Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572892
Title: Vocabulary attrition of Saudi EFL learners graduating at Jeddah Teachers College
Author: Alharthi, Thamer
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
Availability of Full Text:
Access through EThOS:
Abstract:
Although several studies have investigated the attrition of lexical items by second language learners of English, none has been a longitudinal study of a population of graduate teachers of English. The current study therefore sought to investigate the extent of vocabulary attrition by Saudi EFL graduate teachers at Jeddah Teachers College UTC) in a longitudinal study. This thesis investigated the rate/amount of vocabulary attrition, the initial lexical proficiency/achievement at the onset of attrition, the difference in attrition between their receptive and their productive knowledge of words, and which parts of speech were more susceptible to attrition. Furthermore, th\tif~arch examined the role of individual factors in vocabulary attrition, including the participants' claimed different needs to learn English, the sources of new words, the use of discovery and cognitive/memory vocabulary learning strategies, and the use of the vocabulary learned at JTC. Last, the study sought participants' perceived reasons for their vocabulary attrition. The final sample (n = 36) of male Saudi EFL majors were assessed right before graduation (Time 1), seven months after graduation (Time 2) and subsequently over a period of approximately eight months (Time 3). A triangulated multi-methodological approach was used to collect quantitative and qualitative data through six instruments: Vocabulary Level Test, Productive Vocabulary Level Test, achievement vocabulary tests, questionnaires and retrospective semi-structured interviews. The statistical methods used for the data analyses were T-tests, Pears on correlations, ANOVA, Friedman tests, Wilcoxon Signed-rank tests and Multiple Regression tests. The findings revealed a significant decline in vocabulary knowledge soon after formal instruction had ended (Time 2), followed by a slight gain (Time 3), although the gain was not at the level of their baseline scores. The rate of attrition was greater for productive than receptive lexical knowledge. The level of their initial vocabularyknowledge, itself a mark of their learning achievement at JTC, emerged as a predictor of attrition scores. Nouns were more resistant to attrition than verbs and adjectives. The use of repetition with Arabic translation had a negative effect on the scores for receptive knowledge, while the need to attend English course in private institutes, media sources and use of technology had positive effects on scores for both receptive and productive knowledge. The reasons associated with lexical attrition centred on lack of practice, instructional and environmental context and nature of the word. In addition to further results, implications for vocabulary recycling in materials design, strategy training and in-service teacher education programs are presented.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572892  DOI: Not available
Share: