Sentence Vocabulary Research Articles

Teaching Methods Of Dictation And Elements Of Arabic Language/ طرائق تعليم الإملاء وعناصر اللغة العربية

Many schools and schools of Islamic education in Indonesia revolve around the advancement of science and technology or philosophy, psychology, and sociology so that Muslims who come are not late for things they will accept and explain in their future lives. This study aims to discover the steps in learning imla to teach vocabulary. Detect and find out about the method used to teach superposition at Pondok Modern Darussalam Gontor. This study's results are as follows: the steps used for learning dictation are listening, reading, and writing for dictation letters, sentences, and essays. The measures used for teaching vocabulary start from the dormitory by giving vocabulary every day after the morning prayer. Each student repeats what the language movement from each dormitory says, writes it down, orders them to memorize it, puts the vocabulary in sentences, continues teaching it in class according to their respective categories, and writes vocabulary in several places according to their vocabulary. The steps used for superposition learning: the teacher starts writing examples on the blackboard, then asks the lesson of yesterday's lesson, explains the relationship between yesterday's class and the new lesson, and explains the rules of nahwu and shorof by example.

The Effect Of Using Semantic Mapping Strategy Toward Students Vocabulary Mastery At 8th Grade At Boarding School Jama’atul Mualimin

This research was done to find out the effect of using semantic mapping toward students vocabulary mastery. It has been done at boarding school Jama‟atul Mualimin. Most of students still have limited vocabulary. The students were difficult remember vocabulary that they have learned, they cannot use correct vocabulary in sentences and the student were not interested in the classroom. In this research, the researcher used pre- experimental research with one group pretest and post-test design. The population of this research was the 8th grade students at boarding school Jama‟atul Mualimin which consisted of one class. The sample was taken by total sampling because the school just had one class. The sample of this research was the students of 8th grade which consisted of 19 students. The result of the research indicated the score of the student‟s posttest is higher than the score of pretest. The mean score of pretest is 47,31, where the mean score of students posttest is 88,26. It means that semantic mapping gave contribution toward student‟s vocabulary mastery. In addition to test the hypothesis, the t-obtained 18,17 while t-table on = 0,05 is 1.734. It means that the t-obtained is higher than t-table. In other words, the (Ha) was accepted and Ho was rejected. Which stated there was significant effect of using semantic mapping strategy at 8th grade at boarding school Jama‟atul Mualimin. It can be concluded that, using semantic mapping strategy gave significant effect of using semantic mapping strategy toward students vocabulary mastery.

Impact of Teaching Short Stories on Sudanese EFL Learners’ Vocabulary learning

The current study aimed to explore the relationship between teaching short stories and the improvement of the learners' vocabulary in the Sudanese EFL context. The study used a descriptive and analytical research design. It used a pre-test and post-test for 20 students from Khartoum University and was divided into two groups- an experimental group and a control group, with 10 participants in each group. Using statistical analysis, the findings showed that the participants who were taught using short stories improved their vocabulary in terms of increasing their word count and usage that the participants in the control group. That is to say, using short stories motivates the learners to learn new words and enables them to use such vocabulary in sentences. Reading a short story can improve students' vocabulary. With this significant result, it can be said that short stories develop learners' vocabulary and this helps EFL learners, like many other similar contexts, to develop their vocabulary through the teaching of short stories. Keywords: ELT, EFL learners, Short stories, Sudanese Context, Vocabulary

The Influence Of The Arabic Short Speech Program On Improving The Language Skills of Students/ أثر تطبيق برنامج إلقاء الكلمات العربية في تنمية المهارات اللغوية لدى طلاب المرحلة الجامعية

This research stems from the problem of the difficulty of mastering language skills for foreign-speaking Arabic learners. This study aims to answer two questions: How is the application of the Arabic short speech program for Ar-Raya University students in Sukabumi, Indonesia? What is the program's impact on the development of their language skills? This study uses descriptive methods. Qualitative data were collected through interviews and observations. The results of this study are (1) the purpose of the short speech program is to familiarize students with public speaking, organized by a special team, carried out through the written preparation stage, delivering a speech for a maximum of 5 minutes without looking at the text. (2) this program has a good impact on students because it can improve their ability in Arabic, enrich their vocabulary, and familiarize them with speaking Arabic, using vocabulary in sentences, and choosing the correct method. The findings show that the Arabic short speech program can be used as a medium to improve Arabic language skills.

MGMSN: Multi-Granularity Matching Model Based on Siamese Neural Network.

Aiming to overcome the shortcomings of the existing text matching algorithms, in this research, we have studied the related technologies of sentence matching and dialogue retrieval and proposed a multi-granularity matching model based on Siamese neural networks. This method considers both deep semantic similarity and shallow semantic similarity of input sentences to completely mine similar information between sentences. Moreover, to alleviate the problem of out of vocabulary in sentences, we have combined both word and character granularity in deep semantic similarity to further learn information. Finally, comparative experiments were carried out on the Chinese data set LCQMC. The experimental results confirm the effectiveness and generalization ability of this method, and several ablation experiments also show the importance of each part of the model.

Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages

AbstractTo capture the complexity of foreign language literacy acquisition, we investigated cognitive skills underlying word reading, sentence reading, word vocabulary and sentence vocabulary in three different foreign languages. Students fluent in Dutch simultaneously acquired three foreign languages that differed in orthographic transparency and writing system (Spanish, French, Chinese). Cognitive skills at the start of literacy acquisition (Grade 7) were longitudinally related to literacy attainment in each of the foreign languages after two years of instruction (end of Grade 8). Structural equation regression models indicated that three areas (word and sentence vocabulary, and sentence reading) related most strongly to verbal and nonverbal intelligence, indicating the involvement of academic skills. For word reading the influence of cognitive skills appeared language specific. Across languages, native reading skills seemed to be employed to varying degrees of efficiency to decipher foreign words, more so for foreign languages with a smaller orthographic distance from the native language.

The Use of Dictionary for Arabic Language Textbook to Improve The Students' Reading Skill l Istikhdam al-Mu’jam li Kitab Ta’lim al-Lugah al-‘Arabiyyah li Tanmiyyah Maharah al-Qira’ah lada al-Talabah

Some of the problems in Arabic Learning are the weakness of students in preserving, remembering, understanding, and the difficulty of the vocabulary, sentences, and text in the textbook. The researcher aimed to prepare the dictionary with Arabic Language textbook to improve the students' reading skill by collecting the vocabularies in the textbook with the suitable pictures. Then, the vocabularies are arranged alphabetically with how it works in example of the sentence so that it is easier to be memorized, remembered and understood. Finall, it hopefully can eliminate the difficulty in understanding their textbook. The type of this research was Research and Development with quantitative and qualitative research methods. The research data were obtained from pretest, post-test, and questionaires with 31 fifth graders in elementary school. Meanwhile interviews were conducted with the Arabic language teacher. The results of this research indicated that the use of the auxiliary dictionary for Arabic Language textbook developed by the researcher was effective to improve the reading skills of students in the fifth grade of elementary school. The additional vocabulary that students get from the dictionary developed their reading skills. Moreover, the sentences in the dictionary clarify and give students an idea of the use of vocabulary in sentences and become one of the vocabulary teaching strategies. Thus, this research suggested that the teacher should concern to the problems of the students in reading skills. Finally, the use of auxiliary dictionary could solve those problems.

Effects of Technology-Mediated Vocabulary Intervention for Third-Grade Students with Reading Difficulties

In this experimental study, we examined the effects of a technology-mediated intervention to improve students’ understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of supplemental vocabulary instruction. Individual students within each classroom were randomly assigned to treatment (n = 100) or typical instructional practices (n = 100) conditions. In the treatment condition, students received, on average, 29 lessons on vocabulary and comprehension. Results of linear regression analyses showed statistically significant and practical effects on experimenter-developed proximal measures of decoding (ES = 0.52), expressive vocabulary (ES = 0.78), receptive vocabulary (ES = 0.51), and near transfer measures of understanding vocabulary in sentences (ES = 0.65), and informational text comprehension (ES = 0.28). Group performance did not differ statistically on near transfer measures of sentence verification with vocabulary and narrative text comprehension as well as distal standardized measures of general vocabulary or reading comprehension. Findings suggest the potential impact of technology-based vocabulary/comprehension lessons to supplement typical instruction.

An english-language teaching plan for children in the internet of things environment

<p>An important topic that need to investigate is teaching of English language. In most educational methods, a series of pre-defined and fixed subjects are used for all individuals. There is also less attention paid to modern methods in education of English language. In this paper we present an application as a modern method in education of English language. In the proposed algorithm that is in the internet of things environment, has paid attention to teaching of English language, includes the use of objects, images, pronunciation, the use of vocabulary in sentences and texts, the relevance of content with the age and culture of the child, and the relevance of the content of the courses and exercises with the amount of learning each child.</p>