The Influence of Derivational and Inflectional Morphological Awareness on the Writing of Undergraduate EFL Students: An Empirical Study

Autor/inn/en	Wahid, Rizwana; Farooq, Oveesa
Titel	The Influence of Derivational and Inflectional Morphological Awareness on the Writing of Undergraduate EFL Students: An Empirical Study
Quelle	In: Arab World English Journal, 10 (2019) 1, S.242-258 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wahid, Rizwana) ORCID (Farooq, Oveesa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Morphology (Languages); Metalinguistics; Correlation; Second Language Learning; Second Language Instruction; English (Second Language); Writing (Composition); Undergraduate Students; Advanced Students; Teaching Methods; Comparative Analysis; Language Tests; Morphemes; Grammar; Syntax; Writing Instruction; Writing Skills; Instructional Effectiveness; Semantics; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Metalanguage; Metasprache; Korrelation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Fortgeschrittener; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Morphem; Grammatik; Schreibunterricht; Writing skill; Schreibfertigkeit; Unterrichtserfolg; Semantik; Ausland; Saudi-Arabien
Abstract	This current study aimed to investigate the influence of derivational and inflectional morphological awareness on the writing of undergraduate students studying English as a Foreign Language. They were divided in to two groups and each group comprised 200 advanced EFL learners. Explicit morphological instructions were given to group two in the classroom for full one semester whereas group one wasn't given any kind of morphological knowledge. To collect data, exactly the same lists of word-formation on different morphological processes and their use in the writing samples were administered to both the groups. The main objective of this research was to examine the correlation between the morphological awareness and the EFL writing after testing learners' reflection on word-formation. Then it also tried to explore the difference between their performances to check whether the morphological instructions improved their writing or not. The findings stated that group two students always performed far better than group one and showed a strong understanding of word-formation structure while applying and manipulating in the morphological-instructed tasks. The formulated hypothesis-the teaching of explicit morphemic rules improves not only morphological awareness to a large extent but also grammatical, intralingual, lexical and syntactic awareness that results to enhance collaboratively EFL writing competence. A promising contribution of this current study to pedagogy was that explicit teaching of morphology improved writing to a concrete, large extent and revealed clearly that it must be introduced to EFL learners from the early education so that their writing skill can be developed effectively. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01