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Abstract:Collocational studies have recently attracted a great deal of interest. To date, hardly any study has tackled Arab EFL learners' competency in the use of verb-adverb collocations. This study explores the way advanced Arab EFL learners handle verb-adverb collocations using two learner's dictionaries. The subjects (N = 82) were required to look up 22 verbs, 12 frequent and 10 infrequent, and guess three adverb collocates of each verb. The results showed that even advanced EFL learners had considerable difficulty in providing extra adverb collocates of both frequent and infrequent verbs. Dictionary use was effective; the subjects performed significantly better especially with infrequent verbs. Many reasons were posited for this finding, foremost of which included the subjects' deficiency in collocational skills and the lack of sufficient clues in the definitions to facilitate dictionary users' correct use of collocations. Whereas knowledge of the meaning of the stimuli was found to be a significant contributing factor to the subjects' overall collocational competence, basic prior training in dictionary usage did not show any positive impact on their overall performance. Keywords: VERB-ADVERB COLLOCATIONS, ARAB EFL LEARNERS, FREQUENT VERBS, INFREQUENT VERBS, TRAINING IN DICTIONARY USE, COLLOCATIONS DICTIONARIES, DICTIONARY USE, LEARNER'S DICTIONARIESOpsomming: Die raai van werkwoord-bywoord-kollokasies: Arabiese EVTleerders se gebruik van elektroniese woordeboeke. Kollokasienavorsing het onlangs baie belangstelling ontlok. Tot op hede het byna geen studie Arabiese EVT-leerders se vaardighede in die gebruik van werkwoord-bywoord-kollokasies ondersoek nie. Hierdie studie ondersoek die manier waarop gevorderde Arabiese EVT-leerders met werkwoord-bywoord-kollokasies omgaan terwyl hulle twee aanleerderswoordeboeke gebruik. Die proefpersone (N = 82) is versoek om 22 werkwoorde, waarvan 12 gebruiklik en 10 ongebruiklik was, na te slaan en drie bywoordelike kollokasies vir elke werkwoord te raai. Die resultate het getoon dat selfs gevorderde EVT-leerders aansienlike probleme ondervind het om ekstra bywoordelike kollokasies vir sowel gebruiklike as ongebruiklik werkwoorde te verskaf. Woordeboekgebruik was effektief; die proefpersone het aansienlik beter gevaar by veral gebruiklike werkwoorde. Baie redes is voorgestel vir hierdie bevinding, waarvan die belangrikstes die proefpersone se gebrek aan kollokasionele vaardighede ingesluit het, asook die gebrek aan voldoende leidrade in die definisies om woordeboekgebruikers se * This is a sequel to Alzi'abi (2017). The two studies made use of the same material and subjects but each had its own aims, procedure and results.

Abstract:In its abbreviated form, 'etc.' is a lexicographic device that dates back to the early 15th century. It is used on a large scale in monolingual dictionaries for native speakers and EFL learners to serve a wide range of linguistic patterns. Unfortunately, there seems to be little research on the way this linguistic unit has been used, despite the fact literature abounds with details about dictionary making.This descriptive analytical study reveals the way 'etc.' is used in EFL learner's dictionaries and brings to light some unknown evidence regarding its frequency of occurrence. The bald statistics prepared on the use of 'etc.' in the macrostructure and microstructure of a cross-section of four learner's dictionaries show that it has been widely used, but in many cases it seems dispensable. Analysis of a large body of definitions shows that 'etc.' appeared in the definitions of headwords of all word classes and sometimes more than once in many senses of polysemous lexical items in the range of one to five lexemes preceding 'etc.'This widespread use of 'etc.' may place additional pressure on dictionary users in their desperate attempt to comprehend the definitions. Maybe it is high time that 'etc.' is considered outworn or obsolete and is replaced with something that lends itself to this age of modern technology, where space is no longer a major concern for dictionary makers. Opsomming: 'Etc.' Die lank bestaande definiëringshulpmiddel: Die ontrafeling van die misterie. In sy afgekorte vorm is 'etc.' 'n leksikografiese hulpmiddel wat terugdateer tot vroeg in die 15de eeu. Dit word op groot skaal in eentalige woordeboeke vir moedertaalsprekers en EVT-leerders gebruik om 'n wye verskeidenheid taalpatrone te dien. Ongelukkig blyk daar min navorsing te wees oor die manier waarop hierdie taalkundige eenheid gebruik is, ten spyte daarvan dat daar 'n oorvloed literatuur is met besonderhede van woordeboekmaak. Keywords: LEARNER'S DICTIONARIES, DEFINING TECHNIQUES, STYLE GUIDESHierdie beskrywende analitiese studie dui die manier waarop 'etc.' gebruik word in EVTaanleerderwoordeboeke aan en lê onbekende bewyse bloot oor die frekwensie waarmee dit voorkom. Die onverwerkte statistiek rakende die gebruik van 'etc.' in die makro-en mikrostruktuur van 'n deursnee van vier aanleerderwoordeboeke toon dat dit wyd gebruik is, maar dat dit in baie gevalle weggelaat kan word. Die ontleding van 'n groot groep definisies toon dat 'etc.' voorgekom het in die definisies van trefwoorde van alle woordklasse en soms meer as een keer in baie betekenisse van polisemiese leksikale items in die bestek van een tot vyf lekseme wat 'etc.' voorafgaan het.Hierdie algemene gebruik van 'etc.' mag bykomende druk plaas op woordeboekgebruikers in hulle desperate poging om die definisies te verstaan. Miskien is dit hoog tyd dat 'etc.' as verhttp://lexikos.journals.ac.za Etc. The Long-Lasting Defining Device: Unravelling the Mystery 37 ouderd en uitgedien beskou word en met iets vervang word wat homself leen tot hierdie tydperk van die moderne tegno...

Compound words are ubiquitous in English. Stressing compounds is difficult for EFL learners and native speakers, especially when the meaning is not a sum of the constituent parts. This study explores Arab EFL learners’ stress strategies and outlines their difficulties. It examines whether any of these factors (a) word class, (b) orthography, (c) understanding of phonetics and phonology, (d) age and (e) grade point average (GPA) influence their behaviour and levels of success. It involves 130 second and third-year Jordanian English majors in reading 50 opaque non-frequent compound words, 25 with right-stress and 25 with left-stress. The majority opted for right-stress, producing about half of the stimuli correctly. They right-stressed more often in compound verbs, nouns and adjectives of all spelling forms. Their performance was slightly influenced by the study of phoneticsandphonology, training in stress and GPA. However, there was no noticeable relationship between their stress performance and age. Notably, the subjects needed more training in compound word stress production.