A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. Results indicate that vocabulary size was significantly associated with vocabulary rating. rating based on speakers' vocabulary features as well as lexical sophistication measures. Elicited speech samples were submitted to expert. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Respondents and their level of proficiency showed that their listening, reading, writing, identifying of errors, andĬorrect usage skills is highly significant while speaking and vocabulary skills is not significant. The relationship between the profile of the Vocabulary, identifying of errors and correct usage are average. Their language proficiency in terms of listening, reading and writing are above average while speaking, However, speaking and vocabulary skills show that they are not significantly. Identifying errors, writing, correct usage, reading and listening skills were significantly affected by the
Utilized as respondents which composed of three hundred forty nine (349). Out of the twenty seven (27) batches enrolled in semester 1 and 2 eleven (11) batches were The descriptive correlation research since it describes the phenomena being studied. This study aimed to examine the level of language proficiency of college students. Implications of the study are detailed, and a number of instructional strategies are provided to palliate the effect of diglossia and address the Arabic language deficits in Lebanon. Diglossia was therefore shown to impede vocabulary development in young Arabic of Lebanese bilingual students, a finding which should call for a reform in the Arabic language instruction in the school system. Both parents and teachers recognized the challenges posed by the diglossia effect and most of them had no reliable strategies to draw on. Thus the negative effect worsens for the older group. The results obtained show that their Arabic skills were not grade appropriate, especially the older students. Parents and teachers were also surveyed to answer a number of questions related to children's language preference at home and at school and vocabulary teaching practices. A correlation design based on a two-stage random sample was used with 100 participants including pre-schoolers, first, second, fourth and fifth graders, answering a standardized, US normed picture vocabulary test. In this study, the researchers attempted to address the main hypothesis that diglossia may impede vocabulary growth of Lebanese bilingual students, but they should eventually catch up in the upper cycle.
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