During the last decade Arabic has become the second most common mother tongue in Sweden, so the relationship between Swedish and Arabic is a relatively new area of interest. The purpose of this study is to examine the incorporation of Swedish words into Arabic among Arabic speakers in Sweden. The primary source is an in-depth interview of three fluent speakers of Arabic and Swedish (with origins in Damascus, Syria). My aim was to examine which Swedish words are used in Arabic by Arabic speakers in Sweden and how they are used.   Regarding which words are used, my hypothesis was that I would find support for the pattern of how word borrowing functions in general, i.e. that the language follows power; loan words tend to be borrowed from powerful languages and cultures. Thus, I intended to examine whether a similar tendency would also be demonstrated in this study, that is, if the individual L2-words used while speaking L1 were associated with power and authorities. The interview manifested an overrepresentation of words that could be associated with power, but no clear support that this was a correlative relationship. Other factors, such as the simultaneous introduction of the word and the phenomenon, were found to be more plausible.   With regards to how words are used, my proposition was that the person having left the L1-environment (in this case Syria) at the oldest age would, in analogy with the prevalent notion concerning L1-attrition in general, incorporate the L2 into the L1 to a greater extent than other interviewees. The study found that the interviewee who had left her L1-environment at oldest age did adapt the Swedish words to Arabic phonology and morphology to a greater extent.

L’enseignement du lexique arabe à l’Institut supérieur des langues de Damas n’est pas encore à la hauteur des attentes de l’apprenant pour lui fournir une bonne connaissance lexicale. Les outils pour développer ce travail n’ont pas évolué dans les méthodes utilisées. Dans ces méthodes, on applique toujours l’approche classique du lexique. Cette approche n’est plus valable au moment où le critère de fonctionnalité lié à la notion de fréquence a commencé à avoir sa place dans la nouvelle conception du lexique. Ce projet de thèse vise donc à contribuer à l’enseignement de l’arabe langue étrangère à l'Institut supérieur des langues en profitant des recherches faites pour l'enseignement d’autres langues vivantes, et spécialement celles qui s’inscrivent dans le Cadre européen commun de référence pour les langues (CECRL). / Standard Arabic is actually the language of writing. The speeches made in the media and in some TV series are, in most cases, a literal restatement of visual coding of the language (text written in standard Arabic) in auditory coding (reading aloud the written text). Similarly, everyday Arabic does not have the same coding as Arabic that exists in the media, in books and in Arabic language courses. This gives the impression that the current teaching content is not suitable for a usage outside the language classroom.This thesis deals with the problem of the composition of the lexical content of textbooks of teaching Arabic L2 of Higher Language Institute of Damascus (Syria). A content that does not withdraw from standard norms (focus on the adaptation of a classic or moderne standard Arabic), but seeks to be as close as possible to the daily practice of language that is very rich in dialect. The current content represents the traditional approach of the lexicon, which focuses on the semantics of words and phrases while the communicative features of these language elements are little treated. The proposed analysisshows the weak points in the structure of textbooks now in use. It is based on the criteria of the Common European Framework of Reference for Languages (CEFR) and the skill references of Niveaux pour le français that offer an approach batter adapted to the preparation of the lexicon in recent textbooks of teaching moderne languages. This analysis focuses on finding the crossing points in standard and spoken Arabic in Syria to build a route map that allows the learner an easy passage from what he learns in the Arabic language classroom to Arabic that is really practiced in everyday communications. It provides some solutions to reduce the gap between these two usages of Arabic.