The study provided a period of free and guided writing classes for intermediate Arabic learners before assessing their learning effect with a focus on a grammaticality judgment and the use of vocabulary. To this end, the study divided the learners into two different groups - the control group that involves controlled writing activities primarily on vocabulary learning and working on grammar questions presented in the textbook in a conventional manner and the experimental group involved in writing activities mainly handling free and guided writing activities. The following conclusions were drawn as a result of conducting tests on grammaticality judgment and vocabulary, respectively, among the learners as the experimental subject, before and after the experiment.
Firstly, free writing and guided writing activities have led to improving grammar skills of intermediate Arabic learners. After the 8-week experimental period, grammaticality judgment skills were improved in both groups. Based on no significant difference made between the experimental group and the control group, it appeared that writing activities which are not direct grammatical practice had positive effects also on strengthening the learners’ grammatical skills.
Secondly, free writing and guided writing activities were far more effective among the learners with a lower level of grammaticality judgment skills. As a result of dividing into upper and lower levels in effects of grammaticality judgement and analyzing them, the control group presented with grammatical practice demonstrated significant improvements among the learners in the upper level. On the other hand, the experimental group who was involved in activities dealing mainly with free and guided writings had significant improvements among lower-level learners.
Thirdly, free and guided writing activities can help learners use vocabulary in a better way or improve vocabulary. Vocabulary improvement was not substantial due to the short duration of the experiment. However, significant improvement in vocabulary was found among lower-level learners, whereas no great improvement was seen in vocabulary among the control group.
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