A Brain Based Approach for Teaching English Language Vocabulary to ESL Learners: An Investigation Based on Arabic-speaking Learners
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Date
2013-05
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The British University in Dubai (BUiD)
Abstract
This dissertation focuses on the low attainment of L2, second language, vocabulary acquisition by grade 12 Arab learners of English studying at a public secondary school in Dubai. Learning vocabulary is the core of teaching and learning foreign languages as learners cannot fully master the L2 skills such as listening, speaking, reading and writing without having a highly advanced lexical competence.
Accordingly, this dissertation implements the brain based approaches and strategies in order to enrich L2 vocabulary teaching and learning processes. In addition, it adopts the mixed research method that is the use of both the quantitative and the qualitative approaches for exploring the problem of the students’ L2 vocabulary low attainment by grade 12 Arab learners at Al- Maarif Secondary School in Dubai. Therefore, the findings and the recommendations of this dissertation have a practical pedagogical importance as they present practical brain based teaching methodologies that enhance the teachers’ and the learners’ experiences of teaching and learning L2 vocabulary.
To conclude, the key findings and the empirical studies of this study show that the brain based approach is proved to be effective in treating the problem of L2 vocabulary low attainment. Markedness has also been proven to be a useful analytic tool in analyzing the current situation of teaching and learning L2 Vocabulary. Thus, the recommendations of this dissertation can be implemented on all ELS students all over the world due to the universality and the practicality of the brain based approaches and the markedness framework.
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Keywords
brain based approach, teaching English language vocabulary, ESL learners, Arabic speaking learners, public secondary schools, Arab learners