuwsal He asked the guy the way 699 sa'al-u la-z-zalame iT-Tarii' he is asking the guy way 700 3am byis'al-u 3an iT-Tarii' ask me about my day 701 s'alii-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 702 S'alii-h su'aal 703 s'alii la-z-zalame su'aal Ask the guy the question! 704 S'alii-h s-su'aal He is asking the guy the question 705 3am byis'al-u s-su'aal 9 teach Teach the guy the lesson! 706 3allmii-h d-dars He taught him the lesson

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707 3allam-u d-dars he taught the guy the lesson 708 3allam-u la-z-zalame d-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 709 Khabbrii-lu l-'uSSa 710 He told the guy the story 711 'al-lu 'uSSa 712 'al-lu la-z-zalame l-'uSSa tell me a story 713 khabbir-ni 'uSSa tell my mother a story 714 khabrii-ha la-'immi 'uSSa 11 to hand (sallam) Hand the guy the box! 715 Sallim-lu l-3ilbe la-z-zalame He handed the guy the box 716 sallam-lu l-3ilbe 12 Bring Bring the guy a present! 717 Jiibii-lu hdiyye He brought the guy a present. 718 Jaab-lu la-z-zalame hdiyye bring me a present! 719 Shtrii-li hdiyye 720 jibli hdiyye He is bringing the guy a present 721 3am bijib-lu hdiyye la-z-zalame 13 Feed Feed the child the food! (now) 722 Ta33am il-walad He fed the child the food 723 Ta33am-u la-l-walad

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17 Questionnaire for DOC in Lebanese Arabic Personal info: Yara Beaini, 19 grew up in Chouf (Baata), parents from Chouf school mainly French and Arabic, now AUB jabali-accent, changed a little bit 1 give Give the guy a book! 724 A3Ti ish-shab kteeb He gave the guy a book 725 3aTa sh-shab kteeb 2 buy Buy the girl a car! 726 Shtiri la-l-binit siyyara He bought the girl car 727 'ishtara la-l-bint siyyara He is buying the girl a car 728 3am yishtiri la-l-binit siyyara 3 sell He sold the guy a car 729 bee3 la-sh-shab siyyara Sell the guy a car! 730 Bee3 ish-shab siyyara He sells the guy a car 731 3am bibii3 ish-shab siyyara 4 grant (mana7) Grant the guy his wish 732 3aTa sh-shab mniyyt-u He granted the guy his wish 733 3aTa la-sh-shab 'umniyyt-u grant the guy the opportunity to travel! 734 Mna7 ish-shab il-furSa 'innu yseefir he granted the guy the opportunity to travel 735 mana7 ish-shab il-furSa 'innu yseefir 5 send Send the guy a letter! 736 Ba3at la-sh-shab rsele He sent the guy a letter 737 ba3at la-sh-shab rsele send me a letter! 738 Ba3at-li rsele send me the letter!

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739 Ba3at-li r-rsele 6 carry Carry the guy a bottle of water! 740 7mul la-sh-shab 'aniinit mayy He carried the guy a bottle of water 741 7amal la-sh-shab 'aniint mayy he is carrying the guy a bottle of water (now) 742 3am yi7mul la-sh-shab 'aniint mayy halla' 7 throw Throw the guy the ball! 743 Zitt la-sh-shab it-tabe He threw the guy the ball 744 zatt-illu la-sh-shab it-tabe He threw me the ball 745 zitt-illi t-tabe Throw me the ball! 746 Zitt-illi t-tabe He is throwing the guy a ball 747 3am yizitt la-l-walad it-tabe 8 ask Ask the guy the way! 748 Is'al la-sh-shab iT-Tarii'a He asked the guy the way 749 sa'al ish-shab 3an iT-Tarii' he is asking the guy way 750 3am yis'al ish-shab 3an iT-Tarii'a ask me about my day 751 s'al-ni 3an yawm-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 752 Is'al ish-shab su'aal Ask the guy the question! 753 S'al ish-shab is-su'aal He is asking the guy the question 754 3am yis'al ish-shab is-su'aal 9 teach Teach the guy the lesson! 755 3allim ish-shab id-dars He taught him the lesson 756 3allam-u d-dars he taught the guy the lesson 757 3allam ish-shab id-dars

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10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 758 Khabbir ish-shab il-'uSSa He told the guy the story 759 khabbar ish-shab 'uSSa tell me a story 760 khabbir-ni 'uSSa tell my mother a story 761 khabbir 'immi 'uSSa 11 to hand (sallam) Hand the guy the box! 762 Sallim ish-shab il-3ilbe He handed the guy the box 763 sallam ish-shab 3ilbe 12 Bring Bring the guy a present! 764 Jiib la-sh-shab hdiyye He brought the guy a present. 765 Jaab la-sh-shab hdiyye bring me a present! 766 Jib-li hdiyye 13 Feed Feed the child the food! (now) 767 Ta33am il-walad il-'akl He fed the child the food 768 Ta33am il-walad il-'akl

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18 Questionnaire for DOC in Lebanese Arabic Personal info: Rami Antoun, 21 grew up in Kalis and Ayn-Rummaneh, parents from Deir-il-Qamar and Mreije (Beirut) school in French, AUB not a jabali accent, “normal” accent 1 give Give the guy a book! 769 A3Tii z-zalame kteeb He gave the guy a book 770 3aTa S-Sabi kteeb 2 buy Buy the girl a car! 771 Shtiri la-l-binit siyyara He bought the girl car 772 shtaree-la la-l-binit siyyara He is buying the girl a car 773 3am yishtri la-l-binit siyyara 3 sell He sold the guy a car 774 bee3 z-zalame siyyara Sell the guy a car! 775 Bii3 ha-z-zalame siyyara He sells the guy a car 776 3am bibii3 siyyara la-z-zalame 4 grant (mana7) Grant the guy his wish 777 labbii-lu 'umniyyt-u He granted the guy his wish 778 labbee-lu 'umniyyt-u la-ha-z-zalame grant the guy the opportunity to travel! 779 Mna7 iz-zalame furSa layseefir he granted the guy the opportunity to travel 780 mana7 iS-Sabi furSa la-s-safar 5 send Send the guy a letter! 781 B3at la-z-zalame risele He sent the guy a letter 782 ba3at-lu laS-Sabi rsele send me a letter! 783 Ba3t-li rsele send me the letter!

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784 Ba3at-li r-risele He is sending the guy a letter 785 3am yib3at la-S-Sabi rsele 6 carry Carry the guy a bottle of water! 786 7mul la-z-zalame 'aniint il-mayy He carried the guy a bottle of water 787 7imil-lu la-z-zalame 'aniinit mayy he is carrying the guy a bottle of water (now) 788 3am yi7mil-lu la-z-zalame 'aniinit mayy 7 throw Throw the guy the ball! 789 Kibb 3aleeh it-tabe He threw the guy the ball 790 kabb it-tabe la-S-Sabi He threw me the ball 791 kabb-alli t-tabe Throw me the ball! 792 Kibb-illi t-tabe He is throwing the guy a ball 793 3am bikibb la-S-Sabi tabe 8 ask Ask the guy the way! 794 S'al ha-z-zalame 3an iT-Tarii' He asked the guy the way 795 sa'al iz-zalame 3an iT-Tarii' he is asking the guy way 796 3am yis'al iz-zalame 3an iT-Tarii' ask me about my day 797 s'al-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 798 S'al ha-z-zalame su'aal Ask the guy the question! 799 S'al iz-zalame s-su'aal 9 teach Teach the guy the lesson! 800 3allim z-zalame d-dars He taught him the lesson 801 3allam-u d-dars 10 tell (not qaal, 7aka or khabbir)

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Tell the guy the story! 802 Khabbir iz-zalame il-'uSSa He told the guy the story 803 khabbar iS-Sabi il-khabriyye tell me a story 8804 khabbir-ni khabriyye tell my mother a story 805 khabbir-a la-'immi 'ussa 11 to hand (sallam) Hand the guy the box! 806 Sallm-u il-3ilbe 807 sallim iz-zalame il-3ilbe He handed the guy the box 808 sallam-u la-z-zalame il-3ilbe 12 Bring Bring the guy a present! 809 Jib hdiyye la-z-zalame He brought the guy a present. 810 Jaab-lu hdiyye la-z-zalame bring me a present! 811 Jib-li hdiyye 13 Feed Feed the child the food! (now) 812 Ta33am iS-Sabi l-'akleet He fed the child the food 813 Ta33am iS-Sabi il-'akleet

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19 Questionnaire for DOC in Lebanese Arabic Personal info: Talal Naboulsi, 21 grew up Halet Hreyk, parents from Jnoub (Shibaa) schooling in English, AUB mixed accent between southern and Beiruti 1 give Give the guy a book! 814 A3Ti z-zalame kteeb He gave the guy a book 3ata z-zalame kteeb 2 buy Buy the girl a car! 815 Shtiri la-l-binit siyyara He bought the girl car 816 'ishtara la-l-binit siyyara 3 sell He sold the guy a car 817 bee3 is-siyyara la-z-zalame Sell the guy a car! 818 Bii3 iz-zalame siyyara He sells the guy a car 819 3am bibii3 z-zalame siyyara He is selling the guy car 820 3am bibii3 iz-zalame siyyara 4 grant (mana7) Grant the guy his wish 821 a3Ti z-zalame 'umniyyt-u He granted the guy his wish 822 3aTa z-zalame 'umniyyt-u grant the guy the opportunity to travel! 823 Mna7 iz-zalame furSa yseefir he granted the guy the opportunity to travel 824 3aTa z-zalame l-furSa layseefir 5 send Send the guy a letter! 825 Ba3at la-z-zalame rsele He sent the guy a letter 826 ba3at la-z-zalame rsele send me a letter! 827 Ba3at-li rsele send me the letter!

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828 Ba3at-li r-risele 6 carry Carry the guy a bottle of water! 829 'I7mil-lu 'aniinit mayy la-z-zalame He carried the guy a bottle of water 830 7amil-lu la-z-zalame 'aniint mayy he is carrying the guy a bottle of water (now) 831 3am byi7mil-lu 'aniinit mayy la-z-zalame halla' 7 throw Throw the guy the ball! 832 Kibb-illu la-z-zalame it-tabe He threw the guy the ball 833 kabb it-tabe la-z-zalame He threw me the ball 834 kabb-alli t-tabe Throw me the ball! 835 Kibb-illi t-tabe He is throwing me the ball 386 3am bikibb-illi t-tabe 8 ask Ask the guy the way! 837 S'al iz-zalame 3an iT-Tarii' He asked the guy the way 838 sa'al iz-zalame 3an iT-Tarii' he is asking the guy way 839 3am byis'al iz-zalame 3an iT-Tarii' ask me about my day 840 s'alni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 841 S'al iz-zalame su'aal Ask the guy the question! 842 S'al z-zalame s-su'aal He is asking the guy the question 843 3am byis'al iz-zalame s-su'aal 9 teach Teach the guy the lesson! 844 3allam-u d-dars (you would expect 3allim, but the distinction is often not made) He taught him the lesson 845 3allam-u d-dars He is teaching the guy the lesson 846 3am bi3allim iz-zalame d-dars 10 tell (not qaal, 7aka or khabbir)

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Tell the guy the story! 847 Khabbir iz-zalame il-'uSSa He told the guy the story 848 khabbar iz-zalame 'uSSa tell me a story 849 'illi uSSa tell my mother a story 850 'illa la'immi 'uSSa He was telling the guy a story 851 3am bikhabbir iz-zalame 'uSSa 11 to hand (sallam) Hand the guy the box! 852 Sallim iz-zalame il-3ilbe He handed the guy the box 853 sallam iz-zalame il-3ilbe 12 Bring Bring the guy a present! 854 Jib-lu la-z-zalame hdiyye He brought the guy a present. 855 Jeeb la-z-zalame hdiyye bring me a present! 856 Jib-li hdiyye 13 Feed Feed the child the food! (now) 857 Ta33am il-walad il-'akl He fed the child the food 858 Ta33am il-walad il-'akl

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20 Questionnaire for DOC in Lebanese Arabic Personal info: Muhammad Chbaro grew in Beirut (Ras Il Naba), parents from Beirut schooling in English, BAU (English) medicine “normal Lebanese” 1 give Give the guy a book! 859 A3Ti z-zalame lekteeb He gave the guy a book 860 3aTaa le-kteeb la-z-zalame 2 buy Buy the girl a car! 861 Ruu7 'ishtiri siyyara la-l-binit He bought the girl car 862 shtara la-l-binit siyyara 3 sell He sold the guy a car 863 bee3 la-ha-z-zalame siyyara Sell the guy a car! 864 Bii3 siyyara la-z-zalame He sells the guy a car 865 3am bibii3 siyyara la-z-zalame 4 grant (mana7) Grant the guy his wish 866 7a''i'-lu 'umniyyt-u la-z-zalame He granted the guy his wish 867 7a''a'-lu 'umniyyt-u la-z-zalame grant the guy the opportunity to travel! 868 Mna7 iz-zalame il-furSa layseefir he granted the guy the opportunity to travel 869 mana7 iz-zalame il-furSa layseefir he is granting the guy the opp to travel 870 3am yimna7 la-z-zalame il-furSa layseefir 5 send Send the guy a letter! 871 Ba3at-lu la-z-zalame message He sent the guy a letter 872 ba3at message la-z-zalame send me a letter! 873 Ba3at-li message send me the letter!

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874 Ba3at-li l-message He is sending the guy a letter 875 3am yib3at message la-z-zalame 6 carry Carry the guy a bottle of water! 876 haddii-lu la-z-zalame 'aniint il-mayy He carried the guy a bottle of water 877 7ammal-lu la-z-zalame 'aniint il-mayy he is carrying the guy a bottle of water (now) 878 3am yi7mul la-z-zalame 'aniint mayy 7 throw Throw the guy the ball! 879 Kibb-illu t-tabe la-z-zalame He threw the guy the ball 880 kabb-allu t-tabe la-z-zalame 881 kabb la-z-zalame t-tabe He threw me the ball 882 kabb-alli t-tabe Throw me the ball! 883 Kibb-illi t-tabe 8 ask Ask the guy the way! 884 Is'al iz-zalame 3an iT-Tarii' He asked the guy the way 885 sa'al-u la-z-zalame 3an iT-Tarii' he is asking the guy way 886 3am yis'al iz-zalame 3an iT-Tarii' ask me about my day 887 s'al-ni 3an yawm-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 888 Is'al is-su'aal la-z-zalame Ask the guy the question! 889 Is'al iz-zalame is-su'aal He is asking the guy a question 890 3am yis'al iz-zalame su'aal 9 teach Teach the guy the lesson! 891 3allm-u la-z-zalame d-dars He taught him the lesson 892 3allam-u d-dars he taught the guy the lesson 893 3allam-u la-z-zalame d-dars

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10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 894 'Ul la-z-zalame 3al 'uSSa He told the guy the story 895 'al la-z-zalame 'uSSa tell me a story 896 'illi 'uSSa tell my mother a story 897 'ul la'immi 'uSSa 11 to hand (sallam) Hand the guy the box! 898 sallim iz-zalame l-3ilbe He handed the guy the box 899 sallam iz-zalame il-3ilbe 12 Bring Bring the guy a present! 900 Jib la-z-zalame hdiyye He brought the guy a present. 901 Ishtara la-z-zalame hdiyye 902 jab-lu la-z-zalame hdiyye bring me a present! 903 Jib-li le-hdiyye 13 Feed Feed the child the food! (now) 904 Ta33am il-walad il-'akl He fed the child the food 905 Ta33am-ah il-walad 'akl

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21 Questionnaire for DOC in Lebanese Arabic Personal info: Tareq Jebran, 19 grew up in Beirut (Achrafiyyeh), parents from Bekaa, mom from Achrafiyyeh school in French, AUB “normal Lebanese dialect” 1 give Give the guy a book! 906 A3Ti sh-shab kteeb He gave the guy a book 907 3aTa sh-shab kteeb He is giving the guy a book 908 3am ya3Ti kteeb laS-Sabi 2 buy Buy the girl a car! 909 Shtiri siyyara la-l-binit He bought the girl car 910 shtaree-la siyyara la-l-binit He is buying the girl a car 911 3am yishtiri siyyara la-l-binit 3 sell He sold the guy a car 912 bee3-u siyyara laS-Sabi Sell the guy a car! 913 Bii3 sh-shab siyyara He sells the guy a car 914 3am bibii3-u siyyara laS-Sabi 4 grant (mana7) Grant the guy his wish 915 7a''i'-lu 7elm-u la-S-Sabi He granted the guy his wish 916 7a''i'-lu 7elm-u la-S-Sabi grant the guy the opportunity to travel! 917 Mna7 iS-Sabi il-furSa tayseefir he granted the guy the opportunity to travel 918 mana7 iS-Sabi il-furSa 'innu yseefir 5 send Send the guy a letter! 919 Ba3at lettre la-sh-shab He sent the guy a letter 920 ba3at lettre la-sh-shab send me a letter!

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921 Ba3at-li lettre send me the letter! 922 Ba3at-li l-lettre 6 carry Carry the guy a bottle of water! 923 7mil-lu 'aniine la-S-Sabi He carried the guy a bottle of water 924 7amal-lu 'aniine la-S-Sabi he is carrying the guy a bottle of water (now) 925 3am yi7mil-lu 'aniinit mayy la-S-Sabi halla' 7 throw Throw the guy the ball! 926 Kibb-illu t-tabe laS-Sabi He threw the guy the ball 927 zatt it-tabe la-sh-shab He threw me the ball 928 kabb-alli t-tabe Throw me the ball! 929 Kibb-illi t-tabe 8 ask Ask the guy the way! 930 s'al S-Sabi 3an iT-Tarii' He asked the guy the way 931 sa'al iS-Sabi 3an iT-Tarii' he is asking the guy way 932 3am yis'al iS-Sabi 3an iT-Tarii' ask me about my day 933 s'alni 3an nhari (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 934 S'alu su'aal lassabi Ask the guy the question! 935 S'al ssabi ssu'aal 9 teach Teach the guy the lesson! 936 3allm-u d-dars la-S-Sabi He taught him the lesson 937 3allam S-Sabi d-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 938 Khabbr-u l-'uSSa laS-Sabi He told the guy the story

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939 khabbar-u l-'uSSa la-S-Sabi tell me a story 940 khabbir-ni 'uSSa tell my mother a story 941 khabbir 'immi 'uSSa he is telling the guy a story 942 3am bikhabbr-u 'uSSa la-S-Sabi 11 to hand (sallam) Hand the guy the box! 943 Sallim iS-Sabi il-3ilbe He handed the guy the box 944 3ateeh il-box / l3ilbe laS-Sabi 12 Bring Bring the guy a present! 945 Jib-lu cadeau la-sh-shab He brought the guy a present. 946 Ishtaree-lu cadeau la-S-Sabi bring me a present! 947 Jib-li cadeau 13 Feed Feed the child the food! (now) 948 Ta33am il-walad 'akl He fed the child the food 949 Ta33am il-walad 'akl

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22 Questionnaire for DOC in Lebanese Arabic Personal info: Bachir Fakih, 32 South Lebanon, Srifa, parents from Srifa French, now AUB southern accent 1 give Give the guy a book! 950 3aTi shakhS kteeb He gave the guy a book 951 3aTa l-walad kteeb 2 buy Buy the girl a car! 952 Shtara siyyara la-binit He bought the girl car 953 'ishtara la-binit siyyara 3 sell He sold the guy a car 954 bee3 siyyara la-shakhS Sell the guy a car! 955 Bii3 siyyara la-sh-shakhs He sells the guy a car 956 3am bibii3 shakhS siyyara 4 grant (mana7) Grant the guy his wish 957 7a''i'-lu mniyt-u He granted the guy his wish 958 7a''a'-lu la-shakhS 'umniyyt-u grant the guy the opportunity to travel! 959 Mana7 il-furSa la-shakhS yseefir he granted the guy the opportunity to travel 960 saa3ad-u la-shakhS 'innu yseefir 5 send Send the guy a letter! 961 Ba3at rsele la-shakhS He sent the guy a letter 962 ba3at maktuub la-7ada send me a letter! 963 Ba3at 'illi rsele (illi normally denotes emphasis) send me the letter! 964 Ba3at-li r-rsele

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6 carry Carry the guy a bottle of water! 965 Jib-lu laS-Sabi 'aniinit mayy He carried the guy a bottle of water 966 jab-lu la-shakhS 'aniinit mayy he is carrying the guy a bottle of water (now) 967 3am bijib-lu 'aniinit mayy 968 3am bijib-lu la-S-Sabi 'aniinit mayy 7 throw Throw the guy the ball! 969 Zitt-illu t-tabe He threw the guy the ball 970 zatt t-tabe la-sh-shakhS He threw me the ball 971 zatt-alli t-tabe Throw me the ball! 972 Zitt-illi t-tabe He is throwing the guy a ball 973 3am bizitt-illu t-tabe la-S-Sabi 8 ask Ask the guy the way! 974 S'al-u 3an iT-Tarii' He asked the guy the way 975 sa'al skakhS 3an iT-Tarii' he is asking the guy way 976 3am yis'al iS-Sabi 3an iT-Tarii' ask me about my day 977 is'al-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 978 S'al-u su'aal Ask the guy the question! 979 S'al ish-shakhS s-su'aal 9 teach Teach the guy the lesson! 980 3allm-u d-dars He taught him the lesson 981 3allam shakhS dars-u 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 982 'Illu l-'ussa He told the guy the story

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983 'al la-shakhs l-7keye tell me a story 984 khabbir-ni 'ussa tell my mother a story 985 'il la'immi 7keye 11 to hand (sallam) Hand the guy the box! 986 Sallm-u l-kteeb bil-'iid He handed the guy the box 987 sallam ish-shakhS il-3ilbe 12 Bring Bring the guy a present! 988 Jib hdiyye la-shakhS He brought the guy a present. 989 Jaab-lu hdiyye bring me a present! 990 Jib-li hdiyye He is bringing the guy a present 991 3am jib-lu la-shakhS hdiyye 13 Feed Feed the child the food! (now) 992 Ta33am il-walad He fed the child the food 993 Ta33am il-walad fweeke

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23 Questionnaire for DOC in Lebanese Arabic Personal info: Shereen Habbal, 20 grew up in Beirut (Verdun), parents from Beirut school in English, AUB “normal Lebanese”, Beiruti when she's angry 1 give Give the guy a book! 994 A3Ta z-zalame kteeb He gave the guy a book 995 a3Ta z-zalame kteeb 2 buy Buy the girl a car! 996 Ishtiri la-l-bint siyyara He bought the girl car 997 ishtaraa-la la-l-binit siyyara 3 sell He sold the guy a car 998 bee3 ish-shab siyyara Sell the guy a car! 999 Bii3 ish-shab siyyara He sells the guy a car 1000 3am bibii3 ish-shab siyyara 4 grant (mana7) Grant the guy his wish 1001 7a''i'-lu la-sh-shab 'umniyyt-u He granted the guy his wish 1002 7a''a'-lu 'umniyyit ish-shab grant the guy the opportunity to travel! 1003 Mna7 la-sh-shab il-furSa layseefir he granted the guy the opportunity to travel 1004 mana7-lu la-sh-shab il-furSa tayseefir 5 send Send the guy a letter! 1005 Ba3at-lu la-sh-shab risele He sent the guy a letter 1006 ba3at-lu la-sh-shab rsele send me a letter! 1007 Ba3at-li risele send me the letter! 1008 Ba3at-li r-risele

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6 carry Carry the guy a bottle of water! 1009 Jib-lu 'aniinit mayy He carried the guy a bottle of water 1010 jaab-lu la-sh-shab 'aniinit mayy he is carrying the guy a bottle of water (now) 1011 3am bijiib la-z-zalame 'aniinit il-mayy 7 throw Throw the guy the ball! 1012 Kibb-illu la-sh-shab t-tabe He threw the guy the ball 1013 kabb-allu la-sh-shab it-tabe He threw me the ball 1014 kabb-alli t-tabe Throw me the ball! 1015 Kibb-illi t-tabe 8 ask Ask the guy the way! 1016 'Istidill min ish-shab iT-Tarii' He asked the guy the way 1017 sa'al ish-shab 3an iT-Tarii' he is asking the guy way 1018 3am yis'al ish-shab 3an iT-Tarii' ask me about my day 1019 s'al-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 1020 S'al iz-zalame Ask the guy the question! 1021 S'al z-zalame s-su'aal 9 teach Teach the guy the lesson! 1022 Darris ish-shab id-dars He taught him the lesson 1023 darras-u d-dars 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 1024 'Illu la-sh-shab il-'ussa He told the guy the story 1025 khabbar-u la-sh-shab il-'ussa tell me a story 1026 'il-li 'ussa tell my mother a story

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1027 'il-la la-'immi 'ussa 11 to hand (sallam) Hand the guy the box! 1028 Sallim ish-shab il-3ilbe He handed the guy the box 1029 sallam la-sh-shab il-3ilbe He is handing the guy the box 1030 3am ya3Ti z-zalame il-3ilbe 12 Bring Bring the guy a present! 1031 Jib-lu la-z-zalame hdiyye He brought the guy a present. 1032 Jab-lu la-z-zalame hdiyye bring me a present! 1033 Jib-li hdiyye He is bringing the guy a present 1034 3am yijib la-z-zalame le-hdiyye 13 Feed Feed the child the food! (now) 1035 Ta33am il-walad il-'akl He fed the child the food 1036 Ta33am il-walad 'akl He is feeding the child the food 1037 3am yiTa33am il-walad 'akl

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24 Questionnaire for DOC in Lebanese Arabic Personal info: Woody Hojeyle, 19 grew up last 6 years in Achrafiyyeh, before Kisirween (Jounieh/Geita), 0-3 France school in French, AUB byi7ki 3aadi 1 give Give the guy a book! 1038 A3Ti la-S-Sabi le-kteeb He gave the guy a book 1039 3aTa S-Sabi kteeb 2 buy Buy the girl a car! 1040 Shtrii-la siyyara 1041 shtrii l-binit siyyara He bought the girl car 1042 shtara siyyara la-l-binit He is buying the girl a car 1043 3am yishtri-la siyyara la-l-binit 3 sell He sold the guy a car 1044 bee3 is-siyyara laS-Sabi Sell the guy a car! 1045 Bii3-lu yeeha s-siyyara He sells the guy a car 1046 3am bibii3 is-siyyara laS-Sabi 4 grant (mana7) Grant the guy his wish 1047 a3Ti lli baddu yeeh He granted the guy his wish 1048 a3Teeh la-S-Sabi lli baddu yeeh grant the guy the opportunity to travel! 1049 Mna7-lu laS-Sabi 'innu yseefir he granted the guy the opportunity to travel 1050 mana7-lu laS-Sabi 'innu yseefir 5 send Send the guy a letter! 1051 Ba3at-lu maktuub laS-Sabi He sent the guy a letter 1052 ba3at maktuub laS-Sabi send me a letter! 1053 Ba3at-li risele / maktuub

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send me the letter! 1054 Ba3at-li lmaktuub 6 carry Carry the guy a bottle of water! 1055 Jib-lu laS-Sabi 'aniinit mayy He carried the guy a bottle of water 1056 jaab-lu 'aniinit mayy laS-Sabi he is carrying the guy a bottle of water (now) 1057 3am bijib-lu 'aniinit mayy la-S-Sabi 7 throw Throw the guy the ball! 1058 Kibb-illu t-tabe la-S-Sabi He threw the guy the ball 1059 kabb-allu t-tabe laS-Sabi He threw me the ball 1060 kabb-alli t-tabe Throw me the ball! 1061 Kibb-illi t-tabe 8 ask Ask the guy the way! 1062 S'al-u T-Tarii' la-S-Sabi He asked the guy the way 1063 sa'al il-monsieur iT-Tarii' he is asking the guy way 1064 3am byis'al iT-Tarii' laS-Sabi ask me about my day 1065 s'al-ni kif ken yawm-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 1066 S'al-u su'aal la-S-Sabi Ask the guy the question! 1067 S'al s-su'aal la-S-Sabi 9 teach Teach the guy the lesson! 1068 3allim 'ibn-ak dars-u He taught him the lesson 1069 3allam-u d-dars He is teaching the lesson 1070 3am bi3allmu d-dars la-S-Sabi 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 1071 Khabbir khabbriye la-S-Sabi

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He told the guy the story 1072 khabbar-u l-'ussa laS-Sabi tell me a story 1073 khabbir-ni 'ussa tell my mother a story 1074 khabbir 'ussa la-'immi He is telling the guy a story 1075 3am byikhabbir 'ussa laS-Sabi 11 to hand (sallam) Hand the guy the box! 1076 Sallim-lu l-3ilbe la-S-Sabi He handed the guy the box 1077 sallam-lu l-3ilbe laS-Sabi 12 Bring Bring the guy a present! 1078 Shtrii-lu laS-Sabi hdiyye He brought the guy a present. 1079 Jab-lu hdiyye laS-Sabi bring me a present! 1080 Jib-li hdiyye 13 Feed Feed the child the food! (now) 1081 Ta33am il-walad 'akleet-u He fed the child the food 1082 Ta33am-eh 'akleet-u la-S-Sabi

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25 Questionnaire for DOC in Lebanese Arabic Personal info: Rifaat Faqih, 19 grew up in Beirut, Raouche parents from father born in Brazil (Lebanese), mother from Beirut school in French, AUB normal Lebanese 1 give Give the guy a book! 1083 A3Ti sh-shab kteeb He gave the guy a book 1084 3aTa sh-shab kteeb He is giving the guy a book 1085 3am bya3Ti sh-shab kteeb 2 buy Buy the girl a car! 1086 Shtrii-la la-l-binit siyyara He bought the girl car 1087 'ishtara la-l-bint siyyara 3 sell He sold the guy a car 1088 bee3-u la-sh-shab siyyara Sell the guy a car! 1089 Bii3 ish-shab siyyara He sells the guy a car 1090 3am bibii3 ish-shab siyyara 4 grant (mana7) Grant the guy his wish 1091 7a''i'-lu mniyyt-u He granted the guy his wish 1092 7a''a'-lu mniyyt-u la-sh-shab grant the guy the opportunity to travel! 1093 Mna7-u 7a'' yseefir he granted the guy the opportunity to travel 1094 mana7-u 7a'' 'innu yseefir 5 send Send the guy a letter! 1095 Ba3at-lu rsele la-sh-shab He sent the guy a letter 1096 ba3at la-sh-shab rsele send me a letter!

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1097 Ba3at-li rsele send me the letter! 1098 Ba3at-li r-risele 6 carry Carry the guy a bottle of water! 1099 Jib-lu la-sh-shab 'aniinit mayy He carried the guy a bottle of water 1100 7amal-lu 'aniinit mayy 1101 7amal-lu la-sh-shab 'aniinit mayy he is carrying the guy a bottle of water (now) 1102 3am byi7mil-lu 'aniinit mayy la-sh-shab 7 throw Throw the guy the ball! 1103 Kibb-illu t-tabe la-sh-shab He threw the guy the ball 1104 kabb-allu t-tabe la-sh-shab He threw me the ball 1105 kabb-alli t-tabe Throw me the ball! 1106 Kibb-illi t-tabe He is throwing the guy a ball 1107 3am bikibb-illu t-tabe la-sh-shab 8 ask Ask the guy the way! 1108 S'al-u la-sh-shab 3an iT-Tarii' He asked the guy the way 1109 sa'al ish-shab 3an iT-Tarii' he is asking the guy way 1110 3am yis'al-u la-sh-shab 3an iT-Tarii' ask me about my day 1111 s'al-ni 3an inhar-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 1112 Sa'al ish-shab su'aal Ask the guy the question! 1113 S'al-u la-sh-shab is-su'aal 9 teach Teach the guy the lesson! 1114 3allm-u d-dars la-sh-shab He taught him the lesson 1115 3allam-u d-dars he taught the guy the lesson 1116 3allamu la-sh-shab dars-u

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10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 1117 Khabbr-u la-sh-shab il-'ussa He told the guy the story 1118 khabbar-u la-sh-shab il-'ussa tell me a story 1119 khabbir-ni 'ussa tell my mother a story 1120 khabbir-a la'immi 'ussa 11 to hand (sallam) Hand the guy the box! 1121 Sallim ish-shab il-3ilbe He handed the guy the box 1122 sallam ish-shab il-3ilbe 12 Bring Bring the guy a present! 1123 Jib-lu la-sh-shab hdiyye He brought the guy a present. 1124 Jab-lu la-sh-shab hdiyye bring me a present! 1125 Jib-li hdiyye He is bringing the guy a present 1126 3am bijib-lu hdiyye la-sh-shab 13 Feed Feed the child the food! (now) 1127 Ta33am il-walad akleet-u He fed the child the food 1128 Ta33am il-walad 'akleet-u

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26 Questionnaire for DOC in Lebanese Arabic Personal info: Ibrahim Alkasdi, 19 grew up in Beirut (Qoreitem), parents from Beirut school in French, now AUB with family Beiruti, with friends normal Lebanese 1 give Give the guy a book! 1129 A3Ti z-zalame kteeb He gave the guy a book 1130 3aTa z-zalame kteeb 2 buy Buy the girl a car! 1131 Ishtiri la-l-binit siyyara He bought the girl car 1132 ishtaraa-la la-l-binit siyyara 3 sell He sold the guy a car 1133 bee3 iz-zalame siyyara Sell the guy a car! 1134 Bii3 iz-zalame siyyara He sells the guy a car 1135 3am bibii3 iz-zalame siyyara 4 grant (mana7) Grant the guy his wish 1136 7a''i'-lu la-z-zalame 'umniyyt-u He granted the guy his wish 1137 7a''a'-lu z-zalame 'umniyyt-u grant the guy the opportunity to travel! 1138 Mana7 iz-zalame furSa la-s-safar he granted the guy the opportunity to travel 1139 7a''a'-lu la-z-zalame furSa la-s-safar 5 send Send the guy a letter! 1140 Ba3at la-z-zalame risele He sent the guy a letter 1141 ba3at-lu la-z-zalame risele send me a letter! 1142 Ba3at-li rsele send me the letter! 1143 Ba3at-li r-risele

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6 carry Carry the guy a bottle of water! 1144 7mil-lu la-z-zalame 'aniinit mayy He carried the guy a bottle of water 1145 7imil iz-zalame 'aniinit mayy he is carrying the guy a bottle of water (now) 1146 3am yi7mil la-z-zalame 'aniinit mayy 7 throw Throw the guy the ball! 1147 Kibb-illu la-z-zalame t-tabe He threw the guy the ball 1148 kabb-allu la-z-zalame t-tabe He threw me the ball 1149 kabb-alli t-tabe Throw me the ball! 1150 Kibb-illi t-tabe 8 ask Ask the guy the way! 1151 S'al iz-zalame iT-Tarii' He asked the guy the way 1152 sa'al iz-zalame iT-Tarii' he is asking the guy way 1153 3am byis'al iz-zalame T-Tarii' ask me about my day 1154 is'alii-ni 3an al yawm (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 1155 S'al iz-zalame su'aal Ask the guy the question! 1156 S'al iz-zalame s-su'aal 9 teach Teach the guy the lesson! 1157 3allim iz-zalame il-leçon He taught him the lesson 1158 3allamu l-leçon 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 1159 Khabbir iz-zalame il-'ussa He told the guy the story 1160 khabbar-u la-z-zalame l-'ussa tell me a story 1161 khabbri-ni 'ussa tell my mother a story

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1162 khabbir 'immi 'ussa 11 to hand (sallam) Hand the guy the box! 1163 Sallim iz-zalame il-3ilbe He handed the guy the box 1164 sallam iz-zalame il-3ilbe 12 Bring Bring the guy a present! 1165 Jib-lu la-z-zalame hdiyye He brought the guy a present. 1166 Jab-lu la-z-zalame hdiyye bring me a present! 1167 Hdi-ni hdiyye 13 Feed Feed the child the food! (now) 1168 Ta33am il-walad 'akl He fed the child the food 1169 Ta33am il-walad 'akal

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27 Questionnaire for DOC in Lebanese Arabic Personal info: Linda Abiassi, 26 grew up in Paris 2-8, since then in Rabie, suburbs Beirut parents mother from Achrafiyyeh, Ras il Harf (next to Baabda) school in French, AUB, masters in New York / Paris normal Lebanese 1 give Give the guy a book! 1170 3aTeh kotob la-z-zalame He gave the guy a book 1171 3aTa kotob la-z-zalame 2 buy Buy the girl a car! 1172 Shtiri siyyara la-l-binit He bought the girl a car 1173 shtara siyyara la-l-binit 3 sell He sold the guy a car 1174 bee3 siyyara la-l-zalame Sell the guy a car! 1175 Bii3 siyyara la-z-zalame He sells the guy a car 1176 3am bii3 siyyara la-z-zalame 4 grant (mana7) Grant the guy his wish 1177 a3Ti-lu shu badd-u He granted the guy his wish grant the guy the opportunity to travel! 1178 Mna7 la-l-zalame 1179 khalli l-zalame yseefir he granted the guy the opportunity to travel 5 send Send the guy a letter! 1180 Ba3at-eh maktuub la-z-zalame 1181 ba3at maktuub la-z-zalame He sent the guy a letter 1182 ba3at maktuub la-z-zalame send me a letter! 1183 Ba3atii-ni maktuub

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send me the letter! 1184 Ba3tii-ni l-maktuub 6 carry Carry the guy a bottle of water! He carried the guy a bottle of water he is carrying the guy a bottle of water 7 throw Throw the guy the ball! 1185 Kibb l-tabe la-l-zalame He threw the guy the ball He threw me the ball 1186 kabb-alli t-tabe Throw me the ball! 8 ask Ask the guy the way! 1187 S'al iz-zalame weyn lezim tru7 He asked the guy the way 1188 sa'al la-z-zalame weyn lezim yiru7 he is asking the guy way ask me about my day 1189 s'alii-ni 3an yawm-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 1190 S'al su'aal la-z-zalame Ask the guy the question! 9 teach Teach the guy the lesson! 1191 Fassir la-l-zalame il-Saff He taught him the lesson 1192 fassar-lu l-Saff 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 1193 Khabbir il-khabriyye la-z-zalame He told the guy the story tell me a story 1194 khabbir-ni shi tell my mother a story

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1195 'ul khabriyye la-'immak 11 to hand (sallam) Hand the guy the box! 1196 Sallim il-3ilbe la-z-zalame He handed the guy the box 12 Bring Bring the guy a present! 1197 Jib hdiyye la-z-zalame He brought the guy a present. 1198 Jeeb hdiyye la-l-zalame bring me a present! 1199 Jib-li hdiyye He is bringing the guy a present 13 Feed Feed the child the food! (now) 1200 3aTii l-'akl la-S-Sabi He fed the child the food 1201 3aTa l-'akl la-S-Sabi He is feeding the child the food

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28 Questionnaire for DOC in Lebanese Arabic Personal info: Cara Murani, 19 grew up in Beirut, Gemmayze mother grew up in Egypt/Australia, dad grew up in Beirut French school, AUB typical Beiruti accent 1 give Give the guy a book! 1202 3aTi le-kteeb la-z-zalame He gave the guy a book 1203 3aTa z-zalame kteeb 2 buy Buy the girl a car! 1204 Shtri la-l-binit siyyara He bought the girl a car 1205 shtara siyyara la-l-binit 3 sell He sold the guy a car 1206 bee3 siyyara la-z-zalame Sell the guy a car! 1207 Bii3 is-siyyara la-z-zalame He sells the guy a car 1208 3am bibii3 is-siyyara la-z-zalame 4 grant (mana7) Grant the guy his wish 1209 3aTii-h shu badd-u He granted the guy his wish 1210 3aTa-hu yalli badd-u grant the guy the opportunity to travel! 1211 Mna7 z-zalame iT-Tarii' layi'dir yseefir he granted the guy the opportunity to travel 1212 mana7 iz-zalame iT-Tarii' layseefar 5 send Send the guy a letter! 1213 Ba3atii-lu rsele He sent the guy a letter 1214 Ba3at la-z-zalame rsele send me a letter! 1215 Ba3atii-li lettre send me the letter!

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1216 Ba3atii-li r-risele 6 carry Carry the guy a bottle of water! 1217 7mul 'aniinit mayy la-z-zalame He carried the guy a bottle of water 1218 7amal 'aniinit mayy la-z-zalame he is carrying the guy a bottle of water (now) 1219 3am yi7mul 'aniinit mayy la-z-zalame 7 throw Throw the guy the ball! 1220 Zitt it-tabe la-z-zalame He threw the guy the ball 1221 zatt-allu t-tabe la-z-zalame He threw me the ball 1222 zatt-alli t-tabe Throw me the ball! 1223 Zittii-li t-tabe 8 ask Ask the guy the way! 1224 S'al la-z-zalame shu T-Tarii' He asked the guy the way 1225 sa'al iz-zalame shu T-Tarii' he is asking the guy way 1226 3am yis'al iz-zalame shu T-Tarii' ask me about my day 1227 s'alii-ni 3an yawm-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 1228 S'alii-lu su'aal Ask the guy the question! 1229 S'al z-zalame s-su'aal 9 teach Teach the guy the lesson! 1230 3allmi-lu la-z-zalame l-leçon He taught him the lesson 1231 3allam-lu l-leçon He is teaching the guy the lesson 1232 3am yi3allim it-tafsiir la-z-zalame 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 1233 'ilii-lu 'ussa He told the guy the story

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1234'al-lu la-z-zalame 'ussa tell me a story 1235 'ilii-li 'ussa 1236 'ri-li 'ussa tell my mother a story 1237 ilii la-'immi 3ibara 1238 khabbrii-ha 3ibara He is telling the guy a story 1239 3am biykhabbir-u 'ussa 1240 3am bikhabbir 'ussa la-z-zalame 11 to hand (sallam) Hand the guy the box! 1241 Sallim 3ilbe la-z-zalame He handed the guy the box 1242 sallam 3ilbe la-z-zalame 12 Bring Bring the guy a present! 1243 Jib hdiyye la-z-zalame He brought the guy a present. 1244 Jaab-lu hdiyye 1245 jaab laz-zalame hdiyye bring me a present! 1246 Jibi-li hdiyye 13 Feed Feed the child the food! (now) 1247 3aTii-u la-l-walad 'akl He fed the child the food 1248 3aTa 'akl la-l-walad

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29 Questionnaire for DOC in Lebanese Arabic Personal info: Husssein Zahi Ramadan, 19 grew up in Michrif parents: dad from Blat, mom Jib Jineen schooling in English, now AUB “normal Lebanese” 1 give Give the guy a book! 1249 3Ti la-z-zalame kteeb He gave the guy a book 1250 huwwe 3aTa z-zalame kteeb 2 buy Buy the girl a car! 1251 Shtrii-la la-l-binit siyyara He bought the girl car 1252 shtara la-l-binit siyyara 3 sell He sold the guy a car 1253 huwwe bee3 is-siyyara la-z-zalame Sell the guy a car! 1254 Bii3 iz-zalame ... 1255 bii3 is-siyara la-z-zalame He sells the guy a car 1256 3am bibii3 siyyara la-z-zalame 4 grant (mana7) Grant the guy his wish 1257 'amman-lu la-z-zalame umniyyit-u He granted the guy his wish 1258 'amman umniyyit-u la-z-zalame grant the guy the opportunity to travel! 1259 Mni7-lu la-z-zalame il-furSa layseefir he granted the guy the opportunity to travel 1260 mana7 la-z-zalame il-furSa layseefir 5 send Send the guy a letter! 1261 Ba3at-lu la-z-zalame rsele He sent the guy a letter 1262 ba3at la-z-zalame risele send me a letter! 1263 Ba3at-li rsele send me the letter!

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1264 Ba3at-li r-risele 6 carry Carry the guy a bottle of water! 1265 7mil-lu yeha l-'aniinit mayy 1266 7mil-lu l-'aniinit il-mayy la-z-zalame He carried the guy a bottle of water 1267 huwwe 7amal la-z-zalame 'aniinit il-mayy, la-'illu he is carrying the guy a bottle of water (now) 1268 3am yi7mil il-'aniinit il-mayy la-z-zalame 7 throw Throw the guy the ball! 1269 Kibb-illu la-z-zalame t-tabe He threw the guy the ball 1270 huwwe kabb it-tabe la-z-zalame He threw me the ball 1271 kabb-alli t-tabe Throw me the ball! 1272 Kibb-illi t-tabe He is throwing the guy a ball 1273 3am bikibb-illu 1274 3am bikibb t-tabe la-z-zalame 8 ask Ask the guy the way! 1275 S'al-u la-z-zalame T-Tarii' He asked the guy the way 1276 sa'al-u la-z-zalame T-Tarii' he is asking the guy way 1277 3am yis'al-u la-z-zalame iT-Tarii' ask me about my day 1278 is'al-ni 3an yawm-i (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 1279 S'al-u la-z-zalame su'aal Ask the guy the question! 1280 S'al-u s-su'aal la-z-zalame He is asking the guy a question 1281 3am yis'al-u la-z-zalame su'aal 9 teach Teach the guy the lesson! 1282 He taught him the lesson 1283 huwwe 3allam-u d-dars he taught the guy the lesson 1284 3allam iz-zalame d-dars

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10 tell (not qaal, 7aka or khabbir) Tell the guy the story! 1285 'il-lu la-z-zalame il-'ussa He told the guy the story 1286 'al-lu 'ussa la-z-zalame tell me a story 1287 7ki-ni 7keye tell my mother a story 1288 'il-la la-'immi 'ussa / 7keye 11 to hand (sallam) Hand the guy the box! 1289 Sallim-lu il-3ilbe la-z-zalame He handed the guy the box 1290 sallam-lu la-'illu 1291 sallam la-'illu il-kartune 12 Bring Bring the guy a present! 1292 Jib-lu la-z-zalame hdiyye He brought the guy a present. 1293 Huwwe jab-lu la-z-zalame hdiyye bring me a present! 1294 Jib-li hdiyye 13 Feed Feed the child the food! (now) 1295 Ta33ami la-l-walad il-'akl 1296 (maybe) Ta33am-eh la-l-walad il-'akl He fed the child the food 1297 Ta33am il-walad il-'akl He is feeding the child the food 1298 3am biTa33ameh la-l-walad il-'akl

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30 Questionnaire for DOC in Lebanese Arabic Personal info: Alhan Wahab, 20 grew up in Toronto parents from: dad is Canadian-Lebanese, mom is Jib-Jineen school in English no Arabic with parents learnt through parents, around family comes to Lebanon every 3 summers 1 give Give the guy a book! He gave the guy a book 1299 3aTa S-Sabi kteeb 2 buy Buy the girl a car! He bought the girl car 1300 shtara il-bint siyyara He is buying the girl a car 3 sell He sold the guy a car 1301 3aTa z-zalame siyyara Sell the guy a car! He sells the guy a car 4 grant (mana7) Grant the guy his wish He granted the guy his wish grant the guy the opportunity to travel! he granted the guy the opportunity to travel 5 send Send the guy a letter! He sent the guy a letter send me a letter! 1302 Ta3ni wi7diyye / doesn't know letter

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send me the letter! 6 carry Carry the guy a bottle of water! 1303 7imil 'aniinit mayy la-l-zalame He carried the guy a bottle of water he is carrying the guy a bottle of water (now) 7 throw Throw the guy the ball! He threw the guy the ball He threw me the ball 1304 zatt it-tabe Throw me the ball! 8 ask Ask the guy the way! He asked the guy the way he is asking the guy way ask me about my day (extra because 3an it-tarii' cannot have DOC) Ask the guy a question! 1305 S'al-u su'aal Ask the guy the question! He is asking the guy a question 9 teach Teach the guy the lesson! 1306 3allam il-Sabi il (lesson) He taught him the lesson 10 tell (not qaal, 7aka or khabbir) Tell the guy the story! He told the guy the story tell me a story 1307 'ul-li 'ussa 1308 'ulli-ni 'ussa

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tell my mother a story 11 to hand (sallam) Hand the guy the box! He handed the guy the box 12 Bring Bring the guy a present! 1309 Jib hdiyye lassabi He brought the guy a present. bring me a present! 13 Feed Feed the child the food! (now) He fed the child the food 1310 Ta3 il walad namnam He is feeding the child the food

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