Mental Representation in Learning Arabic as a Second Language: A Psycholinguistic Perspective on Meaning Formation

Muslimin Resi; Darmawati

doi:10.36668/656p6496

Authors

Muslimin Resi Institut Agama Islam Negeri Parepare, Indonesia
Darmawati Institut Agama Islam Negeri Parepare, Indonesia

DOI:

https://doi.org/10.36668/656p6496

Keywords:

Mental Representation, Arabic Language Learning, Psycholinguistics, Meaning Formation, Mental Lexicon

Abstract

This study examines mental representation and meaning formation in learning Arabic as a second language from a psycholinguistic perspective. The complexity of Arabic root systems and morphosyntax often creates cognitive load, meaning ambiguity, and first language interference in learners. This study uses a qualitative approach through a conceptual-analytical literature review. The results show that meaning formation is closely related to the hierarchical and associative organization of the mental lexicon through semantic and morphological networks. Arabic language comprehension occurs through the processes of semantic mapping, morphosemantic analysis, and context integration. Learner success is influenced by working memory capacity, frequency of language exposure, and the ability to connect root words with derivations of meaning. Problems with meaning formation arise from cognitive mapping failures, weak lexical organization, and negative first language transfer. Therefore, Arabic language learning needs to be directed towards cognitive and contextual-based strategies to strengthen learners' mental representations

Downloads

Download data is not yet available.

References

Abdelsalam, R., & Mohamed, H. (2025). Semantic network development through root-based vocabulary instruction in Arabic as a second language. Language Teaching Research Quarterly, 35, 68–84. https://doi.org/10.32038/ltrq.2025.35.06

Alqarni, M. H. (2023). Root and pattern morphology processing in Arabic second language acquisition. Journal of Psycholinguistic Research, 52(3), 605–623. https://doi.org/10.1007/s10936-022-09871-4

Alrashed, K., & Alenazi, I. (2024). Morphological awareness and semantic retrieval in Arabic second language learners. Frontiers in Education, 9, Article 1357821. https://doi.org/10.3389/feduc.2024.1357821

Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.

Cowan, N. (2022). Working memory constraints in second language processing. Language Learning, 72(2), 301–329. https://doi.org/10.1111/lang.12489

Dewaele, J.-M., & MacIntyre, P. D. (2021). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. Studies in Second Language Learning and Teaching, 11(1), 1–25. https://doi.org/10.14746/ssllt.2021.11.1.1

Dörnyei, Z., & Ryan, S. (2022). The psychology of the language learner revisited. Language Teaching Research, 26(4), 500–520. https://doi.org/10.1177/13621688211067831

Gor, K., Cook, S., Bordag, D., Chrabaszcz, A., & Opitz, A. (2021). Fuzzy lexical representations in adult second language speakers. Frontiers in Psychology, 12, 732030. https://doi.org/10.3389/fpsyg.2021.732030

Herlambang, D., Shofiyah, S., Nurhidayah, N., & Sari, R. (2025). Analisis konten video Instagram sebagai peningkatan maharah istima' mahasiswa Prodi PBA ISQ Syekh Ibrahim. Ihtimam: Jurnal Pendidikan Bahasa Arab, 8(2). https://doi.org/10.36668/jih.v8i02.1440

Ibrahim, A., & Hassan, M. (2024). Cognitive load in Arabic reading comprehension: Challenges of diacritic-free texts. Journal of Psycholinguistic Research, 53(2), 205–223. https://doi.org/10.1007/s10936-023-09912-7

Khirallah, M., & Alenezi, A. (2023). Contextual meaning and semantic disambiguation in Arabic second language learning. Arab World English Journal, 14(1), 210–225. https://doi.org/10.24093/awej/vol14no1.15

al-Khresheh, M. (2021). A review study of error analysis theory. International Journal of Psychosocial Rehabilitation, 24(8), 1230–1245. https://www.psychosocial.com/article/PR280126/17365/

Kramsch, C. (2022). Language and culture in second language learning. Foreign Language Annals, 55(2), 210–228. https://doi.org/10.1111/flan.12602

Maesaroh, W., Cahyani, A., Al-Madani, I. K., & Susiawati, I. (2026). Arabic morphology: Derivational patterns and their application in Arabic language teaching. INCARE International Journal of Educational Resources, 6(5), 623–634. https://doi.org/10.59689/incare.v6i5.1311

McBride, C. (2022). Visual word recognition and orthographic processing in second language learning. Languages, 7(1), 1–18. https://doi.org/10.3390/languages7010015

Piaget, J. (1972). The psychology of the child (H. Weaver, Trans.). Basic Books. (Original work published 1969)

Pinker, S. (1994). The language instinct: How the mind creates language. William Morrow and Company.

Rifa'i, M., Ahmad, F., Farhani, I. I., & Kusuma, A. B. (2024). Pengaruh bahasa ibu (interferensi) terhadap kesalahan tulisan (kitabah) mahasiswa Program Studi Pendidikan Bahasa Arab Sekolah Tinggi Agama Islam Sunan Pandanaran Yogyakarta. Ihtimam: Jurnal Pendidikan Bahasa Arab, 7(1). https://doi.org/10.36668/jih.v7i1.738

Rosyidi, A. H., & Thohir, M. (2023). Arabic morphological awareness and its impact on reading comprehension among second language learners. Arabiyat: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 10(1), 45–63. https://doi.org/10.15408/a.v10i1.31145

Schwartz, A., & Kroll, J. F. (2021). Bilingual lexical access and conceptual representation in second language processing. Languages, 6(4), 185. https://doi.org/10.3390/languages6040185

Stille, C. M., Bekolay, T., Blouw, P., & Kröger, B. J. (2020). Modeling the mental lexicon as part of long-term and working memory and simulating lexical access in a naming task including semantic and phonological cues. Frontiers in Psychology, 11, 1594. https://doi.org/10.3389/fpsyg.2020.01594

Taha-Thomure, H., & Al-Harthy, F. (2022). Arabic phonological processing and reading acquisition among non-native learners. Reading Psychology, 43(4), 295–314. https://doi.org/10.1080/02702711.2022.2034567

Wiwin, K. N., ‘Aini, N. M., Riyadi, S., & Susiawati, I. (2026). Analogi morfologi, sintaksis, dan semantik sebagai pilar linguistik Arab serta implikasinya terhadap pedagogi modern. INCARE International Journal of Educational Resources, 6(4), 505–520. https://doi.org/10.59689/incare.v6i4.1298

Zhang, Q. (2022). A theoretically psychological analysis of semantic representation of bilinguals’ mental lexicon. Journal of Advances in Linguistics, 13, 4–9. https://doi.org/10.24297/jal.v13i.9255

Zulfa, D. R. (2023). Pembelajaran Bahasa Arab Berbasis Pendekatan Psikolinguistik: Implikasi dan Implementasinya. Ihtimam: Jurnal Pendidikan Bahasa Arab, 6(1). https://journal.staimsyk.ac.id/index.php/ihtimam/article/view/449?