The Age of Exposure to English Medium Instruction, Atypical Contexts, and Vocabulary Knowledge in a Second Language

Autor/in	Qureshi, Muhammad Asif
Titel	The Age of Exposure to English Medium Instruction, Atypical Contexts, and Vocabulary Knowledge in a Second Language
Quelle	In: Iranian Journal of Language Teaching Research, 10 (2022) 1, S.1-17 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Vocabulary Development; Language of Instruction; Second Language Learning; English (Second Language); Semitic Languages; Native Language; Undergraduate Students; State Universities; Student Attitudes; Task Analysis; Student Characteristics; Elementary Secondary Education; Higher Education; Teaching Methods; Foreign Countries; United Arab Emirates + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Staatliche Universität; Schülerverhalten; Aufgabenanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Vereinigte Arabische Emirate
Abstract	The current study investigated differences in lexical knowledge of Arabic learners whose age of onset (AO) of exposure to English medium instruction (EMI) was at the elementary, secondary, and tertiary educational levels. Ninety undergraduate students enrolled in a public university in the UAE took part in the study. Data collection involved a background questionnaire, a vocabulary size task, and a vocabulary depth task. Using the background questionnaire, the participants were separated into the early, middle, and late learners -- those exposed to EMI in elementary, secondary, and tertiary levels, respectively. The results revealed a significant multivariate main effect for the AO to vocabulary knowledge. The post hoc analysis confirmed a significant effect for vocabulary size only; no such effects were observed for vocabulary depth. Theocratical, methodological, and pedagogical implications are discussed. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01