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Depth-Knowledge of Vocabulary and Its Role in Prior Knowledge-Based Arabic Learning: Systematic Literature Review.

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Title: Depth-Knowledge of Vocabulary and Its Role in Prior Knowledge-Based Arabic Learning: Systematic Literature Review.
Authors: Aziz, Mahbub Humaidi1 mahbubhumaidi.hz@gmail.com, Asy’arie, Bima Fandi1, Buny Andaru Bahy, Moh.1
Source: Tarling: Journal of Language Education. des2024, Vol. 8 Issue 2, p219-243. 25p.
Subject Terms: *Critical thinking, *Prior learning, *Teaching methods, Arabic language, Semantics
Abstract: This study aims to (1) determine the role of knowledge of Arabic vocabulary depth on reading ability, (2) determine the influence of Arabic vocabulary depth on students' speaking ability, (3) describe the role of the Prior Knowledge approach in learning Arabic. This study uses a qualitative approach with a literature study method. The technique used is "systematic literature review" (SLR); this was chosen because it can use a comprehensive and thorough method and an impartial approach to the literature reflection process. The data shows that in-depth vocabulary knowledge is crucial for effectively acquiring Arabic. This depth includes the meaning of words and their use in various contexts and morphological variations. The review also highlights that prior knowledge is helpful in learning, as learners can relate new vocabulary to familiar concepts, facilitating better understanding and retention. In addition, this review identified that learners with strong basic knowledge are more proficient in acquiring and applying new vocabulary. This study recommends further research to explore innovative teaching methods that can optimize vocabulary learning and effectively integrate prior knowledge in the context of Arabic language education. [ABSTRACT FROM AUTHOR]
Copyright of Tarling: Journal of Language Education is the property of UIN Saizu Purwokerto and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Depth-Knowledge of Vocabulary and Its Role in Prior Knowledge-Based Arabic Learning: Systematic Literature Review.
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  Data: <searchLink fieldCode="JN" term="%22Tarling%3A+Journal+of+Language+Education%22">Tarling: Journal of Language Education</searchLink>. des2024, Vol. 8 Issue 2, p219-243. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Arabic+language%22">Arabic language</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to (1) determine the role of knowledge of Arabic vocabulary depth on reading ability, (2) determine the influence of Arabic vocabulary depth on students' speaking ability, (3) describe the role of the Prior Knowledge approach in learning Arabic. This study uses a qualitative approach with a literature study method. The technique used is "systematic literature review" (SLR); this was chosen because it can use a comprehensive and thorough method and an impartial approach to the literature reflection process. The data shows that in-depth vocabulary knowledge is crucial for effectively acquiring Arabic. This depth includes the meaning of words and their use in various contexts and morphological variations. The review also highlights that prior knowledge is helpful in learning, as learners can relate new vocabulary to familiar concepts, facilitating better understanding and retention. In addition, this review identified that learners with strong basic knowledge are more proficient in acquiring and applying new vocabulary. This study recommends further research to explore innovative teaching methods that can optimize vocabulary learning and effectively integrate prior knowledge in the context of Arabic language education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Tarling: Journal of Language Education is the property of UIN Saizu Purwokerto and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183142492
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