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

Abstract

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.

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

“…Both groups performed well in the post-test. These results are also in harmony with that of Khoshkhoonejad et al (2016) study, showing that the experimental group outperformed the control group in the process of guessing the meanings of complex words depending on the morphological analysis. Results of the study of Chandrakala Varatharajoo et al (2015), Paiman et al (2015), and Taha et al (2015) also proved that students progressed significantly in vocabulary learning as a result of morphemic analysis.…”

The Role of Morphological Awareness and Explicit Morphological Instructions in Elt

“…In order to examine how significant the contribution of morphological awareness is to English language learning, scholars use different instruments. Khoshkhoonejad, Khalifelu, and Abdipour (2016), for example, use three instruments to find out the effect of morphological awareness on vocabulary learning among Iranian secondary school students: proficiency test, morphological relatedness test, and morphological structure test. The results of this study are very important to be promoted and applied (if possible) in Indonesian junior high school because both Iran and Indonesia consider English as a foreign language.…”

Linguistic Awareness and Knowledge among Prospective English Teachers in Kuwait: Implications in Inclusive Classrooms

“…The purpose of this study was to inspect the phonological, morphological and orthographic awareness levels that enable prospective teachers to implement effective English language instruction in Kuwaiti primary schools. The study was based on reading research which established that successful literacy acquisition is highly associated with the sufficient knowledge of teachers regarding the structure and characteristics of the language as a requirement for employing explicit instruction (Moats, 1994;Torgesen et al, 1994;Norris & Ortega, 2000;Mather et al, 2001;Bos et al, 2001;Puliatte, 2015;Moats & Foorman, 2003;Baumann et al, 2003;Carreker et al, 2010;Khoshkhoonejad et al, 2016).…”

“…It is also crucially related to the instruction and guidance they provide in various areas (Ball, Thames & Phelps, 2008) for different learners including those who struggle with reading (Berninger & Wolf, 2009;Washburn, Joshi & Cantrell, 2011). Reading research specifically indicates that teachers' level of phonemic (Torgesen, Wagner & Rashotte, 1994;Mather, Bos & Babur, 2001;Bos, Mather, Dickson, Podhajski & Chard, 2001;Puliatte, 2015), morphemic (Baumann, Edwards, Boland, Olejnik & Kame'enui, 2003;Khoshkhoonejad, Khalifelu & Abdipour, 2016) and orthographic (Carreker, Joshi & Boulware-Gooden, 2010;Moats, 2009;Moats & Foorman, 2003) awareness, and subsequently their instructional practices is highly beneficial to learners' improvement and preventive from reading failure.…”