Conference PaperPDF Available

Abstract

As commonly believed, it is not appropriate to state that Arab students do not perform well in EFL courses because of semantic and syntactic variations between Arabic and English languages. In fact, the reasons which hinder acquisition of lexical items amongst the Arab EFL learners are delayed exposure to the language in early years at school and irregular, minimal or no interaction with speakers of English outside the formal settings of classroom. Other than this, there is a dearth of teachers at schools with alternative teacher certification and this also adds to the problem.
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 41
Factors Hindering Vocabulary Acquisition: The Case of English
Language Learners at Jazan University, K.S.A.
Farah Shakeel
ELI
Jazan University, KSA
ABSTRACT
As commonly believed, it is not appropriate to state that Arab students do not perform
well in EFL courses because of semantic and syntactic variations between Arabic and
English languages. In fact, the reasons which hinder acquisition of lexical items amongst
the Arab EFL learners are delayed exposure to the language in early years at school and
irregular, minimal or no interaction with speakers of English outside the formal settings of
classroom. Other than this, there is a dearth of teachers at schools with alternative teacher
certification and this also adds to the problem.
The purpose of this research was to identify and diagnose the areas in which EFL learners
have difficulty while acquiring lexical items. The study also aimed at providing solutions to
the problem like change in curriculum and change in teaching and learning strategies. It is
expected that if the suggestions presented here are implemented, the gap between the
curriculum of school and university will be bridged.
The primary material for the data collection was the feedback based on questionnaires
collected from intermediate as well as preparatory year students at school and university.
To understand what strategies were being implemented at both the levels, teachers were
also interviewed. In addition to it, they were asked to fill in a questionnaire to get their
feedback on the present curriculum. The evaluation of the feedback from all the sources
stated that the major reasons for difficulties in acquiring English Language Vocabulary is
inconsistency in curriculum planning.
The curriculum planners must focus on the connection between the study material being
used at schools and universities. They must also emphasize on areas in their planning where
learners get the opportunity to have a firsthand experience of English Language.
Key Words: Vocabulary Acquisition, EFL, Arab Learners, motivation, language anxiety, curriculum.
Introduction
The key to acquire any language of the world is to firstly acquire the lexical items of the
target language and secondly to use those items in appropriate context. In other words, rich
vocabulary and its proper use is an essential feature of any language learning process. Studies
conducted on the domain of second and foreign language acquisition reveal that vocabulary
knowledge of any language is the single best predictor of language achievement
(Richards,1980; Allen, 1989) Various studies done in the field of second language acquisition
exhibit that vocabulary knowledge is the single best predictor of language achievement
(Richards, 1980; Allen, 1983; Laufer, 1986; Nation, 1990 & 2001). The sole purpose of
learning a language is not just communication but acquiring it completely as a whole. Same
goes with English. The language being the Lingua Franca gradually gained its importance in
the Kingdom as well. In recent years, Kingdom of Saudi Arabia has witnessed immense
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 42
political, social and economic development. The vision 2030 is a clear example in this
context and the education sector is taken as the fundamental building block of the Vision. To
achieve the Vision effectively, it is essential that the language which has been a reason of
rapid development for many countries around the world is taught from the very beginning of
the school years in the Kingdom.
Methodology
This study aims at investigating the factors leading to problems in vocabulary acquisition of
EFL learners at Jazan University. The data for this research was conducted using 5-point
Likert scale, ranging from strongly agree (5) to strongly disagree (1). Two questionnaires
were prepared for this research. One for 63 respondents who recently passed high school and
first year university students and the second questionnaire was given to 35 selected English
Language teachers at preparatory year, Jazan University and English teachers at Saudi public
schools. The questionnaire to school students was sent them through a google link on
WhatsApp. The teacher stood in the class while the students filled it, so that she could only
guide them in case any clarification was required.
Data Collection and Analysis
The purpose of this research was to find out the problems EFL students were facing in
vocabulary acquisition, particularly the students at preparatory year at Jazan University. Sixty
three students were chosen for the purpose of data collection and twenty five out of those
were recent high school pass out students of Saudi public schools. Another survey was
conducted through questionnaire based on 5- point Likert scale and this included thirty five
teachers from preparatory year of Jazan university. Out of these 15 were teachers of EFL at
Saudi public schools. An informal interview was also conducted with the parents (mothers) of
the participating students.
Findings (Student Survey)
The results from the collected data shows that students concern are major in bridging the
curriculum. They feel that after passing the school with one or two hours of English they get
exposed to fifteen hours of English at university which becomes too much for them to absorb
all of a sudden. The transition from school to university must be as a gradual process.
Secondly, the textbooks shall have content to which they are familiar. Unfamiliar content
does not act as a motivator and hinders their desire to enjoy English lessons. It was also found
that they felt the content was too much and they did not get enough time to participate and
practice in communicative activities which were part of the prescribed syllabus. This also
added to the problem of minimal exposure to the language in classroom setting itself.
Overcrowded classes act as a de-motivator for students as those who want to learn also feel
irritated due to the noise in class. Moreover, high number of students makes the group
activities unproductive.
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 43
Findings (Teacher's Survey)
The findings of the response collected form the teachers mainly focusses on the attitude of
the students in the English classes, especially in regards to extracting answers or responses
form the students. They felt that sometimes students looked completely blank or at times
confused in the class. They too pointed that the huge amount of content taught in a
compressed amount of time is one of the reasons for such behavior. The teachers at schools
strongly believe that English is not getting its due importance and the number of teaching
hours in the school must be increased. Other than this they also emphasized on the
introduction of English from the pre-primary level. According to them this will remove the
language anxiety amongst the students and will also make them feel more connected to the
language. The upgradation of language labs is also an area where they like to attract the
attention of administrative bodies at concerned places. Both the teachers at schools and
university emphasized the need of in-service training programmes.
Teacher's Questionnaire
0
1
2
3
4
5
There must be a
There must be a
You know your…
The curriculum of
The text…
Your teacher uses…
Your teacher uses…
Your teacher uses…
Lecture method…
Translation…
Discussion…
You are a silent…
You participate…
Your English class…
Your English class…
Your English class…
The activities in…
Your classroom…
How do you find…
The content of…
It is fine to have
You don’t like
You don’t like
You don’t like
You have…
Your main aim to
You will learn…
Student's Survey Graph
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Teacher's Survey Graph
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 44
Factors affecting English Language Acquisition
Language Foundation and Late Exposure to English Language
Though considerable stress is given on learning of English Language in schools and
universities in the kingdom, it is not delivering the desired results. The primary reason for
this is the late exposure to the language. English as a language is not introduced in schools
until grade four, when the child is around nine years old. The intention identified for this
delay is the concern of the society that the commencement of English Language will affect
the Arabic and Islamic culture. Al-Seghayer (2014) stressed the concern that Arabian
language and culture will be affected and gradually spoiled by the introduction of English in
early years. This attitude as a result has proven to be a de-motivational factor for some Saudis
in not making an effort to learn English, and consequently has affected their achievements.
Another reason for this alienation is, that Saudi Arabia has never been ruled by any English
speaking nation. Therefore, the lack of influence by such societies has promoted Saudi
society to refuse the introduction of English in the country. However, the survey done on
high school and university students in Jazan showed that more than 90% participants were of
the opinion that English must be introduced from pre-primary levels and 72% students
accepted that they do not get exposure to English at all outside the classrooms. In 1989
Jacqueline S. Johnson and Elisson L. Newport claimed that Second languages are more easily
acquired before puberty, or more specifically before the age of seven. On testing Second
Language Learners of English between the age group of three to thirty nine, they found that
there was a decline in grammatical correctness after the age of seven. Though in Saudi Arabia
English is taken up as a foreign language the situation is similar to the findings of
Jacqueline S. Johnson and Elisson L. Newport. The Saudi students even at the university face
a huge problem with English grammar, specifically with subject verb agreement and tenses.
More than 84% student respondents claimed that they find English grammar complex and
difficult to understand.
Learning environment
Environment plays a vital and influential role in developing the language of a learner. It is
expected that if adequate amount of exposure to the second language, where a learner can
communicate with native speakers can possibly boost the acquisition of the target language.
According to Wong& Fillmore (1989), social settings creates and shapes good chances for
second language learner because it develops his learning potential. On the contrary, in
countries having English as a Foreign Language, learners find it difficult to develop their
ability to interact in English as they get no opportunity to do so outside the classroom
settings. As a fact, lack of exposure to English in real life situations act as a prominent barrier
which limits the students' ability to acquire acceptable level of competence and fluency in
English (Khan, 2011 & Alrashidi, O. and Phan 2015). Apart from these reasons, one major
cause which hinders second language acquisition, which in this case is English, is the way
English is taught as a part of curriculum in Public Primary Schools. At primary level the
number of English classes are four times a week with duration of 45 minutes. These number
of classes remain the same till the learner reaches the age of 18 and is in secondary school.
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 45
By this time the critical age to acquire a second language has already passed. This strengthens
the concern of all the ESL educators in the kingdom that students aged between six and
eighteen years do not get sufficient input of the target language due to limited number of
English classes. One can understand the confinement of learners in context to English
language learning with the following example. Outside the classroom settings the learners do
not see English anywhere. The advertisements on television, on bill boards outside malls or
on the streets, in business centers are all in the Arabic. Therefore, the claim of 72% students
participants that they do not get exposure to English at all outside the classrooms is
completely valid.
Lack of Reading
The learning environment of the schools as well as universities is test driven. Learners take
reading activity only to pass exams. Consequently, the vocabulary acquisition of high school
pass outs is very low and this poor performance continues in universities as well. Despite
being an essential part of the curriculum since it's introduction in the kingdom in 1927,
English language is not yielding the desired results. As per Saudi Ministry of Education
(MOE), student leaving high school should have a word bank of 3000 words. In contrast, two
studies conducted by Al- Hazemi (1993) and Al Bogami (1995) stated that high school
students in the kingdom leave school with displeasingly low knowledge of vocabulary. The
study done by Al- Hazemi stated that learners scored 800-2000 words with a mean score of
around 1000 words and this was restated by Al Bogami (1995), that Saudi students perform
very badly in vocabulary tests. As a matter of fact, if the learning in schools is poor, it would
have its implications on the study of English at the university as well, and this is what is
being witnessed at present in the universities of Saudi Arabia. During the survey not many
respondents showed the desire for the need of public libraries or book exhibitions in their
city. This reflects that the learners are not motivated enough to do reading as an activity
outside the classrooms. This lack of desire to read also brings forward another problem,
which (Loftus & Loftus,1976), termed as " the retrieval-failure". The retrieval failure leads to
the attrition of lexical items which is a prominent factor for poor vocabulary or deterioration
of vocabulary. Interestingly attrition occurs rapidly and learners forget 25% during the first
year of disuse. As the learners do not use the acquired vocabulary learnt throughout the
schooling period frequently they tend to forget it by the time they leave high school.
Motivation
In 1970's a linguist and an educational researcher, Stephen Krashen wrote that a learner with
high motivation, self confidence, good self image , and a low level of anxiety are better
equipped for success in second language acquisition. Humans are by default inquisitive.
Ideally, this curious behavior must motivate the learners to learn the target language. In
contrast, it is seen that Saudi learners are least motivated to learn English. There are certain
factors which lead to this lack of desire. According to Hedge (2000), there are two types of
motivation to learn English language: (I) students need to use language as a tool to gain a
specific purpose, or (ii) the wish to interact with people of other culture which is very rare in
the cultural environment of Saudi Arabia. There are some other reasons which lead to
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 46
demotivation of English language learners, such as irrelevant content in the prescribed text
books. Language learners look for content which is a reflection of his or her society,
environment and culture and feels disconnected to the text outside their own personal
settings. In case of students at Jazan University, they demand for more appropriate and
interactive textbooks which can engage them personally, socially, emotionally and culturally.
Moreover, it is witnessed that the inappropriate method of teaching at school as well as in
some cases at Jazan University drags away the learner's interest. Usually, it is seen that
students are very motivated in initial classes when teachers involve them in speaking
activities but as the teacher talking time increases in class the students go into a mode of
seclusion. This study found out that most of the teachers at schools and some at the university
are not aware of the pedagogical techniques, therefore they are unable to develop interest of
their students. However, it needs to be mentioned here that all these teachers are willing to
take up in-service training sessions which are rarely conducted.
Role of curriculum
According to Khan (2011) Curriculum in general and syllabi in particular always play
inevitable roles in the entire process of learning. However, in the case of Saudi Arabia, even
at the tertiary level, the curriculum of English is not usually based on learners' needs, goals,
and wants, rather the policy makers choose American and British books which are credited to
the gaps and pedagogic issues. Most English teachers have a minimal role in planning the
curriculum or selection of learning materials suitable for target learners. This concern is also
strongly visible in the feedback taken from the teachers both at schools and at university. It is
very demotivating for teachers to teach the content to their learners which has no relevance to
their lives at all. Apart from this the curricula are too much overloaded with content to be
completed in a certain amount of time. This at times turns too much for teachers and students
to handle and consequently the focus shifts from quality to quantity. Another issue with the
curriculum which effects the students is that the content of the textbooks focuses on the
language itself and not on its use as a means of communication with the outside world. This
further promotes the learners to study English just as a means to pass in exams. To handle
this situation and yield fruitful results, curriculum planners need to shift entirely from teacher
centered learning to student centered learning style. The research shows that 57% students
felt that the books prescribed in their course are difficult for them and around 80% teachers
said that the curriculum needs to be designed around the level and the needs of the learners.
Over Crowded classes
It needs to be understood that in the field of learning English as a foreign language quality
and quantity cannot go hand in hand. For language classes the strength must be between 15-
20 students per group. Through this the target to achieve the objective of the lesson will be
smooth. The group activities can be done smoothly and it will be an enjoyable experience for
both the teachers as well as the students. During personal interviews both the teachers and
learners emphasized that the learning groups must be small in order to achieve the desired
results. 72.6% students and 75.5% teachers feel that the English language classes are
overcrowded. It will be easy to accommodate small group in language labs as well. It was
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 47
found that none of the schools could not use the labs due to the high number of students.
Also, the labs are not well equipped. For listening classes the students heard the audios on the
speakers in the classrooms. Sometimes it was found that the teachers carried speakers to
classrooms where the available speakers were not functional. The kingdom has a huge budget
for education. Some of it must be spent to build high class technical English labs with
smartboards, headphones, speakers and an uninterrupted internet connection. The use of these
technical teaching aids can bring variety in class and make it more interactive.
Language Anxiety
One of the most dominant factors which hinder the acquisition of English amongst Jazan
university students is the anxiety factor, which turned out to be a prominent feature in the
research. The students feel shy and get very anxious while error corrections are being by their
teachers in the classrooms. This brings out a concern that teachers need to modify error
corrections techniques and not point out learners in the class publicly. Due to this some
students preferred online classes as there the chance of getting embarrassed in front of the
peers is minimal. Crookal and Oxford (1991) suggest that instead of using certain indirect
tactics that would reduce the anxiety level of learners, the teachers should directly and
unambiguously tackle the problem of anxiety. Indirect process can include a general error
correction on the board. Apart from this learners must be motivated to do self correction and
self talking as this minimizes anxiety. Interestingly, 87.5% learners said that they understand
better in class when the mode of teaching is active and everybody is involved. When all the
students speak in class they feel less anxious.
Recommendations
The aim of this study was to find out hindrances in vocabulary acquisition of Jazan
University students and to give suggestions to overcome the barriers. Based on the research
and collected data it was found that both the teachers and students demand for a content
which reflects the culture and society of Saudi Arabia. An alienated content acts as a de
motivator both for the teachers as well as the learners. Moreover, both the teachers and
students showed the concern of being under pressure of completing the syllabus rather than
focusing on the content. Most strongly the students demanded for exposure to the target
language outside the classrooms. For this the administrative units can provide intensive
summer courses for the learners. There must be summer courses to train the teachers at
schools as well. To promote reading habit amongst the students reading clubs can be started
at schools. The enthusiasm witnessed amongst the new generation to learn English gives a
ray of hope that there is a huge potential in these students and all required steps must be taken
both by the Ministry and curriculum planners to facilitate these learners.
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 48
QUESTIONNAIRE FOR UNIVERSITY STUDENTS
S.No
Question Items SA A N SD D
1 There must be a bridge course in the beginning
when you join the university.
2 You know your English syllabus from the
beginning of the semester .
3 The curriculum of English is appropriate according
to the needs of the students.
4 The text prescribed for you helps you to use English
in your real life situations.
5 Your teacher uses lecture method to teach English
in class.
6 Your teacher uses translation method to teach
English in class.
7 Your teacher uses discussion method to teach
English in class.
8 Lecture method helps you to understand the class
better.
9 Translation method helps you to understand the
class better.
10 Discussion method helps you to understand the
class better.
11 You are a silent listener in the class.
12 You participate actively in class discussions.
13 Your English class is boring.
14 Your English class is lively and enjoyable.
15 Your English class is noisy.
16 The activities in your English class helped you to
use English on your own.
17 Your classroom activities encouraged you to do
extra reading in English.
18 How do you find the university question paper.
19 The content of exams should be completely from
the book.
20 It is fine to have some questions in exams from
outside the book.
21 You don’t like English because your text books are
difficult.
22 You don’t like English because your teachers do not
use variety in class.
23 You don’t like English because you thing it is not
important.
24 You have difficulty in speaking English because
you do not get enough exposure to the language.
25 Your main aim to study English is to pass the exam.
26 You will learn English better if there are less
students in class.
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 49
Questionnaire for Teachers
Name (optional):…………………………………………………………………
Experience:
Qualifications (optional):
Last training date:
S.No Question Items SA A N SD D
1. English is not getting its due importance as a
language.
2. Curriculum design should be based on the
level and needs of the target learners.
3. Teachers’ involvement in curriculum and
syllabus designing should be increased.
4. Teachers must undergo special training at
regular intervals as per the change in the
curriculum/syllabus.
5. Administration/management must focus on
the EFL class needs.
6. English labs are well equipped for English
lessons.
7. Curriculum load and syllabus coverage
should be reduced but focused.
8. Testing and evaluation is appropriate.
9. The tests must also include
subjective/writing questions.
10. The classes are too crowded for an effective
EFL class.
11. More emphasis must be put on teaching
active vocabulary.
12. Early and sincere start of English in schools
is needed.
13.
Language skills should be emphasized more.
14. Parental involvement and positive attitude is
an important factor in English language
learning.
15 The aims and objectives of the curriculum
reflect the needs of learners.
16 The curriculum is based communicative
approach.
17. The number of hours of English classes
should be increased.
18. The prescribed textbook satisfy the criteria of
a good textbook.
19. The medium of instruction in the class is
only English.
20. The medium of instruction in the class is
bilingual.
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 50
21. Students are given ample opportunities to
communicate in class.
22. The classroom activities are limited to the
prescribed textbooks alone.
23. Do you give remedial classes to your
students.
24. In-service training programs must be
organized periodically.
25. Students do not take interest in English.
26. They lack interest due to large number of
students and work load.
27. Getting answers from the students is very
difficult.
28. Getting answers from the students is much
easy.
29. Getting answers from students takes too
much time.
30. Students learn about the subject by
memorizing without understanding.
31. Students learn about the subject just by
memorizing.
32.
Do you prepare lesson plans before starting
a lesson.
33. Do you think that students tend to think in
their mother tongue, which imposes
substantial interference.
34. Any other ideas (please share): ______________________________________
_______________________________________________________________
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 51
References
Johnson JS, Newport EL (January 1989). "Critical period effects in second language
learning: the influence of maturational state on the acquisition of English as a second
language". Cognitive Psychology.
Wong-Fillmore, L. (1989). Language learning in Social Context: The view from research in
second language learning. In R. Dietrich & C. F. Graumann (Eds.), Language
processing in social context (Volume 54, pp. 277-302). Amsterdam: Elsevier.
Khan, I. A. (2011). Learning Difficulties in English: Di- agnosis and Pedagogy in Saudi
Arabia.International Research Journal, 2(7) 1248-1257. Retrieved on April 9th 2017
from http://interesjournals.org
Alrashidi, O. & Phan, H. (2015). Education Context and En- glish Teaching and Learning in
the Kingdom of Saudi Arabia: An Overview. Canadian Center of Science and
Education. English Language Teaching, 8(5), 33-44.
Loftus,g. and E. Loftus. 1976. Human Memory: The processing of
information.Hillsdale,NJ:Erbaum.
Al-Hazemi, H. (1993). Low level EFL vocabualry tests for Arabic speakers. (Unpublished
doctoral dissertation.) University of Wales, Swansea, UK.
Al-Bogami, A. (1995). Teaching English vocabualry
to EFL male students at intermediate
and secondary public schools in Riyadh. (Unpublished master’s thesis).
Nation, P. (1990). Teaching and Learning Vocabulary. New York: Newbury House.
Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research.
International Review of Applied Linguistics in Language Teaching, 24,69-75.
Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge
University
Press.
Allen, V. (1983). Techniques in teaching vocabulary. New York: Oxford University Press.
Richards, J. (1980). The role of vocabulary teaching. In K. Croft (Ed.), Readings in English
as a
second language: For teachers and teacher trainers (2nd ed., pp. 424-438). Cambridge, MA:
Winthrop.
Koka, Islam & Osman, (2019) Studying Foreign Language Anxiety with its Causes and
Effects: A case of King Khalid University EFL Learners, Arab World English Journal
(AWEJ)Special Issue: The Dynamics of EFL in Saudi Arabia, December 2019 Pp.4 -
21 DOI: https://dx.doi.org/10.24093/awej/efl1.1
VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838
Farah Shakeel Page 52
ResearchGate has not been able to resolve any citations for this publication.
Article
Full-text available
This paper discusses the education context and English teaching and learning in the Kingdom of Saudi Arabia (KSA). The paper is organised into five main sections. The first section offers a brief glance at the social, religious, economic, and political context in KSA. The second section provides an overview of the education system in KSA, which includes a brief explanation of the history of education, a discussion of the role of government in modern education, and a description of the administration of education in the country. The third section presents information about English teaching and learning in public and higher education in KSA, while the fourth gives insights into the challenges and difficulties students face when learning English. The last section focuses on the importance of learning English in KSA.
Article
Full-text available
Teaching of English as a Foreign Language is always a challenging task. English in Saudi Arabia serves a very limited purpose. Yet, it is very important for social as well as technological development. Therefore, English language teaching in this country in particular catches attention of many researchers. Teaching of English in Saudi starts at the school level. Despite good overall planning, purposive curriculum, integrated textbooks, qualified teachers, achievement is below the expectations. Therefore, diagnostic studies should better be undertaken in different language areas and skills so that the teacher may know the types of the problems and the corresponding factors. Such attempts are expected to be helpful in possible evolution of some fruitful and compatible strategies in order to yield the maximum academic output. Pedagogues have different views regarding English Language Teaching which may occasionally involve translation from First language to the target language and vice versa. On the other hand, the idea of Communicative approach to Language Teaching (CALT) is also significant in order to focus the skills. However, Bilingual approach can also be used as an alternative strategy.
Book
Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know to be effective language users. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort.
Article
This chapter describes the extent to which those who provide linguistic and social support for language learning can influence the outcome of the process. It discusses the ways in which instructional practices affect children's learning of the school language. In a study discussed in the chapter, these students were slightly older. They were between ages 8 and 10 when the study began, and they were a year older when the observations were concluded. The findings from these studies of variation in language learning yield a richly detailed picture of both the social and the cognitive processes involved in second language learning. Moreover, the chapter discusses the social processes in language learning, although it also discusses cognitive and linguistic processes as they are influenced by the social.
Article
A consideration of the knowledge that is assumed by lexical competence is offered as a frame of reference for assessing vocabulary teaching. Linguistic, psycholinguistic, and sociolinguistic aspects of word knowledge are examined. These include word frequency, vocabulary growth in native speakers, collocation, register, case relations, underlying forms, word association, and semantic structure. Vocabulary techniques are discussed according to the way that they attempt to build up these aspects of vocabulary knowledge.
Article
Lenneberg (1967) hypothesized that language could be acquired only within a critical period, extending from early infancy until puberty. In its basic form, the critical period hypothesis need only have consequences for first language acquisition. Nevertheless, it is essential to our understanding of the nature of the hypothesized critical period to determine whether or not it extends as well to second language acquisition. If so, it should be the case that young children are better second language learners than adults and should consequently reach higher levels of final proficiency in the second language. This prediction was tested by comparing the English proficiency attained by 46 native Korean or Chinese speakers who had arrived in the United States between the ages of 3 and 39, and who had lived in the United States between 3 and 26 years by the time of testing. These subjects were tested on a wide variety of structures of English grammar, using a grammaticality judgment task. Both correlational and t-test analyses demonstrated a clear and strong advantage for earlier arrivals over the later arrivals. Test performance was linearly related to age of arrival up to puberty; after puberty, performance was low but highly variable and unrelated to age of arrival. This age effect was shown not to be an inadvertent result of differences in amount of experience with English, motivation, self-consciousness, or American identification. The effect also appeared on every grammatical structure tested, although the structures varied markedly in the degree to which they were well mastered by later learners. The results support the conclusion that a critical period for language acquisition extends its effects to second language acquisition.