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ERIC Number: EJ1097609
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1916-4742
The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students
Khan, Muhammad Saleem
English Language Teaching, v9 n5 p134-140 2016
This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners' language proficiency. The use of native language as a semantic tool for assessing second language learners' understanding shouldn't be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by the majority of the students of Buraydah Community College. It is recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A