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

Abstract

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.

A Morphological Analysis of Word Formation Processes in English Posters on Instagram

“…The inflection process attaches bound morpheme but occurs for the grammatical case without changing the meaning of the word and word class. Inflection became the key instrument of morphological analysis (Itmeizeh, 2018). From the previous research mentioned, this research found many derivation words on English posters.…”

A Comparative Study of Effects of Computer-Assisted Language Learning (CALL) and Conventional Methods of Instruction on Intermediate EFL Learners’ Vocabulary Learning

“…That is, vocabulary is one of the linguistic parts influencing the communicative competence and learners' language abilities. The key role of vocabulary knowledge in English as a foreign language (EFL) learning has been growingly identified and its importance in language learning has been demonstrated by a lot of researchers (Alizadeh, 2016;Chalak, 2015;Itmeizeh, 2018;Karbalaei & Kord Afshari, 2019;Lervåg & Aukrust, 2010;McKeown, Beck, & Sandora, 2012;Namaziandost, Pourhosein Gilakjani, & Hidayatullah, 2020;Namaziandost, Pourhosein Gilakjani, & Shakibaei, 2021;Namaziandost, Razmi, Tilwani, & Pourhosein Gilakjani, 2022;Pakdaman & Pourhosein Gilakjani, 2019;Riazi Ahmadsaraei & Pourhosein Gilakjani, 2022;Shamsi & Rahimy, 2017;Taati Jeliseh & Pourhosein Gilakjani, 2022). Therefore, researchers have proposed many kinds of approaches, techniques, and methods to teach vocabulary.…”