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Background and Purpose: The role of collocation learning strategies is less of a concern as mediator. Although several correlation studies of bivariate factors have provided the relationship between the variables, many cannot answer the question of how the relationship exists. Also, a lot of studies have taken into account the variables of collocation learning strategies as mediator factors and have not illustrated clearly the relationship between independent variables (motivation) and dependent variables (collocation knowledge). As such, the aim of the present study is to identify the knowledge of Arabic collocation by taking several factors, namely; motivation and collocation learning strategies that have the potential to increase the knowledge of Arabic collocation in Malaysia. Methodology: In this study, a cross-sectional design was applied. Simple random sampling was used, where a total of 344 final year Arabic language students from eight public universities in Malaysia took part in the study by completing a set of tests and questionnaires. The data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. Findings: The findings show there is a direct and indirect relationship between motivation variable, collocation learning strategies and collocation knowledge. In addition, the learning strategies factor also serves as a partial mediator. Contributions: This study suggests that collocation learning strategies play a role in the relationship between motivation and collocation knowledge in the context of Arabic language at higher education level in Malaysia. Keywords: Collocation learning strategies, motivation, collocation knowledge, Arabic language, public universities. Cite as: Asbulah, L. H., Aladdin, A., & Sahrim, M. (2020). The effect of motivation on Arabic collocation knowledge: The mediating role of collocation learning strategies. Journal of Nusantara Studies, 5(2), 1-18. http://dx.doi.org/10.24200/jonus.vol5iss2pp1-18

The main objective of this paper is to answer the following questions: a) In subject-related matters, what are the fundamental factors that demotivate non-Muslim learners from learning Arabic? Moreover,; b) How can Arabic language educators encourage Arabic learners to become more motivated to learn the language? An open-ended questionnaire was distributed to 207 respondents in order to investigate the demotivating factors among non-Muslim Arabic learners. In addition, semi-structured interviews with 20 respondents were used to conduct an in-depth investigation of the factors that demotivated Arabic learners regarding subject-related matters. Based on the respondents' elaboration on the issues raised, the researcher explored the underlying patterns of thinking that go beyond the surface level through the analysis of these data obtained using the two types of instruments. According to the study's findings, the main demotivating factor of subject-related matters is the Arabic language. The Arabic language was difficult to learn from the pronunciation, then the writing system and spelling (orthography). And its diacritics after that grammar and vocabulary memorization. In other words, the students are demotivated from learning because of the complexity of the language in general.

Politeness strategies in French have a primary goal of establishing and maintaining good social relationships between fellow members of the community. They are determined based on the principles of savoir vivre , literally translated as the knowledge of living, and savoir faire , the ability to say or do the right thing. In general, students taking French face difficulty in understanding the use of the pronoun Vous and Tu . This indicates that they do not master the concept of politeness in this language. Many studies have been made on this issue but none was done among students in Malaysia. In this study conducted among UKM students, questionnaire was distributed to identify the existing problem and intervention strategies, such as the use of flashcards and oral drills in role-plays were carried out. Implications derived from this study on the teaching and learning of the French language is that researchers are able to identify strategies to address the problems faced by students and to come up with a method that can be used in teaching to facilitate students’ understanding of the concept. Once this concept is clearly understood, this in turn will boost students’ confidence to converse in French.

The purpose of this study is to investigate the linguistic phenomenon of Acoustic Prepositional Deletion (APD) ( نزع الخافض سماعيا , nazʿi al-khāfiḍ smaʿyan) in the Quran. It mainly addresses deleting thepreposition إلى , ilā from some verses of the Quran despite being preceded by an intransitive verb. Thestudy applies the perspective of Cognitive Linguistic (CL) theory and its relevant approaches to the analysis of the data included. Construction Grammar (CxG) is mainly used to examine to what extent the (non)existence of an element (i.e. preposition) of a particular construction may lead to the alternation of the spatial relationships existing between its elements, and what consequences may appear due to the manipulation of the existing relationships. The study finds that APD results in new partially or totally different, opposite or negative, abstract or manner spatial relationships between the construction entities which in turn result in different semantic conceptualization of these relationships. It also finds out that the degree of loyalty to the spatial scene in the Target Text (TT) varies from partially loyal to disloyal. This validates Croft’s (2001-2017) hypothesis that meaning is both construction and language specific.

The intended learning objectives of SKBL3113 Psikolinguistik includes possessing a firm understanding of psycholinguistic knowledge and applying the knowledge in other linguistic disciplines. Unfortunately, learners have difficulties in achieving these goals. Thus, this paper presents the intervention the course instructor made through topical presentations and reflective diary writing to assist undergraduates recall what they learned previously and remember what they were learning in SKBL3113 Psikolinguistik longer. Results show that learners who scored high marks in the topical presentations and reflective diary writing eventually did well in their quiz – an indication that decompartmentalised learning have begun to place.

The main focus of this study is to investigate the non-Muslim Malaysians’ attitudes and motivations towards learning Arabic as a foreign language. The study aims at examining the respondents’ attitudes towards learning foreign languages in general, towards learning Arabic language in particular and attitudes towards Arabic native speaker. This study also aims at investigating the motivational orientations among the NMMLAs in learning Arabic as a foreign language. The findings reveal that the NMMLAs’ held a high positive attitudes towards foreign languages, and held a moderate positive attitudes towards Arabic language and its native speakers. As to motivations, the respondents were instrumentally motivated to learn Arabic language with the need to fulfil the university requirement having the highest ranking whereas the intrinsic and integrative motivation came second with the same mean score . By conducting this research, it is hoped to widen the horizon of teaching Arabic in Malaysia, not only to Malay Muslims learners but also to non-Muslims.

The importance of the immediate learning context (ILC) on language learning motivation (LLM) has been asserted by different theorists and researchers and incorporated in a number of LLM models. The teaching materials, amount of variety in classroom work, the nature of the classroom organization, and the nature of the teacher-student relationship can all influence motivation. The aim of this study is to investigate the different motivational variables in the immediate learning context among the non-Muslim Malaysian learners of Arabic (NMMLAs). The focus variables of the immediate learning context in this study are teacher's personality and teacher's method of teaching. The study adopts a mix method approach where a questionnaire and semi-structured interviews were employed to obtain the data. The questionnaires were distributed to 207 respondents who are non-Muslim Malaysians learning Arabic as a compulsory subject at the Faculty of Law in UKM. In order to gain more insights, semi-structured interviews were conducted with 20 respondents. The findings reveal that teacher's personality seems to play the most important role in shaping the culture of learning Arabic as a foreign language. The teacher's style and method of teaching is another important component in language instruction that motivated the Arabic language learners in their classroom.