Language Processing Abilities in a Multilingual Context: The Role of Linguistic Background among Students in Amman, Jordan

Abstract

Aim. This quantitative experimental study aims to examine the impact of linguistic background on language processing abilities among learners at a language academy in Amman, Jordan. The purpose of the study is to investigate how different linguistic backgrounds influence language processing skills specifically in the areas of grammar, syntax, and semantics. 
 Participants. The participants consist of 100 learners aged 18-25 with Arabic, English, or German as their native or primary language.
 Methods. The study utilizes the Pinker Test as a measurement tool for assessing language processing abilities and collects data through a background questionnaire. Descriptive and inferential statistical analyses are conducted to analyze the data.
 Results. The results of the study indicate that linguistic background significantly affects language processing abilities (F(2, 97) = 4.72, p < 0.05). Post-hoc analyses reveal significant differences in grammar task performance between English-speaking individuals and Arabic-speaking participants (p < 0.05), while English and German speakers show similar scores. In the syntax task, English-speaking individuals outperform Arabic speakers (p < 0.05), with no significant difference between English and German speakers. In the semantics task, English speakers outperform both Arabic and German speakers (p < 0.05), while Arabic and German speakers differ significantly (p < 0.05). 
 Conclusions. Based on the findings, it can be concluded that linguistic background plays a significant role in language processing abilities, specifically in the areas of grammar, syntax, and semantics. These results support previous research and highlight the influence of language transfer effects and cognitive processing abilities influenced by linguistic background. The implications of this study's findings include the need for tailored teaching techniques that consider learners' linguistic backgrounds to enhance language instruction.