استراتيجيات تعلم المفردات لدى طلبة اللغة العربية الناطقين بغيرها وعلاقتها بالتنظيم الذاتي

الملخص EN

This study aims to explore the non-native Arabic speakers’ vocabulary learning strategies and their self assessment of vocabulary learning self-regulation capacity, as well as the correlation between them.

The vocabulary learning strategies scale; developed by Takac (2008) was used.

The scale consisted of 27 items covering three vocabulary learning strategies: formal vocabulary learning, independent vocabulary leaning and incidental vocabulary learning.

The study also used self-regulation capacity in vocabulary learning Scale (SRCVOC) developed by Tseng, Dornyei & schmitt (2006).

The scale consisted of 20 items divided into 5 categories: commitment control, metacognitive control, satiation control, emotion control and environmental control.

The study sample (n= 107) was randomly chosen.

Results showed that non-Arabic speaking students use multiple average-level vocabulary learning strategies according to Takac’s (2008) scale.

Results, also, indicated that their self-regulation ability in vocabulary learning was great.

The results further revealed the existence of positive significant statistical correlation between vocabulary learning strategies and self regulation capacity in learning vocabulary.

A set of recommendations are cited.