During the process of second language acquisition (L2), learners often encounter cognitive challenges as they move from ‘object-regulation stage’ to ‘other-regulation stage’ or from the latest to ‘self-regulation stage’ as the three stages comprising learners’ cognitive development in L2 acquisition. These challenges may impede learners from accomplishing learning tasks. L2 learners who encounter learning challenges typically need instructional assistance from their language instructors, defined as ‘academic scaffolding’. This paper is devoted to pedagogical participation in researches conducted in applied linguistics literature, seeking to take active role in maximizing the effectiveness of foreign language (FL) teaching and learning strategies. The paper highlights an innovative foreign language teaching strategy, that is, applying ‘semantic-encoding strategy training’ in foreign language acquisition -- in general --, giving weight to Modern Standard Arabic (MSA) acquisition. Three research questions guided the paper topic: RQ1: How can foreign language learners acquire new input effectively? RQ2: What Brodmann’s cortical areas are involved in semantic encoding processing during intentional encoding? RQ3: How can MSA instructors conduct semantic encoding strategy training effectively in classroom? The paper referred to two experiments conducted by two teams of practitioners composed of psychologists, radiologists and psychiatrists, who were interested in investigating the role and function of Brodmann’s cortical areas assigned to language learning: 1. Demb et al: Semantic encoding and retrieval in the left inferior prefrontal cortex (LIPC): A functional MRI study of task difficulty and process specificity. 2. Kirchhoff et al: Cognitive and neural effects of semantic encoding strategy training in older adults. The researcher demonstrated Brodmann’s cortical areas involved in semantic encoding processing during intentional encoding, as well as the particular function of each area during language learning. The researcher introduced ‘Systematically- Linguistic Structured Pattern’ (SLSP) as “a systematic-linguistic pattern facilitates perceiving the linguistic concept of the interlocking and intertwined grammatical components and linguistic characteristics of a language taught as a target language (TL) and serves as semantic encoding-based-teaching approach.”. The researcher concluded the paper by providing a model of ‘semantic encoding strategy training’ application employing SLSP in MSA instruction, which can be implemented in MSA learning setting, aiming at reducing\eliminating the challenges that learners encounter during MSA acquisition.

Brodmann’s cortical areas; semantic encoding strategy training; Systematically-linguistic structured pattern (SLSP); Sandhi.

DOI: 10.52950/TE.2018.6.2.001


APA citation:
NASR ABDRABO (2018). Semantic Encoding Strategy Training in Foreign Language Acquisition: The Modern Standard Arabic (MSA) Model. International Journal of Teaching and Education, Vol. VI(2), pp. 1-23. , DOI: 10.52950/TE.2018.6.2.001

Received: 11 Jul 2018
Revised: 5 Sep 2018
Accepted: 7 Oct 2018
Published: 21 Oct 2018

Copyright © 2018, Nasr Abdrabo et al,