A Proposed Program Based on Phonological Awareness in Developing the Dimensions of Linguistic Wealth and Linguistic Structure Among Non-Native Arabic Language Learners.

Abu Eida, Ahmed Mohamed Mohamed; Ali, Hawari Abdel Hafeez

doi:10.21608/jsrep.2025.422556

A Proposed Program Based on Phonological Awareness in Developing the Dimensions of Linguistic Wealth and Linguistic Structure Among Non-Native Arabic Language Learners.

Document Type : Original Article

Authors

Lecturer of Curricula and Teaching Methods, Faculty of Education, Dakahlia Governorate, Al-Azhar University

10.21608/jsrep.2025.422556

Abstract

The research aimed to identify the effectiveness of a proposed program based on phonological awareness activities in developing the skills of linguistic wealth dimensions and linguistic structure among non-native Arabic language learners at the first advanced level was prepared. To achieve this goal, a list of skills of linguistic wealth dimensions appropriate for these learners at the first advanced level was prepared. A list of linguistic structure skills appropriate for them and the experimental treating material were also prepared. It was represented by an educational program based on phonological awareness activities. The research used the quasi-experimental approach, and the sample consisted of (30) learners. After studying the program and applying the post-test research tools, the research concluded that there was a statistically significant difference between the pre and post-test in the skills of linguistic wealth dimensions and linguistic structure in favor of the post-test. This indicates the effectiveness of the proposed program in developing the skills of linguistic wealth dimensions and linguistic structure among the research group. Therefore, the research recommends adopting phonological awareness as one of the authentic approaches to language acquisition and learning.

Keywords

References

Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore: Brookes.

Agarwal, C., & Chakraborty, P. (2019). A review of tools and techniques for computer aided pronunciation training (CAPT) in English. Education and Information Technologies, 24(6), 3731-3743.‏

Anthony, J., & Francis, D. (2005). Development of phonological awareness. Current directions in psychological Science, 14(5), 255-259.‏

Bhat, P., Griffin, C. C., & Sindelar, P. T. (2003). Phonological awareness instruction for middle school students with learning disabilities. Learning Disability Quarterly, 26(2), 73-87.‏

Boustani, K. (2020). The Impact of L1 Translation on Adult EFL Learners’ Depth of Vocabulary Knowledge. Contemporary Research in Education and English Language Teaching, 2(2), 36-49.‏

Carroll, D. (2008). Psychology of language, 5^th edition, USA, Library of Congress Control.

Carroll, J., Snowling, M., Stevenson, J., & Hulme, C. (2003). The development of phonological awareness in preschool children. Developmental psychology, 39(5), 913.‏

Chard, D., & Dickson, S. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in school and clinic, 34(5), 261-270.‏

Cohen. J. (1988). Statistical Power Analysis for the Behavioral Sciences, 2nd Ed, New York, Taylor and Francis Group.

Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, speech, and hearing services in schools, 31(2), 126-141.‏

Graves, M., & Slater, W. (2016). Vocabulary Instruction in the Content Areas. In Content Area Reading and Learning (pp. 437-460). Routledge.‏

Hsin, Y. (2007). Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities (Doctoral dissertation, The Ohio State University).‏

Lane, H., Pullen, P., Eisele, M., & Jordan, L. (2002). Preventing reading failure: Phonological awareness assessment and instruction. Preventing School Failure: Alternative Education for Children and Youth, 46(3), 101-110.‏

Liben, D., & Liben, M. (2019). Know better, do better: Teaching the foundations so every child can read. Learning Sciences International.‏

Lovelace, T. (2008). The effects of explicit phonological awareness instruction on the prereading skills of preschool children at risk for reading failure: Comparing single and multiple skill instructional strategies (Doctoral dissertation, The Ohio State University).‏

McBride-Chang, C. (1995). What is phonological awareness?. Journal of Educational Psychology, 87(2), 179 -‏192.

McMahon, A. (2020). An introduction to English phonology. Edinburgh: University Press Ltd.‏ ‏

Mottonen, A. (2008). Is phonological awareness training influential in the acquisition of letter-sound correspondence knowledge?. Laurentian University (Canada

Ozernov-Palchik, O., Wolf, M., & Patel, A. (2018). Relationships between early literacy and nonlinguistic rhythmic processes in kindergarteners. Journal of Experimental Child Psychology, 167, 354-368.‏

‏Pennington, M., & Rogerson-Revell, P. (2019). English pronunciation teaching and research. Research and Practice in Applied Linguistics.‏

Phillips, B., Clancy-Menchetti, J., & Lonigan, C. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in early childhood special education, 28(1), 3-17.‏

Pranoto, B., & Afrilita, L. (2019). The organization of words in mental lexicon: evidence from word association test. Teknosastik, 16(1), 26-33.‏

Pullen, P., & Justice, L. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in school and clinic, 39(2), 87-98.‏

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Plgrave Macmillan.‏

Seward, C. (2009). Evaluating the effectiveness of a short-duration reading intervention on grade one phonological awareness and word reading.‏

Snider, V. (1995). A primer on phonemic awareness: What it is, why it's important, and how to teach it. School Psychology Review, 24(3), 443-455.‏

Stahl, S., & Nagy, W. (2007). Teaching word meanings. New York, Routledge

Thuy, N. (2011). The Effects of Semantic Mapping on Vocabulary Memorizing, A paper presented at 3^rd International conference on foreign language learning and teaching, Thailand, language institute of Thammasat university.

Tyler, A., Osterhouse, H., Wickham, K., Mcnutt, R., & Shao, Y. (2014). Effects of explicit teacher-implemented phoneme awareness instruction in 4-year-olds. Clinical linguistics & phonetics, 28(7-8), 493-507.‏

Veselovska, G. (2016). Teaching elements of English RP connected speech and CALL: Phonemic assimilation. Education and Information Technologies, 21(5), 1387-1400..‏

Vloedgraven, J., & Verhoeven, L. (2007). Screening of phonological awareness in the early elementary grades: An IRT approach. Annals of Dyslexia, 57, 33-50.‏

Wagner, R., Torgesen, J., Laughon, P., Simmons, K., & Rashotte, C. (1993). Development of young readers' phonological processing abilities. Journal of educational psychology, 85(1), 83.‏