Arabic vocabulary range in the beginner level according to the Common European Framework of Reference for Languages (CEFR)

Year 2024, , 55 - 91, 15.01.2024

Ali Abdulvahitoğlu

https://doi.org/10.53683/gifad.1361769

Abstract

This research addresses the topic of Arabic vocabulary proficiency at the beginner level according to the Common European Framework of Reference for Languages (CEFR). The research aims to answer the following questions: What is the CEFR? What is the vocabulary scope within this framework, and how does it relate to frequency lists?
The Common European Framework of Reference (CEFR) defines six levels of language proficiency, each with its specific vocabulary requirements. The framework recommends adhering to certain criteria when selecting vocabulary, including subject areas relevant to learners' communicative needs, frequently used lexical units in general or specific thematic fields, and the cultural values and beliefs associated with the target language speakers.
Through the descriptors provided by the CEFR, one can determine the appropriate vocabulary size for each level. However, there is a significant scarcity of studies that have attempted to measure vocabulary size among non-native Arabic learners.

Keywords

Arabic vocabulary, Common European Framework of Reference (CEFR), beginner level, frequency list, Vocabulary instruction

نطاق المفردات العربية في المستوى المبتدئ وفقًا للإطار الأوروبي المرجعي الأوروبي المشترك CEFR

Abstract

يتناول هذا البحث موضوع نطاق المفردات العربية في المستوى المبتدئ وفقًا للإطار الأوروبي المرجعي الأوروبي المشتركCEFR. ويهدف البحث إلى الإجابة عن السؤالين التاليين: ما الإطار الأوروبي المرجعي للغات CEFR؟ وما نطاق المفردات في ذلك الإطار وما علاقتها بقوائم الشيوع.
يحدد الإطار الأوروبي المرجعي المشترك CEFR ستة مستويات لكفاءة اللغة، ولكل مستوى متطلباته الخاصة لنطاق المفردات. ويوصي الإطار باتباع بعض المعايير عند اختيار المفردات وتشمل: مجالات الموضوعات المطلوبة لتحقيق المهام التواصلية ذات العلاقة بحاجات المتعلم، والوحدات المعجمية الأكثر ترددًا في المجال العام أو في مجال موضوعات محددة، والقيم الثقافية والمعتقدات التي يتميز بها الناطقون باللغة المتعلمة.
يمكن من خلال واصفات الإطار الأوروبي المرجعي المشترك CEFR التوصل إلى حجم المفردات المناسب لكل مستوى من مستوياته. ولكن هناك ندرة شديدة في الدراسات التي سعت إلى قياس حجم المفردات لدى متعلمي اللغة العربية غير الناطقين بها.
وتناول هذا البحث موضوع نطاق المفردات وفقا للإطار الأوروبي المرجعي الأوروبي المشترك (CEFR). بالتعرف على هذا الإطار أولا ومستوياته التعليمية المختلفة ثم التطرق إلى نطاق المفردات فيه وعلاقته بقوائم الشيوع ومعايير اختيار المفردات المناسبة لمستوياته، ومناقشة مستوياته وصولا إلى عرض النتائج والتوصيات.

Keywords

نطاق المفردات, الإطار الأوروبي المرجعي المشترك, المستوى المبتدئ, قائمة الشيوع, تعليم المفردات

Arapça kelime dağarcığı kapsamı: başlangıç seviyesinde Avrupa Ortak Referans Çerçevesi (CEFR)

Abstract

Bu araştırma, Başlangıç seviyesindeki Arapça kelime bilgisini Avrupa Ortak Dil Çerçevesi (CEFR) perspektifine göre ele almaktadır. Araştırma, şu soruları yanıtlamayı amaçlamaktadır: CEFR nedir? Bu çerçeve içinde kelime dağarcığı kapsamı nedir ve sıklık listeleri ile nasıl ilişkilendirilir?
Avrupa Ortak Dil Çerçevesi (CEFR), dil yeteneklerinin altı farklı seviyesini tanımlar ve her seviye için özgün kelime gereksinimlerine sahiptir. Çerçeve, kelime seçerken belirli kriterlere uymayı önerir; bunlar, öğrencilerin iletişim ihtiyaçlarına uygun konu alanlarını, genel veya belirli tematik alanlarda sıkça kullanılan kelime birimlerini ve hedef dil konuşucularının ilişkilendirdiği kültürel değerleri ve inançları içerir.
CEFR tarafından sağlanan tanımlayıcılar sayesinde her seviye için uygun kelime miktarını belirlemek mümkündür. Ancak Arapça olmayan öğrencilerin kelime bilgisini ölçmeye yönelik çalışmaların ciddi bir eksikliği bulunmaktadır.
Bu araştırma, Avrupa Ortak Dil Çerçevesi (CEFR) perspektifine göre kelime kapsamı konusunu ele almaktadır. Araştırma, önce bu çerçeveyi tanıtarak ve çeşitli eğitim seviyelerini açıklayarak başlar, ardından bu çerçeve içindeki kelime kapsamını ve sıklık listeleri ile ilişkisini keşfeder. Çalışma, CEFR içindeki seviyeleri tartışır ve bulguları ve önerileri sunarak sona erer.

Keywords

Arapça kelime dağarcığı, Avrupa Ortak Dil Referans Çerçevesi (CEFR), temel düzey, yaygınlık listesi, Kelime öğretimi

References

• Buckwalter, Tim - Parkinson, Dilworth. A Frequency Dictionary of Arabic: Core Vocabulary for Learners. London; New York: Routledge, 1st edition., 2011.
• Capel, Annette. "A1–B2 Vocabulary: Insights and Issues Arising from the English Profile Wordlists Project". English Profile Journal 1 (Eylül, 2010). https://doi.org/10.1017/S2041536210000048
• Council of Europe. Reference Level Descriptions For National and Regional Languages (Rld) - Draft Guide For The Production Of Rld. Strasbourg: Council of Europe, 2nd Edition, 2005.
• Dang, T. N. Y. "Corpus-based word lists in second language vocabulary research, learning, and teaching". The Routledge handbook of vocabulary studies. Stuart Alexander Webb. 288–304. Routledge handbooks in linguistics. New York: New York: Routledge, Taylor & Francis Group, 2020.
• Dürlich, L. - François, T. "EFLLex: A Graded Lexical Resource for Learners of English as a Foreign Language". Miyazaki, Japan, 2018. https://cental.uclouvain.be/cefrlex/efllex/download/
• Ek, J. A. van - Trim, J. L. M. Threshold 1990. Cambridge: Cambridge University Press, 1998. https://doi.org/10.1017/CBO9780511667176
• Ek, J. A. van - Trim, J. L. M. Waystage 1990: Council of Europe Conseil de l’Europe. Cambridge: Cambridge University Press, 1999. https://doi.org/10.1017/CBO9780511667107
• Kilgarriff, Adam et al., "Corpus-Based Vocabulary Lists for Language Learners for Nine Languages". Language Resources and Evaluation 48/1 (2014), 121–163. https://doi.org/10.1007/s10579-013-9251-2
• Kwary, Deny A., Jurianto. "Selecting and Creating a Word List for English Language Teaching". Teaching English with Technology 17/1 (2017), 60–72.
• Masrai, Ahmed - Milton, James. "How many words do you need to speak Arabic? An Arabic vocabulary size test". The Language Learning Journal 47/5 (3 Ocak ، 2017), 519–536. https://doi.org/10.1080/09571736.2016.1258720
• Milton, James. Measuring second language vocabulary acquisition. Bristol, UK; Buffalo [N.Y.]: Multiligual Matters, 2009.
• Milton, James. "The Development of Vocabulary Breadth across the CEFR Levels". 2010. Erişim Tarihi: 11.03.2022. https://www.semanticscholar.org/paper/The-development-of-vocabulary-breadth-across-the-Milton/7789cc5054068ee8dc1ae8ee49a150578543ad7a
• Milton, James - Alexiou, Thomaï. "Vocabulary Size and the Common European Framework of Reference for Languages". Vocabulary Studies in First and Second Language Acquisition: The Interface Between Theory and Application. Brian Richards et al.,194–211. London: Palgrave Macmillan UK, 2009. https://doi.org/10.1057/9780230242258_12
• Nation, I. S. P. Making and using word lists for language learning and testing. Amsterdam: Philadelphia: John Benjamins Publishing Company, 2016.
• Saville, Nick - Hawkey, Roger. "The English Profile Programme – the First Three Years". English Profile Journal 1 (2010). https://doi.org/10.1017/S2041536210000061
• Tack, Anaïs et al., "NT2Lex: A CEFR-Graded Lexical Resource for Dutch as a Foreign Language Linked to Open Dutch WordNet". 137–146, 2018. https://doi.org/10.18653/v1/W18-0514 "English Profile - EGP Online". Erişim Tarihi: 07.03.2022. https://www.englishprofile.org/english-grammar-profile/egp-online
• Common European Framework of Reference for Languages (CEFR). "Historical Overview of the Development of the CEFR". Erişim Tarihi: 09.03.2022 https://www.coe.int/en/web/common-european-framework-reference-languages/history