Academic Vocabulary Knowledge and Reading Comprehension Skills Among Seventh-Graders in Arabic as L1

Makhoul, Baha; Sabah, Katrina

doi:10.1007/s10936-019-09630-5

Cited by 8 publications

(6 citation statements)

References 51 publications

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“…Students' low proficiency in Arabic has been found to be associated with the lack of vocabulary which particularly affects the proficiency levels of beginners (Sueraya, Ahmed, Arifin, Wan Rusli, & Rawash, 2016;Makhoul & Sabah, 2019). Previous research shows students still unable to master the four language learning skills despite having learned Arabic syntax (Nahw), morphology (Sarf), and other linguistics aspects of the language.…”

Section: Research Problemmentioning

confidence: 99%

The Effectiveness of ThingLink in Teaching New Vocabulary to Non-Native Beginners of the Arabic Language

Roslan

Sahrir

2020

IJES

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Low proficiency in the Arabic language, specifically in vocabulary learning, has been a long-standing issue for non-native Arabic speakers. Traditional language pedagogy, such as chalk and talk and memorization, continues to be a widely-known cause of low proficiency that affects 21st century students. Thus, this study sought to investigate the effectiveness of using ThingLink, an interactive image annotation tool, as an intervention to teach Arabic vocabulary to beginners of the language at a public university in Malaysia. The study adopted a pre-experimental design, i.e., the pretest-posttest one group design, involving 30 students who were beginners of Arabic. The Vocabulary Knowledge Scale (VKS) and a modified TAM questionnaire were utilized to examine ThingLink’s effectiveness in three aspects, i.e., perceived usefulness, perceived ease of use and students’ vocabulary achievement. The data were analyzed descriptively and with a paired samples t-test. The results showed a statistically significant increase in vocabulary achievement among the subjects, but the effect of the intervention was only moderate at Cohen’s d = 0.42. The subjects rated ThingLink positively on both usefulness and ease of use, although their endorsement of the app’s ease of use was higher than their rating of its usefulness. The subjects’ reactions to ThingLink indicate that it is an effective tool for language teachers and students to use. The results of the study support the use of ThingLink as language learning app capable of meeting the needs and goals of 21st century education.

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Section: Research Problemmentioning

confidence: 99%

The Effectiveness of ThingLink in Teaching New Vocabulary to Non-Native Beginners of the Arabic Language

Roslan

Sahrir

2020

IJES

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“…"A lexical representation has high quality to the extent that it has a fully specified orthographic representation (a spelling) and redundant phonological representations (one from spoken language and one recoverable from orthographic-tophonological mappings)" (Perfetti and Hart, 2001, p. 68;Perfetti and Hart, 2002, p. 190). In support of the two theories, many empirical studies have found significant correlations between vocabulary knowledge and L2 reading comprehension (Laufer, 1992;Qian, 1999Qian, , 2002Hu and Nation, 2000;Mecartty, 2000;Henriksen et al, 2004;Staehr, 2008;Ma and Lin, 2015;Makhoul and Sabah, 2019).…”

Section: The Relationship Between Vocabulary Knowledge and Listening Comprehensionmentioning

confidence: 95%

The Effect of Vocabulary Depth and Breadth on English Listening Comprehension Can Depend on How Comprehension Is Measured

et al. 2021

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This study examines the relative contribution of vocabulary breadth (VB) and vocabulary depth (VD) to three different listening comprehension measures. One hundred and thirteen English majors were given VB and VD tests, and three listening comprehension tests. Based on three pairs of hierarchical multiple regression analyses, we found that the relative contribution of VB and VD varied across the three listening comprehension tests. Specifically, for the listening test with an expository text dictation to assess integrative skills, both VB and VD made a unique positive contribution to comprehension, but this was greater in the case of depth. For the listening test involving narrative conversations to assess literal comprehension, neither VB nor VD (after controlling for each other) could independently predict comprehension, whereas for the listening test that comprises expository passages to assess inferential comprehension, VD could separately predict comprehension but VB could not. These findings suggest that the relative contribution of VD and VB to listening comprehension may depend on how a listening test is constructed. Therefore, the findings will contribute to listening comprehension and vocabulary knowledge research, and vocabulary teaching and learning.

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“…Следует заметить, что отечественными и зарубежными психолингвистами активно изучаются такие важные и интересные проблемы, как психосемантика (Бутакова, 2018;Jet et al, 2019;Shen et al, 2019); особенности дискурса (Калмиков, 2017); становление детской речи (Мисан, 2017;Калмикова, 2016;Седов, 2008;Bahramlou & Esmaeili, 2019;Kamal, 2019); овладение различными языками (Tremblay et al, 2019;Salim Abu Rabia, 2019;Makhoul & Sabah, 2019;Rodríguez-Ortiz, 2019;Ke et al, 2019), в том числе вторым языком (Zhang & Wen, 2019;Koval, 2019;Zhang, 2019); особенности раннего двуязычия (Hopp et al, 2019;Sierens et al, 2019); связи речи и нарушений психического развития (Pezzino, Marec-Breton & Lacroix, 2019;Bååth et al, 2019;Gullhaugen & Sakshaug, 2019;Zhou, Zhan & Ma, 2019;Pereira, Sampson & DiCola, 2019).…”

Section: вступлениеunclassified

Reflection in Speech of the Individual-Typological Features of Language Personality

Фомина

2019

Psycholing.

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Introduction. The article is devoted to the actual psycholinguistic problem of reflecting in the various parameters of speech the features of a linguistic personality. Since speech is a unity of social, i.e. language as a sign system, and a unique individual – a subjective form of reflection of the objective reality and the way of formation and formulation of thought (Winter), which is determined by the motivational, dynamic, emotional, regulatory, cognitive characteristics of a linguistic personality, according to the author, a holistic study of all its stable communicative-speech and psychological properties, include their individual typological manifestations. The article presents the results of empirical studies of manifestations in speech of the individual typological features of various aspects of a linguistic personality, performed by N.A. Fomina and under her leadership, which allows to give a full and deep description of the personality. Methods and Techniques. The author’s method of multilevel, multicomponent analysis of the utterance as a product of individual speech activity involves considering not only the linguistic, speech, content-semantic characteristics of the text, but also the representation of the most important psychological (motivational-targeted, emotional, regulatory-volitional, cognitive, dynamic) characteristics of the subjects of speaking. Results. This article reveals the features of the reflection in speech of typological manifestations of the activity, interhemispheric asymmetry, the originality of intelligence, semantic sphere, value orientations, various types of self-regulation, the organization of initiative, sociability and perseverance, expressing the integral essence of the personality. Conclusions. The specific manifestations of the individual typological features of linguistic personality described in the article, primarily due to the specifics of the activity, orientation and self-regulation, open up great opportunities for speech diagnosis.

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Academic Vocabulary Knowledge and Reading Comprehension Skills Among Seventh-Graders in Arabic as L1

Cited by 8 publications

References 51 publications

The Effectiveness of ThingLink in Teaching New Vocabulary to Non-Native Beginners of the Arabic Language

The Effectiveness of ThingLink in Teaching New Vocabulary to Non-Native Beginners of the Arabic Language

The Effect of Vocabulary Depth and Breadth on English Listening Comprehension Can Depend on How Comprehension Is Measured

Reflection in Speech of the Individual-Typological Features of Language Personality

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