Abdelmalek Essaadi University

Faculty of Letters and Humanities

Department of
English Language & Literature
Tetouan - Morocco

The Metaphorical Representation of Time in The Mind

of The Multilingual: Speakers of English as a Third
Language

Monograph Submitted to the Department of English Language & Literature at

Abdelmalek Essaadi University in Partial Fulfillment of the Requirements for the

BA Degree in English Studies.

Option: Linguistics

Registration Number: P20035499

Prepared by: Supervised by:

Achraf Ben H’midou Professor Nafiaa Bouanani

Academic Year: 2022/2023

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 Declaration of Academic Integrity

I hereby confirm that the present paper is the result of my own independent
scholarly work and that in all cases material from the work of others (in books, articles, essays,
dissertations, and on the internet) is acknowledged, and quotations and paraphrases are clearly
indicated. No material other than that listed has been used.

Name: Achraf Ben H’midou

Date: 03/07/2023

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 Abstract

This study examines the conceptualization of time in the mind of multilingual speakers.
It targets specifically English as an L3 and It is an attempt to discover the complexities in the
multifaceted and abstract levels of conceptualizing time through metaphor. The study deploys
quantitative and qualitative methods to analyze the production of English speakers as a third
language. The study was designed in an attempt to locate any possible interference between the
three distinct grammars in the process of language acquisition. Unlike syntactic and
morphological approaches to linguistic interference, this study examines the concept of time
using metaphor as its concrete domain in an attempt to establish any apparent patterns among
different speakers of different two multilingual and one bilingual groups. The study is also
immersed in language acquisition and in the models of linguistic transfer which shed light on the
influence of the structures of L1 and L2 in the process of L3 acquisition of metaphorical
structuring of time and patterns of conceptualization. This study is an open attempt to cover a
vast very complex field that has been neglected in the field of linguistics and especially in
cognitive linguistics. This current research This paper explicitly argues that there is a transfer
happening from one of the previously acquired languages or more. The

Keywords: Time conceptualization, patterns of time conceptualization, linguistic transfer, third

language acquisition, conceptual transfer, language-specific patterns.

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 Acknowledgments

I left this part of this research to the last minute thinking that it would be the easiest thing
to do. Now it appears that it is not. The reason is not because I do not know what to write but
because I feel an immense feeling of gratitude for many people that have helped me reach this
place today. What I have concluded is that a research paper is not just a scientific inquiry it is
proof of one’s dedication, ambition, and sacrifices and not only of the individual alone but of his
all-social circle. I first want to extend my sincere appreciation and love to my professor Nafiaa
Bouanani who gave me the choice of what to have as my research topic and also for the endless
advice and valuable insights that reflect a tremendously distinguished academic. Professors of such
integrity and competence are few and counted, and I had been lucky to be a student and also
supervised by an endowed and remarkably talented professor. I also would not have been here
today if it were not for my lovely parents who did all they could and also exceeded their limits in
providing for me. I want to thank my friends for walking alongside me on this journey.Saad,
Yassir, Omnya, Mariam, Youssef, Lina, and Nissrine. and many others that made the university
a place of inspiration and hope. I would love to end this acknowledgment with a word of respect
and appreciation to every linguist that has contributed to the field through a paper, a sentence, or
even by a thought.

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Table of Contents

Declaration of Academic Integrity.......................................................................................... 3

Abstract ................................................................................................................................. 4
Acknowledgments .................................................................................................................. 5
General Introduction ............................................................................................................. 9
Introduction: ................................................................................................................................9
I. Problem Statement: ................................................................................................................. 10
III. Research Question ................................................................................................................ 11
II. Objectives .............................................................................................................................. 11
III. Hypothesis ............................................................................................................................ 12
IV. Rationale of the study ............................................................................................................ 12
V. Short conclusion ..................................................................................................................... 13
Chapter I: Literature Review ............................................................................................... 15
1- Contextualizing The Notion of Time ....................................................................................... 15
2- Conceptualization and Time ...................................................................................................17
3- Situating Third Language Acquisition .................................................................................... 18
4. Multilingualism in Morocco ....................................................................................................20
5. Conceptual Transfer................................................................................................................ 21
5. The Concept of Time and Visibility ......................................................................................... 22
6. Data analysis Approaches ........................................................................................................ 24
Chapter 2: Methodology ...................................................................................................... 26
Introduction ................................................................................................................................ 26
1. Purpose of The Study .............................................................................................................. 27
2. Research Questions ................................................................................................................. 27
3. Hypothesis............................................................................................................................... 28
4. Research Design ...................................................................................................................... 28
5. Procedures .............................................................................................................................. 30
5.1 Tasks............................................................................................................................................................. 30
5.1.1 Translation Task....................................................................................................................................... 30
5.1.2 Grammaticality Judgement Task ........................................................................................................... 30
6. Sampling Rationale ................................................................................................................. 31

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 7. Sample ....................................................................................................................................32
8. Reliability and validity of the research tools ............................................................................ 33
9. Data analysis procedure .......................................................................................................... 34
10. Ethical considerations ........................................................................................................... 34
Chapter 3: Presenting the Findings ..................................................................................... 37
Introduction ................................................................................................................................ 37
1. Data Analysis Approach ......................................................................................................38
1. Descriptive Statistics ............................................................................................................... 38
1. Groups ...................................................................................................................................................... 38
2. Translation Task ...................................................................................................................... 41
2.1 Qualitative evaluation ........................................................................................................... 42
3.2 Quantitative evaluation .............................................................................................................................. 49
3. Judgement Grammaticality Task. ........................................................................................... 51
5. Conclusion .............................................................................................................................. 56
Chapter 4: Discussion of the Results .................................................................................... 59
1- Discussion ........................................................................................................................... 59
2- Limitations of Study .......................................................................................................... 61
3- Suggestions and Recommendations..................................................................................... 62
4- Conclusion .......................................................................................................................... 64
REFERENCES ................................................................................................................... 66
APPENDICES .................................................................................................................... 69
Group (A)............................................................................................................................ 70
Group (B)............................................................................................................................ 74
Group (C)............................................................................................................................ 77

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 General Introduction

Introduction:

Conceptualization is a multifaceted process of human cognition that enables people to

construe very complex notions of the world around them. This aspect of human cognition is not
unidimensional but has an underlying connection with language. Language facilitates the process
of conceptualizing abstract things that cannot be dealt with through the senses. A vast body of
expressions and symbols is provided for speakers to manipulate. The latter results in refined
articulations of abstract notions that do not have physical attributes for definition. Language
hence offers the medium through which we construct concepts and establishing this connection
directly fronts a question. If the process of conceptualization is in constant friction with language,
does language influence this process? Does language Influence the structure of thought? Previous
research on the topic has offered a vast corpus of data that confirms the relationship between
language and thought. However, the majority of endeavors towards the issue have dealt with one
language or with Language Agustin Vincent et.al (2003). While other papers tackled the influence
of L1-specific language patterns on L2 acquisition, this research aims to dive into a multilingual
setting where speakers of Moroccan Arabic are typically not monolingual. The essential aim of
this research is to investigate the interference of different language-specific patterns in the
processes of conceptualizing time Doughty and Long (2005). However, it could be clear even for
someone who has no idea on the topic that this task is too much, that such a research question
cannot be realized here entirely. Therefore, the focus will be primarily on abstract nouns of time.
That is to narrow down the scope of the research and avoid any sort of confusion and exhaustion.
The aim is to explore any possible interference between the three languages spoken by students.
Primarily the influence of the French in the process of conceptualization. In consequence, it would
be very hard to start doing so without a brief discussion of the setting addressed. Because it would
be not satisfactory to investigate the conceptualization of multilinguals without a decent scanning
of the linguistic demographics, It is necessary to conduct one. What comes after establishing the
setting is a stance of intricacy. Multilingualism is one thing, Moroccan students start receiving
instruction in Standard Arabic and French in primary schooling which results in what is termed

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“Successive Bilingualism”, one that differs from one region to another at least in proficiency of
the language. Although it might sound like a scientific myth at this stage of inquiry, what is even
more challenging is how we are to assess French proficiency, assuming that it actually interferes
in the way speakers of English conceptualize time. In the same principle, does standard Arabic
interfere with this process? Does the latter in any way have an effect? Alongside Multilingualism
the word acquisition might be encountered frequently. For it is English for university students in
Morocco after all. Nonetheless, although the two linguistic concepts are essential to the topic, we
shall not focus on certain aspects that are already exhaustedly discussed in their domains.

I. Problem Statement:

The process of L2 acquisition has been a point of interest for linguists for a long time and
many studies have been initiated in different linguistic settings to unveil the workings of L2
acquisition. L3 acquisition, on the other side, is a relatively new trend that started in the nineties,
with J. Cenoz” (1993). Plenty of studies have been conducted on the issue since then. The rapidity
and the diversified linguistic communities that resulted from the socio-historical and technological
leaps offered a chance for speakers to acquire one more language, while for linguists it offered a
new trend and a vast and fertile land of inquiry. At the present time, the situation is more
interesting, as multilingualism is the norm and not the exception in most places of the world.
However, it will be proved that the word multilingualism is not to be taken lightly in any way.
First, what type of multilingualism? and what are the languages we are talking about here? students
in the university come from different places. Having already spent a respectable number of years
in schools of different orientations and curriculums. This idiosyncratic aspect creates advantages
for some and disadvantages for others. What is commonly said is that a student that is proficient
in French usually falls within the first group. Other cultural and personal orientations play also a
role in shaping the linguistic environment of students. Other technology-based services nurture
their vocabulary and grammar. The multilingual setting being discussed consists of two Arabic
varieties, Amazigh and French. The aim here is to find out if the different combinations of
languages change the way time is conceptualized for speakers. The relationship between language

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and thought and any possible manifestations in the process of acquiring and conceptualizing time
in a third language. Therefore, the present study sets out to investigate the concept of time in a
third language for different groups of language speakers, and it also answers the following set of
questions:

III. Research Question

1- Is there any apparent transfer of the concept of time in the production and observation of English

L3 speakers?

2- Is this interference stemming from the L1 or is it coming from all previously acquired grammars

of L1 and L2?

II. Objectives

The primary concern of this research is to explore new horizons in the field of L3
acquisition of English as a third language for Moroccan students. However, The main concern is
conceptualization in a third language. It will be also a sort of logical consequence to offer a
contextualized study of Conceptualization in general and of time in particular. It should be noted
that not much research has been carried out on this topic here in Morocco. When we do find
something related to conceptualization, It is primarily considering Moroccan Arabic in its
synchronic state, mainly dealing with time expressions, metaphors, and expressions of the future.
This does not mean that this current research is dealing with a diachronic aspect of it anyway. The
current scientific inquiry is dealing with language interference above all. The objective of this
research is to dive into the workings of linguistic mediums that are understood to be separate and
distinguished linguistically speaking. That is to offer a clear mapping that might presumably
present the languages demographically. And hence one step towards understanding the way
English university students perceive and conceptualize time.
These objectives are formulated at the time being as follows:

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1- To provide a language profiling for the setting.
2- To discover students’ attitudes and conceptions of the different languages.
3- To situate any sort of interference between the languages in the processes that involve the notion
of time.
4- To provide a starting point for further research on the topic

III. Hypothesis

This current study makes the assumption that multilingual individuals who are in the
process of acquiring and learning English as a third language develop different patterns of
conceptualizing time in accordance with the previously learned languages. It proposes that
speakers with different native languages possess distinct time conceptualizations, and when
learning a third language, the grammatical structures of their first and second languages can
interfere with and shape their understanding of time. Therefore, this hypothesis emphasizes the
significance of linguistic and cultural backgrounds in shaping individuals' comprehension and
expression of temporal concepts, shedding light on the potential impact of prior language
learning experiences on acquiring a third language.

IV. Rationale of the study

The choice of this topic among others is based primarily on a gap found in the literature.
The first motive is to uncover a path for future research in the domain of conceptualization. If we
can afford a diversified and thorough understanding of how students perceive, understand, and
conceptualize time we can enhance the way time is taught as a concept in different languages. In
addition, time as a Morphosyntactic category is crucial in the process of learning any language.
This means that the more we know about its multifaceted interfaces the better. Tense, aspect,
mood, and modality are domains in which time manifests itself through language explicitly via
syntactic structures that enable the speaker to use a variety of structures to result in refined

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articulations of time. Since languages make use of different techniques and possibilities, It is
necessary to have different perspectives when dealing with time.

V. Short conclusion

In summary, this study assumes that multilingual individuals acquiring English as a third
language develop distinct patterns of time conceptualization based on their prior language
experiences. It highlights the influence of native languages on the acquisition of a third language,
particularly regarding the grammatical structures that shape temporal understanding. The
significance of linguistic and cultural backgrounds is emphasized, offering insights into how
individuals comprehend and express temporal concepts, which can contribute to more effective
language teaching approaches. This research also addresses a gap in the literature, providing a
foundation for future studies in the field of conceptualization. The study recognizes the
importance of understanding time as a morphosyntactic category across different languages,
particularly in domains such as tense, aspect, mood, and modality, which contribute to nuanced
articulations of time. By exploring diverse perspectives on time, this research aims to enhance
the teaching and comprehension of temporal concepts in different languages.

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LITERATURE REVIEW

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Chapter I: Literature Review

1- Contextualizing The Notion of Time

One of the questions that have interested linguists in the last four decades is the notion
of conceptualization. The idea of perceiving sensory information and constructing abstract ideas
about highly complex notions of the surrounding world. Opposite to perception, conceptualization
is a bottom-up process that makes use of already existing knowledge to construct concepts. The
process of conceptualization is a multifaceted process that makes use of sensory perception and
also prior knowledge. Time cannot be directly researched therefore it is only plausible to try to
account for it in the construction of language. Certain categories in the mind of speakers hold
within the time. As stated by Lewandowska-Tomaszczyk, Barbara (2015). “Time is expressed in
cognitively-conceived cultural, semantic, and grammatical aspects of language such as event
structure, lexical senses, grammatical tense, modality, aspect, and Aktionsart, as well as numerous
lexical and contextual means...”. Time is conceived differently via languages. Although an abstract
domain, time’s presence is eminent and incessant that it cannot be disregarded. It is manifested in
language through different mediums. Tense can be a good start to view time in use. Languages in
general use tenses to mark the time of the occurrence of an event. Languages such as English make
use of tense markers to indicate the past and the future. For instance, in a sentence like “He smiled”
the verb “smile” is associated with an inflectional morpheme that marks the tense. “Ed” is attached
to the stem to mark the past. However, it is not the case among all the languages of the world. For
example, Mandarin does not make use of tense marking but of aspect to convey temporal
meanings. For example, Chinese uses the aspect marker "le" to refer to finished actions, as in "wo
chi le fan" (I ate [completed] rice), rather than a past tense inflectional morpheme. This shows that
different languages express time with different constructions. This proposes that people may think
of time differently based on the linguistic structuring provided by the language they speak.

Time is multifaceted because it is culturally conceived as well. Time is conceptualized

differently from one culture to another. Figurative expressions and metaphors are also a spectrum
where time is realized, depicted, personified, or even demonized. Cultural specificity springs
through language providing a mapping of the different manifestations of time. In Berrada (2009)

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the author offers a landscape view of the subject from a cultural point of view. He states in the
conclusion, “Data taken from Moroccan Arabic reveals that this abstract concept is understood
and experienced in metaphoric terms. These metaphors of time conceived in terms of space, a
valuable commodity, as well as an enemy give a piece of evidence to the fact that it is often the
case that for human beings to understand abstract notions – such as time – they need to get a grasp
on them using concrete concepts that are more clearly delineated in their experience”(pp.3).
Certain conceptual metaphors are to some extent universal and not culturally specific. The same
metaphor can be found in many different languages all over the world. For instance, time is a
moving object “slipping away”, as a cycle that repeats itself, or as a resource “running out of time”.
What is to be stressed here is that culture plays an extremely important role in shaping the concept
of what is understood as time. That is from an anthropological perspective. For further discussion
on the topic consider C. Ashley Fulme (2014). Now when we consider time, we automatically
consider language as a vehicle that conveys this temporal information. Either through tense and
modality, prepositions of time, abstract nouns and adverbs of time, or whole expressions be they
metaphorical or not. This pushes us to put a question. Can time, as a highly complex concept, exist
without language? Perhaps the first serious consideration of the topic in the realm of linguistics
was with Benjamin Lee Whorf and Edward Sapir at the beginning of the 20 th century. L.W.
Benjamin (1940a) states “Users of markedly different grammars are pointed by their grammars
towards different types of observations, and hence are not equivalent as observers but must arrive
at somewhat different views of the word”. German Romantic philosophers have timidly poked the
idea before but nothing serious resulted. The Sapir-Whorf hypothesis or what came later to be
known as Linguistic Relativity will be fundamental to this current investigation. Many
philosophers in the analytic tradition hold the idea of language as being necessary and fundamental
for the process of conceptualization. We cannot think without a medium, and we cannot
conceptualize. However, The Language-First thesis as explained comes to be refuted in most
experimental research. Agustin Vicente (2003) states: “However, the hypothesis that language
somehow shapes thought, or our conceptual structure, does not require a thesis as strong as the
language-first thesis. Many contemporary psychologists believe that non-linguistic babies have
concepts, but some argue that the acquisition of language affects a kind of re-calibration of
conceptual categories, and some hold that language is a source of concepts.”. The latter offers a
comprehensive view of the topic. The article dives into the literature to provide us with a

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comprehensive and organized view of the debate with three camps that vary in their beliefs on to
what extent language shapes thought. First, the enthusiast camp is somehow representative of the
language-first hypothesis. Linguists on this side believe that language has profound effects on the
processes of human cognition. Second, the moderate camp considers this dependency of thought
on language but in less extremity than the enthusiasts. Language for the latter affects thought but
not severely. Rather, this effect is transient and temporary. And it could be dealt with easily. Many
other authors in the skeptic camp simply refuse any sort of effects of language on thought. They
do not believe that the structure of language can in any way affect our conceptualization. It is
necessary to mention that each camp has asserted justified scientific positions already
acknowledged in different scientific fields, psycholinguistics especially. A scan through the
literature will show the reader that each camp has built up compelling and strong arguments to
support its views. As Agustin Vicente concludes in the same paper: “Despite the evidence amassed
in the last two decades, it seems simply impossible to render a verdict on the issue of whether
language shapes our conceptual structure. We have told the arguments and evidence presented by
representative authors and works of three approaches: enthusiasts, moderates, and skeptics. We
saw that the three camps have found some support for their respective positions, but that the issue
is far from having reached any kind of consensus.” The matter of the language influencing thought
now is clear and established.

2- Conceptualization and Time

In the course of this development, It is worth mentioning that this paper is to be situated
in the moderate’s camp because of the nature of the research. Meaning that the current investigation
will adopt the hypothesis of Linguistic Relativity partially to cover the correlation between
language and conceptualization. As mentioned above, different languages impose different
depictions of phenomena carving the world differently for speakers of different languages. Now,
such an idea must be regarded and given enough time, for it is the second important key to
understanding the goal of this research. Each language has its Language-specific patterns which
refer to the linguistic properties and structures that are pertinent to it exclusively. These patterns
are apparent at the micro level of the language like Syntax, semantics, morphology and others. In

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general, language-specific patterns refer to the system of language. The way sentences are
structured, the phonotactics of the language, and even the writing system whether it is from right
to left or from top to bottom. For the sake of exposition, C.A. Fulmer et.al (2014) confirm that on
the one hand, speakers of Chinese conceptualize time through the vertical writing system. Chinese
is written from top to bottom. Chinese speakers can also conceptualize time horizontally because
the language can be written in two directionalities. On the other hand, English speakers cannot
conceptualize time vertically because English lacks a vertical writing system. Somehow similarly,
Fuhrman & Boroditsky, (2010) reported that Hebrew speakers conceptualize time by their writing
Vertical system from right to left. These two examples are manifestations of language-specific
patterns of conceptualization. But it is also true that some languages may be approximately close
in certain properties. French and English, the two important languages that will be the main interest
of this paper are linguistically similar in structure and phonology of course contrasted to Moroccan
Arabic which is The L1 of Moroccan speakers. This notion of similarity will be revisited in detail
with other ideas that will contribute to the theoretical framework of the research. The sort of
knowledge discussed with Fuhrman & Boroditsky above involves principles of information
organization, inside and outside sentences. In return, this forms the fundamentals for language
production and comprehension. As C.V. Stutterheim, M. Christiane, and M. Carrol (2013) state in
the same work: “These principles are rooted at a conceptual level they result from the interplay of
language-specific semantic and syntactic constraints in different domains such as time, space,
entities.” Up To here, the issue of thought and language is hopefully clear and contextualized. In
summary, this paper adopts a moderate stance by partially adopting the hypothesis of Linguistic
Relativity to explore the correlation between language and conceptualization. It emphasizes the
importance of language-specific patterns in shaping the ways individuals perceive and represent
the world, highlighting examples from Chinese and English as well as the linguistic similarities
between French and English.

3- Situating Third Language Acquisition

So far, it seems that It is just plausible to assume that a person who acquires a
language automatically acquires its language-specific patterns but what about a Bilingual

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individual that speaks more than one language? Or even a multilingual with more than two
languages? Just the thought of it may intrigue many questions in the mind of the reader. What
makes it more interesting is when we consider a multilingual setting where people speak more than
two languages. The literature offers an extended array of previous works on the matter. Cross-
Linguistic Interference is one of the frequently circulated topics in linguistics research in the last
few decades. A quick search on the academic search engine Google Scholar for the keyword
"cross-cultural linguistics" returns over 2,000 results for papers published in the last decade alone.
Still, since this research paper aims to view the conceptualization of time for Moroccan English
L3A only a few highly pertinent works are to be reviewed here. If we are to examine the workings
of different language-specific patterns in the process of acquiring a concept of time for L3 we have
to mention first that the field of Third Language Acquisition is itself a relatively new area of
research, and it does not have a long history as L1 or L2 acquisition does. This means many things
in this context mainly the lack of resources. The L3A trend is believed to have started in the
nineties, (Cenoz & Valencia, 1993). However, few linguists have concerned themselves with
approaching the topic of conceptualization in relation to L3A. Interest in L3A as an independent
field of research is less in quantity in comparison to studies in first language acquisition and Second
language acquisition. And most of the topics included are usually concerning morpho-syntactic
transfer amongst languages. With The notion of time included, the number of papers written about
the topic is plums. We will start with Roumyana (Slabakova 2016). The author states that research
on L3A has caught the interest of linguists in the last decade because the knowledge of L3A can,
theoretically, inform us about how an additional language works in the mind of the speaker. The
cross-linguistic influence or transfer among L1 and L2 is of high interest to linguists. The latter
also notes that L1 and L2 should both be considered thoroughly and equally. In Roumyana
(Slabakova, 2016), the author devised a section to discuss four main hypotheses of different
orientations. Each one of the following assumes that one of the previously acquired languages
influences third language acquisition more than the others. While the other two propose a principle
near compositionality. We will just look at these models from the perspective of the author for the
time being. The author starts with the L1 factor. The idea is that the L1 structure has a sort of
linguistic privilege role over L2. That is because the linguistic structures acquired after L1 are not
as complete as the first. But this means that such a claim cannot be of validity because we cannot
be sure until the properties of L2 are acquired completely. That is to ensure that L1 remains of

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more influence even if the two languages are of relative status. Now we swiftly move to look at
somehow the opposite claim. The l2 status factor model (Bardel & Falk, 2007, 2012; Falk &
Bardel, 2011) suggests that actually, the relatively new linguistic structure acquired by the speaker
is the one that decisively influences L3 acquisition. Unlike the view of the L1 factor status
hypothesis. The author states: “The psychological and cognitive prominence of the L2 structure
allows it to take on a significantly stronger role than the L1 in the early stages of L3
morphosyntactic development.” (Ibid). The next two models propose that any sort of language
acquired by speakers can influence the process of L3A regardless of order. The model of
Cumulative Enhancement, Flynn, Foley, & Vinnitskaya, ( 2004), is presented first by the author.
This model suggests that any acquired properties of different languages are set to the disposition
of the speaker to use. This explicitly waves the idea that all linguistic structures available will
influence the process of L3A. Finally, the Typological Primacy Model Rothman,(2011, 2015). The
latter posits a hypothesis that is based on typological similarities among the languages in action.
A speaker of MA as L1 and French as L2 may be decisively influenced by L2 in the process of L3
acquisition if the language is similar. Or more precisely, if the L3 happens to be approximately
similar to the structure of L2 or of L1 depending on the variables. If we are to investigate
multilingualism in Morocco, then we are considering French to be of more interference Because
it bears the condition of typological primacy. These models of cross-linguistic interference are to
be revisited later. Up until now, we have seen different approaches to L3A, and we have also
viewed some works about cross-linguistic interference. At this juncture, it will be made clear to
the reader what specifically this research is about. The main issue at hand is the conceptualization
of time in the process of English L3 acquisition.

4. Multilingualism in Morocco

The setting of the research happens to be a bit confusing because Moroccan speakers
are typically provided with a variety of languages. The prevalent variety is MA which is spoken
across the country. There is also the Amazigh language that is found in many parts of the country
with plenty of varieties. French is present as a language of instruction in schools and it is the
language used in governmental affairs and other daily activities everywhere. In schools, the
languages of instruction are French and Modern Standard Arabic. The two languages have a
prestigious status over MA and Amazigh varieties. This poses many questions about the dynamics

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of these languages. Standard Moroccan Arabic is a language of instruction alongside French
starting from primary schooling. It is quite different from MA in the sense that it is taught to
students as if it is an entirely different language. Standard Arabic is also used partially in public
spheres. French, however, remains of higher prestige compared to standard Arabic, and Standard
Arabic is of more prestige compared to Moroccan Arabic. Fathi Said, (2017) reported that
According to the High Commission of Planning (HCP): “There are 7 languages used in Morocco
according to their number of users: MA (91%), Tashelhit (14%), Tamazight (8%), Tarifit (4%),
and Hassani (1%), together with French (32%) and Spanish (5%).” The author elucidates that 74%
of the population speaks Moroccan Arabic as their first language, and 26% speak Amazigh, of
which 15% are bilingual and 11% are monolingual. It seems that MA is indeed the prevalent
language, but still, it is denied and disregarded. The linguistic situation in Moroccan classrooms,
hence, is challenging but simultaneously interesting because it gives rise to cross-linguistic
interference between languages that are different. French, and English are two foreign languages
of instruction. Standard Arabic although close following the principle of proximity to MA but still
a language of instruction. Amazigh consists of an important part of the linguistic repertoire of
Morocco. So, the inclusion of all these languages is something inevitable when addressing
anything regarding cross-linguistic interference.

5. Conceptual Transfer

Another term that will be used frequently across this investigation is Conceptual Transfer.
It has been stated earlier that the present research is trying to spot potential interference in the
process of the L3 acquisition of the concept of time. Conceptual Transfer (CT) might be defined
for now as the hypothesis that particular characteristics of cross-linguistic interference instances
in the use of one language originate initially from previously acquired conceptual knowledge and
patterns of thought which belong to a distinct Grammar. However, this definition is not
comprehensive and inadequate. To have a better understanding of the idea let us consider the
definition given in Scott Jarvis (2011). The author states that Conceptual Transfer is the informal
observation that speakers of a particular language when they hear someone speaking their
language. For instance, A Spanish speaker hearing “Bueno de escuchar lo” from an L1 English
speaker who intended to say “good to hear” but ended up with an understandable output but still
somehow awkward or unusual. The author asserts that at this level, it seems that idea of conceptual

21
transfer extends to conceptual meaning, directly towards the sorts of meaning that necessitate the
individual’s assessment of physical realities, social conditions, and other real and cognitive
contexts. In this sense, the observation is that some cases of cross-linguistic influence seem to go
beyond mere issues of structure, grammaticality, and semantic well-formedness. Now at a more
formal level, CT is a trend in cross-linguistic studies that resulted from contributions of cognitive
and psycholinguistics. For instance, some works dealt with different spatial relationships that
contribute to the conceptualization of time e.g. Ijaz, (1986); Jarvis & Odlin, (2000); Pavlenko,
(2003) and Sera, Berge & Del Pintado, (1994). Others attempted to deal with the process of object
naming. There have been theories developed in light of recent findings. Here we will site the ones
that pertain to the philosophy of this work. Construction Grammar e.g., Croft, (2001), Metaphor
Theory e.g., Kövecses, (2005) Mental Space Theory e.g., Fauconnier & Turner, (2002), and finally
Cognitive Grammar e.g., Langacker, (2008). Back to the task of defining CT, the author gives his
last definition where he states that “the third and final way it can be understood is as a hypothesis.
More specifically, it refers to the hypothesis that certain instances of cross-linguistic influence in
a person’s use of one language originate from the mental concepts and patterns of
conceptualization that the person has acquired as a speaker of another language.” (ibid).

5. The Concept of Time and Visibility

After this quick mapping, we go to look at the main issue considered in this paper. The
concept of time for speakers of English as an L3. There have been many studies about Time in the
trend of cross-linguistic interference. But only a few of them attempted to deal with cross-linguistic
interference in relation to time as a concept. Unlike Morphosyntactic transfer, for instance, which
is very tangible and could be observed easily at a morphosyntactic level. This posits a challenge
for the later stages of the inquiry. Mainly one question that keeps popping. How can we account
for this transfer? If the concept of time is not apparent on the micro-level of the language, how can
we measure or spot it? There are elements in the grammar of the three languages that are
manifestations of the concept of time. Tense and aspect display time plainly on morphological and
syntactic levels, and there are quite differences between French and English tenses. Tense is the
grammaticalized expression of time. Adverbials of time are also a good domain alongside
prepositional phrases. However, in most study cases the focus of the linguists is directed toward
the Morpho-syntactic transfer more than it is toward the concept of time itself. Previous studies

22
deal with the transfer of certain grammatical features. For the sake of exposition, this proves that
trying to measure the interference of the language-specific patterns is not feasible without a
concrete domain where we can test our models of linguistic transfer. Therefore, Metaphor will be
the concrete domain of this current investigation. That is because we want to observe the patterns
of conceptualization and not the transfer of grammatical properties be it tense or any other
grammaticalized component that exhibits time in any way. As mentioned before time is
metaphorically conceptualized. The following passage attempts to include the ones that focused
on the notion of time. It should also mention that it was difficult to locate the ones that investigated
M.A and that it was, unfortunately, unfeasible to locate the ones that investigated the topic for the
Amazigh language. What this implies is that the consideration of the Amazigh language is going
to be very difficult mainly because we do not know what to expect or look for in the data, Unlike
the main three languages that have been discussed extensively. The literature sadly is not generous
in regard to previous research on the concept of time. But many there many studies dealt with
conceptual transfer. Ebru Turkër et al investigated the transfer of conceptual knowledge in
understanding Metaphors related to the concepts of sadness, anger, and happiness. (2015) She
came to the conclusion that L1 conceptual knowledge bears a substantial role in L2 metaphorical
expression acquisition and that the frequency of use of a certain metaphor was also an important
factor in the process. The study had 34 English L1 speakers that were tasked to provide the L1
equivalent of L2 Korean expressions. The results showed that learners with high levels of L1
conceptual knowledge were able to map the metaphorical expressions in L2 more accurately
compared to those with lower levels of L1 conceptual knowledge who relied more on their L2
conceptual knowledge alone. High levels of conceptual knowledge of English. Another similar
study was conducted by Lijun Li (2015).

The study investigated temporal Conceptualization in L3 Chinese by French and English

bilinguals. The main focus of the authors was on the impact of previously acquired language In
such a process of the acquisition of temporal conceptualization in L3 Chinese.
The researchers found that the speakers of the Indo-European languages showed different temporal
conceptualization patterns in L3 Chinese. They also found that those same patterns were influenced
by their L1 temporal systems. English speakers especially exhibited a preference for a future-
oriented temporal conceptualization, whereas French speakers showed a preference for a past-

23
oriented temporal conceptualization. The investigation has also asserted that the proficiency level
of the languages played a significant role in acquiring the temporal conceptualization patterns.
Proficient speakers were able to use time with accuracy and consistency in their use of Chinese
temporal markers compared to other speakers that were not proficient.

6. Data analysis Approaches

In regard to the data analysis approach used in conducting this paper. A mixed method
has been used to evaluate the results provided by the participants in the survey. On the one hand,
Answers are qualitatively presented with analysis of the production of participants. The analysis
is in relation to the Models of Linguistic Interference.One the other hand, the same answers are
presented in terms of statistics in pie charts and also percentages. Through the last it was feasible
to present the fndings and afford a thorough understanding of the results. That is by visually
presenting the participants’s answers and evaluating the results. Th

24
METHODOLOGY

25
Chapter 2: Methodology

Introduction

Most of the studies about “Time” deal with “time” either from a cultural point of view
or from a purely semantic view because it is nearly impossible to account for it in another way
except if the researcher is willing to take a concrete syntactic element such as tense, aspect, or
Adverbials. In this current study, the vessel of the concept of time will be metaphors. For two main
reasons. Our main goal in this paper is to account for any potential Transfer of the Language
Specific patterns of time conceptualization in the output of the L3. This means that we are looking
for a specific manifestation of time. Therefore, Tense, aspect, reference time, and adverbs of time
are not going to be convenient because these are grammaticalized manifestations of Time. Such an
endeavor is convenient for tracking properties of the grammar and not patterns of
conceptualization. However, if we consider Metaphor on the other hand we find that it is
convenient because we will have more freedom not constrained by morphology or syntax. The
second reason is that the grammatical elements that exhibit time in the three languages have been
the target of many linguists, especially the Endo-European ones. Adding to that, the fact that Tense
in English, French, and also in Arabic is similar in construction. The main three temporal
dimensions of the present, past, and future are present in the three systems. It is in fact true that
the systems are not identical, especially the MA, and that there are other distinctive characteristics
including aspect, mood, and even uses of the same tenses among French and English. Therefore,
any attempt to investigate any transfer or interference is logically motivated.
The other constraint is that if we are to consider the TPM and CEM in data analyses, we cannot

apply them in the presence of speakers of L1 Amazigh due to the lack of scientific research, and

data that would ostensibly provide us with the basics to track any potential interference. The

varieties of Amazigh offer another challenge because we cannot afford to classify and order the

26
speakers and then work with speakers of different varieties. The chances of getting accurate results

are very low.

1. Purpose of The Study

In general, this current investigation is carried out to shed light on the interplay in the
process of the acquisition of the concept of time for speakers of English as a third language.
Situating this research within the trend of third language acquisition. It is also carried out to
account for potential conceptual transfer for multilingual who speak a variety of languages. This
choice is the result of ongoing keen interest in sign language acquisition as a relatively new trend
in the domain of linguistics and especially cross-linguistic interference or transfer. In particular,
the aim of this current study is to locate situate, or account for any potential transfer of the concept
of time from L1 status or accounting on the Typological Primacy. These two previous models
which have already been seen in the previous part of the paper are the only ones considered,
because of constraints on applying the other modules. The constraints are mostly environmental
and technical. These two modules of language acquisition will be applied in the context of the
Conceptual Transfer hypothesis. As for the concrete domain that we will use to measure such a
potential transfer we will refrain from any grammaticalized expression of time we will use
metaphor as a concrete domain where we can actually measure time as a concept. the choice of
metaphor is adherent to the fact that this current paper is not examining a property-by-property
transfer including Tense, aspect, mode, etc. But time as a concept and how it is represented in
different languages and if it is possible that time as a concept also transfers in the production and
observation of speed of speakers of English as the third language.

2. Research Questions

1- Is the conceptualization of time similar in the three languages? And to what extent this similarity

might facilitate the comprehension of L3 English speakers?

27
2- Is there any apparent transfer of the concept of time in the production and observation of English

L3 speakers?

3- Is this interference stemming from the L1 or is it coming from all previously acquired grammars

of L1 and L2?

3. Hypothesis

This research paper hypothesizes that the patterns of time conceptualization undergo a
process of transfer in the process of third language acquisition. The idea is speakers with different
languages will have different time conceptualization. We are learning a third language and with
the existence of two distinct grammar the patterns of time conceptualization from the grammar of
the L1 and L2 both interfere in the process of acquisition. Therefore, time should be conceptualized
distinctly by different groups of speakers. This hypothesis suggests that the linguistic and cultural
backgrounds of individuals play a role in shaping their understanding and expression of time-
related concepts. It highlights the potential influence of previous language learning experiences on
the acquisition of a third language.

4. Research Design

This paper aims to explore and understand various aspects of language and cognition. It
is an attempt to examine the relationship between language, thought, and the cognitive
processes involved in conceptualizing time for L3 English speakers of different sets of languages.
This paper is an attempt to pave the way and navigate future research by uncovering patterns,
structures, and underlying principles that govern the cognitive aspects of language use. What is
primarily considered herein is how the concept of time is understood and communicated through
metaphorical expressions used by non-native speakers of English. The design of this paper is

28
oriented towards breaking down a very complex and underline phenomenon. In fact, in the current
research paper, it was necessary to design research that could go through one of the most
complicated and intricate phenomena of language. The conceptualization of an abstract notion.
However, this complexity is pushed to another level when trying to allocate any sort of interference
between two languages or more while at the same time analyzing the production of an L3.
Unfortunately, it is not feasible to run experiments at this stage because the correlation between
the transfer of the patterns of time conceptualization and multilingualism has not been established
well in the literature. And as it is already recognized through the previous pages the nature of this
research is purely exploratory in its core. Therefore, this research is dissected into two main parts
as reckoned with a scientific approach: theoretical and practical. We will be adopting the
qualitative approach in a way where we will be looking at the results of some tags that we will be
provided for participants who are relevant to the topic. The research will also adopt a quantitative
approach in a way where they will be statistics showing tendencies and inclinations of speakers
when it comes to how we choose to differently represent the notion of time in English as an L3 or
an L3. For the data collection, a survey has been developed and designed to address the notion in
time underlyingly. The goal of the survey is to bring participants to translate sentences from
Moroccan Arabic into English without realizing the focus of these sentences is to allocate how
they are going to transform the metaphorical representation of time into English. All the sentences
are metaphorically representing time using one pattern of conceptualization. 00, and participants
are not aware that the purpose of the task is not to account for the grammaticality of the sentences
but to analyze the production in terms of patterns of time conceptualization. Participants in the
same survey are asked to perform a JGT (judgments grammatical tasks) Basically participants will
have to pick from one of the choices provided. A set of sentences or linguistic stimuli that vary in
grammatical structures. It includes sentences with different syntactic structures, word order
variations, or morphological changes. However, still, the focus is on what bases the participants
will choose their sentences. All in all, the design of this research is a mixture of a quantitative and
qualitative approach. The two approaches hopefully will show some patterns when it comes to
metaphorically representing the abstract notion of time in the production of English as a first
language. At the last, we have also resorted to observation as an alternative approach to guarantee
authenticity attempting to analyze the natural production of English as it naturally occurs in real-

29
world contexts, without the intrusion or alteration typically associated with experimental settings
or psycholinguistic barriers that individuals have in answering questions for answering questions.

5. Procedures

As for the procedures taken throughout the conduction of the survey and data collection.
we have to give a profound understanding of the design and conduction of the survey including
the number of participants, the design of the questions, and the groups. Participants and the
internal organization of the groups. The survey was designed by Google Forms and it was
distributed using online platforms. Mainly WhatsApp groups of the English departments of
Abdelmalek Asaadi University, and the University of Moulay Ismail. But also includes
participants that are enrolling in master programs, but the majority are students in their B.A.
either in the second or fourth semester.

5.1 Tasks

Questions provided in the survey are designed for two distinct tasks.

5.1.1 Translation Task

The first question is about a translation task whereby participants were asked to translate
sentences from Moroccan Arabic to English. All the groups had the same sentences with the
same distribution and ordering. The participants had to offer a translation for 11 s. short
sentences with different grammatical structures and meanings.

5.1.2 Grammaticality Judgement Task

The second task was a judgment grammaticality task whereby participants were asked to
choose from three options provided in the choice box in the form. All the sentences include the
notion of time metaphorically. The sentences were collected from different sources but mainly
from Beradda (2015) Moroccan Arabic.

30
\
6. Sampling Rationale

The choice of sampling technique is convenience sampling. This type of sampling made it
feasible to recruit participants who were willing and available to complete the survey. This process
involved reaching out to individuals within specific settings. Primarily students, colleagues, and
online communities, who are interested in or have relevant knowledge about the research topic.
The participants chosen belong to all of the academic orientations either pursuing a degree in
French studies are in English studies. The age of the participants ranges from 18 to 25 written
regards the common age of students in B.A. However, generally, the choice of participants relied
heavily on access to public digital spheres such as groups on social media, and administration
channels. Not to mention that a survey that is conducted in a digital realm is unlikely to be
controlled in terms of whom the researcher wants to be in the survey. Nonetheless, it has targeted
speakers in both French and English departments who are in their second semester. That is because
of proficiency requirements. Students that study in S4 and S6 and humanities departments are more
likely to have already developed or acquired the language-specific patterns in comparison to
students that are studying in their second semester. Of course, this is not the only requirement to
have a good sample. Therefore, two others have been added to satisfy and path a good sample.
Primarily, the other focused criterion is that students who qualify are students who have not learned
English as an L1. That is because it will make no sense for us to study the production of a sort of
native speaker. And lastly but most importantly, participants should actually have knowledge of
the language not fall into the trap of a translator food translate sentences word by word. If that is
the case then simply what we are doing is investigating a translating machine, not an active
multilingual mind that actually seeks to find a way to coordinate different ways of representing
time metaphorically between two languages or three languages. This way we could in theory have
guaranteed that the data that will be provided is at least suitable for conducting research on the
transfer patterns of conceptualization. As for the sampling methods, several techniques have been
applied in the current paper because exclusiveness and inclusiveness are not very important. A
technique of multilingual survey translation or adaptation has been used. This technique involves

31
adapting the survey materials to multiple languages to ensure accessibility and inclusivity for
participants who have different language backgrounds. Since the topic is diverse in nature it has
been decided to Develop the survey questionnaire in the source language, ensuring that the
questions are clear, unambiguous, and appropriate for the research objectives. Attention was also
given to cultural and linguistic nuances that may impact the comprehension of the sentences
provided. The survey as mentioned offers a translation task and a Grammatical Judgement Task
(GJT) task to ensure valid and reliable answers from the participants. In addition, the survey was
designed in accordance with some external factors that are mainly the occasion of exams in terms
of size and exhaustivity.

7. Sample

The participants of this current survey are 80 individuals coming from different places in
the country ensuring representativeness. With an age range from 18 to 25 from different
departments. However mainly from English departments and economy in French. Some other
individuals enrolling in Master's degrees. These individuals constitute three groups:
GROUP A

This group represents speakers of Moroccan Arabic as L1, French as L2, and English as an L3.

GROUP B

This group represents speakers of Moroccan Arabic as an L1, and English as an L2.

GROUP C

This group represents Amazigh speakers as an L1, Moroccan Arabic as an L2, and English as an

L3.

The table below visually presents the groups

32
 L1 L2 L3

GROUP A Moroccan Arabic French English

GROUP B Moroccan Arabic English

GROUP C Amazigh Moroccan Arabic English

8. Reliability and validity of the research tools

As we reach the section, it is A matter of necessity to mention once again that the
choice of a questionnaire was the most reliable and valid option available at this stage of inquiry.
That is because the topic under the scope of this research is sort of embryonic because no
researcher has tried before to merge the realm of conceptualization with Conceptual Transfer in
third language acquisition. It has been done with syntax and morphology and also with other
concrete, structurally apparent concepts of time which are tense, aspect, mood, or modality.
However, there are few detailed studies that have tried to approach such a topic. Due to the
exploratory nature of this paper, a survey serves the best in providing data that is sufficient in
quantity to enable us to dive a bit into the production of different groups of multilingual speakers
of English as an L3. That is to say, without the existence of prior experimental studies on the
specific topic, it is better to refrain from developing a sort of experiment that could lead to
misappropriating or misinterpreting the data. In the process of looking for how the concept of time
is represented on a cognitive level and meanwhile trying to see if there is any sort of transfer using
the models of transfer could be a hard task to manage in a short paper as well.

33
9. Data analysis procedure

In analyzing the data, it was necessary to follow certain procedures to ensure good and
solid processing of the result of the participants in the survey. Since the survey included two tasks
performed by the participants over a period of time that ranged from 5 to 9 minutes in one attempt
participants have inflicted some errors when performing the tasks. Some forgot to mention their
major or university names and others forgot to answer a question. Therefore, it was necessary to
perform a data cleaning. Where decided by cleaning the data to remove the errors and
inconsistencies and also to check for some missing values or any other entry mistakes that might
affect the analysis. Second, I’ve performed descriptive analyses to understand some basic
characteristics of the data including age, geographical location, and majors. We also performed
calculation summaries of such main, mean, and standard deviation in the production of the
participants through the translation part. In addition, on the range for each translated JGT task. The
last analysis has helped us densify the central inclinations and tendencies, spread, and distribution
of the data. Add to that some processes of data transformation. In regards to the exploratory nature
of the survey and of the JGT tool. We found ourselves obliged to involve qualitative coding in
order to facilitate the process of identification and categorization for the following chapters.
Starting from the Alphabetical ordering of the groups to setting codes for patterns that are to be
discovered throughout the processing of the data.

10. Ethical considerations

The data has been collected through the survey and remained highly confidential throughout the
stages of collection processing and sharing as well. The survey was designed not to collect emails
of participants, and the question contained no sensitive information except as mentioned the name
and major name of the University. As for the title chosen for the survey which is “The Metaphorical
Representation of L3 English Multilingual Students”, it was designed to elude the participants
from concentrating on the concept of time itself by including the idea metaphor. That is because
we know if they concentrated on the concept of time, they would usually give ungenuine and

34
modified answers because basically against what we want to achieve which is to understand how
it actually works at the underlying level. The data is stored using the forms platform and also a
drive with exclusive access to myself. The data afterward will be deleted. Participants throughout
the survey were kindly invited to fill in the forms without any pressure from anyone and they have
been instructed in detail that once the data is going to be used. The questions including the survey
had no sort of cultural diversity or culturing challenging concepts that would be offensive out of
contravention of value to any individual in a Moroccan culture therefore there is no additional
considerations and they have been instructed in detail that once the data is going to be used for.
The questions including the survey had no source of cultural diversity or culture in challenging
concepts that would be offensive or of contravention value to any individual in a Moroccan culture
therefore there are no additional considerations to be taken into account. Finally, this current
research aims at contributing to the good and benefit of our society hoping that he would even
marginally contribute to the progress of the domain of conceptualization if not by results and at
least by the data collected so far. And it has been a priority in the conduction of this research that
is of integrity, responsibility, and professionalism throughout the process.

35
PRESENTING THE FINDINGS

36
Chapter 3: Presenting the Findings

Introduction

The idea of time conceptualization has been at the core of this research throughout the
previous two chapters. A very interesting point has been developed by linking up the linguistic
relativity hypothesis, or Sapir-Whorf hypothesis, and the models of linguistic transfer in an attempt
to find out if the patterns of time conceptualization undergo any transfer in the process of L3
acquisition. We have also viewed multilingualism as sort of problematic when someone speaks
more than one language. The idea of conceptual transfer has also been a place of interest in this
research because the main domain or the concrete domain of time we have chosen is Metaphor.
We also defined conceptual transfer as a process whereby a speaker relies on a set of skills or
knowledge that is pertinent to another language when using a different one. The choice of metaphor
comes because of the lack of experimental studies that dealt with the transfer of patterns of
conceptualization and also because of the relatively recent nature of the topic in the realm of
psycholinguistics and cognitive linguistics. We have asked many questions throughout the
methodology in the literature review but to give an overview once again about the structure of
these two chapters to come, it is necessary to put questions in order. Therefore, two levels of
questions will be set here to give an understanding of the aim of this current paper. On the first
level, the questions that this paper aims to answer are primarily about the possibility of trackable
transfer patterns of conceptualization into the production of English as an L3 for multilingual
speakers. That is to say, although the patterns of conceptualization are quite similar in English,
Arabic, and in French. It could be that speakers who are not proficient and haven’t acquired the
language-specific patterns of English are counting on the Language Specific patterns of either their
L1, L2, or both. The L1 status factor, the L2 status factor, or the Enhancement Cumulative Model.
We could possibly track the production of speakers and see if there is any interference with patterns
when translating sentences from Arabic to English. On the second level, the patterns of time
conceptualization are similar to a great extent in the three languages. To what extent does this

37
similarity help speakers predict the correct output in English? And it is also of great interest to see
if there are any deviances or irregularities in the production of speakers of Amazigh varieties as
L1.

1. Data Analysis Approach

The approach decided on in analyzing data depended on the exploratory nature of the
research. Since there are no experiments conducted throughout the research it is unnecessary to
perform a specific analysis of the outcomes of the survey. However, it is necessary to perform both
a qualitative in quantitative analysis of the results of the survey. That is to say that the data will be
analyzed quantitively to present patterns of conceptualizations in figures, and qualitatively in terms
of the greatness and validity of the production of speakers in the groups to decide on an answer for
the previously asked questions about the models of transfer. By deciding on the quality, we will
have an understanding of what model of transfer predicts correct output to speakers when using
English is the third language. Using this mixed method will allow us to satisfy the necessary
requirements for having a deep in profound understanding of the results of the participants. That
is to provide a comprehensive understanding of the research questions. And to involve integrating
qualitative and quantitative data through methods such as merging findings, and comparing results.

1. Descriptive Statistics

1. Groups

There have been challenges in terms of response rate and interaction with the subjects. As for
the groups:
The overall participant number was 87 participants of an age arranged from 18 to 28 coming
from different departments throughout the country. This chart illustrates the distribution of the
groups.

38
 Group Distribution

The chart above presents the 87 participants who took part in the questionnaire. 47% of the

participants constituted group A. Group B had 25.3% and Group C had 27,6%.

Group A

This group includes speakers of L1 Moroccan Arabic, L2 French, and L3 English speakers.

Participants’ age ranges from 18 to 25. And they constitute 41 out of 87 participants.

Participant’s Age Group A

39
 The age of participants in group A ranges from 18 to 25. Whereas 35% of the
participants are between 22 and 25 while 17,5% of the participants are between 18 and 20.
Another 47,5% is between 20 and 22.

Group B

This group includes speakers of L1 Moroccan Arabic, in English as an L2.

Participants' age ranges from 18 to 25. And they constitute 22 out of 87 of the overall number of

participants.

Participant’s Age Group B

. The age of participants in group B ranges from 18 to 25. Whereas 34,8% of the participants
are between 22 and 25 while 26,1% of the participants are between 18 and 20. Another 39,1%
is between 20 and 22.

Group C

This group includes speakers of one Amazigh variety as L1, Moroccan Arabic as their L2,

French as their L3, and English as an L4.

40
Participants’ age ranges from 18 to 28 as. They constitute 24 out of 87 of the overall number of

participants.

Participant’s Age Group C

T. The age of participants in group C ranges from 18 to 28. 4,2% of the participants are
between 22 and 28 while 37,5% of the participants are between 18 and 20. Another 37,5% is
between 20 and 22. The rest 20,8% of the participants

2. Translation Task

The translation provided by the participants for the research will be presented in tables for
each group alone. Sentences were generated in chosen on the basis of patterns conceptualizations:
1- Time as a valuable resource.

2- Time as a person.

3- Time as a moving entity.

4- Time as a commodity.

41
 5- Time as substance.

2.1 Qualitative evaluation

Sentence 1: Time as a valuable resource.

‫الوقت كيضيع وحنا ما كانعملو والو‬ [ lwʌqt ˈkɪjdiʕ wə ħnʌ mʌkaenʕmlo wʌlʊ]

GROUP A

‫الوقت كيضيع وحنا ما كانعملو والو‬

Time is passing and we are doing nothing.

Time is slipping away from our hands
time is going by quickly and we're not doing anything
Participants said sometimes employed expressions that refer to wastage.as the verb to slipp.
We are wasting time doing nothing
The time is passing and we don’t do anything
The time is passing and we don’t do anything
Time is passing and we're idle.
Time past and we don't doing anything
We are wasting time
At some instances participants use verbs Changes from work to run and pass or lose, and waste.
Time goes on while we do nothing.
We're not productive

42
 Some participants linked the concept of time with productivity and effectiveness in relation to time
as money.
Time's running without use
Time is being wasted while we're idle.
Time is running out and we are doing nothing
Dilly-dallying is not going to do us anything!

GROUP B

We are wasting time, we have done nothing

Time being wasted and we're not doing anything
Time is running out and we’re making anything out of it
Times passes by while we are doing nothing
The time is being wasted and we still do nothing
Time is passing by and we are not doing anything
Time is passing with no benefit
Time goes on and we are not doiny anything.
Time is flies. Yet, we are careless.
Time is passing and we are doing nothing
We’re wasting time doing nothing
The clock is taken and we do nothing
We lost the time and we did nothing
The time is wasted and we're standing still
Time is passing and we're not doing anything
We’re wasting time without doing nothing
We are wasting a valuable time without any accomplishments
We’re running out of time and we haven’t done anything yet
Time is wasted in nonsense
The time wasted and we don't do nothing
Time is Running out and we're doing nothing

43
 Time is being wasted and we're doing nothing

Group C

Time is wasting, and we're not doing anything about it.

We're wasting time in vain.
Time flies and we do nothing
Time has passed and we haven t done enough
The clock is ticking and we are not doing anything
We're wasting time
Time passes and we are doing nothing
We are wasting time without doing anything
The time is been wasted, and we are not doing anything
We're wasting time
we are just spending time without doing anything
Time passes while we are doing nothing
The time is passing and we do nothing.
Time flies
We’re just wasting our time doing nothing
Time pass and we don't do anything
Time passes and we do nothing
The time is running out and we didn't do anything
Time is being wasted and we're not doing anything

Tears left after cleaning the Duplicates show that the most used verbs by the participants as a verb
to pass, run out, spend and lose. There are no apparent changes throughout the production of the
three groups. What is concluded here is that most of the participants come to the correct output
because the sentences are fairly easy in the meaning also does not change drastically throughout
the survey.

Sentence 2: Time as a substance

44
‫الوقت تقيل‬ [lwaqt tqi:l]

Group A

These responses reflect a sense of frustration or resistance to the passage of time. Participants
express their desire for time to pass more quickly or their perception that time is dragging on.

Perceived Stagnation or Delay:

"Time has stopped"
"The clock doesn't turn"
"The clock is ticking slowly"
"Minutes go past very slowly"

Group

Time goes slowly

Time is passing slowly
This hour is not finishing.
It feels like time has come to a standstill.
The clock is ticking
The time is so slow
The time is slow
The time is turtle
This is low
time is slow
The time is slow
Time heavy
Time is very slow

These responses indicate a sense of resistance or reluctance on the part of time to progress.

Participants feel that the hour or time itself is intentionally delaying or resisting its passage.

45
Group C

Time is passing slowly.

Time creeps by.
Slow time
Time is stopped
Time is heavy
Time is heavy
Time is slow
Time is heavy
Time is heavy
The time is heavy
Time is heavy.
Time is passing by so slowly

The slowness of time is expressed quickly I could A & B without exceptions. However, for
group see it is evident that expression “heavy” is repeated frequently throughout the answers.
Except this found in group C the output provided by participant is very similar within all three
groups.

1- Sentence 3: Time as a person.

‫الوقت كيلعب بينا كيما بغى‬ [wʌqt kɪlʕəb bɪnʌ ˈkɪmʌ bʁʌ]

Group 1

Time is manipulating us
time really does control us
time is taking its toll on us
Time plays us

46
 Time is playing with us all it wants
We’re under life’s rule
life is full of tricks
Time's playing with us
Time move us as it wills
Time is play with us as he wanted
Time plays with us as he likes
Time is teasing us.
time plays with us any way it wants
Time toys with us and we're helpless.
Life is not always to our favor.
The time plays with us.
Time is playing us
The time is playing with us
Time is playing with us
Time is playing us
time control us
Time plays us the way it wants.
Time brings misfortune to all of us.
Time is playing on us the way it wants.
We are but the playthings of Time

At this juncture you could be observed closely at the participants have used a variety of
verbs to express the notion of demonization of the concept of time. Verbs such as control, play,
trick, and manipulate. From the original sentence in Moroccan Arabic to a variety of expressions
using English all the participants were successful in conveying the idea of time manipulating
people.

47
Group B

Time is toying with us

Time is playing games on us
Time plays us as it wishes
Time is playing us
Time plays us around however it desires
Time is playing with us
Time is playing us
Time is playing with us as needed
Time plays with us as it desires. Or, Time makes us look stupid.
Time is not our ally; we are at the mercy of time's control.
Time playing with us easily
Time is costing us a lot
The time plays with us as it wishes
The life is messing with us as it like
Time is playing us
Time is playing us the way it wants
The time is tricky
The time is playing with us
Time does with us as its pleases
Time plays us how is likes
Time is manipulating us however it's want
Time Is playing with us as it wants

This set of sentences examplifies the personification of time by attributing human-like

qualities,
actions, intentions, and desires to it. They portray time as an active and sometimes mischievous
entity that manipulates, controls and plays with us. By the personifying time, these expressions
add depth and vividness to our understanding of its influence and impact on our lives.

48
Group C

Time is making us it's desired game.

Time plays around on us as it pleases
The time is playing as it wants by us
Time plays with us as he pleases
Time is playing with us like w wants
Time plays with us
Time is playing with us as it wishes
Time plays with us as he want
Time is manipulating us
Time plays on us as it wants
Time plays us the way he wants
We are at the mercy of time
Time plays us how he likes
Time plays with us as he wants
time messes with us
Time is toying with us however it pleases

As it seems time throughout the answers by participants is referred to as a person who is

manipulating, playing, and making a life decision with other people. For some participants in
groups, he used the Op subject of the pronoun “He” to refer to time as a person. It also happens
that time is masculine in Arabic therefore this is referred to as a male person

3.2 Quantitative evaluation

49
Patterns GROUP A GROUP B GROUP C
Of Conceptualization Percentage of literal
Percentage of literal Percentage of
translation of.
translation of. literal translation

of.

Time as a moving entity 30,9% 39,1% 29,1%

Time as a valuable resource 54,7% 39, % 18%

Time as a substance 66,6% 73,9% 64%

Time as a substance 19,4% 52% 45,8%

Time as a person 38,9% 70,5% 60%

Time as a person 7,1% 21,7% 24%

Time as a space 9,5% 13,4% 4,1%

Time as a person 35% 69,5% 75%

Time as a moving entity 23% 28% 50%

Time as a person 28,5% 30% 54,1%

Time as a moving entity 21,5% 26% 37,5%

Time as a substance 19,4% 52% 45,8%

Average per grp 27,71% 41,32% 40,55%

50
Approach:

In an attempt to quantitively analyze the data, the number of participants that have adopted
the same patterns in Moroccan Arabic and applied it in the translation is represented in the numbers
above. Percentages were able to represent visually the number of participants that have used the
same patterns of conceptualization when producing sentences in English. The observation to be
made here is the average per group. Group A is distinctly less than groups B and C. This means
that participants from group A were more successful in conveying the correct idea using an
English-specific pattern of conceptualization. Group A has the most successful rate of conveying
the same idea given in the Moroccan Arabic sentence. While the result was slightly different in
comparison between groups B&C but distinctly different in comparison to A.

3. Judgement Grammaticality Task.

In this task participants from three different groups were given the same two sentences and
they had three choices to pick from.
The following charts elaborate on the choices of the participants throughout the three groups.

Sentence 1: Time as a valuable resource.

‫الوقت كيضيع وحنا ما كانعملو والو‬ [ lwʌqt ˈkɪjdiʕ wə ħnʌ mʌkaenʕmlo

GROUP A

This group includes speakers of L1 Moroccan Arabic, L2 French, and L3 English speakers.

Participants’ age ranges from 18 to 25.

51
 Group A GJT

GROUP B

This group includes speakers of L1 Moroccan Arabic, in English as an L2.

Group B GJT

52
Group C

This group includes speakers of one Amazigh variety as L1, Moroccan Arabic as their L2,

French as their L3, and English as an L4.

Group C GJT

Conclusion

The participants of this task were provided with three answers. The three answers were
grammatically correct, but they had different patterns of conceptualization. The first sentence “life
is going very fast” uses an English passing of time conceptualization that is of conventionality.
Whereas the second sentence “Time is passing so fast “is relatively less convenient and
conventional in the daily use of English speakers. Lastly, the sentence “life is flying “ is a direct
translation of the Moroccan Arabic sentence. The chart illustrates that 40% of participants from
group A chose the last one. While 25% chose from the second and 35% chose from the first. For

53
Group B the percentage increased by 3.5% for the last sentence and also decreased 7.8% for the
second one. For the group see the percentage of the last sentence reached 50%. This shows that
speakers of a B&C tend to choose the most direct translation of the sentence and do not tend to
use English-specific patterns as speakers of A do.

Sentence 2: Time as a substance

‫الوقت تقيل‬ [lwaqt tqi:l]

GROUP A

Group A GJT

54
GROUP B

Group B GJT

GROUP C

55
Approach:

In this example, 3 different verbs have any employed in correspondence to the passing of time
as a valuable resource in time as a substance.
The verb to lose relate to the concept of time as a valuable resource. While the verb to spend relates
to time as a substance alongside the phrasal verb to be out of. All these verbs are used within
patterns of course of transition that are pertinent and conventional in the daily use of the English
language. As the charts illustrate above the choices of the participants were in significantly
different. However, it is observed that the blues is the most prevailing expression that the
participants used in all three groups. Vote to lose happens to be also conventionally used in
Moroccan Arabic to express regret about time.

5. Conclusion

There were slight differences in the production of the groups. We have viewed in the first
translation task that cuvee was more successful in driving the correct output from the sentences
provided. Well, the second group was slightly more successful than group C. This could be an
indicator that participants who speak French fluently or I’ve got proficiency are more likely to
drive the correct output from sentences in the process of translation. However, this is not
empirically proved because the level on which the survey is functioning is not adequately
developed to give us correct and precise results on how the concept of time is underlyingly
represented. As much as it is interesting, it is also impossible at this stage to come up with a
definitive judgment on what group is performing better than the other. However, back to the moles

56
of linguistic transfer. We can say at this juncture that is indeed the L1 hypothesis factor that is
prevailing in the second and third groups. It is in fact necessary to look at the sentences beyond
the grammatical structure. Every sentence metaphorically represents a pattern of conceptualization
of time the results of the survey conclude that speakers of group A are most successful in deriving
the correct output. On the other side, groups B and C exhibited a transfer from their L1 prevalent
language to English. Sentences provided by the latter showed irregularities in patterns there is an
art naturally of occurrence in day-to-day English.

57
DISCUSSION OF THE RESULTS

58
Chapter 4: Discussion of the Results

1- Discussion
Conceptualization is a multifaceted process of human cognition that enables people to
construe very complex notions of the world around them. This aspect of human cognition is not
unidimensional but has an underlying connection with language. Language facilitates the process
of conceptualizing abstract things that cannot be dealt with through the senses. A vast body of
expressions and symbols is provided for speakers to manipulate. Resulting in refined articulations
of abstract notions that do not have physical attributes for definition. Language hence offers the
medium through which we construct concepts and establishing this connection directly fronts a
question. If the process of conceptualization is in constant friction with language then language
influences this process and it Influences the structure of thought. Previously we have offered a vast
corpus of data that confirms the relationship between language and thought. We also came to the
conclusion that the majority of endeavors towards the issue dealt with a language or with
Language. While other papers tackled the influence of L1-specific language patterns on L2
acquisition. Still, what this research was aiming for is to dive into a multilingual setting where
speakers of Moroccan Arabic are typically not monolingual. The essential aim of this research was
to investigate the interference of different language-specific patterns in the processes of
conceptualizing time. However, it could be clear even for someone who has no idea on the topic
that this task was too much, that such a research question cannot be realized here entirely.
Therefore, the focus was primarily on a possible transfer of the patterns of conceptualization of
time. That was to narrow down the scope of the research and avoid any sort of confusion and
exhaustion.

It was mentioned throughout the research that the aim was to try and locate any sort of
transfer. In Presenting the results it was a little bit apparent that speakers of Group A were more
successful in deriving the correct output. This could be supported using the ECM model of
linguistic transfer. That is, all the existing grammars work together to help the multilingual mind
of the speaker to analyze and relate to all the existing knowledge from the previously learn
languages performing highly complex tasks and also using all the possibilities present. It is also to

59
be mentioned that in presenting the results we found the complete opposite in the second example
in relation to the Judgment Grammaticality Task. That again could be explained using the L1 factor
hypothesis that claims that the grammar of the first language is the most prevalent in learning a
third language. However, because there are no experiments or any guiding research that has
approached is very complex and multifaceted complex, whatever hypothesis or claims we can
make we cannot prove any of them with a data-based approach. We have came to the conclusion
that there is interference in the process of time conceptualization where speakers of the different
groups exhibited different patterns and also similar and predicted results throughout the survey.
Speakers from Group A were more successful at deriving the right output compared to speakers
from Group B & C. This is contributed to the amassed knowledge participants have accumulated
in the French and Moroccan Arabic languages. French is Typologically closer to English.
Speculating that speakers of French as an L2 will be more accurate is also a valid consideration
when evaluating the results of Group A and comparing it with the other two groups. On the other
side of the spectrum, group B represents speakers of L1 Moroccan Arabic and L2 English
displayed less accuracy in comparison to group A. Group C of speakers of L1 Amazigh, L2
Moroccan Arabic, L3 French, and L4 English displayed less in comparison to both previous
groups. The accuracy was based on the whole expression of the sentences. Speakers who belonged
to distinct languages as M.A. and Amazigh varieties produced less adequate sentences counting
on the patterns explicitly used in the sentences provided. The speakers from the last two groups
disregarded the language-specific patterns of English in their production. This could be measured
primarily with the tracking of translating keywords in sentences that represented the idea of a
metaphorical manifestation of time. In the second task, GJT, the participants in this task were
presented with three grammatically correct answers that represented different patterns of
conceptualizing time. The first sentence reflected a conventional English understanding of time
passing, while the second sentence was less common in daily English usage. The third sentence
directly translated a phrase from Moroccan Arabic.
The analysis of the participants' choices revealed that 40% of Group A selected the third sentence,
which is in more accordance with the conventional use in Englsih while 25% chose the second
sentence, and 35% chose the first sentence that are both correct but unlikely to be used in a daily
conversation by native speakers. For Group B, there was a 3.5% increase in selecting the third
sentence and a 7.8% decrease in selecting the second sentence. In Group C, 50% of participants

60
opted for the third sentence. These results indicate that speakers from Group A, who have exposure
to multiple languages, showed a preference for English-specific patterns in expressing time. On
the other hand, participants from Groups B and C tended to choose more direct translations from
their native language, Moroccan Arabic, without relying heavily on English-specific patterns.
This suggests that the participants' linguistic backgrounds influenced their selection of sentence
patterns, highlighting the impact of language-specific conceptualizations on their choices. The
findings contribute to our understanding of how individuals with different linguistic backgrounds
perceive and express the passage of time.

There are evident differences in the production and comprehension of the concept of time
among speakers of different languages according to what we have claimed in the beginning.
However, until more adequate experimental studies are inaugurated in regards to this topic the data
we have tried to account for is not exhaustive and representative enough to satisfy the scientific
endeavor we have adopted at the beginning.

2- Limitations of Study

The exploratory nature of this research made it impossible alongside a lack of data through
the process to build an experimental design so we can actually see what is going on underlyingly.
In relation to the third language acquisition, the fact that there is a possibility of transfer of highly
trackable properties of the languages that are of conceptualization is evident. Unlike syntactic,
morphological, and phonological interferences there are concrete intangible that could be tested
using different models of linguistic interference. Conceptualization is highly abstract and mostly
neglected for its complexity. This current research tried to accommodate a concrete domain to try
to track the patterns of conceptualization. We chose metaphor because time is metaphorically
represented in all languages. However, the first barrier was that the languages present in the study
shared most of the passing of conceptualization. Course with some exceptions that have been
selected with extreme care. The fact that there are no previous studies that have dealt specifically
with this topic made it nearly impossible to come up with definitive answers or conclusions for the
questions that we have made in the beginning. However, it is indeed apparent that the responses

61
that participants provided were not the same. We were able to find some patterns of production of
the different groups. One other disturbing fact is that the models adopted in the current research
were not flexible enough to conduct any sort of experimental study. That of course correlates to
the fact of the field of conceptualization studies is very recent at least an application. It could be
that the research does not come to any major findings in the sense that most of the results are not
statistically and exhaustively representative. but it must have provided a good insight into paving
the way for future research on the matter. The observation that must be stressed is that some cases
of cross-linguistic influence seem to go beyond mere issues of structure, grammaticality, and
semantic well-formedness. Now at a more cognitive level, Time is indeed conceptualized
differently through different languages in relation to the linguistic-relativity hypothesis, and there
has been researching on the matter for a long time. Having an understanding of how a multilingual
conceptualize time when speaking in a third language could open doors in language teaching. How
to teach tense, aspect, mood, time expressions, or even time as a concept.

All in all, the research has explored many aspects of the process of conceptualization in
relation to multilingualism, third language acquisition, linguistic interference, and conceptual
transfer. And although there have been no definitive clearcutting answers for the question re-post
at the beginning of the research it is apparent that there is more that could be contributed to this
field in that is a promising field of study that could contribute highly to language teaching and also
in the field of cognitive linguistics.

3- Suggestions and Recommendations

One very important addition is in relation to the Amazigh language. Throughout conducting
research and especially in reviewing the literature we bumped into a scarcity of data in relation to
Moroccan Arabic but especially he saw the Amazigh varieties. There are no studies conducted to
investigate the patterns of time conceptualizations neither in Moroccan Arabic nor in some of the
varieties of the Amaziah language.

62
63
 4- Conclusion

In conclusion, this research focused on investigating the relationship between

language and the process of conceptualization, specifically in the context of multilingual speakers
and the conceptualization of time. The aim was to explore any potential transfer of language-
specific patterns in the conceptualization of time.
While the researchers acknowledged the complexity of the topic and the limitations in fully
realizing the research question, it narrowed its focus to examining the transfer of time
conceptualization patterns. The results indicated that speakers in Group A appeared to be more
successful in deriving the correct output, which aligns with the ECM model of linguistic transfer.
However, there was a contrasting finding in the judgment grammaticality task, which could be
explained by the L1 factor hypothesis suggesting the prevalence of the first language's grammar
in third-language learning. Because of the exploratory nature of the research and the lack of
extensive data, it was not possible to construct an experimental design to provide definitive
answers or conclusions. The research highlighted the challenges in studying the complex and
multifaceted nature of conceptualization and the need for further research in this area while most
of the work was on a hypothetical level.
Although the research did not yield major findings, it provided valuable insights into
the patterns of conceptualization and paved the way for future studies. The observation that cross-
linguistic influence extends beyond structural and grammatical issues highlights the importance of
understanding how multilingual individuals conceptualize time when speaking in a third language.
This understanding can have implications for language teaching, particularly in teaching tense,
aspect, mood, and time expressions.
In summary, this research contributed to the exploration of conceptualization processes in
multilingual contexts, third language acquisition, linguistic interference, and conceptual transfer.
While clear-cut answers were not obtained, the study demonstrated the promising potential of this
field of research in both language teaching and cognitive linguistics. Further investigation and
continued exploration in this area can provide deeper insights into the intricate relationship
between language and conceptualization. At least not by Moroccan researchers. Therefore, it
should be noted more attention must be dedicated to the topic of time conceptualization within
Amazigh and Moroccan Arabic. Conceptualization as a phenomenon of language in cognitive and

64
psycholinguistics he’s not a parent in the literature. In relation to language teaching time is one of
the crucial components of grammar in every language. It is indeed that this paper does not deal
with concretize aspect of times just aspect, tense, or modality, but it is of great help in any field of
study to have a thorough understanding of the phenomenon and have a diversified view of the
issue. Understanding how speakers of different languages can enable researchers to understand
how we can teach as an abstract concept and also as a component of grammar.

65
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APPENDICES

Appendix A: Arabic IPA

Consonants

ž voiced palatal-alveolar fricative

d voiced alveolar stop
d voiced pharyngealized alveolar stop
ʁ voiced uvular fricative
q voiceless uvular stop
ħ voiceless pharyngeal fricative
ʕ voiced pharyngeal fricative

Appendix B: Survey Instrument

“Metaphorical representation of L3 English multilingual students”

Please read the question thoroughly and take your time to answer them. Feel free to write
what you think is right. Choose from the first Section depending on the languages you
SPEAK. Thank you for taking the time to participate!
This current questionnaire is addressed only to SPEAKERS of
English! * Indicates required question

1. Email *

69
2. *

Mark only one oval.

1- Moroccan Arabic. 2- French. 3-English. Skip to question 3

1- Moroccan Arabic. 2- English. Skip to question 21

1- Amazigh. 2- Moroccan Arabic. 3- French. 4- English Skip to question 39

Group (A)
The information you will include here is considered confidential and is only for scientific purposes.

3. Please state your name and your university and major below.

4.
Mark only one oval.

18-20
20-22
22-25

5.
Please read the sentences provided and try to offer a translation into English.

70
All you have to do is to try to translate these sentences into English. The correctness is not
releva try to offer the most convenient translation without overthinking the sentences.

‫ساعة ما بغاتشي دوز‬

6.

.‫* الوقت كيضيع وحنا ما كانعملو والو‬

7.

‫الوقت تقيل‬
8.

.‫ما بقلناشي بزاف د الوقت دابا‬

9.

‫ماعنديش الوقت باش نعطيك‬

10.

71
 ‫سلفني شوية من وقت‬
‫‪11.‬‬

‫باقي الوقت قدامك باش تكمل كل شيء‪.‬‬

‫‪12.‬‬

‫الوقت كيلعب بينا كيما بغى‬

‫‪13.‬‬

‫‪14.‬مشات أيام وجات أيام وهو متبدلش‬

‫‪15.‬الزمان مكيرحمشي‬

‫‪16.‬الوقت كيمشي بواحد السرعه خياليه‪.‬‬

‫‪72‬‬
 ‫خصنا نسرقو شوية دالوقت‬17.

In the following set of examples choose the ones that convey the meaning in a better way.
Choose what you think is best. Do not hesitate none of the choices is wrong.
18. When we talk about how fast our life is going we say:

Mark only one oval.

Life is going
very fast. Time is
passing so fast!
life is flying.

19. What do you understand from the sentence:

''Ahead of its time''

20. which one of the following express regret better?

Mark only one oval.

I spent a lot of time doing nothing!

I am out of time already and I have done nothing!

I lost a lot of time doing nothing!

73
 Group (B)
The information you will include here is considered confidential and is only for scientific
purposes

21. Please state your name and your university and major below. *

22. *

Mark only one oval.

18-20

20-22

22-25

23.
Please read the sentences provided and try to offer a translation into English.

All you have to do is to try to translate these sentences into English. The correctness is not
relevant, try to offer the most convenient translation without overthinking the sentences.

.24 ‫* ساعة ما بغاتشي دوز‬

.25 .‫* الوقت كيضيع وحنا ما كانعملو والو‬

74
‫‪.26‬‬ ‫* الوقت تقيل‬

‫‪.27‬‬ ‫* ما بقلناشي بزاف د الوقت دابا‪.‬‬

‫‪.28‬‬ ‫* ماعنديش الوقت باش نعطيك‬

‫‪.29‬‬ ‫* سلفني شوية من وقت‬

‫‪.30‬‬ ‫* باقي الوقت قدامك باش تكمل كل شيء‪.‬‬

‫‪.31‬‬ ‫* الوقت كيلعب بينا كيما بغى‬

‫‪.32‬‬ ‫* مشات أيام وجات أيام وهو متبدلش‬

‫‪75‬‬
 .33 ‫* الزمان مكيرحمشي‬

.34 .‫* الوقت كيمشي بواحد السرعه خياليه‬

.35 ‫* خصنا نسرقو شوية دالوقت‬

In the following set of examples choose the ones that convey the meaning in a better way.
Choose what you think is best. Do not hesitate none of the choices is wrong.

36. When we talk about how fast our life is going we say: *

Mark only one oval.

Life is going
very fast. Time is
passing so fast!
life is flying.

37. What do you understand from the sentence: *

''Ahead of its time''

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38. which one of the following express regret better? *

Mark only one oval.

I spent a lot of time doing nothing!

I am out of time already and I have done nothing!

I lost a lot of time doing nothing!

Group (C)
The information you will include here is considered confidential and is only for scientific
purposes

39. Please state your name and your university and major below. *

40. *

Mark only one oval.

18-20

20-22

22-25

41.
Please read the sentences provided and try to offer a translation into English.

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 All you have to do is to try to translate these sentences into English. The correctness is not
relevant, try to offer the most convenient translation without overthinking the sentences.

.42 ‫* ساعة ما بغاتشي دوز‬

.43 .‫* الوقت كيضيع وحنا ما كانعملو والو‬

.44 ‫* الوقت تقيل‬

.45 .‫* ما بقلناشي بزاف د الوقت دابا‬

.46 ‫* ماعنديش الوقت باش نعطيك‬

.47 ‫* سلفني شوية من وقت‬

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 .48 .‫* باقي الوقت قدامك باش تكمل كل شيء‬

.49 ‫* الوقت كيلعب بينا كيما بغى‬

.50 ‫* مشات أيام وجات أيام وهو متبدلش‬

.51 ‫* الزمان مكيرحمشي‬

.52 .‫* الوقت كيمشي بواحد السرعه خياليه‬

.53 ‫* خصنا نسرقو شوية دالوقت‬

In the following set of examples choose the ones that convey the meaning in a better way.
Choose what you think is best. Do not hesitate none of the choices is wrong.

54. When we talk about how fast our life is going we say: *

79
 Mark only one oval.

Life is going
very fast. Time is
passing so fast!
life is flying.

55. What do you understand from the sentence: *

''Ahead of its time''

56. which one of the following express regret better? *

Mark only one oval.

I spent a lot of time doing nothing!

I am out of time already and I have done nothing!

I lost a lot of time doing nothing!

80