Istirātījiyyātu al-Nafādi Ilá al-Muʻjami al-Żihnī lada Talāmīżi al-Sanati al-Śāliśati min al-Taʻlīmi al-Śānawī al-Iʻdādiyyi [Mental Lexicon Access Strategies for Students of the Third Year of Preparatory Secondary Education]

  • Hamza Ghoura Linguistics and Arabic language teaching Department. Sidi Mohammed Ben Abdullah University (USMBA), Laboratory of Language Sciences, Literature, Arts, Communication, and History “SLLACH”, Fez 30000 https://orcid.org/0009-0001-2455-6439
  • Mostafa Bouanani Director of the International Institute for Research and Studies in Cognitive Sciences (IRESCO). Sidi Mohammed Ben Abdullah University (USMBA), Laboratory of Language Sciences, Literature, Arts, Communication, and History “SLLACH”, Fez 30000
Abstract views: 96 , PDF downloads: 126
Keywords: Cognitive linguistics, Linguistic information, Mental Lexicon, Written expression

Abstract

Lexical units are organized within the mental lexicon, and the processes of constructing, processing, and accessing them are organized according to extremely complex mental pathways. This requires language speakers to activate them and use them quickly and effectively in their linguistic achievement. The more the speaker's access to his mental lexicon is sound, the more he can communicate successfully in different linguistic contexts. This research paper attempts to contribute to deriving some appropriate strategies for accessing the mental lexicon according to the parametric peculiarities of the Arabic language by linking these strategies to four basic criteria (the criterion of phonetic similarity, the criterion of spelling form, the criterion of semantic similarity, the criterion of grammatical predicate). This study was based on field research that targeted a sample of 40 students belonging to the third year of preparatory secondary education within a Moroccan public educational institution. The study used tests related to linguistic information that allows access to lexical units within the mental lexicon, aiming to analyze and measure them in the student's linguistic achievement. The results revealed that there is a strong influence of standards of access to the mental lexicon on the performance of learners in written expression and that there is a large gap between what is stipulated in educational documents and what students produce in their construction writings based on their level in this academic level.

Downloads

Download data is not yet available.

Author Biographies

Hamza Ghoura, Linguistics and Arabic language teaching Department. Sidi Mohammed Ben Abdullah University (USMBA), Laboratory of Language Sciences, Literature, Arts, Communication, and History “SLLACH”, Fez 30000

HAMZA GHOURA is a Ph.D. student at the Doctoral Studies Center (Sidi Mohammed Ben Abdullah University, Fez - Morocco). Sciences, Languages, Literature, Arts, Communication, and History (SLLACH) Laboratory. And a Professor of Arabic language in preparatory secondary education.

Mostafa Bouanani, Director of the International Institute for Research and Studies in Cognitive Sciences (IRESCO). Sidi Mohammed Ben Abdullah University (USMBA), Laboratory of Language Sciences, Literature, Arts, Communication, and History “SLLACH”, Fez 30000

MOSTAFA BOUANANI is a Professor of Arabic Linguistics, Cognitive Linguistics, and Didactics of Languages. Sidi Mohammed Ben Abdullah University (USMBA), Laboratory of Language Sciences, Literature, Arts, Communication, and History “SLLACH,” Fez. Director of the International Institute for Research and Studies in Cognitive Sciences (IRESCO). Director of the International Scientific Journal: "Abḥāth Maʻrifiyah." Member of the "ALFA-EMC" research group, University of Quebec, Montreal-Canada.

References

Aḥmad, A. (2014). al-Muʻjamu al-Żihnī wa-tasrīfu al-Muʻjamī. Irbad: ʻĀlamu al-Kutubi al-Hadīthi li-Nashr wa-Tawzīʻ.

Aitchison, J. (2003). Words in the Mind: An Introduction to the Mental Lexicon (2nd edition). Oxford, UK; Cambridge, Mass., USA: Wiley-Blackwell.

Alyunina, O. G. (2017). Lexical Access in the Mental Lexicon of Third Language Learners. Stavropol: NCFU.

Baxter, P., Bekkering, H., Dijkstra, T., Droop, M., Van Den Hurk, M., & Leoné, F. (2022). Contrasting orthographically similar words facilitates adult second language vocabulary learning. Learning and Instruction, 80, 101582. https://doi.org/10.1016/j.learninstruc.2022.101582

Bnʻīsá, Z. (2014). Al-Muʻjamu al-Żihnī: Al-Usus al-Naẓariyah wa-al-Ijrāāt al-Manhajiyah wa-al-Mutaghayyirāt al-Tajrībiyah. In: Al-Lughatu wa-al-Maʻrifiyah: Baʻḍ Maẓāhir al-Tafāʻuli al-Maʻrifī Bayna al-Lisāniyāt wa-ʻIImu Nafs. Mukhtabaru al-ʻUlūmi al-Maʻrifiyyati, Kullīyat al-Ādāb wa-al-ʻUlūmi al-Insāniyah. Morocco: FES.

Bock, J. K. (1982). Toward a Cognitive Psychology of Syntax: Information Processing Contributions to Sentence Formulation. Psychological Review, 89(1), 1–47. https://doi.org/10.1037/0033-295X.89.1.1

Bogard, W. (1991). Discipline and Deterrence: Rethinking Foucault on the Question of Power in Contemporary Society. The Social Science Journal, 28(3), 325–346. https://doi.org/10.1016/0362-3319(91)90017-X

Butterworth, B. (1989). Lexical Access in Speech Production. In W. Marslen-Wilson (Ed.), Lexical Representation and Process (pp. 108–135). Cambridge, MA, US: The MIT Press.

Fay, D., & Cutler, A. (1977). Malapropisms and the Structure of the Mental Lexicon. Linguistic Inquiry, 8(3), 505–520. https://www.jstor.org/stable/4177997

Forster, K. I. (1997). Words, and How We (Eventually) Find Them: Accessing the Mental Representation of Words. In G. T. M. Altmann (Ed.), The Ascent of Babel: An Exploration of Language, Mind, and Understanding (pp. 65–83). Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198523772.003.0006

Harris, C. L. (2006). Language and Cognition. In L. Nadel (Ed.), Encyclopedia of Cognitive Science (1st ed.). Texas: Wiley. https://doi.org/10.1002/0470018860.s00559

Levelt, W. J. M. (1989). Speaking: From Intention to Articulation (pp. xiv, 566). Cambridge, MA, US: The MIT Press.

Levelt, W. J. M. (1992). Accessing Words in Speech Production: Stages, Processes and Representations. Cognition, 42(1–3), 1–22. https://doi.org/10.1016/0010-0277(92)90038-J

Milton, J. (2010). The Development of Vocabulary Breadth Across the CEFR Levels. In I. Vedder, I. Bartning, & M. Martin (Eds.), Communicative Proficiency and Linguistic Development: Intersections Between SLA and Language Testing Research (pp. 211–232). Second Language Acquisition and Testing in Europe Monograph.

Milton, J., & Fitzpatrick, T. (2014). Dimensions of Vocabulary Knowledge. Studies in Second Language Acquisition, 36(4), 757–758. https://doi.org/10.1017/S0272263114000382

Muṣṭafá, B. (2006). Ahammiyatu al-Muʻjami al-Żihnī fī Injāzi al-Lughati wa-Idrākihā: Al-Muʻālajatu al-Muʻjamiyah wa-Taḥt al-Muʻjamiyah lil-Waḥadāti al-Lughawiyah. Majallatu al-Ṭufūlati al-Arabiyah, al-Mujallad, 7(28), 43–58.

Muṣṭafá, B. (2012). Al-Muʻjamu al-Żihnī fī al-Lisāniyāti al-Maʻrifiyati: Mukawwinātu, wa-Abʻādu Intiẓāmi, wa-Masārātu al-Nafādi Ilayh. Majallatu Abḥāt Maʻrifiyah, 1, 11–36.

Muṣṭafá, B. (2013). Al-ṣiwātatu al-Maʻrifiyatu wa-al-Masārātu al-Żihniyatu lil-Injāzi al-Lughawī. Irbad: ʻĀlamu al-Kutubi al-Hadīthi.

Muṣṭafá, B. (2021). Fī al-Lisāniyāti al-Taʻlīmiyati: Dirāsāt Maydāniyah fī Ta’līmi al-Lughati al-Arabiyyati wa-Taʻallumihā. Oman, Jordan: Dāru Kunūzi al-Maʻrifati li-Nashri wa-Tawzīʻi.

Muṣṭafá, B., Bnʻīsá, Z., & Ismāʻīl, ʻAlawī. (2015). Al-Muʻjamu al-Żihnī wa-al-Lughatu al-Arabiyyah. Mukhtabaru al-ʻUlūmi al-Maʻrifiyyati, Kulliyat al-Ādāb wa-al-ʻUlūmi al-Insāniyah. Silsilat Kutub, 6. Morocco: FES.

Nation, I. S. P. (1990). Teaching and Learning Vocabulary: Bringing Research to Practice. New York: Newbury House.

Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.

Ny, J.-F. L. (1989). Science Cognitive et Compréhension du Langage (1989e édition). Paris: PUF.

Rubenstein, H., Lewis, S. S., & Rubenstein, M. A. (1971). Evidence for Phonemic Recoding in Visual Word Recognition. Journal of Verbal Learning and Verbal Behavior, 10(6), 645–657. https://doi.org/10.1016/S0022-5371(71)80071-3

Segui, J. (1992). Le Lexique Mental ET L’Identification Des Mots éCrits: Code D’Accès ET Rôle du Contexte. Langue française, 95(1), 69–79. https://doi.org/10.3406/lfr.1992.5772

Segui, J., & Ferrand, L. (2000). Leçons de Parole. Paris: JACOB.

Szubko-Sitarek, W. (2015). Modelling the Lexicon: Some General Considerations. In W. Szubko-Sitarek (Ed.), Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users (pp. 33–66). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-32194-8_2

Tréville, M.-C. (2000). Vocabulaire ET Apprentissage D’Une Langue Seconde. Recherche ET Théories. Montréal Québec: Éditions Logiques.

Treisman, A. M. (1960). Contextual Cues in Selective Listening. Quarterly Journal of Experimental Psychology, 12(4), 242–248. https://doi.org/10.1080/17470216008416732.

Published
2023-11-21
How to Cite
Ghoura, H., & Bouanani, M. (2023). Istirātījiyyātu al-Nafādi Ilá al-Muʻjami al-Żihnī lada Talāmīżi al-Sanati al-Śāliśati min al-Taʻlīmi al-Śānawī al-Iʻdādiyyi [Mental Lexicon Access Strategies for Students of the Third Year of Preparatory Secondary Education]. OKARA: Jurnal Bahasa Dan Sastra, 17(2), 243-264. https://doi.org/10.19105/ojbs.v17i2.10358