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Aims & Objectives: Drawing on Vygotsky's Sociocultural Theory and Krashen's Input Hypothesis, which emphasize the roles of social interaction and meaningful input in language acquisition, this study investigates how English vocabulary development during early childhood is s ignificantly influenced by parent -child verbal interaction. The study examines how different types of verbal engagement, such as storybook reading, casual conversation, and structured play, affect the rate and quality of vocabulary acquisition among young English learners. Methodology: A mixed-methods approach was employed, utilizing parental questionnaires, child language sample assessments, and observational data. The sample included 70 children (32 boys and 38 girls), aged 4 to 7 years, and their primary guardians, randomly selected from public schools and community centers in the Greater Binghamton area, New York, USA. Findings: Results showed that conversational play was associated with the highest average vocabulary score (115), followed by shared -book reading (105), with statistically significant differences (p < 0.05) across interaction types. Casual daily conversations, while frequent, resulted in lower vocabulary outcomes. Recommendations: These findings underscore the importance of cognitively engaging verbal activities in early language development and suggest practical strategies for parents and educators. In addition, this study lays a foundation for future studies on enhancing environments of home-based language learning.

This article focuses on the mobile-based learning of English language vocabulary. It also investigates whether the use of mobile during studies promotes student's learning of English language vocabulary. This research was conducted with 40 male EFL learners of 18-30, studying at Islamic Azad University (IAU) of Shiraz branch. To determine its homogeneity, the researcher performed a proficiency test. They were divided into control and experimental groups. The experimental group was presented with the treatment which was having and making use mobiles during the class, while working on memorizing words and its meanings as well as sentences in which the vocabularies were used, while the control group was given no treatment, but they were allowed to use dictionary. It was continued for two sessions a week, and four weeks per month. A T-test was administered to show the possible differences available between the two groups. It was understood that the students memorized and remembered significantly more words while they used mobile.

The present study aimed at using a web 2.0- based program for developing EFL vocabulary learning among prep stage pupils. Seventy two pupils from second year at Quesna Distinct Official Language School were randomly assigned into two groups: experimental group (N=36) and control group (N=36). An EFL vocabulary learning test was used as the study main tool. Quantitative data analyses were conducted; t-test was used to compare the means scores of the experimental and the control groups. Results revealed that the participants' EFL vocabulary learning aspects were improved significantly as a result of using the web 2.0- based program. Therefore, it can be concluded that the web 2.0- based program was effective in developing second year official language preparatory school pupils' EFL vocabulary learning.

تكشف هذه الدراسة عن مشكلات تعليم المفردات عند الطلاب الناطقين بغير العربية، تطبيقا على المعاهد المتخصصة في السعودية؛ وأنواع هذه المشكلات ووصفها، وتصنيفها، وأسبابها، وسرد المعالجات. متبعة المنهج الوصفي القائم على التحليل؛ لكونه الأقرب لطبيعة الدراسة، واستعمل فيها من الأدوات البحثية استبانة للمتعلمين، ومقابلة للأساتذة؛ المعرفة وجهات نظرهم في هذه المشكلات، وتكونت عينة الدراسة من (58) متعلما، من المستوى الثالث، و(36) مدرسا، بالمعاهد المتخصصة في تعليم اللغة العربية للناطقين بغيرها بالمملكة العربية السعودية. وتهدف الدراسة إلى: معرفة مشكلات تعليم المفردات لدى متعلمي اللغة العربية الناطقين بغيرها. وكشف أسبابها، وكيفية معالجتها. ومن أبرز النتائج التي توصلت إليها: أن المفردات نوعان، نشيطة وخاملة، وأن المفردة الواحدة قد تكون نشطة عند شخص خاملة عند آخر، وأن الاشتقاق يساعد في توضيح معاني الكلمات الجديدة وأن المتعلم الناطق بغير العربية يجد صعوبة في فهم المفردات الجديدة، وأن أكثر الطلاب يستخدمون لغتهم الأم في فهم المفردات، ومن أسباب مشكلات تعليم المفردات لدى الناطقين بغير العربية: معالجة عدد غير محدود من المفردات في الوقت الواحد. وتجزئة التعبيرات، وعدم معالجتها بقوالبها الكاملة. وتدريس المفردات في سياقات غير طبيعية. وفي نهاية الدراسة جاءت توصيات، منها: ضرورة مناسبة المفردات لمستوى الطلاب. ومراعاة التسلسل في درس المفردات (عرض، تدريب، تقويم). والاستعانة بالوسائل الحديثة في تعليم المفردات العربية.

هدفت الدراسة إلى بيان جماليات السرد عند القاصات السعوديات المعاصرة- حكيمة الحربي أنموذجا، وقد استخدمت المنهج الوصفي التحليلي، واشتملت على مقدمة، وتمهيد، ومبحثين، وخاتمة (نتائج الدراسة): تناول التمهيد الخطاب السردي لدى القاصات السعوديات في ظل التجريب. وتناول المبحث الأول: ملامح جماليات المكان والشخصيات في قصص حكيمة الحربي. وتطرق المبحث الثاني: الملامح جماليات اللغة الإبداعية في قصص القاصة حكيمة الحربي. وقد توصل البحث لعدة نتائج، من أبرزها: - قدمت القاصات السعوديات خطابا سرديا متميزا في كافة المكونات الفنية للقصة القصيرة لغة وبلاغة وحبكة فنية وقصصية محكمة وتصوير شخصيات القصة بمهارة. - حرصت القاصة على بيان جماليات المكان بالوصف الحسي الدقيق للمكان مع بيان السمات النفسية الدقيقة التي يتميز بها من يسكن المكان (القرية- المدينة) - توظيف القاصة حكيمة الحربي في قصصها بلاغة البيان والصورة البيانية بالغة الجمال، وفخامة الأسلوب وجزالة المفردات اللغوية. - اتسمت اللغة الموضوعية في قصص حكيمة الحربي بأنها لغة تصويرية هدفت إلى تقليص الهداف الأكبر هدف أصغر وأكثر اختصارا. والأحداث هنا حصل تسريدها في اللغة فأصبحت حاضرا على مستوى النص. - لجأت القاصة حكيمة الحربي إلى توظيف اللغة الشعرية باستخدامها أنساقا بلاغية مكثفة في مقاطع قليلة داخل عملية السرد.

The present study aimed at developing a web 2.0- based program for enhancing motivation towards vocabulary learning among prep stage pupils. Seventy two pupils from second year at Quesna Distinct Official Language School were randomly assigned into two groups: experimental group (N=36) and control group (N=36). A vocabulary learning motivation scale was used as the study main tool. Quantitative data analyses were conducted; t-test was used to compare the means scores of the experimental and the control groups. Results revealed that motivation towards vocabulary learning improved significantly as a result of using the web 2.0- based program. Therefore, it can be concluded that the web 2.0- based program was effective in developing second year official language preparatory school pupils' motivation towards vocabulary learning.

This research aimed to improve the EFL vocabulary acquisition among preparatory scholars at public schools and to compare between Input-Based Incremental Approach (IBI) and Image Schema Instruction (ISI) for better EFL vocabulary acquisition. The research design was three group pre and post-test quasi-experimental design. The participants were divided into three groups of 33 1st year preparatory scholars per class: IBI experimental group, ISI experimental group and control group. Two tools were developed, validated and implemented by the researcher: a vocabulary test to examine scholars' vocabulary acquisition and three opinion airs to elicit the three groups' opinions in terms of understanding, memorizing and practicing vocabulary for better acquisition. It was concluded that IBI and ISI had high positive effects on improving the participants' vocabulary acquisition when testing their effect sizes individually and with respect to the control group's conventional classroom vocabulary teaching practices. But when compared to each other in effect size, neither IBI nor ISI had a higher positive effect than the other. IBI and ISI were beneficial to improving the EFL vocabulary acquisition among the experimental participants for the special features and qualities provided by each of them for better vocabulary acquisition.

The present research aimed at investigating the effect of using electronic mind maps strategy in teaching English on developing vocabulary learning among primary stage pupils. The research adopted the quasi-experimental design with two-groups; a control group that studied English vocabulary using usual teaching methods and an experimental group that studied English vocabulary using an electronic mind maps program. A stratified random sample of eighty fifth-grade pupils were selected from Osama ebn Zaid primary school, Assiut city, Assiut Governorate, to participate in this research and they were divided equally into two groups; an experimental group and a control group. The researcher prepared and used a fifth grade English vocabulary list and pre-post vocabulary learning test. The results revealed a statistically significant difference at (0.01) level between the mean scores of the control and the experimental groups in the post-administration of the vocabulary learning test, favoring the experimental group. The results indicated a positive effect of using electronic mind maps in teaching English to develop vocabulary learning among primary stage pupils. These findings lead to some recommendations and suggestions for further researches to integrate electronic mind maps in teaching English.

Learning a language and learning its vocabulary are two sides of the same coin. Yet, knowing a good deal of a target language words is not an easy task, at all. Many difficulties arise. They relate to its form, grammar, meaning, and use. All of which language teachers should take into account while designing and presenting their lessons. Based on research findings in this area, this paper discusses the learning burden words put on learners and some teaching strategies to elevate this burden. It aims at raising teachers' awareness to the fact that different measures should be taken when teaching vocabulary: which words to teach, in what order, with what frequency of exposure, and via which activities.