Role of Morphological Awareness and Morphological Processing in Korean Secondary School Students' English-Vocabulary Knowledge and Reading Comprehension

Kim, Eun Joo

doi:10.15858/engtea.74.2.201906.51

Cited by 2 publications

(1 citation statement)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a study on MA among Italian monolinguals and Arabic-Italian bilinguals, Vernice and Pagliarini (2018) concluded that working on MA explicitly at school provides significant improvements in reading comprehension, but that we cannot assume that MA is automatically transferred from L1 to L2, nor that in an L2, even if introduced early, the development MA will be implicit. In the context of Korean learners (L1) learning English (L2), Kim (2019) concluded that it was MA work that contributed to the improvement of reading comprehension and vocabulary knowledge in L2 English for these Korean learners. Kieffer and Lesaux (2008) presented a similar situation with Spanish (L1).…”

Section: Introductionmentioning

confidence: 99%

Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish

Feijoo,

Anglada

2024

Front. Commun.

View full text Add to dashboard Cite

Many studies describe the benefits of morphological awareness in reading comprehension in both first and second languages. In turn, several studies demonstrate the positive impact of multimodal input while learning. In this study, we looked for a relationship between multimodal input, gesture in particular, and the development of morphological awareness in L2 Spanish. An experiment was carried out with 38 students of L2 Spanish, aged between 14 and 16, from a secondary school in the UK. The experiment consisted of a pretest and a posttest of morphological awareness mediating three sessions of training. During the training sessions, the participants were divided into 4 groups with different input modalities: audiovisual, audiovisual with text enhancement, audiovisual-gestural and control. Participants worked on a series of words with a morphemic component through the visualization of videos. The experiment provided significant results in terms of learning from pre- to post-test in one of the groups, the audiovisual-gestural group. Hence, we conclude that, in the short term, this type of training might have a positive impact on the development of morphological awareness.

show abstract

Section: Introductionmentioning

confidence: 99%

Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish

Feijoo,

Anglada

2024

Front. Commun.

View full text Add to dashboard Cite

show abstract

L2 knowledge of English prefixes: The effect of vocabulary breadth and exposure

Sonbul

El‐Dakhs

2021

Language Teaching Research

View full text Add to dashboard Cite

Very few studies have investigated second language (L2) knowledge of word parts. The present study was set to measure L2 recognition of 35 English prefixes and the factors that might predict scores. The form and meaning sections of Sasao and Webb’s Word Part Levels Test were administered to 152 Arabic learners of English as a foreign language (EFL), followed by a test of vocabulary breadth, and a short language background questionnaire. The factors we explored in the mixed-effects model analysis were the following: vocabulary breadth, duration of L2 exposure, and type/amount of contact with English in the four modalities. We additionally, explored whether Sasao and Webb’s difficulty estimates reflect Arabic EFL learners’ knowledge of prefixes. Results showed that vocabulary breadth significantly predicted both form and meaning knowledge of English prefixes. Moreover, weekly hours of reading and communication in English contributed significantly to prefix knowledge. Finally, Webb and Sasao’s difficulty estimates predicted scores on both the form and meaning tests and interacted with vocabulary breadth, showing that the most difficult prefixes were challenging regardless of vocabulary breadth. These results are discussed in light of previous research on L2 morphological awareness, highlighting implications for teaching practices.

show abstract

Role of Morphological Awareness and Morphological Processing in Korean Secondary School Students' English-Vocabulary Knowledge and Reading Comprehension

Cited by 2 publications

References 42 publications

Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish

Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish

L2 knowledge of English prefixes: The effect of vocabulary breadth and exposure

Contact Info

Product

Resources

About