About this paper

Appears in:
Pages: 1852-1861
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

INVESTIGATING ACADEMIC VOCABULARY AMONG MIDDLE-SCHOOL ARABIC NATIVE SPEAKERS

B. Makhoul

CET- The Center for Educational Technology, Oranim Academic College, The NCJW Research Institute for (ISRAEL)
Word knowledge is considered critical for language comprehension in overall and for literacy development and academic success in specific. When commencing junior high, pupils are required to be equipped with the necessary academic vocabulary repertoire in order to efficiently cope with the academic reading materials and writing demands across the different disciplines. Nowadays, and due to its importance in the road to literacy, the investigation of academic vocabulary has escalated, attempting to assess what it encompasses, the required core academic vocabulary, its effect on reading comprehension skills and more. In light of the academic demands of the 21st century such thorough examination is essential, especially in the case of diglossic Arabic- characterized by the immense linguistic gap between its spoken and written form.

For the first time, the presented study will depict the attempts for investigating academic vocabulary knowledge of 1322 junior-high Arabic speaking pupils (seventh to eighth grade), representing the different Arab communities in Israel (i.e., general Arab community, Druze community and Bedouin community). For this purpose and based on the existing scientific literature, a corpus based academic Arabic vocabulary list was developed, including the necessary academic words in junior high where it was utilized for developing the assessment test. Accordingly, the pupils were tested by using an objective reading comprehension test, assessing their ability to adequately cope with informational academic text. The obtained data pointed to a significant differences in academic vocabulary knowledge between the different age groups, Arab communities and between the genders. A developmental trend in academic vocabulary was observed where significantly better performance was noted among eighth and ninth graders when compared to seventh graders. In addition, higher performance was noted among the Druze community, whereas pupils from the Bedouin community showed lowest attainments. Ultimately, gender differences in academic vocabulary knowledge was noted across the different age groups in junior-high, where girls showed higher performance than boys. The implications of the research results will be discussed in relation to the existing scientific data, the educational field and content developing.
@InProceedings{MAKHOUL2015INV,
author = {Makhoul, B.},
title = {INVESTIGATING ACADEMIC VOCABULARY AMONG MIDDLE-SCHOOL ARABIC NATIVE SPEAKERS},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {1852-1861}}
TY - CONF
AU - B. Makhoul
TI - INVESTIGATING ACADEMIC VOCABULARY AMONG MIDDLE-SCHOOL ARABIC NATIVE SPEAKERS
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 1852
EP - 1861
ER -
B. Makhoul (2015) INVESTIGATING ACADEMIC VOCABULARY AMONG MIDDLE-SCHOOL ARABIC NATIVE SPEAKERS, ICERI2015 Proceedings, pp. 1852-1861.
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