Malay (Indonesian and Malaysian)

Prentice, D. J.

doi:10.4324/9780203214961-46

Cited by 94 publications

(25 citation statements)

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“…Malay affixation morphology is largely derivational in nature, with little inflectional morphology like the English suffixes marking plural or past tense. According to Prentice (1987), there are about 25 derivational affixes in Malay that are of three major types: prefixes [e.g., pe-: masak (to cook)/pemasak (the person who cooks)], suffixes [e.g., -an: hangun (to raise)/ International Journal of Bilingual Education and Bilingualism 5 hangunan (building)], and circumfixes [e.g., per … an: makan (to eat)/permakanan (the habit of eating)]. The shared similarity with respect to a productive derivational process between English and Malay makes it a straightforward case for exploring a possible effect of direct teaching of English derivation on word reading abilities in Malay (i.e., causal transfer of morphological awareness).…”

Section: Methodsmentioning

confidence: 99%

Morphology in Malay–English biliteracy acquisition: an intervention study

Zhang

2015

International Journal of Bilingual Education and Bilingualism

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This intervention study examined the effect of English morphological instruction on the development of English as well as Malay morphological awareness and word reading abilities among Malay-English bilingual fourth graders in Singapore, where English is the medium of instruction. The intervention group experienced semesterlong instruction in English derivation; the control group was taught with their regular English curriculum. Both groups were tested with derivational awareness and derived word decoding tasks in English and Malay at the end of Grade 3 prior to the intervention (pre-test) and at the end of the first semester of Grade 4 right after the intervention (post-test). There was no significant difference between the two groups on all tasks at pre-testing. Significant intervention effects were found on the development of English abilities in that the intervention group's performance gain was significantly greater than that of the control group on all English tasks except the derived decoding fluency task. More important, such intervention effects were also evident with some Malay tasks. These findings provide empirical evidence that supports the benefits of morphological instruction to bilingual children's reading development and a possibly causal effect of cross-linguistic transfer of morphological awareness from English to Malay.

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Section: Methodsmentioning

confidence: 99%

Morphology in Malay–English biliteracy acquisition: an intervention study

Zhang

2015

International Journal of Bilingual Education and Bilingualism

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“…A form of Malay language is the national language in Malaysia, Brunei, Indonesia, and Singapore, though in Singapore it is more of a symbolic national language. Despite the wide geographic distribution, Prentice (1990) estimated the number of native speakers of Malay in the South East Asia region to be as follows: 7% of a population of 160 million in Indonesia, 45% of 15 million in Malaysia, 15% of 3 million in Singapore, and 60% of 250,000 in Brunei.…”

Section: The Malay Languagementioning

confidence: 99%

Preliminary Content Validity and Reliability of a Newly Developed Malay Preschool Language Assessment Tool

Razak¹,

Madison²,

Siow³

et al. 2010

Asia Pacific Journal of Speech, Language and Hearing

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This article describes the development of the Malay Preschool Language Assessment Tool (MPLAT) designed to assess the language abilities of Malay preschool children between 4;0 to 6;11 years of age. The MPLAT is a prototype assessment tool that measures receptive, expressive use of language and early literacy skills. The rationale, construct validity, content validity, and early reliability evidence are presented. Potential items (217) were administered to 59 children and an item analysis was completed. De-

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“…The alphabet coincides with the 26 letters of the English alphabet, albeit the letter x is only used in loan words. SI has numerous transparent morphemes and affixations (Prentice, 1987). Colloquial SI, however, often features nonaffixed forms.…”

Section: Standard Indonesian Orthographymentioning

confidence: 99%

“…The majority of words are multisyllabic; monosyllabic words are rare. The syllable structures are simple and have clear boundaries (Prentice, 1987;Winskel & Lee, 2013). As many textbooks for first-graders already feature words with derivational affixes, Indonesian schoolchildren need to master long words early in their education (Winskel & Widjaja, 2007).…”

Section: Standard Indonesian Orthographymentioning

confidence: 99%

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2020

Human Technology

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Malay (Indonesian and Malaysian)

Cited by 94 publications

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Morphology in Malay–English biliteracy acquisition: an intervention study

Morphology in Malay–English biliteracy acquisition: an intervention study

Preliminary Content Validity and Reliability of a Newly Developed Malay Preschool Language Assessment Tool

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