scholarly journals Language Games and Their Impact on the Development of Reading Skills among Non-Native Speakers of Arabic Language: An Analytical Study

2019 ◽  
Vol 13 (3) ◽  
pp. 23
Author(s):  
Ibrahim ALRababah
Keyword(s):  
Language Learners ◽  
Reading Skills ◽  
Native Speakers ◽  
Arabic Language ◽  
Control Group ◽  
Language Games ◽  
Normal Method ◽  
Level Of Significance ◽  
Positive Effect ◽  
Experimental Group

The aim of this study is to find out the effect of the use of language games in the development of reading skills among non-native Arabic language speakers. The study has consisted of 40 learners from the beginner level at the Language Center / University of Jordan. The participants were divided into two groups: experimental group which were taught using the strategy of language games and a control group taught using the normal method. To fulfill the purpose of the study, the researcher prepared a test to measure reading skills, and to verify the validity and stability of the test. After doing all the necessary processing and analyzing procedures, the results of the study showed that there were statistically significant differences at the level of significance (a = 00.5) for the experimental group. This indicates the positive effect of learning using language games in reading skills. Whereas, There were no statistically significant differences at the level of significance (a = 00.5) in the development of reading skills among non-speaking Arabic language learners attributed to gender (male, female). Therefore, the researcher recommended the need to use the strategy of language games for the development of reading skills among non-speaking Arabic language learners.

An exploratory study on pro-drop in a written description task in L2 Spanish

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
An Vande Casteele ◽  
Alejandro Palomares Ortiz
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Mother Tongue ◽  
Spanish Speakers ◽  
Control Group ◽  
L2 Spanish ◽  
Spanish Language Learners ◽  
Description Task ◽  
Experimental Group ◽  
Written Description

Abstract The present article aims at investigating the pro-drop phenomenon in L2 Spanish. The phenomenon of pro-drop or null subject is a typological feature of some languages, which are characterized by an implicit subject in cases of topic continuity. More specifically, behaviour regarding subject (dis)continuity in Spanish differs from French. This paper will offer a contrastive analysis on subject realisation by French learners of L2 Spanish compared to L1 Spanish speakers. So, the goal of this pilot study is to see if a different functioning in pro-drop in the mother tongue also influences the L2. The study is based upon a written description task presented to the two groups of participants: the experimental group of French mother tongue L2 Spanish language learners and the control group of Spanish native speakers.

scholarly journals [The Effect of Using The Thinking out Loud Strategy to Improve Speaking Skills I Have Arabic Language Learners in Malaysia] Athar istikhdam al-tafkir bi sawt ‘al fi tahsin maharat al-tahaddath lada muta‘allimi al-Lughah al-‘Arabiyyah fi Malizyya

2018 ◽  
Vol 18 (1) ◽  
pp. 71-93
Author(s):  
Siti Salwa Mohd Noor
Keyword(s):  
Language Learners ◽  
Traditional Method ◽  
Arabic Language ◽  
Control Group ◽  
Thinking Aloud ◽  
Speaking Test ◽  
Speaking Skill ◽  
Experimental Group ◽  
Speaking Skills ◽  
Thinking Out Loud

This study aimed to identify the effect of using thinking aloud strategy to improve speaking skill among learners of Arabic language in Malaysia. To achieve the objectives of the study, several Arabic language learners from University Sultan Zainal Abidin (UniSZA) in Malaysia have been chosen to participate in this study. The study sample consists of (30) students, they are then divided into two groups; the first experimental group consists of (15) students studied the Arabic language using the thinking aloud strategy, and the control group consists of (15) students studied using traditional method of teaching. A test has been used in this study; the test speaking skills (pre and post). Results of the study indicate significant differences at (α=0.05) due to the instruction strategy used in favour of those taught through thinking aloud strategy in the speaking test.   Keywords: Thinking Aloud Strategy, Speaking Skills, Arabic Learners.   تركز هذه الدّراسة على معرفة أثر استخدام استراتيجية التفكير بصوت عال في تحسين مهارات التحدث لدى متعلمي اللغة العربية في ماليزيا. ولتحقيق أهداف الدّراسة اختارت الباحثة متعلمي اللغة العربية في جامعة السلطان زين العابدين في ماليزيا ليكونوا ميدانًا لتجربة الدّراسة. وقد تكونت عينة الدّراسة من (30) طالبًا وطالبة، موزعين على مجموعتين؛ تكونت المجموعة الأولى من (15) طالبًا وطالبة درسوا مادة اللغة العربية باستخدام استراتيجية التفكير بصوت عال، وتكونت المجموعة الضابطة من (15) طالبًا وطالبة درسوا المادة بالطريقة الاعتيادية. واستخدمت الدّراسة اختبار مهارات التحدث (القبلي والبعدي). وقد أسفرت النتائج عن وجود فروق ذات دلالة إحصائية عند مستوى (α=0.05) لصالح المجموعة التجريبية التي استخدمت استراتيجية التفكير بصوت عال في اختبار مهارات التحدث.   كلمات مفتاحية: استرتيجية التفكير بصوت عال، مهارات التحدث، متعلمو اللغة العربية

scholarly journals PENGARUH STRATEGI METAKOGNISI TERHADAP PEMAHAMAN MEMBACA TEKS BERBENTUK DESKRIPTIF PADA MAHASISWA MANAJEMEN INFORMASI KESEHATAN INSTITUT KESEHATAN DELI HUSADA DELITUA

2020 ◽  
Vol 2 (2) ◽  
pp. 62-67
Author(s):  
Herawati Br Bukit ◽  
Sulastri Br Ginting
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Control Group ◽  
Post Test ◽  
Grade Ii ◽  
Quantitative Design ◽  
Level Of Significance ◽  
Teaching Learning ◽  
Management Students ◽  
Experimental Group

Doing reading comprehension needs active process in doing. The suitable teaching-learning process must achieve the objective of reading comprehension. In fact, reading skill is not easy. Lecturer should use good strategy in teaching about reading comprehension. It also happens for students that they find some hard in doing reading comprehension well. They can’t get good value for understanding the text meaning. So, the strategy is very useful to solve the difficulties in reading comprehension. This study is concerned with the reading effect about descriptive text through Metacognition strategy application. This study learns about students reading skills in descriptive text. This research is conducted based on experimental quantitative design which has two randomized subject. The population were Health Information Management students at Deli Husada Deli Tua Health Institute grade I, II and III. The random sample was taken from grade I and III as group of experimental and grade II as the control group. In every group was given pre-test and post-test in same test but the experimental group accepted the treatment of Metacognition strategy in the study. The result of this research showed that there was difference between the mean of the group of experimental and the group of control. The statistic calculation showed that t-observed (4.1) is higher than t-table (1.67) for the degree of freedom (df) 58 at the level α = 0.05 level of significance. It proves that Metacognition strategy has significantly effect on students’ reading comprehension in reading descriptive text.

scholarly journals The Effectiveness of a training program based on the six Thinking hats in the academic achievement in the Arabic language in the seventh primary students in Jordan

2018 ◽  
Vol 2 (25) ◽  
Author(s):  
Raed Hamad Al Muhairat - Ghadir Abdullah Atta Al Rabihat
Keyword(s):  
Academic Achievement ◽  
Training Program ◽  
Experimental Method ◽  
Arabic Language ◽  
Achievement Test ◽  
Primary Students ◽  
Control Group ◽  
Normal Method ◽  
And Control ◽  
Experimental Group

The study aimed to identify the effectiveness of a training program based on the six Thinking hats in the academic achievement in the Arabic language in the seventh primary students in Jordan. The study used the semi-experimental method on a sample of 60 students randomly distributed to two control and experimental groups, The achievement test was carried out in both groups. The results of the study showed that there were statistically significant differences at the level of (0.05 = α) between the experimental and control group averages for the experimental group. This means that the six hats were used to raise the level of achievement among the seventh grade students in the Arabic language compared to the normal method.

scholarly journals The effectiveness of the strategy of language games in developing the skills of speaking Arabic in the fourth grade students: فاعلية استراتيجية الألعاب اللغوية في تنمية مهارات التحدث في مادة اللغة العربية لطالبات الصف الرابع الأساسي

2017 ◽  
Vol 1 (6) ◽  
Author(s):  
Ghadir Abdullah Alrabihat
Keyword(s):  
Statistical Significance ◽  
Fourth Grade ◽  
Arabic Language ◽  
Language Teachers ◽  
Control Group ◽  
Language Games ◽  
Strategy Games ◽  
Fourth Grade Students ◽  
Experimental Group ◽  
Speaking Skills

The aim of the study was to verify the effectiveness of the language games in developing the speaking skills of the fourth grade students in the Dheban area. To achieve the objectives of the study, we used the semi-experimental method. The sample of the study consisted of 60 students. To achieve the objectives of the study, Speaking, and the parameter guide based on strategy games, after the analysis of data statistically The results of the study showed the effectiveness of the strategy of language games in the development of speaking skills of students in the fourth grade, compared to the usual way, and there are differences of statistical significance at the level of Machine (0.05 = a) between the mean scores of the experimental group and the control group in favor of language games. In light of the results of the study, the study recommended a set of recommendations, most notably: training Arabic language teachers to use the strategy of language games in the teaching of speaking skills, based on the positive results in the development of speaking skills

Соматические дисфункции у детей с задержкой речи

2017 ◽  
pp. 61-65
Author(s):  
E. L. Kuznetsova ◽  
L. A. Dultsev ◽  
E. V. Safin
Keyword(s):  
Standard Treatment ◽  
Control Group ◽  
Complex Therapy ◽  
Osteopathic Treatment ◽  
Positive Effect ◽  
Experimental Group

Goal of research - the study aims to examine the osteopathic profi le of children with dysarthria and to develop recommendations for osteopathic correction of somatic dysfunctions in 2-3 year old children presenting this pathology.Materials and methods. 30 2-3 year old children with the symptoms of dysarthria took part in the research. All the children were divided into 2 groups: the control group of 15 children received standard treatment, and the experimental group of 15 children received both standard and osteopathic treatment. The dysarthria severity and the osteopathic profi le were evaluated with account of the number of somatic dysfunctions at global, regional, and local levels.Results. The osteopathic correction was shown to have a positive effect on dysarthria severity. The study established a correlation between the dysarthria severity in children and the number of somatic dysfunctions at the local level.Conclusion. The study suggests using osteopathic correction of somatic dysfunctions in the complex therapy of dysarthria in children.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

THE EFFECT OF STORY MAPPING STRATEGY ON GRADE VIII STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Aryadi Manuel Gultom And Isli Iriani Indiah Pane
Keyword(s):  
High School ◽  
Junior High School ◽  
Narrative Text ◽  
Control Group ◽  
Writing Test ◽  
Mapping Strategy ◽  
Story Mapping ◽  
Class Viii ◽  
Level Of Significance ◽  
Experimental Group

This research aims at investigating the effect of story mapping strategy on grade VIII students’ achievement in writing narrative text. It was conducted by using experimental research design. The Population of this research was the eighth (VIII) grade students of St. Thomas 1 Junior High School Medan. There were two classes as the sample. The first class (VIII-F) as the experimental group, while the second class (VIII-B) as the control group. The experimental group was taught by using story mapping strategy while control group was taught by using lecturing strategy. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The analysis showed that the score of students in the experimental group by using story mapping strategy was higher than the score of students in the control group by using lecturing strategy, at the level of significance (α) 0.05 with the degree of freedom (df) 38, the t-observed was 2,818 while the t-table was 2,024. Therefore, the applying of story mapping strategy significantly affected the students’ achievement in writing narrative text.

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