The automatic integration of information resources in the life sciences is one of the most challenging goals facing biomedical informatics today. Controlled vocabularies have played an important role in realizing this goal, by making it possible to draw together information from heterogeneous sources secure in the knowledge that the same terms will also represent the same entities on all occasions of use. One of the most impressive achievements in this regard is the Gene Ontology (GO), which is rapidly acquiring (...) the status of a de facto standard in the field of gene and gene product annotations, and whose methodology has been much intimated in attempts to develop controlled vocabularies for shared use in different domains of biology. The GO Consortium has recognized, however, that its controlled vocabulary as currently constituted is marked by several problematic features - features which are characteristic of much recent work in bioinformatics and which are destined to raise increasingly serious obstacles to the automatic integration of biomedical information in the future. Here, we survey some of these problematic features, focusing especially on issues of compositionality and syntactic regimentation. (shrink)

Awareness of language structure has been studied in bilinguals, but there is limited research on how language dominance is related to metalinguistic awareness, and whether metalinguistic awareness predicts vocabulary size. The present study aims to explore the role of language dominance in the relation between vocabulary size in both languages of bilingual children and metalinguistic awareness in the societal language. It evaluates the impact of two metalinguistic awareness abilities, morphological and lexical awareness, on receptive and expressive vocabulary size. This is (...) of special interest since most studies focus on the impact of exposure on vocabulary size but very few explore the impact of the interaction between metalinguistic awareness and dominance. 5–6-year-old preschool children with typical language development participated in the study: 15 Russian-Hebrew bilingual children dominant in the societal language (SL) Hebrew, 21 Russian-Hebrew bilingual children dominant in the Heritage language (HL) Russian and 32 monolingual children. Dominance was determined by relative proficiency, based on standardized tests in the two languages. Tasks of morphological and lexical awareness were administered in SL-Hebrew, along with measures of receptive and expressive vocabulary size in both languages. Vocabulary size in SL-Hebrew was significantly higher for SL-dominant bilinguals (who performed like monolinguals) than for HL-dominant bilinguals, while HL-Russian vocabulary size was higher for HL-dominant bilinguals than for SL-dominant bilinguals. A hierarchical regression analyzing the relationship between vocabulary size and metalinguistic awareness showed that dominance, lexical metalinguistic awareness and the interaction between the two were predictors of both receptive and expressive vocabulary size. Morphological metalinguistic awareness was not a predictor of vocabulary size. The relationship between lexical awareness and SL-vocabulary size was limited to the HL-dominant group. HL-dominant bilinguals relied on lexical metalinguistic awareness, measured by fast mapping abilities, that is, the abilities to acquire new words, in expanding their vocabulary size, whereas SL-dominant bilinguals and monolinguals did not. This difference reflects the milestones of lexical acquisition the different groups have reached. These findings show that metalinguistic awareness should also be taken into consideration when evaluating the variables that influence vocabulary size among bilinguals though different ways in different dominance groups. (shrink)

The business case constitutes an important instrumental motive for corporate social responsibility (CSR), but its relationship with other moral and relational motives remains controversial. In this article, we examine the articulation of motives for CSR among different stakeholders in Germany historically. On the basis of reports of German business associations, state agencies, unions, and nongovernmental organizations from 1970 to 2014, we show how the business case came to be a dominant motive for CSR by acting as a coalition magnet: the (...) vocabulary was used strategically by key policy entrepreneurs, while being ambiguous for flexible interpretations by different stakeholders, and thereby growing in attractiveness. As a resulting discourse coalition emerged among business, state, and civil society actors, the moral and relational motives for CSR became increasingly marginalized. The article offers a new approach to studying motives and contributes to understanding the complementary or competing nature of different motives for CSR. (shrink)

Learning English is still challenging, especially for Papua and non-Papua undergraduate students in several conflict areas of Southwest Papua. Few studies have been conducted on the most effective method to teach English as a conflict language. This research investigates undergraduate students' perceptions when they learn English vocabulary using Kagan's fan-n-pick structure implemented in primary school teacher education study programs. The use of questionnaires and interviews to explore 26 undergraduate students’ perceptions of Kagan’s fan-n-pick structure in learning English vocabulary. This study (...) is a content analysis employing descriptive qualitative. The content analysis for this study examines the range of types and frequency of students' perceptions. It is concerned with analyzing and presenting the data in percentages of questionnaires and content interviews. The findings of this study highlight the benefits of the method that relate to the five principles of the cooperative learning approach. Kagan’s Fan-N-Pick affected the student’s ability to think, communicate, collaborate, and build teams in English learning, especially in terms of vocabulary acquisition. It improves the receptive and productive vocabulary skills of undergraduate students. This helps students solve problems both individually and in groups. It fosters engagement, participation, social interaction, flexibility, and adaptability while being simple and accessible to areas with humanitarian crises. It concludes that the FNP structure can be used to prepare pre-service teachers at the primary education level, helping them develop skills in real situations, and fostering respect for diversity, which they will pass on to their future students by incorporating basic and flexible strategies into conflict-ridden environments. (shrink)

Understanding the changes in our language abilities along the lifespan is a crucial step for understanding the aging process both in normal and in abnormal circumstances. Besides controlled experimental tasks, it is equally crucial to investigate language in unconstrained conversation. I present an information-theoretical analysis of a corpus of dyadic conversations investigating how the richness of the vocabulary, the word-internal structure, and the syntax of the utterances evolves as a function of the speaker's age and sex. Although vocabulary diversity increases (...) throughout the lifetime, grammatical diversities follow a different pattern, which also differs between women and men. Women use increasingly diverse syntactic structures at least up to their late fifties, and they do not deteriorate in terms of fluency through their lifespan. However, from age 45 onward, men exhibit a decrease in the diversity of the syntactic structures they use, coupled with an increased number of speech disfluencies. (shrink)

This paper highlights the emergence of different ‘vocabularies’ that describe various values-driven business functions within large organizations and argues for improved horizontal alignment between them. We investigate two established functions that have long-standing organizational histories: Ethics and Compliance and Corporate Social Responsibility. By drawing upon research on organizational alignment, we explain both the need for and the potential benefit of greater alignment between these values-driven functions. We then examine the structural and socio-cultural dimensions of organizational systems through which E&C (...) and CSR horizontal alignment can be coordinated to improve synergies, address tensions, and generate insight to inform future research and practice in the field of Business and Society. The paper concludes with research questions that can inform future scholarly research and a practical model to guide organizations’ efforts towards inter-functional, horizontal alignment of values-driven organizational practice. (shrink)

The Vocabulary of Critical Thinkingtakes an innovative, practical, and accessible approach to teaching critical thinking and reasoning skills. With the underlying notion that a good way to practice fundamental reasoning skills is to learn to name them, the text explores one hundred and eight words that are important to know and employ within any discipline. These words are about comparing, generalizing, explaining, inferring, judging sources, evaluating, referring, assuming and creating - actions used to assess relationships and arguments - and the (...) words are grouped according to these and other concepts essential to critical thinking. Featuring five or more words and an introduction on how they are related, each chapter is organized into three parts. Part I includes definitions of the words, brief examples of their use, and matching exercises. To further contextualize the words, Part II, Understanding the Meaning, provides numerous real-world examples, with commentary, of the words in use. Finally, Part III, providing practice of the associated critical thinking skills. Questions also appear throughout the chapters to encourage reflection and to highlight important points. Thirty-five photographs and illustrations additionally enrich the text. The book is an ideal text for critical thinking and reasoning courses as well as a variety of courses that prepare students to succeed. (shrink)

The 'Vocabulary for the study of religion' is an interdisciplinary endeavor that offers a unique overview of critical terms in the study of religion. This is the first dictionary in English to cover such a broad spectrum of theoretical topics used in the academic study of religion, including those from adjacent disciplines such as sociology, anthropology, historiography, theology, philology, literary studies, psychology, philosophy, cultural studies, and political sciences. The Vocabulary contains over 400 entries written by experts with a background in (...) a variety of disciplines. (shrink)

This article seeks to extricate and explicate the unique vocabulary that was consolidated by the realistic phenomenologist Hedwig Conrad-Martius in her establishing book Realontologie, published in 1923. Among the concepts are: “Essence”, “Bearer”, Self-adherence, Capability, Tangentiality, Incorporation, Internality, “Quiet,” Fullness, Depth, Layeredness, Abyss, and others. CM does not always coin them as distinguished concepts, but they function as philosophical concepts due to the meaning she pours into them and the way she uses them. The author suggests that these terms can (...) inaugurate the realistic discourse on reality, which is noticeably almost absent in the modern philosophy that has been almost sweepingly conquered by the literal and advanced idealistic discourse. (shrink)

Putting the principles of multisensory teaching into practice, this study investigated the effect of audio-visual vocabulary repetition on L2 sentence comprehension. Forty participants were randomly assigned to experimental and control groups. A sensory-based model of instruction was used to teach a list of unfamiliar vocabularies to the two groups. Following the instruction, the experimental group repeated the instructed words twice, while the control group received no vocabulary repetition. Afterward, their electrophysiological neural activities were recorded through electroencephalography while doing a (...) sentence acceptability judgment task with 216 sentences under acceptable and unacceptable conditions. A one-way analysis of variance, a multivariate analysis of variance, and a Bayesian repeated-measures ANOVA were used to compare the behavioral and neurocognitive responses [N400 as the main language-related event-related brain potential effect] of the two groups. The results showed no significant N400 amplitude difference in favor of any of the groups. The findings corroborated the ineffectiveness of two repetitions preceded by multisensory instruction on L2 sentence comprehension. (shrink)

While the vocabulary of sacrifice has been the subject of detailed studies, the terms of votive offerings in ancient Greece still lack a semantic survey of their own. I am here interested in a particular type of offering, the so-called ‘first-fruit’ offerings, in Archaic and Classical Greece. It was a common practice in different parts of the Greek world for individuals and cities to bring an offering termed ἀπαρχή to the gods using a portion of the proceeds from a variety (...) of human activities; and this act is described by the verb ἀπάρχεσθαι. And yet the word ἀπάρχεσθαι is not limited to making dedications; it is also used in sacrificial procedures and cult payments. This study aims to give a semantic analysis of these terms, examining their religious applications in different contexts. It appears that the values attached to the notion of ἀπάρχεσθαι are rather different in the cases of sacrifices, of bringing first-offerings and of cult finance. The ways in which the usages of these terms overlap with and diverge from each other constitute one of the most interesting results. (shrink)

We discuss a research project that develops and applies algorithms for computational contextual vocabulary acquisition (CVA): learning the meaning of unknown words from context. We try to unify a disparate literature on the topic of CVA from psychology, first- and secondlanguage acquisition, and reading science, in order to help develop these algorithms: We use the knowledge gained from the computational CVA system to build an educational curriculum for enhancing students’ abilities to use CVA strategies in their reading of science texts (...) at the middle-school and college undergraduate levels. The knowledge gained from case studies of students using our CVA techniques feeds back into further development of our computational theory. Keywords: artificial intelligence, knowledge representation, reading, reasoning, science education, vocabulary acquisition. (shrink)

Thinking with language as a complex practice for educators, advocates, and researchers in early childhood education is a necessary gesture for countering the anti-intellectualism that designates early childhood education as a service providing custodial care. Vitalizing Vocabulary insists that early childhood education in Canada must unsettle our inherited demand for technocratic, instrumental, and accessible relations with language. At the collision of research and practice, Nicole Land and Cristina Delgado Vintimilla propose that cultivating playful, speculative, inventive, accountable, and answerable relations with (...) words, concepts, and language is a critical move toward broadening early childhood education's intellectual and interdisciplinary horizons. The book is organized into four actions that activate pedagogical grammars: reading, writing, citing, and speaking. Each section plays with the purposes of a glossary by proposing language that we would work to erase, reclaim, and introduce. This situates language as an ethical, political, and creative pedagogical process that puts specific relations, curricula, and subjectivities into motion. Vitalizing Vocabulary ultimately envisions a project of early childhood education where students, educators, pedagogists, researchers, community, and others share a common commitment to creating responsive, meaningful, ethical, and political pedagogies. (shrink)

Give me your fingers.Under this hair shirt steams the vocabularyof flesh, crosshatched into meaning.– Vievee Francis, Horse in the DarkThis exercise in vocabularies of vulnerability seeks to think...

Deliberate contextual vocabulary acquisition (CVA) is a reader’s ability to figure out a (not the) meaning for an unknown word from its “context”, without external sources of help such as dictionaries or people. The appropriate context for such CVA is the “belief-revised integration” of the reader’s prior knowledge with the reader’s “internalization” of the text. We discuss unwarranted assumptions behind some classic objections to CVA, and present and defend a computational theory of CVA that we have adapted to a new (...) classroom curriculum designed to help students use CVA to improve their reading comprehension. (shrink)

Acquisition of word meanings, or vocabulary, reflects general mental ability (psychometric g) more than than do most abilities measured in test batteries. Among diverse subtests, vocabulary is especially high on indices of genetic influences. Bloom's exposition of the psychological complexities of understanding words, involving the primacy of concepts, the theory of mind, and other processes, explains vocabulary's predominant g saturation.

The Vocabulary of a Modern European State is the companion volume to The Concept of a Philosophical Jurisprudence and completes the enterprise of gathering together Oakeshott’s previously scattered essays and reviews. As with all the other volumes in the series it contains an entirely new editorial introduction explaining how the writings it contains find their place in his work as a whole. It covers the years 1952 to 1988, the period during which Oakeshott wrote his definitive work, On Human Conduct. (...) The essay from which the volume takes its title was intended as a companion piece to the third part of the latter work, and is just one of over sixty pieces that it includes. The volume draws together critical responses to works by major philosophers, historians, and political theorists of his own generation such as Bertrand de Jouvenel, Herbert Marcuse, and Michael Polanyi as well as to some major figures of current scholarship such as Quentin Skinner and Roger Scruton. (shrink)

This paper examines Aristotle’s vocabulary of pain, that is the differences and relations of the concepts of pain expressed by synonyms in the same semantic field. It investigates what is particularly Aristotelian in the selection of the pain-words in comparison with earlier authors and specifies the special semantic scope of each word-cluster. The result not only aims to pin down the exact way these terms converge with and diverge from each other, but also serves as a basis for further understanding (...) Aristotle’s philosophical conception of pain. (shrink)

The article presents a methodological update on the lexical profile of informal spoken English with the emphasis on movies, television programs, and soap operas. The study analyzed Mark Davies’s mega-corpora with data containing approximately 625 million words and employed Paul Nation’s comprehensive and up-to-date British National Corpus/Corpus of Contemporary American English wordlists. Data from the analyses showed that viewers would need a vocabulary knowledge at 3,000 and 5,000 words frequency levels to understand 95 and 98% of the words in scripted (...) dialogs, respectively. Soap operas were found to be less lexically demanding compared to TV programs and movies. Findings are expected to fill in the methodological gaps between vocabulary assessment and vocabulary profiling research. (shrink)

In classifications of vocabulary knowledge, vocabulary size and depth have often been separately conceptualized (Schmitt, 2014). Although size and depth are known to be substantially correlated, it is not clear whether they are a single construct or two separate components of vocabulary knowledge (Yanagisawa & Webb, 2020). This issue has not been addressed extensively in the literature and can be better examined using structural equation modeling (SEM), with measurement error modeled separately from the construct of interest. The current study reports (...) on conventional and Bayesian SEM approaches (e.g., Muthén & Asparouhov, 2012) to examine the factor structure of the size and depth of second language vocabulary knowledge of Japanese adult learners of English. A total of 255 participants took five vocabulary tests. One test was designed to measure vocabulary size in terms of the number of words known, while the remaining four were designed to measure vocabulary depth in terms of word association, polysemy, and collocation. All tests used a multiple-choice format. The size test was divided into three subtests according to word frequency. Results from conventional and Bayesian SEM show that a correlated two-factor model of size and depth with three and four indicators, respectively, fit better than a single-factor model of size and depth. In the two-factor model, vocabulary size and depth were strongly correlated (r =.945 for conventional SEM and.943 for Bayesian SEM with cross loadings), but they were distinct. The implications of these findings are discussed. (shrink)

Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children’s and adolescents’ emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10–11-year-old children (N = 29) and 16–17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight the (...) ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages. (shrink)

This chapter presents a list of the English words the author uses as stand-ins for Nietzsche's German.

Non-verbal enrichment in the form of pictures or gesture can support word learning in first and foreign languages. The present study seeks to compare the effects of viewing pictures vs. imitating iconic gestures on learning second language (L2) vocabulary. In our study participants learned L2 words (nouns, verbs, and adjectives) together with a virtual, pedagogical agent. The to-be-learned items were either (i) enriched with pictures, or (ii) with gestures that had to be imitated, or (iii) without any non-verbal enrichment as (...) control. Results showed that gesture imitation was particularly supportive for learning nouns, whereas pictures showed to be most beneficial for memorizing verbs. These findings, suggesting that the type of vocabulary learning strategy has to match with the type of linguistic material to be learned, have important educational implications for L2 classrooms and technology-enhanced tutoring systems. (shrink)

A few years ago, as part of an investigation of the authenticity of Prometheus Bound, I published figures for the occurrence of non-Aeschylean words in that play, as compared with two undisputedly Aeschylean plays and with one Sophoclean play The figures showed that Prom, contained a greater number of words not found elsewhere in the surviving plays of Aeschylus ; and also that, like Soph. Aj., but unlike the six undisputed plays of Aeschylus, it contained a relatively large number of (...) Eigenwörter that occur more than once in the play, some of them quite common and familiar words. The discrepancy between Prom, and the two Aeschylean plays chosen for comparison was quite marked; and the high rate of repeated Eigenwörter for Soph. Aj. seemed to confirm that this criterion might be a good one for distinguishing unAeschylean characteristics in a non-Aeschylean play. But the sample was very small, and I was conscious that the criterion was somewhat arbitrary; I was therefore not very confident of the value of my findings. (shrink)

In this essay, we extend earlier inferentialist-expressivist treatments of traditional logical, semantic, modal, and representational vocabulary (Brandom 1994, 2008, 2015; Peregrin 2014) to explanatory vocabulary. From this perspective, Inference to the Best Explanation (IBE) appears to be an obvious starting point. In its simplest formulation, IBE has the form: A best explains why B, B; so A. It thereby captures one of the central inferential features of explanation. An inferentialist-expressivist treatment of “best explains” would treat it as a logical operator. (...) Analogous to the inferentialist-expressivist treatment of other logical operators, this essay aims to provide introduction and elimination rules for “best explains.” Indeed, by exhibiting a form of detachment, IBE superficially looks like an elimination rule. The sequent calculus LEA+, described in Section 5 below, makes good on this intuition. By showing how “A best explains why B” is related to the underlying, scientific inference “A, so B,” we can purchase the inference ticket of IBE for no more than the cost of science’s material inferences. (shrink)

Literary difficulties vary. Certain genres are "easier" than others. And a knowledge of the historical process, involving what is called convention certainly seems to make difficult works easier. Such is the case of courtly lyrics. They are "simple" and essentially conventional; a reader knows what to expect in them. But the problem of literary difficulties remains there too. The essential difficulties of courtly lyrics are under the surface. They become apparent to a more careful, more thoughtful reader. The realization that (...) such difficulties exist is the first step toward studying them, and only through studying them can we appreciate the real aesthetic wealth of courtly poetry and, I believe, of most of the poetry of other ages and other cultures. Peter F. Dembowski is the author of La Chronique de Robert Clari: Etude de la langue et du style and the editor of critical editions of Old French chansons de geste. His recent edition of all known Old and Middle French versions of the Life of Saint Mary of Egypt appears in the series, Publications françaises et romanes. (shrink)

Some proponents of higher education English as a medium of instruction have suggested listening to English lectures provides students the opportunity to incidentally acquire unknown words. A case study was designed to examine this assumption. First, the lexical profiles of 27 Introduction to English Language Teaching first-year undergraduate course lectures were computed to determine how many words students need to know for comprehension. Then an incoming year-1 undergraduate student with an English vocabulary size of 7,500 word families and mastery of (...) the most frequent 3,000 word families listened to these lectures across 13.5 weeks with the purpose of measuring incidental acquisition gains of three aspects of word knowledge for ten targeted words. Lastly, the student’s perceptions about listening to EMI lectures and potentials for this listening inducing incidental acquisition of word knowledge were gathered through a semi-structured interview. The lexical profiling of the entire corpus showed students need knowledge of the most frequent 4,000 English word families plus proper nouns and marginal words for 98% lexical coverage; however, some lectures present students with a more substantial lexical burden than the lectures overall. The student made the most gains in receptive meaning, followed by receptive form, and finally productive meaning. Content analysis of the interview transcript found seven themes representing the student’s perception about listening to EMI lectures and their potential for inducing incidental vocabulary acquisition. While the student found listening to the EMI lectures challenging, he perceived the process as useful in preparing for university studies and a career as a secondary English teacher. The student perceived attention, topic, existing vocabulary knowledge, lecturer’s native language, and lack of interaction with the lecturer to have moderated incidental learning of vocabulary through listening to English lectures. These results indicate a need to confirm whether incoming students’ vocabulary knowledge meet the lexical demands of the EMI lectures given in the Macau context. Furthermore, pedagogical training on teacher talk strategies and orientation training for incoming students should both be provided to ensure students are receiving high quality instruction. (shrink)

Over thirty years ago, Richard Rorty’s Philosophy and the Mirror of Nature declared the demise of epistemology and the arrival of a new post-Philosophical era. Rorty envisaged the intellectual activity of this predominantly literary culture as an unconstrained large-scale conversation that would flourish in an “ecstasy of spiritual freedom.” Having abandoned all systematic pretensions, edifying philosophers would add their voice to the conversation of mankind, fully aware of the radical incommensurability of the mortal vocabularies they employ. In an attempt (...) to evaluate this radical proposal, the first part of this essay argues that some of Rorty’s most memorable utopian statements are far-fetched, rhetorical and often exaggerated to the point that they damage his broad humanistic vision. Building on this, the second part discusses the “missed potential” of Rorty’s excessively broad notion of a conversation of mankind and of the uncompromisingly anti-essentialist and anti-foundationalist reorientation that he proposes. (shrink)

This study investigated the role of language-related abilities in emotion comprehension among young people with non-specific intellectual developmental disorders (NS-IDDs). Forty children and adolescents with NS-IDDs completed tasks assessing emotion comprehension, receptive vocabulary, verbal reasoning skills, and verbal working memory. Results showed that emotion comprehension was better predicted by comprehension of abstract words and verbal working memory, and that these two predictors were themselves predicted by verbal reasoning skills. These results therefore suggest a link between emotion understanding and verbal reasoning, (...) which could be mediated by abstract vocabulary and verbal working memory. These findings provide insight into the relationships between emotion comprehension and language-related abilities in NS-IDDs. (shrink)

A series of reflections on Laplanche and Pontalis's Vocabulaire de la psychanalyse, one of the precursor volumes of the Dictionary of Untranslatables, and specifically on Laplanche's effort to glean the most important lessons to be culled from that speculative volume on the translation of German into French. Laplanche, in Vie et mort en psychanalyse, posits that, until one gauges the significance of the chiasmus structuring the evolution of Freud's metapsychology, the sense of Freud's discovery will not have been grasped. In (...) this essay, the translator of Vie et mort uncovers the chiasmus that structures the evolution of Laplanche's own thought and reflects on the role which that figure has played in his own career as a critic. (shrink)

Argues that the only way to understand the Confucian vision of the consummate moral life is to take the tradition on its own terms.

Dialogue is one of the fundamental pillars of social life and an essential means of communication. It enables individuals to express their needs, desires, feelings, positions, problems, and methods for managing various aspects of their lives. Furthermore, dialogue fosters the development of ideas and experiences, facilitating expression, creativity, and participation in a civilized society. Through dialogue, communication and interaction with others occur. This study aims to explore effective methods for teaching the Arabic language through dialogue and its application to non-native (...) speakers at the primary level at Mara University of Technology. Specifically, it will investigate whether dialogue aids students in acquiring vocabulary. Vocabulary is a crucial component of language, alongside sounds and structures. Teaching vocabulary is an essential part of foreign language programs, including Arabic. However, despite its significance, the learning and teaching of Arabic vocabulary to non-native learners face several challenges, contributing to their weaknesses in this area. Notes are statistically significant differences between two groups: those "using dialogue" and those "not using it" in learning Arabic vocabulary. (shrink)