The Impact of Morphological Instruction on Morphological Awareness and Reading Comprehension of EFL Learners

Autor/inn/en	Amirjalili, Forough; Jabbari, Ali Akbar
Titel	The Impact of Morphological Instruction on Morphological Awareness and Reading Comprehension of EFL Learners
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1523975 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1523975
Schlagwörter	Morphology (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Control Groups; Reading Comprehension; Experimental Groups; Teaching Methods; Language Tests; Morphemes; Syntax; Pretests Posttests; Instructional Effectiveness; Language Proficiency; Correlation; College Freshmen; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Morphem; Unterrichtserfolg; Language skill; Language skills; Sprachkompetenz; Korrelation; Studienanfänger; Ausland
Abstract	Awareness in derivational morphology is the ability to manipulate derived words, recognize relationships between different morphological forms of a word, and produce new derivations of words. The current study attempted to investigate the impact of morphological instruction on awareness in relational, syntactic and distributional aspects of derivational morphology, and in turn its effects on reading comprehension among intermediate EFL learners. The participants were 129 lower-higher intermediate students, randomly assigned into experimental and control groups. The study had a pretest-posttest quasi-experimental control group design. The results demonstrated that the experimental groups outperformed the control groups on all three tasks assessing aspects of derivational morphology and reading comprehension tests demonstrating the positive effects of morphological instruction. The treatment benefited the higher level to a greater degree in reading comprehension, but concerning aspects of derivational morphology, the lower level had better improvements. It is concluded that the treatment is more effective for lower levels of proficiency at sub-lexical, but concerning higher levels of proficiency, it is more beneficial at supra-lexical level. The results also demonstrate that reading comprehension is correlated with aspects of derivational morphology and the strongest correlation was observed with distributional aspect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01