The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence from Al Ain University of Science and Technology

Autor/inn/en	Altakhaineh, Abdel Rahman Mitib; Ibrahim, Mona Kamal
Titel	The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence from Al Ain University of Science and Technology
Quelle	In: SAGE Open, 9 (2019) 3, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Altakhaineh, Abdel Rahman Mitib)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244019861497
Schlagwörter	Incidental Learning; Second Language Learning; Second Language Instruction; English (Second Language); Form Classes (Languages); Semitic Languages; Native Language; Multiple Choice Tests; Language Tests; Receptive Language; Reading Comprehension; Pretests Posttests; Comparative Analysis; Teaching Methods; College Freshmen; Task Analysis; Foreign Countries; Vocabulary Development; United Arab Emirates + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Analytischer Sprachbau; Arabisch; Hebräisch; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; Aufgabenanalyse; Ausland; Wortschatzarbeit; Vereinigte Arabische Emirate
Abstract	This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants' incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants' receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01