The Impact of Length of Study Abroad on Collocational Knowledge: The Case of Saudi Students in Australia

Autor/in	Alqarni, Ibrahim R.
Titel	The Impact of Length of Study Abroad on Collocational Knowledge: The Case of Saudi Students in Australia
Quelle	In: Advances in Language and Literary Studies, 8 (2017) 2, S.237-242 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Study Abroad; Phrase Structure; Second Language Learning; Scores; Foreign Countries; Arabs; English (Second Language); Program Length; Language Tests; Gender Differences; Statistical Analysis; Multiple Choice Tests; Case Studies; Questionnaires; Student Attitudes; College Students; Language Proficiency; Australia; Saudi Arabia + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Phrasenstruktur; Zweitsprachenerwerb; Ausland; Arab; Araber; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Geschlechterkonflikt; Statistische Analyse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Case study; Fallstudie; Case Study; Fragebogen; Schülerverhalten; Collegestudent; Language skill; Language skills; Sprachkompetenz; Australien; Saudi-Arabien
Abstract	This study investigates the impact that study in Australia has on the lexical knowledge of Saudi Arabian students. It focuses on: 1) the effects that the length of study in Australia has on the acquisition of lexical collocations, as reflected by lexical knowledge tests, and 2) whether there is a significant gender difference in the acquisition of lexical collocation knowledge. The results indicate that there is a positive correlation between the length of stay in Australia and the knowledge of lexical collocation, since the overall mean scores of the entire sample increased with the number of the years spent in Australia. Participants who stayed for one year had the lowest mean score of 7.39, whereas those with the longest length of stay of four years had the highest mean score of 8.76. Participants staying for two or three years had minimal improvements, with mean scores of 7.64 and 7.68 respectively. The results indicate that there was only a slight difference between male and female participants in their knowledge of lexical collocations, with overall mean scores of 7.56 and 8.35 out of 12 respectively. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01