This study investigated the impact of inflectional and
derivational morphemic analysis awareness ... more This study investigated the impact of inflectional and derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi experimental study was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and Vocabulary-Morphemic Test in the pretest and posttest before and after an intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the vocabulary acquisition. Importantly, learning inflectional morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary. Keywords—ESL, instruction, morphemic analysis, vocabulary
The study explored the awareness of morphemic knowledge among young adult learners
in the ESL con... more The study explored the awareness of morphemic knowledge among young adult learners in the ESL context. Morphological Relatedness Test and Morphological Structure Test (adapted from Curinga, 2014) were two important tools used to assess the students’ morphemic knowledge in this study. The tests measured the students’ ability to reflect and manipulate morphologically complex derived words in English. Paired sample t‐test was utilized to report the results of this quantitative study. The results demonstrated that young adult learners have modest ability in both tasks i.e. to reflect and manipulate morphologically complex derived words. In fact, students’ performance was poorer in manipulation task compared to the reflective task. The study suggests that explicit instruction on morphology units can be introduced as a strategy to develop morphemic knowledge among Malaysian young adult learners. The study further proposes that young adult learners can expand their vocabulary by analyzing the meaningful parts within words through morphological knowledge.
The aim of this study is to investigate the morphological knowledge among ESL secondary school
st... more The aim of this study is to investigate the morphological knowledge among ESL secondary school students. As English text has many complex words, and understanding them can be problematic to ESL struggling students. Thus, having knowledge of morphology is deemed vital for their vocabulary acquisition. 110 ESL secondary school students’ morphology knowledge was assessed based on their analysis and synthesis ability in this study. The Morphemic Analysis Test was employed to measure the students’ ability to decode morphological units in English complex words. Opinion Survey questionnaire was used to identify whether the students are interested to learn a new strategy that can aid them in learning morphological units. T-test and descriptive statistics were employed to report the results of the study. The results indicated that the students have limited knowledge of morphology as they lack the ability to analyse morphologically complex words. However, the students expressed their interest to learn the proposed strategy to learn morphological units. This finding implicates that there is a need for a strategy on learning morphological units that can facilitate students’ vocabulary acquisition. The study thus recommends morphemic analysis strategy so that students can acquire vocabulary effectively by unlocking the meaning of complex words. KEY WORDS: MORPHOLOGY, VOCABULARY, MIXED ABILITY, SECONDARY SCHOOL STUDENTS
The aim of this study was to investigate morphemic analysis awareness among low proficiency secon... more The aim of this study was to investigate morphemic analysis awareness among low proficiency secondary school students in an ESL context. Learners’ morphemic analysis awareness in this study was assessed based on analytic and synthetic aspects of morphemic analysis tasks. The Morphemic Sensitivity Test, with its two subtests: Morphemic Identification Test and Morphemic Structural Test adapted from Gomez (2009), was used to measure the students’ ability to reflect and manipulate morphemic units in English. Paired sample t-test was employed to report the results of the study. Results indicated that the students have limited awareness in both analytic and synthetic aspects of morphemic analysis tasks. In fact, the students performed poorly on the synthetic task compared to the analytical task. This finding implicates that there is a need for explicit teaching of morphology units to create morphemic analysis awareness among Malaysian secondary school students. The study proposes that morphemic analysis awareness can necessitate students’ vocabulary development because it can help them to unlock the meaning of new and complex words by analyzing the meaningful parts within the words.
This study investigated the impact of inflectional and
derivational morphemic analysis awareness ... more This study investigated the impact of inflectional and derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi experimental study was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and Vocabulary-Morphemic Test in the pretest and posttest before and after an intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the vocabulary acquisition. Importantly, learning inflectional morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary. Keywords—ESL, instruction, morphemic analysis, vocabulary
The study explored the awareness of morphemic knowledge among young adult learners
in the ESL con... more The study explored the awareness of morphemic knowledge among young adult learners in the ESL context. Morphological Relatedness Test and Morphological Structure Test (adapted from Curinga, 2014) were two important tools used to assess the students’ morphemic knowledge in this study. The tests measured the students’ ability to reflect and manipulate morphologically complex derived words in English. Paired sample t‐test was utilized to report the results of this quantitative study. The results demonstrated that young adult learners have modest ability in both tasks i.e. to reflect and manipulate morphologically complex derived words. In fact, students’ performance was poorer in manipulation task compared to the reflective task. The study suggests that explicit instruction on morphology units can be introduced as a strategy to develop morphemic knowledge among Malaysian young adult learners. The study further proposes that young adult learners can expand their vocabulary by analyzing the meaningful parts within words through morphological knowledge.
The aim of this study is to investigate the morphological knowledge among ESL secondary school
st... more The aim of this study is to investigate the morphological knowledge among ESL secondary school students. As English text has many complex words, and understanding them can be problematic to ESL struggling students. Thus, having knowledge of morphology is deemed vital for their vocabulary acquisition. 110 ESL secondary school students’ morphology knowledge was assessed based on their analysis and synthesis ability in this study. The Morphemic Analysis Test was employed to measure the students’ ability to decode morphological units in English complex words. Opinion Survey questionnaire was used to identify whether the students are interested to learn a new strategy that can aid them in learning morphological units. T-test and descriptive statistics were employed to report the results of the study. The results indicated that the students have limited knowledge of morphology as they lack the ability to analyse morphologically complex words. However, the students expressed their interest to learn the proposed strategy to learn morphological units. This finding implicates that there is a need for a strategy on learning morphological units that can facilitate students’ vocabulary acquisition. The study thus recommends morphemic analysis strategy so that students can acquire vocabulary effectively by unlocking the meaning of complex words. KEY WORDS: MORPHOLOGY, VOCABULARY, MIXED ABILITY, SECONDARY SCHOOL STUDENTS
The aim of this study was to investigate morphemic analysis awareness among low proficiency secon... more The aim of this study was to investigate morphemic analysis awareness among low proficiency secondary school students in an ESL context. Learners’ morphemic analysis awareness in this study was assessed based on analytic and synthetic aspects of morphemic analysis tasks. The Morphemic Sensitivity Test, with its two subtests: Morphemic Identification Test and Morphemic Structural Test adapted from Gomez (2009), was used to measure the students’ ability to reflect and manipulate morphemic units in English. Paired sample t-test was employed to report the results of the study. Results indicated that the students have limited awareness in both analytic and synthetic aspects of morphemic analysis tasks. In fact, the students performed poorly on the synthetic task compared to the analytical task. This finding implicates that there is a need for explicit teaching of morphology units to create morphemic analysis awareness among Malaysian secondary school students. The study proposes that morphemic analysis awareness can necessitate students’ vocabulary development because it can help them to unlock the meaning of new and complex words by analyzing the meaningful parts within the words.
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Papers by Chandrakala Varatharajoo
derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi experimental study
was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and Vocabulary-Morphemic Test in the pretest and posttest before and after an
intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the
inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the
vocabulary acquisition. Importantly, learning inflectional
morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally
useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary.
Keywords—ESL, instruction, morphemic analysis, vocabulary
in the ESL context. Morphological Relatedness Test and Morphological Structure Test
(adapted from Curinga, 2014) were two important tools used to assess the students’
morphemic knowledge in this study. The tests measured the students’ ability to reflect and
manipulate morphologically complex derived words in English. Paired sample t‐test was
utilized to report the results of this quantitative study. The results demonstrated that
young adult learners have modest ability in both tasks i.e. to reflect and manipulate
morphologically complex derived words. In fact, students’ performance was poorer in
manipulation task compared to the reflective task. The study suggests that explicit
instruction on morphology units can be introduced as a strategy to develop morphemic
knowledge among Malaysian young adult learners. The study further proposes that young
adult learners can expand their vocabulary by analyzing the meaningful parts within words
through morphological knowledge.
students. As English text has many complex words, and understanding them can be problematic to
ESL struggling students. Thus, having knowledge of morphology is deemed vital for their
vocabulary acquisition. 110 ESL secondary school students’ morphology knowledge was assessed
based on their analysis and synthesis ability in this study. The Morphemic Analysis Test was
employed to measure the students’ ability to decode morphological units in English complex words.
Opinion Survey questionnaire was used to identify whether the students are interested to learn a
new strategy that can aid them in learning morphological units. T-test and descriptive statistics
were employed to report the results of the study. The results indicated that the students have limited
knowledge of morphology as they lack the ability to analyse morphologically complex words.
However, the students expressed their interest to learn the proposed strategy to learn morphological
units. This finding implicates that there is a need for a strategy on learning morphological units that
can facilitate students’ vocabulary acquisition. The study thus recommends morphemic analysis
strategy so that students can acquire vocabulary effectively by unlocking the meaning of complex
words.
KEY WORDS: MORPHOLOGY, VOCABULARY, MIXED ABILITY, SECONDARY SCHOOL
STUDENTS
derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi experimental study
was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and Vocabulary-Morphemic Test in the pretest and posttest before and after an
intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the
inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the
vocabulary acquisition. Importantly, learning inflectional
morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally
useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary.
Keywords—ESL, instruction, morphemic analysis, vocabulary
in the ESL context. Morphological Relatedness Test and Morphological Structure Test
(adapted from Curinga, 2014) were two important tools used to assess the students’
morphemic knowledge in this study. The tests measured the students’ ability to reflect and
manipulate morphologically complex derived words in English. Paired sample t‐test was
utilized to report the results of this quantitative study. The results demonstrated that
young adult learners have modest ability in both tasks i.e. to reflect and manipulate
morphologically complex derived words. In fact, students’ performance was poorer in
manipulation task compared to the reflective task. The study suggests that explicit
instruction on morphology units can be introduced as a strategy to develop morphemic
knowledge among Malaysian young adult learners. The study further proposes that young
adult learners can expand their vocabulary by analyzing the meaningful parts within words
through morphological knowledge.
students. As English text has many complex words, and understanding them can be problematic to
ESL struggling students. Thus, having knowledge of morphology is deemed vital for their
vocabulary acquisition. 110 ESL secondary school students’ morphology knowledge was assessed
based on their analysis and synthesis ability in this study. The Morphemic Analysis Test was
employed to measure the students’ ability to decode morphological units in English complex words.
Opinion Survey questionnaire was used to identify whether the students are interested to learn a
new strategy that can aid them in learning morphological units. T-test and descriptive statistics
were employed to report the results of the study. The results indicated that the students have limited
knowledge of morphology as they lack the ability to analyse morphologically complex words.
However, the students expressed their interest to learn the proposed strategy to learn morphological
units. This finding implicates that there is a need for a strategy on learning morphological units that
can facilitate students’ vocabulary acquisition. The study thus recommends morphemic analysis
strategy so that students can acquire vocabulary effectively by unlocking the meaning of complex
words.
KEY WORDS: MORPHOLOGY, VOCABULARY, MIXED ABILITY, SECONDARY SCHOOL
STUDENTS