Strategy Use by English-Major Jordanian Undergraduates

Alshaboul, Yousef; Asassfeh, Sahail M.; Alshboul, Sabri

doi:10.1375/aedp.27.1.31

Cited by 6 publications

(3 citation statements)

References 18 publications

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“…This accords with relevant literature indicating that, compared to males, females are more efficient language learners (Al-Shaboul, Asassfeh, & Alshboul, 2010;Ehrman & Oxford, 1989;Green & Oxford, 1995;Hong-Nam & Leavell, 2006;Oxford, 1993;Politzer, 1983). Additionally, particularly in the context of this study, the majority of the English-majors are females, which entails having a wider space for socialisation and saving a stage for language practice.…”

Section: Discussionsupporting

confidence: 87%

Lending Ears to EFL Learners: Language Difficulties

Asassfeh

Alshaboul

Zuraiq

et al. 2011

The Australian Educational and Developmental Psychologist

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This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

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Section: Discussionsupporting

confidence: 87%

Lending Ears to EFL Learners: Language Difficulties

Asassfeh

Alshaboul

Zuraiq

et al. 2011

The Australian Educational and Developmental Psychologist

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“…Unlike the findings of El-Dib ' (2004) and Abu-Radwan's (2011) studies, other studies listed in Table 1 (e.g., Alhaysony, 2017;Ismail & Al-Khatib, 2013;Shmais; showed no significant differences between male and female participants in terms of their overall LLS use. Conversely, Alhaisoni (2012) and Al-Shaboul et al (2010) who collected their data using Oxford's (1990) SILL found that their female university students from Saudi Arabia and Jordan respectively reported using more LLSs, especially social strategies, than their male peers. Table 1 also reveals that almost all the quantitative studies (e.g.…”

Section: Language Learning Strategy Research Into Arab Learners Of Enmentioning

confidence: 99%

A Critical Review of Research on Language Learning Strategies used by Arab Learners of English

Hajar

2019

SISAL

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More than four decades have passed since the language learning strategy (LLS) concept was first brought to wide attention by Joan Rubin (1975). Although LLS research is prolific, it has faced challenges regarding its conceptual and methodological nature. These apparent weaknesses have encouraged some proponents of LLS research (e.g. Oxford, 2011; Rose et al, 2018) to conduct a systematic review of previous LLS research, with the aim of identifying the nature of the vigorous attempts to abandon the construct of LLS in research studies. Surprisingly, perhaps, these reviews did not include any LLS research studies concerning Arab learners. Therefore, this paper examines previous research into the LLSs used by Arab learners of English taken from different databases. The analysis has indicated that the majority (22 out of 27) of studies discovered were exclusively quantitative, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). These quantitative studies correlated the Arab participants’ LLS use with other individual learner variables, especially those related to gender and language proficiency. The other five were qualitative studies, and no study had adopted a mixed-method approach. This paper concludes by suggesting some areas that deserve further investigation in future research.

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“…In the Jordanian Arabic context, Alshboul, Alshboul & Asassfeh (2010) examined how some lexical words developed to serve future markers in Jordanian Arabic. The study proposed that the lexical word bad(di) evolved into the future marker b(a)-.…”

mentioning

confidence: 99%

Grammaticalization of Nouns in Jordanian Arabic: EVIDENCE FROM ƩIKIL AND OMIR

Kayed¹

2021

Ezikov Svyat (Orbis Linguarum)

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The current study aims at exploring the grammaticalization of the nouns ʃikil 'shape' and omir 'age' in Jordanian Arabic. The data were collected from Jordanian T.V. series and interviews with native speakers of Jordanian Arabic. The sample of the study consisted of 300 tokens of ʃikil and 200 tokens of omir. The researcher collected the data, then he analysed the functions of these two words. The study found out that ʃikil was used 100 times as a noun meaning 'shape', and 200 times as an evidential particle. Besides, omir was also used as a noun 60 times and 140 times as a negative polarity item. The findings of the study showed that ʃikil has one lexical meaning 'shape', and it evolved by the process of grammaticalization into an evidential particle. ʃikil underwent the process of semantic bleaching, since it lost its content meaning and developed to serve a grammatical function of evidentially. Bedsides, it was decategorized as it lost the grammatical features of nouns, i.e. it cannot be pluralized and cannot accept definite articles. Also ʃikil lost its stress as part of phonetic reduction. Similarly, omir has one lexical meaning 'age' and developed into a negative polarity item. Omir was affected by the process of semantic bleaching and decategorization as it was developed from its original meaning as a noun meaning 'age' into a negative polarity item. Additionally, omir underwent the process of phonetic reduction as it lost stress. The study found out that ʃikil and omir underwent three stages of grammaticalization: semantic bleaching, decategorization, and phonetic reduction.

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Strategy Use by English-Major Jordanian Undergraduates

Cited by 6 publications

References 18 publications

Lending Ears to EFL Learners: Language Difficulties

Lending Ears to EFL Learners: Language Difficulties

A Critical Review of Research on Language Learning Strategies used by Arab Learners of English

Grammaticalization of Nouns in Jordanian Arabic: EVIDENCE FROM ƩIKIL AND OMIR

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