Volume 3, Issue 2 (6-2018)                   IJREE 2018, 3(2): 17-33 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Itmeizeh D M J. Influence of Morphemic Analysis on Vocabulary Learning Among Palestinian 10th Graders. IJREE. 2018; 3 (2)
URL: http://ijreeonline.com/article-1-95-en.html
Palestine Ahliya University College, Bethlehem, Palestine
Abstract:   (866 Views)
The aim of this study is to identify the influence of morphological analysis strategy employed by Palestinian 10th 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.

 
Full-Text [PDF 503 kb]   (15 Downloads)    
Type of Study: Research | Subject: Special

References
1. Al Farsi, B. (2008). Morphological awareness and its relationship to vocabulary knowledge and morphological complexity among Omani EFL University students. Unpublished Master's Thesis, University of Queensland, St Lucia, Australia. https://espace.library.uq.edu.au/view/UQ:151557
2. Alderson, J. C., & Banerjee, J. (2002). Language testing and assessment (Part 2). Language Teaching, 35(2), 79-113. [DOI:10.1017/S0261444802001751]
3. Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame'enui, E. J. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meanings. American Educational Research Journal, 40(2), 447-494. http://journals.sagepub.com/doi/abs/10.3102/00028312040002447 [DOI:10.3102/00028312040002447]
4. Bear, D. R., Invernizzi, M., Tempelton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th edition). Upper Saddler River, NJ: Pearson Prentice Hall. https://www.pearson.com/us/higher-
5. Bellomo, T. S. (2009). Morphological analysis and vocabulary development: Critical criteria (p.45) http://www.readingmatrix.com/ articles/bellomo/article.pdf.
6. Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44. https://www.researchgate.net/publication/247410360 [DOI:10.1037/0022-0663.98.1.44]
7. Curinga, R. (2014). The effect of morphological awareness on reading comprehension: A study with adolescent Spanish-English emergent bilinguals. CUNY Academic Works. http://academicworks.cuny.edu/gc_etds/30.
8. Kaweera, C. (2013). Writing error: A review of interlingual and intralingual interference in EFL context. English language teaching, 6(7), 9. doi: http://dx.doi.org/10.5539/elt.v6n7p9 http://www.ccsenet.org/journal/index.php/elt/article/view. [DOI:10.5539/elt.v6n7p9]
9. Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The reading Teacher, 61(2), 134144. https://eric.ed.gov/?id=EJ776395 [DOI:10.1598/RT.61.2.3]
10. Khodadoust, E., Aliasin, S. H., & Khosravi, R. (2013). The relationship between morphological awareness and receptive vocabulary knowledge of Iranian EFL learners. International Journal of Educational Research & Technology, 4(1), 60-67. www.soeagra.com/ijert/ijertmarch2013/10.pdf
11. Khoshkhoonejad, A. A., Khalifelu, S. F., & Abdipour. S. (2016). Exploring the effect of morphological instruction on vocabulary learning among Iranian EFL learners. Journal of Education and Learning, 10(2), 151-158. DOI: http://dx.doi.org/10.11591/edulearn.v10i2.3316 [DOI:10.11591/edulearn.v10i2.3316]
12. Kuo, L. J., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross language perspective. Educational Psychologist, 41(3), 161-180. http://www.tandfonline.com/doi/abs/10.1207/s15326985ep4103_3 [DOI:10.1207/s15326985ep4103_3]
13. Paiman, N., Thai, Y. N., & Yuit, G. M. (2015). Effectiveness of morphemic analysis of Graeco-Latin word parts as a vocabulary learning strategy among ESL learners. 3L: The Southeast Asian Journal of English Language Studies, 21(2), 31-45. https://scholar.google.com/scholar? [DOI:10.17576/3L-2015-2102-03]
14. Roth, D. (2014). Morphological analysis as a vocabulary strategy in post-secondary reading: Literature review and annotated bibliography. Retrieved from https://grammarteaching.files.wordpress.com/2014/07/annotated-bibliography-on-morphological-analysis.pdf (accessed 02/02/2017).
15. Sekaran, U., & Bougie, R. (2010). Research methods for business: A skill building approach (5th ed.). Haddington John Wiley & Sons.
16. Taha, A., Amanj I., A., & Mohamad, M. Y. (2015). The influence of morphological analysis on vocabulary learning among Iraqi secondary school students in Malaysia. International Journal of Education and Research, 3(5), 457. http://www.ijern.com/journal.
17. Varatharajoo, C., Asmawi, A. B., Abdallah, N., & Abedalaziz, M. (2015). The awareness of morphemic knowledge for young adults' vocabulary learning. The Malaysian Online Journal of Educational Science, 3(2), 45-56. https://eric.ed.gov/?id=EJ1085913
18. Vermeer, A. (2001). Breadth and depth of vocabulary in relation to acquisition and frequency of input. Applied Psycholinguistics, 22, 2, 217-234. https://www.cambridge.org/core/journals/applied-psycholinguistics/article/breadth- [DOI:10.1017/S0142716401002041]
19. Zimmerman, K. (2005). Newly placed versus continuing students: Comparing vocabulary size. ESL Reporter, 38(1), 52–60.

Add your comments about this article : Your username or Email:
Write the security code in the box

Send email to the article author


© 2018 All Rights Reserved | International Journal of Research in English Education

Designed & Developed by : Yektaweb