The present study investigates the various vocabulary learning strategies (VLSs) used by undergraduate Jordanian students majoring English Language and Literature in Jordanian universities. The five categories of the vocabulary learning strategies (Memory, Determination, Social, Cognitive, and Metacognitive) were used in this study following Schmitt's taxonomy. For this purpose, a questionnaire containing forty items selected from Schmitt's (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) was administered to a pool of 110 Jordanian students majoring in English Language and Literature from eight Jordanian universities. This testing instrument was used to reveal the types of vocabulary learning strategies used by the participants, to discover the most and least frequently used VLS employed by them, and to know the main patterns of variation of the participants' choice of VLSs if they are high, medium, or low VLS users. The descriptive analysis of the study showed that Jordanian EFL learners were "medium" strategy users overall. With regard to strategy categories, the results revealed that Memory strategies were the most frequently employed by them and Metacognitive strategies were the least frequently used strategies among them. Although the participants were medium strategy users, the results of the VLSQ revealed that some individual strategies were employed at a low level. This result leads to adopt the learners' individual vocabulary learning strategy as an important variable in future research. The findings of this study will be advantageous to language instructors to improve effective vocabulary teaching techniques and curriculum designers to provide learners with preferable vocabulary learning strategies.
Aim The study examines English Foreign Language (EFL) writing anxiety among medical students in terms of the levels, types, and causes of writing anxiety. Methods This study is a cross-sectional study consisting of 684 first-year medical students from Jordanian universities. The participants responded to an online survey consists of Second Language Writing Anxiety Inventory (SLWAI) and Causes of Writing Anxiety Inventory (CWAI), 15 of whom were invited for semi-structured interviews. Results The results reveal that the participants experience a high level of writing anxiety, with cognitive anxiety as its dominant type. As for the main causes of writing anxiety, they are linguistic difficulties, insufficient writing practice, low self-confidence in writing, and fear of writing tests. The findings from qualitative data obtained from semi-structured interviews reinforce the results of quantitative data. Conclusion The study sheds light on the problems of English Foreign Language writing anxiety and raises awareness of language teachers and syllabus designers.
The present study is a contrastive analysis that delves into the demonstratives in Arabic (Standard Arabic) and English. The aim of the study is to reveal the similarities and differences between the demonstratives of the two languages by delineating their phonological, morphological, syntactic, and semantic properties. Exposing these differences will specify what language teachers have to teach and what language learners whether Arabic or English learners have to learn.The interesting point found is that both Arabic and English demonstratives share more linguistic similarities than differences. Regarding similarities, both demonstratives are indeclinable in both languages except for the Arabic dual case. The demonstratives' phonemes and their referents are in some way obtained in both languages. English and Arabic languages use demonstratives in several positions within a sentence in consistent with the syntactic function of the demonstrative. Demonstratives in both languages are ambiguous words; their meaning can be defined through their context. As for the differences, English has only two-dimensional deictic points for demonstratives i.e., proximal or distal, but Arabic displays more deictic points i.e., proximal, medial, and distal.
This study aims to tackle an answer to the main question; if there is a relationship between the vocabulary size of adult English language learners and their morphological awareness and if their performance would differ in word complexity. The participants were 90 senior BA English Language and Literature students from Jordanian universities. The two empirical research tools were the Vocabulary Size Test and Morphological Awareness Test. The results revealed the mid-frequent level vocabulary size of the participants, and they were unable to form and use new words using morphemes. A positive correlation between the vocabulary size of the participants and their morphological awareness existed. Besides, a positive relationship existed between their performance on word complexity and their morphological knowledge. Pedagogical solutions need to be implanted in English as a Second Language (ESL)/ English as a Foreign Language (EFL) classes.
This study inspects the relationship between language learning strategies (LLS) of 905 Jordanian high school ELL students and their vocabulary size. The data are collected through two instruments: First, a questionnaire of 35 items and 3 types of strategies (metacognitive, cognitive, and social-affective strategies) were adapted from the Strategy Inventory Learning (SILL, Version 7.0) by Oxford (2005) to evaluate language learning strategies. Second, the Vocabulary Levels Test (VLT): Version 2 by Schmitt (2001) to gauge the vocabulary size by measuring the 2,000 word-level, 3,000 word-level, 5,000 word-level, 10,000 word-level, and Academic Word (AWL) level of the students. The results of the descriptive analysis revealed that the students’ overall LLS was at a moderate strategy use. Concerning their use of strategies, the most used strategies were metacognitive, followed by cognitive strategies, and the least used strategies were social-affective strategies. In addition, the effect of their vocabulary size on the use of LLS was identified. Students with high vocabulary size applied more language learning strategies and specific strategies more than students with low vocabulary size. The students’ use of LLS had a positive and significant correlation with their vocabulary size. Students with higher vocabulary size were able to employ strategies to manage and control their learning, in addition, to observe their learning better than students with lower vocabulary size. All together for students to be better in learning English, they are required to enhance their vocabulary because of its substantial relationship with language learning strategies.
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