Multilingual Learners' Strategies for Vocabulary Acquisition: Insights from Language Mixing and Borrowing

Abstract

The purpose of this research is to examine the nuanced processes through which multilingual students in Saudi Arabia learn new words. In particular, it seeks to illuminate the significant role that linguistic admixture, linguistic borrowing, and linguistic competence play in this development. This study aims to add to the current literature on vocabulary learning in a bilingual or multilingual setting by investigating these factors. Fascinating insights on how these factors affect vocabulary development in a linguistically diverse setting are uncovered by the study. Three hundred people took part in in-depth tests of their ability to use Arabic and English words in context. At the same time, they were tested for their inclination toward combining and borrowing languages using carefully constructed questionnaires. Results highlight the transforming effect of lexical enrichment through linguistic borrowing and its positive correlation with vocabulary test scores. Vocabulary acquisition, especially in the target language's specific context, is also shown to be greatly aided by a high level of linguistic competence, as is made clear by the study's findings. However, a more detailed analysis is needed due to the complexity of the impact of lexical mixing. This suggests that, when used thoughtfully, blending languages may not hinder the development of one's vocabulary. The results presented here highlight the need for language education programs that are tailored to the unique linguistic needs of students and encourage the use of effective strategies for expanding students' vocabularies.