Abstract
Vocabulary knowledge is known to be an important component of writing performance in learners’ first and second language. In the present study, we examined the extent to which knowledge of the meaning of written words could predict performance in English written communication courses (M = 79.20%; SEM = 1.66) and Arabic written communication courses (M = 88.57%; SEM = 1.37). The Peabody Picture Vocabulary Test (PPVT) was used to measure the vocabulary knowledge of unbalanced Arabic-English bilingual speakers. Each of the two forms of the PPVT (A and B) contained 240 single test words arranged in order of increasing difficulty. Before the study, an English and Arabic version of each form was developed with all words presented in a written format. A test word consisted of four drawings from which students had to select the drawing that matched the written test word. If a student’s English vocabulary knowledge was tested with one PPVT form, Arabic vocabulary knowledge was tested with the other form in a counterbalanced order. As expected, English vocabulary errors (r = -.70, n = 42, p <.001) predicted poor English written-communication grades, whereas Arabic vocabulary errors (r = -.64, n = 42, p <.001) predicted poor Arabic written-communication grades. However, no cross-language predictions reached significance. These findings indicate that the retrieval of semantic information is largely language segregated in unbalanced bilingual speakers. They also imply that highlighting the semantic connections between English and Arabic words may increase writing competency in the foreign language.
Author Information
Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Alaa Mahmoud, Prince Mohammad bin Fahd University, Saudi Arabia
Arifi Waked, Prince Mohammad bin Fahd University, Saudi Arabia
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