أثر التدريس الصريح للمتلازمات اللفظية في تنمية الكفاية المعجمية لدى متعلمات العربية لغة ثانية

Abstract EN

This study implemented the semi-experimental method to measure the effect of explicit instruction of collocations on Arabic as second language female learners’ competence.

the research sample consisted of twelve female learners, who were studying Arabic as a second language at the Arabic language institute for non-Arabic speakers in princess Nourah Bint Abdulrahman University in Riyadh, Saudi Arabia.

the sample was divided into two groups: the first one is the control group, and it consisted of six students.

the second group was the experimental group and consisted of six students.

the researcher had the experimental group study a course based on the lexical approach proposed by Lewis (Lewis, 2000).

following that, the two samples were given a post-test to measure the effect of the independent variable (the explicit instruction of collocations) on the dependent variable(i.e., improving the lexical competence).

the results showed that there were statistically significant differences in the average scores of the two groups as experimental group outperformed the control group.

in addition, the results also indicated the existence of statistically significant differences in the mean scores of the experimental group students in both the pre and posttests, with the scores of the post-test being better.

the study concluded that there was a clear positive effect for the explicit instruction of collocations on the improvement of the lexical competence of female learners of Arabic as a second language.

moreover, the researcher recommended that collocations should be given enough attention in teaching Arabic as a second language for its positive effect on improving the learner’s competence to reach a semi level of proficiency similar to a native speaker.