The Impact of Length of Study Abroad on the Breadth of Productive and Receptive Vocabulary Knowledge of Saudi Students

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Abstract Linguistic studies generally recognise the significance of the role played by vocabulary. To date, however, no studies have investigated the impact of Studying Abroad (SA) on the breadth of students’ receptive and productive vocabulary. This current study therefore measured the breadth of both receptive and productive vocabulary among sixty-eight male and female Saudi Arabian students studying in the United Kingdom (UK). The study employed a questionnaire to elicit information concerning various factors related to the improvement of vocabulary. In addition, two tests were used to measure the breadth of both receptive and productive vocabulary. Both tests measured the 10,000 most frequently used words in English. Following analysis of the data, through the Statistical Package for the Social Sciences (SPSS), the approximate mean scores for receptive and productive knowledge for all cohorts were established as 6557 and 6016 respectively. The findings revealed that: firstly, Saudi learners studying in the UK possess sufficient vocabulary knowledge and secondly, SA has a positive impact on vocabulary knowledge. This was demonstrated by participants living in the UK for one year showing the lowest mean score (i.e. 6128), whereas those with the longest stay (i.e. four years) had the highest mean score (i.e. 6978). Thirdly, the results also revealed a lack of any statistically significant differences between male and female participants. Finally, the results suggest that the acquisition of a second language can be improved by sending students from an early age or, at the initial stage of language learning, to live in the country of the target language. Key words: Vocabulary, Breadth, Receptive, Productive, Study Abroad, Saudi, UK

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