The Role of Short Vowels in Arabic Listening Comprehension

Autor/in	Abu Rabia, Salim
Titel	The Role of Short Vowels in Arabic Listening Comprehension
Quelle	In: Journal of Psycholinguistic Research, 48 (2019) 3, S.699-712 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abu Rabia, Salim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-018-09626-7
Schlagwörter	Vowels; Semitic Languages; Listening Comprehension; Short Term Memory; Reading Comprehension; Phonology; Student Attitudes; Feedback (Response); Multiple Choice Tests; Oral Reading; Grade 7; Grade 10; Grade 12; Secondary School Students; Auditory Perception; Teaching Methods + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Hörverständnis; Kurzzeitgedächtnis; Leseverstehen; Fonologie; Schülerverhalten; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; School year 07; 7. Schuljahr; Schuljahr 07; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The goal of the present study was to investigate the effect of short Arabic vowels on listening comprehension. It is well documented that short vowels affect reading and reading comprehension in Arabic literacy. Since reading comprehension and listening comprehension share many commonalities, it is assumed that short vowels will positively affect listening comprehension too. Two listening conditions were presented to students in three grade levels, 7th, 10th and 12th grades: a fully vowelized text and the second without short vowels (on ends of words). Students had to listen and answer multiple choice comprehension questions about the read aloud texts. Further, interviews were conducted with 10 volunteered students from each grade level to get their feedback about their experience. The results indicated significant differences between the two listening conditions in favor of the fully vowelized condition. The results are discussed in relation to different orthographies, reading comprehension, phonology, working memory and comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01