مجال
التميز
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تميز دراسي وبحثي
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البحوث المنشورة
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البحث (1):
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عنوان البحث:
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The vocabulary
knowledge of university students in Saudi Arabia
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رابط الوصول:
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Click
here
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تاريخ النشر:
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November 2012
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موجز عن البحث:
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This paper presents an empirical study that
investigates the vocabulary knowledge of 92 Saudi university learners of
English as a Foreign Language (EFL) near the start and near the end of their
university studies. Two tests were used to measure the participants’
vocabulary size: the well-established Eurocentres Vocabulary Size Test (EVST)
(Meara & Jones, 1990) test and a newly created XK_Lex (Al- Masrai, 2009),
designed to make a more accurate measurement of vocabulary size. Results
suggest that Saudi university students’ vocabulary size is about 2000 to 3000
words on entry to university and around 5000 words nearer graduation. These
figures thus emphasize that Saudi university learners’ level is, on average,
some way short of the kind of level associated with complete fluency in EFL.
Thus, the study suggests further English language support for the graduated
students.
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البحث (2):
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عنوان البحث:
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Investigating the Relationship between the
Morphological Processing of Regular and Irregular Words and L2 Vocabulary
Acquisition
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رابط إلى البحث:
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Click
here
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تاريخ النشر:
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17 Feb 2015
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موجز عن البحث:
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The present study investigates the
relationship between the morphological processing of regular and irregular
words and second language (L2) vocabulary acquisition. In considering that
monolingual Arabic speakers derive a large number of new words from roots by
leaning heavily on the regularity of rules in Arabic (Bar & Dershowitz,
2012; Habash, 2010), they are expected to experience difficulty when
developing the lexicon of a language with less regular rules, such as
English. To examine this assumption empirically, data were collected by
administering an English receptive vocabulary knowledge test that included
100 regular and irregular inflected and derived words to 450 Arabic English
as foreign language (EFL) learners from schools in Saudi Arabia. The test
also included pesudowords (non-words) to act as ‘gatekeepers’ against the
possibility of guessing. The t-test results revealed a non-significant
difference in learners’ uptake of L2 words, whether regular or irregular.
However, the study indicates that word frequency plays a statistically
significant role in learning L2 vocabulary that is irregularly inflected or
derived. The frequency effect on irregular word morphology found in this
study is in line with the approach of a dual-route mechanism. This approach
suggests that irregular words are not rule-based, so are stored in the mental
lexicon as full entries, whereas regular words are not. This article suggests
that introducing rules for deriving new words from base forms to EFL learners
in the early stages of learning would be very useful for L2 vocabulary
development.
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البحث (3):
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عنوان البحث:
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An Investigation of
the Relationship between L1 Lexical Translation, Equivalence and L2
Vocabulary Acquisition
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رابط إلى البحث:
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Click here
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تاريخ النشر:
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29 Mar 2015
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موجز عن البحث:
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Initial
vocabulary acquisition is established through mapping second language (L2)
word form to the existing first language (L1) meaning. However, although
raised by some research, the effect of word translation equivalence on L2
vocabulary uptake is downplayed or disregarded. This study investigates the
relationship between L1 lexical translation equivalence and L2 vocabulary
acquisition in an experimental setting. A total of 156 native Arabic
participants were given a vocabulary test in which they had to identify
whether a word was known to them and then to supply the meaning of the word
in their L1 and/or L2. The findings showed that L2 words with direct Arabic
translation equivalents were significantly learned than words which do not.
The study also indicated a smaller word frequency effect on learning words
with non-direct L1 translation equivalents.
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البحث (4):
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عنوان البحث:
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Word difficulty and
learning among native Arabic learners of EFL
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رابط إلى البحث:
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Click here
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تاريخ النشر:
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28/05/2015
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موجز عن البحث:
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This
study investigates word difficulty and learning among learners of English as
a foreign language (EFL) in Saudi Arabia. Difficulty factors examined in the
study include repetition of words in learners’ EFL textbooks, word length and
parts of speech, and adds a further consideration which is underexplored in
the literature; word translation equivalents in the learners’ first language
(L1). A total of 156 native Arabic participants were given a vocabulary test
in which they had to identify whether a word was known to them and then to
supply the meaning of the word in their L1 or L2. The findings showed a large
effect of repetition on word learnability, accounting for 60% of the
variance, followed by translation equivalence, which explained some 23% of the
variance. Conversely, word length and the parts of speech element provided
non-significant contributions to the overall model of learning. Thus, the
results indicate a durable effect of repetition and a modest influence of L1
translation equivalent on the L2 vocabulary learning, regardless of the
number of syllables in a word or the part of speech element.
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البحث (5):
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عنوان البحث:
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The Impact of L1
Lexical Organisation on L2 Vocabulary Acquisition
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رابط إلى البحث:
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Click
here
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تاريخ النشر:
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11/07/2015
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موجز عن البحث:
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This paper presents an empirical study investigating
the relationship between first language (L1) lexical organisation and second
language (L2) vocabulary development. The participants consisted of 191
native Arabic learners of English as a foreign language (EFL) within higher
secondary education in Saudi Arabia. To conduct the study, two receptive
vocabulary size tests (L1 Arabic-Lex and L2 English X-Lex) were used with an
L1 lexical organisation test (ALOT) which was designed for the purpose of the
study. Learners’ L1 lexical organisation scores were found to be associated
with their L1 and L2 receptive vocabulary scores. However, the strong
correlation found between lexical organisation and the size of the lexicon in
learners’ L1 might well suggest that lexical networks and the size of the
lexicon are one unified system. Nevertheless, to find any potential
interaction between L1 lexical organisation and size on L2 vocabulary
acquisition, ‘moderation’ analyses were performed. Moderation results
revealed three levels of interaction; low, average and high. The low level
shows that a low level of lexical organisation leads to low levels of L1 and
L2 vocabulary size. The same relationship trend was logged for average and
high levels. These results thus emphasise the importance of a well-structured
L1 mental lexicon on L2 vocabulary acquisition.
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المؤتمرات العلمية:
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المؤتمر (1):
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عنوان المؤتمر:
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Saudi 6th
International Conference
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تاريخ الإنعقاد:
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October 2012
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بلد
ومكان الإنعقاد:
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Brunel, UK
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طبيعة المشاركة:
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Presentation of a
paper
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عنوان المشاركة:
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Investigating the vocabulary knowledge of
University students in Saudi Arabia
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ملخص المشاركة:
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This paper
presents an empirical study that investigates the vocabulary knowledge of 92
Saudi university learners of English as a Foreign Language (EFL) near the
start and near the end of their university studies. Two tests were used to
measure the participants’ vocabulary size: the well-established Eurocentres
Vocabulary Size Test (EVST) (Meara & Jones, 1990) and a newly created
XK_Lex (Masrai, 2009), designed to make a more accurate measurement of
vocabulary size. Results suggest that Saudi university students’ vocabulary
size is about 2000 to 3000 words on entry to university and around 5000 words
nearer graduation. These figures thus emphasise that Saudi university
learners’ level is, on average, some way short of the kind of level
associated with complete fluency in EFL. Thus, the study suggests further
English language support for the graduated students.
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المؤتمر (2):
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عنوان المؤتمر:
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American
Association for Applied Linguistics (AAAL)
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تاريخ الإنعقاد:
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21-24 Mar
2015
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مكان
الإنعقاد:
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Toronto,
Canada
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طبيعة المشاركة:
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Paper presentation
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عنوان المشاركة:
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Word difficulty and learning among native
Arabic learners of EFL: Implications for language teachers
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ملخص المشاركة:
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This
study investigates word difficulty and learning among learners of English as
a foreign language (EFL) in Saudi Arabia. Difficulty factors examined in the
study include repetition of words in learners’ EFL textbooks, word length and
parts of speech, and adds a further consideration which is underexplored in
the literature; word translation equivalents in the learners’ first language
(L1). A total of 156 native Arabic participants were given a vocabulary test
in which they had to identify whether a word was known to them and then to
supply the meaning of the word in their L1 or L2. The findings showed a large
effect of repetition on word learnability, accounting for 60% of the
variance, followed by translation equivalence, which explained some 23% of the
variance. Conversely, word length and the parts of speech element provided
non-significant contributions to the overall model of learning. Thus, the
results indicate a durable effect of repetition and a modest influence of L1
translation equivalent on the L2 vocabulary learning, regardless of the
number of syllables in a word or the part of speech element.
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المؤتمر (3):
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عنوان المؤتمر:
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Exploring the challenges and opportunities
in linguistics and English language teaching
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تاريخ الإنعقاد:
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27-29 Mar
2014
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مكان
الإنعقاد:
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Antalya, Turkey
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طبيعة المشاركة:
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Paper presentation
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عنوان المشاركة:
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Effects of L1 vocabulary size and lexical
organisation on L2 vocabulary learning.
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ملخص المشاركة:
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Developing
a sizeable L2 lexicon is essential for any L2 learner. Factors such as
motivation, vocabulary teaching methodology and lexical presentation in L2
learners’ textbooks have been suggested to be instrumental in growing larger
L2 vocabularies. There still remains, however, one area that is under
researched, namely the influence of L1 lexical organization and size on L2
vocabulary development. The literature on L2 acquisition includes papers
linking L1 vocabulary knowledge to L2 vocabulary learning in a variety of
ways. Some suggest that L1 vocabulary size might be linked to L2 vocabulary
growth, although this relationship is underexplored (Snow and Kim, 2007). The
present paper, therefore, attempts to empirically investigate the
relationship between L1 and L2 vocabulary size among 174 EFL learners
attending junior and senior high school in Saudi Arabia. Three vocabulary
tests were used for this study; the X-lex test (Meara and Milton, 2003), an
Arabic adaptation of this test and a test of lexical organization in L1,
based on morphological relationships between L1 words, both developed by the
researcher. Findings show evidence of a link between L1 and L2 vocabulary
size, varying from modest correlations among low-level learners, to strong
correlations at the higher levels. The results also suggest that L2 learners
experience problems in developing a sizable L2 lexicon, regardless of L1
vocabulary size, because of structural differences between the two lexicons.
Learners who are more familiar with derivational processes in Arabic, are in
a better place to learn L2 words. In this study evidence is provided that
lexical organization in L1 contributes to learners’ ability to build up a
sizeable lexicon in L2, and that this factor explains additional variance in
the L2 lexicon, over and above the size of their L1 lexicon.
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المؤتمر (4):
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عنوان المؤتمر:
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American Association for Applied
Linguistics (AAAL)
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تاريخ الإنعقاد:
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21-24 Mar
2014
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مكان
الإنعقاد:
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Aragon, USA
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طبيعة المشاركة:
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Poster presentation
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عنوان المشاركة:
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Effects of L1 vocabulary size and lexical
organisation on L2 vocabulary learning.
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ملخص المشاركة:
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Developing
a sizeable L2 lexicon is essential for any L2 learner. Factors such as
motivation, vocabulary teaching methodology and lexical presentation in L2
learners’ textbooks have been suggested to be instrumental in growing larger
L2 vocabularies. There still remains, however, one area that is under
researched, namely the influence of L1 lexical organization and size on L2
vocabulary development. The literature on L2 acquisition includes papers
linking L1 vocabulary knowledge to L2 vocabulary learning in a variety of
ways. Some suggest that L1 vocabulary size might be linked to L2 vocabulary
growth, although this relationship is underexplored (Snow and Kim, 2007). The
present paper, therefore, attempts to empirically investigate the
relationship between L1 and L2 vocabulary size among 174 EFL learners
attending junior and senior high school in Saudi Arabia. Three vocabulary
tests were used for this study; the X-lex test (Meara and Milton, 2003), an
Arabic adaptation of this test and a test of lexical organization in L1,
based on morphological relationships between L1 words, both developed by the
researcher. Findings show evidence of a link between L1 and L2 vocabulary
size, varying from modest correlations among low-level learners, to strong
correlations at the higher levels. The results also suggest that L2 learners
experience problems in developing a sizable L2 lexicon, regardless of L1
vocabulary size, because of structural differences between the two lexicons.
Learners who are more familiar with derivational processes in Arabic, are in
a better place to learn L2 words. In this study evidence is provided that
lexical organization in L1 contributes to learners’ ability to build up a
sizeable lexicon in L2, and that this factor explains additional variance in
the L2 lexicon, over and above the size of their L1 lexicon.
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