Arabic Language learning strategies

Language learning strategies (LLS) play key roles in second/foreign language acquisition in that they promote and facilitate language learning. Research into LLS has been increased and burgeoned significantly in the 1970s with the cognitive revolution. Variables related to the choice of LLS use towa...

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Main Authors:	Sideh, Ibrohem, Mamat, Arifin, Che Haron, Sueraya
Format:	Article
Language:	English English
Published:	The Islamic Cultural Centre & The London Central Mosque 2016
Subjects:	L Education (General) LB Theory and practice of education PJ6001 Arabic PJ6073 Language
Online Access:	http://irep.iium.edu.my/51898/ http://irep.iium.edu.my/51898/ http://irep.iium.edu.my/51898/6/51898-new.pdf http://irep.iium.edu.my/51898/11/51898_Arabic%20Language%20learning%20strategies_Scopus.pdf

id	iium-51898
recordtype	eprints
spelling	iium-518982017-04-03T08:16:58Z http://irep.iium.edu.my/51898/ Arabic Language learning strategies Sideh, Ibrohem Mamat, Arifin Che Haron, Sueraya L Education (General) LB Theory and practice of education PJ6001 Arabic PJ6073 Language Language learning strategies (LLS) play key roles in second/foreign language acquisition in that they promote and facilitate language learning. Research into LLS has been increased and burgeoned significantly in the 1970s with the cognitive revolution. Variables related to the choice of LLS use towards learning English as a second/foreign language (ESL/EFL) have been investigated. Researches have been examining the same issue in learning Arabic as a second/foreign language (ASL/AFL), particularly in the context of Prince of Songkla University (PSU), Pattani campus, Thailand. This study investigates LLS used by PSU students (Pattani campus) reading Arabic. The subjects were 123 undergraduates enrolled in the department of Arabic language at all levels (years 1-4).A Strategy Inventory for Language Learning (SILL)developed by Oxford in 1990 was employed as an instrument for the study. The results revealed that PSU students were familiar with all six LLS categories; namely memory, cognitive, compensation, meta-cognitive, affective, and social strategies, with a medium frequency level use for overall strategies (M = 3.10). Among these six , the most frequently used were meta-cognitive, social, and compensation strategies. The least frequently used were cognitive, affective, and memory strategies. The Islamic Cultural Centre & The London Central Mosque 2016 Article PeerReviewed application/pdf en http://irep.iium.edu.my/51898/6/51898-new.pdf application/pdf en http://irep.iium.edu.my/51898/11/51898_Arabic%20Language%20learning%20strategies_Scopus.pdf Sideh, Ibrohem and Mamat, Arifin and Che Haron, Sueraya (2016) Arabic Language learning strategies. The Islamic Quarterly, 60 (1). pp. 51-63. ISSN 0021-1842 http://www.iccuk.org/page.php?section=media&page=iq
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English English
topic	L Education (General) LB Theory and practice of education PJ6001 Arabic PJ6073 Language
spellingShingle	L Education (General) LB Theory and practice of education PJ6001 Arabic PJ6073 Language Sideh, Ibrohem Mamat, Arifin Che Haron, Sueraya Arabic Language learning strategies
description	Language learning strategies (LLS) play key roles in second/foreign language acquisition in that they promote and facilitate language learning. Research into LLS has been increased and burgeoned significantly in the 1970s with the cognitive revolution. Variables related to the choice of LLS use towards learning English as a second/foreign language (ESL/EFL) have been investigated. Researches have been examining the same issue in learning Arabic as a second/foreign language (ASL/AFL), particularly in the context of Prince of Songkla University (PSU), Pattani campus, Thailand. This study investigates LLS used by PSU students (Pattani campus) reading Arabic. The subjects were 123 undergraduates enrolled in the department of Arabic language at all levels (years 1-4).A Strategy Inventory for Language Learning (SILL)developed by Oxford in 1990 was employed as an instrument for the study. The results revealed that PSU students were familiar with all six LLS categories; namely memory, cognitive, compensation, meta-cognitive, affective, and social strategies, with a medium frequency level use for overall strategies (M = 3.10). Among these six , the most frequently used were meta-cognitive, social, and compensation strategies. The least frequently used were cognitive, affective, and memory strategies.
format	Article
author	Sideh, Ibrohem Mamat, Arifin Che Haron, Sueraya
author_facet	Sideh, Ibrohem Mamat, Arifin Che Haron, Sueraya
author_sort	Sideh, Ibrohem
title	Arabic Language learning strategies
title_short	Arabic Language learning strategies
title_full	Arabic Language learning strategies
title_fullStr	Arabic Language learning strategies
title_full_unstemmed	Arabic Language learning strategies
title_sort	arabic language learning strategies
publisher	The Islamic Cultural Centre & The London Central Mosque
publishDate	2016
url	http://irep.iium.edu.my/51898/ http://irep.iium.edu.my/51898/ http://irep.iium.edu.my/51898/6/51898-new.pdf http://irep.iium.edu.my/51898/11/51898_Arabic%20Language%20learning%20strategies_Scopus.pdf
first_indexed	2023-09-18T21:13:34Z
last_indexed	2023-09-18T21:13:34Z
_version_	1777411413720956928

Arabic Language learning strategies

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