Effectiveness of Morphemic Analysis of Graeco-Latin Word Parts as a Vocabulary Learning Strategy among ESL Learners

Paiman, Norazha; Yap, Ngee Thai; Chan, Mei Yuit

doi:10.17576/3l-2015-2102-03

Cited by 9 publications

(10 citation statements)

References 22 publications

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“…The data illustrated that and there is a no significant difference between the achievement of experimental group and control group regarding morphological structure test. This is in line with the premise posed by Rasinski et al (2008) who claim that exposing students to Greek and Latinate word elements could be an effective vocabulary learning strategy This study also is consistent with Bowers & Kirby (2009), Tabatabaei &Yakhabi (2011), Gilbert, Goodwin, Compton, andKearns (2013), Saeidi & Mirzapour (2013), Goodwin, Gilbert and Cho (2013), and Paiman, Thai & Yuit (2015) studies which reported that learners who have morphological awareness were able to discriminate morphologically structured word from simple words.…”

Section: Discussionsupporting

confidence: 91%

“…Finally, Paiman, Thai & Yuit (2015) explained the effects of morphemic analysis of GraecoLatin roots and affixes as a vocabulary learning strategy among Malaysian ESL learners. Three intact classes of undergraduates majoring in health sciences were assigned to three different treatments which are instructions focusing on Graeco-Latin morphemic analysis, general morphemic analysis and use of contextual clues as vocabulary learning strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring the Effect of Morphological Instruction on Vocabulary Learning among Iranian EFL Learners

2016

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Vocabulary knowledge plays a crucial role in academic development and therefore scholastic success (National Reading Panel, 2000). Also, students' vocabulary knowledge expands through a variety of ways. One of the most practicable strategies in vocabulary learning supported by many researchers is using affix knowledge. The purpose of present study is to investigate the effect of morphological instructions on vocabulary learning among Iranian secondary school students. Participants in this study were sixty Iranian secondary school students who were assigned to control group (30) and experimental group (30). A pre-test and post-test comprising two vocabulary tests measuring students' morphemic analysis of general English words were administered. The data were analyzed using the Independent Sample T-test to determine if there were improvements made in the two measures within each group, and subsequently whether the magnitude of improvement between the two groups were significant. The results indicated that the experimental group outperformed the control group in the process of guessing the meanings of complex words depending on the morphological analysis. Furthermore, the results did not show significant differences between Morphological Relatedness Strategy and Morphological Structure Strategy in terms of students' achievements.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Effect of Morphological Instruction on Vocabulary Learning among Iranian EFL Learners

2016

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“…Results revealed that the experimental group achieved a significant score in Morph-Analysis Test and Vocabulary-Morphemic Test. Paiman et al (2015) explained the effects of morphemic analysis of Graeco-Latin roots and affixes as a vocabulary learning strategy among Malaysian ESL learners. Three classes of undergraduates majoring in health sciences were divided into three different treatments which are instructions focusing on Graeco-Latin morphemic analysis, general morphemic analysis, and use of contextual clues as vocabulary learning strategies.…”

Section: Related Studiesmentioning

confidence: 99%

Influence of Morphemic Analysis on Vocabulary Learning Among Palestinian 10th Graders

Itmeizeh

2018

IJREE

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The aim of this study is to identify the influence of morphological analysis strategy employed by Palestinian 10 th grade-female students in guessing and manipulating complex words in addition to using these words in meaningful sentences. This study involved 75 female students from Idna Secondary School for Girls at Hebron governorate. The sample of the study was assigned to control group (37 students) and experimental group (38 students) from two different sections. To achieve the aims of the study, morphological structure test based on students' textbook has been given to both groups in form of pretest/posttest. Meanwhile, the experimental group has received treatments on morphological analysis strategy prior to the post-test, whereas the control group hasn't received any treatment except for the traditional way of teaching for the same two units. Results showed that the experimental group has outperformed the control group as they scored higher grades. They also scored better results in identifying the syntactic category of English words depending used in context.

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“…Recent studies incorporating college students have demonstrated positive results using morpheme knowledge to infer the meaning of unknown words (To, Tighe, and Binder, 2016;Paiman, Thai, and Yuit, 2015;Law, Wouters, and Ghesquiere, 2015;Jiang, Kuo, and Sonnenburg-Winkler, 2015). Less studied is the use of morphemes to serve as mnemonics for recalling morphologically complex vocabulary introduced as part of a curriculum.…”

Section: Morphological Awareness and Memorymentioning

confidence: 99%

Morphological Awareness and Recall of Passive Vocabulary in Adult Learners

Bellomo¹

2018

ELR

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A modified and enhanced replication of an original experiment aimed to discover the extent of immediate and long-term vocabulary recall that exploited the mnemonic value of morphemes. Data for a sample size of 360 students were disaggregated based on age and gender using a pre/posttest instrument to determine immediate gains, and a long-term posttest (avg. 5.5 mos.) to determine the lasting effects of the intervention. Results revealed that older adults outperformed younger adults on all measures of the instrument and across all timeframes, with the oldest cohort significantly outperforming all other age groups, and women outperformed men, also on all measures across all timeframes, and significantly so on the vocabulary section of the instrument. Gain scores for all students across all measures and timeframes provide empirical support of the mnemonic value of morphemes when incorporated into a program offering direct vocabulary instruction for adult learners.

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Effectiveness of Morphemic Analysis of Graeco-Latin Word Parts as a Vocabulary Learning Strategy among ESL Learners

Abstract: This study examined the effects of morphemic analysis of Graeco-Latin roots and affixes as a vocabulary

Cited by 9 publications

References 22 publications

Exploring the Effect of Morphological Instruction on Vocabulary Learning among Iranian EFL Learners

Exploring the Effect of Morphological Instruction on Vocabulary Learning among Iranian EFL Learners

Influence of Morphemic Analysis on Vocabulary Learning Among Palestinian 10th Graders

Morphological Awareness and Recall of Passive Vocabulary in Adult Learners

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