Vocabulary learning strategies and vocabulary size are among the main factors that help determine how students learn second language vocabulary. The present study was an attempt to exploring the relationship between vocabulary learning strategies and Arabic vocabulary size of 742 pre-university in Religious High School (SMKA) and Government-Aided Religious School (SABK). TAV test and Schmitt's (1997) vocabulary learning strategies questionnaire including 5 categories (Determination, Social, Memory, Cognitive and Metacognitive) were used in present study. The major findings of this study were as follows: First, descriptive statistical analyses showed that the most frequent learning strategies was indicated that the most preferred vocabulary learning strategy category of all was related to determination strategies. Social strategies ranked the second. Memory, cognitive and the metacognitive strategies ranked the third to the fifth. Next, pre-university students reported not having the average vocabulary size to accommodate advanced studies at university level. Finally, the findings of the study revealed there was a relationship between the use of vocabulary learning strategies and Arabic vocabulary size.
This paper discusses the role of vocabulary knowledge on the writing performance of the Arabic language which known as a foreign language in the Malaysian education system. It also discussed the role of each part of vocabulary knowledge which namely receptive vocabulary knowledge and productive vocabulary knowledge. This paper reviews scholars' views regarding the relationship of both receptive and productive vocabulary knowledge in producing written text. It also highlights the comparison between Arabic vocabulary knowledge and English due to enhance learners' writing skill. Conclusion and recommendations such as integrating receptive and productive instructional styles were made in order to increase learners' interest towards writing in Arabic.
Vocabulary acquisition is a benchmark for language proficiency, which involves writing, reading, listening and speaking skills. A good command of language relies on the individual's vocabulary size and the level of understanding of a word. In fact, in order to use a language lucidly and effectively, a speaker or writer must choose the most precise words. Thus, vocabulary is a set of words known and used within a language to construct meaning in written texts and communication at large. In learning Arabic language, vocabulary acquisition becomes the main hindrance to the success of the whole language learning. Many students find it difficult to speak and write skillfully in Arabic because of a limited vocabulary. Arabic vocabulary lessons are implicitly applied in the teaching and learning process in classroom, thereby cause difficulties for students to master the language. Therefore, this paper discusses the experiences of Arabic vocabulary learning among the non-native speakers of Arabic from an Arabic teacher's perspectives. The discussion is also focused on the literature review related to vocabulary in Arabic language learning. Other than that, several recommendations are drawn to help improve the teaching and learning of Arabic vocabulary acquisition in Malaysia.
Strategi Pembelajaran Terjemahan (SPT) ini agak tersisih daripada arus pendekatan komunikatif dalam kurikulum bahasa Arab, namun para sarjana mengakui ia adalah strategi dominan yang diperlukan terutama kepada pelajar bahasa ketiga yang masih di peringkat keupayaan yang sederhana. Kajian ini bertujuanmengenal pasti tahap penggunaan strategi terjemahan dalam pembelajaran bahasa Arab secara keseluruhan dan mengikut klasifikasi secara spesifik, danmengkategori jenis teknik terjemahan novel Arab dalam kalangan pelajar. Data kajian dikumpul daripada dua sumber iaitu dengan menggunakan soal selidik dan tugasan terjemahan novel adaptasi Arab yang berjudul " " سىيز تىم هغاهزات (Pengembaraan Tom Sawyer). Kajian ini melibatkan 129 pelajar jurusan Bahasa Arab di peringkat sarjana muda di dua buah universiti awam. Manakala kajian terjemahan novel Arab pula melibatkan 40 orang pelajar. Dapatan kajian menunjukkan bahawa tahap penggunaan Strategi Pembelajaran Terjemahan secara keseluruhan dalam kalangan pelajar universiti awam berada pada tahap penggunaan yang sederhana. Kajian juga menunjukkan terdapat dua kategori strategi pembelajaran terjemahan berada pada tahap sederhana, iaitu strategi terjemahan menulis dan strategi terjemahan campuran. Manakala tiga kategori lain berada pada tahap penggunaan yang rendah, iaitu strategi terjemahan membaca, strategi terjemahan bertutur dan strategi terjemahan mendengar. Teknik terjemahan novel Arab pula mendapati 130 jenis teknik terjemahan yang diklasifikasikan kepada enam jenis kumpulan di mana kajian mendapati jenisteknik terjemahan calque adalah mendominasi. Kajian ini melihat bahawa SPT perlu dimanfaatkan dalam ketika berdepan dengan pelajar dari pelbagai arasagar bersesuaian dengan keupayaan bahasa.Kata Kunci:Strategi Pembelajaran Terjemahan (SPT);teknikterjemahan; terjemahan novel; pembelajaran Bahasa Arab; bahasa ketiga Arabic Novel Translation Strategies and Techniques used among University Students ABSTRACTTranslation Learning Strategy (SPT) is somewhat excluded from the communicative approach in the Arabic Language curriculum, howevermany scholars acknowledge that it is a dominant strategy which is critically needed especially by the third language students who are still at the moderate level.The study aims to; 1) identify the level of translation learning strategies used in the Arabic language learning as a whole, and according to the SPT classification in particular, and 2) categorize the types of translation techniques used by the students in the translation of Arabic novels. The data was collected using a questionnaire and translated work of an Arabic novel entitled ". " سىيز تىم هغاهزات (Pengembaraan Tom Sawyer).A total of 129 undergraduates in an Arabic language degree program in public
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