Strategies of Teaching Vocabulary Practiced by Arabic Teachers and their Relationship with the Linguistic Richness Level of Higher-Grade Primary Students

Abstract

The study aimed to reveal the direction of the correlation and the significance of the differences between the strategies used by Arabic language teachers and the level of linguistic richness of their students, and identify the most related strategies to the level of linguistic richness, based on: (1) note cards and (2) a linguistic richness scale, for each of the higher grades in the primary stage. This was applied to a sample of 15 teachers and all their 494 students in the different higher grades of the primary stage in the academic year 1443 H. The results of the study showed that there was a positive, statistically significant correlation between the strategies practiced by Arabic language teachers and the level of linguistic richness of their students. There were also significant differences in the level of linguistic richness in favor of the students whose teachers got a high level compared to the medium and low levels. Moreover, it was indicated that the most related strategies to the level of linguistic richness were: identification and distinction, aloud pronunciation, modeling, similes, contrasts, classification, pictures, graphic organizers, writing, context, and dictionary use. Keywords: strategies, language vocabulary, Arabic Teachers, linguistic richness, primary stage.