Comprehension of Idioms by Jordanian Arabic-Speaking Children.

This study investigates the comprehension of spoken-Arabic idioms by Jordanian children aged five to 12 years. It examines the effects of age, semantic transparency, context, and task type on understanding six familiar transparent and opaque idioms in and out of context. The children are requested to verbally explain the meanings of each idiom. They are then asked to select the picture they think shows the idiom's meaning. Finally, they are directed to choose the appropriate response from three possible options. The results show that older children are better at comprehending the idiomatic meanings of idioms than younger children. Furthermore, transparent idioms are understood earlier and easier than opaque ones. Moreover, context has a more evident effect on younger children. Older children, in contrast, show equal understanding of both idiom types in and out of context. Task type also plays a significant role in comprehension. Children's performance on the multiple-choice task is much better when compared to their performance on explanation and picture-matching tasks.

The Effects of 'Face' on Listening Comprehension: Evidence from Advanced Jordanian Speakers of English.

This empirical study examines the extent to which 'face', i.e. (audio visual dialogues), affects the listening comprehension of advanced Jordanian EFL learners in a TOFEL-like test, as opposed to its absence (i.e. a purely audio test) which is the current norm in many English language proficiency tests, including but not limited to TOFEL iBT, TOEIC and academic IELTS. Through an online experiment, 60 Jordanian postgraduate linguistics and English literature students (advanced EFL learners) at the University of Jordan sit for two listening tests (simulating English proficiency tests); namely, one which is purely audio [i.e. without any face (including any visuals such as motion, as well as still pictures)], and one which is audiovisual/video. The results clearly show that the inclusion of visuals enhances subjects' performance in listening tests. It is concluded that since the aim of English proficiency tests such as TOEFL iBT is to qualify or disqualify subjects to work and study in western English-speaking countries, the exclusion of visuals is unfounded. In actuality, most natural interaction includes visibility of the interlocutors involved, and hence test takers who sit purely audio proficiency tests in English or any other language are placed at a disadvantage.

Consonant profile of Arabic-speaking school-age children in Jordan.

The paper provides a detailed consonant profile of 100 Jordanian children at the onset of formal schooling. The data were elicited through a modified version of Amayreh's (1994) articulation test. The findings showed that all consonants of Jordanian Spoken Arabic were acquired. The six consonants that were not acquired in Standard Arabic have dialectal forms. The accuracy rates of these consonants were discussed in the light of frequency of occurrence of consonants and diglossia. The study recommended an earlier targeting of consonants that have dialectal variants. It also suggested that knowledge of the diglossic nature of Arabic is important for literacy development as well as for diagnosis and treatment of articulation problems.