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Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers.

Khaled Alhazmi, Jim Milton

Journal of Applied Linguistcs, Volume: 30, Pages: 26 - 43

Swansea University Author: Jim Milton

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Abstract

Low vocabulary size and poor reading skills among nativeArabic speakers learning EFL is a feature of the literature on secondlanguage acquisition (e.g., Alsaif 2011). Milton and Riordan (2006)suggest that the structure of the lexicon itself among these learnersmay be a contributory factor to their p...

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Published in: Journal of Applied Linguistcs
ISSN: 2408-025x
Published: 2015
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URI: https://cronfa.swan.ac.uk/Record/cronfa29234
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spelling 2016-10-17T13:51:20.2136039 v2 29234 2016-07-18 Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers. 7d251e1952cec9d77ed4fc21346fec8d Jim Milton Jim Milton true false 2016-07-18 FGHSS Low vocabulary size and poor reading skills among nativeArabic speakers learning EFL is a feature of the literature on secondlanguage acquisition (e.g., Alsaif 2011). Milton and Riordan (2006)suggest that the structure of the lexicon itself among these learnersmay be a contributory factor to their poor reading skills. They notethat these learners often appear to recognise more English words bysound than by writing and speculate that learners may be tied to aphonological route to comprehension in reading. Phonologicaldecoding of text will slow down reading speed and inhibitcomprehension. This paper investigates this idea and tests 30 Arabicspeaking learners using parallel vocabulary size tests in English whichallow separate estimates of phonological and orthographic vocabularysize to be made. These results are then compared with sub-scores inthe IELTS test. Generally, (e.g., Milton, Wade and Hopkins 2010)orthographic vocabulary size best predicts IELTS sub-scores inreading and writing, and the overall IELTS scores. The results fromthis study, however, show that it is the phonological knowledge whichlinks to performance on IELTS lending support to the idea that theselearners are tied to phonological decoding Journal Article Journal of Applied Linguistcs 30 26 43 2408-025x orthographic vocabulary size, phonological decoding, 31 12 2015 2015-12-31 http://www.enl.auth.gr/gala/jal/online_vol.asp?Vol=30 Annual Publication of the Greek Applied Linguistics Association COLLEGE NANME Humanities and Social Sciences - Faculty COLLEGE CODE FGHSS Swansea University 2016-10-17T13:51:20.2136039 2016-07-18T12:50:32.8596941 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Khaled Alhazmi 1 Jim Milton 2
title Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers.
spellingShingle Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers.
Jim Milton
title_short Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers.
title_full Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers.
title_fullStr Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers.
title_full_unstemmed Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers.
title_sort Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers.
author_id_str_mv 7d251e1952cec9d77ed4fc21346fec8d
author_id_fullname_str_mv 7d251e1952cec9d77ed4fc21346fec8d_***_Jim Milton
author Jim Milton
author2 Khaled Alhazmi
Jim Milton
format Journal article
container_title Journal of Applied Linguistcs
container_volume 30
container_start_page 26
publishDate 2015
institution Swansea University
issn 2408-025x
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
url http://www.enl.auth.gr/gala/jal/online_vol.asp?Vol=30
document_store_str 0
active_str 0
description Low vocabulary size and poor reading skills among nativeArabic speakers learning EFL is a feature of the literature on secondlanguage acquisition (e.g., Alsaif 2011). Milton and Riordan (2006)suggest that the structure of the lexicon itself among these learnersmay be a contributory factor to their poor reading skills. They notethat these learners often appear to recognise more English words bysound than by writing and speculate that learners may be tied to aphonological route to comprehension in reading. Phonologicaldecoding of text will slow down reading speed and inhibitcomprehension. This paper investigates this idea and tests 30 Arabicspeaking learners using parallel vocabulary size tests in English whichallow separate estimates of phonological and orthographic vocabularysize to be made. These results are then compared with sub-scores inthe IELTS test. Generally, (e.g., Milton, Wade and Hopkins 2010)orthographic vocabulary size best predicts IELTS sub-scores inreading and writing, and the overall IELTS scores. The results fromthis study, however, show that it is the phonological knowledge whichlinks to performance on IELTS lending support to the idea that theselearners are tied to phonological decoding
published_date 2015-12-31T03:35:37Z
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score 11.037581

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