The Comparative Impact of Pictorial Annotations and Morphological Instruction on Lexical Inferencing of Iranian Intermediate EFL Learners مقالة

مؤلف: Ansarin، Ali Akbar ؛ Jamshidi، Firoze ؛ Mohamadi، Zohre ؛

Journal of English Language Teaching and Learning Autumn 2016 - Number 18 التصنيف: العلمية - البحثية/ISC (‎24 صفحة - من 19 إلی 42 )

الکلمات المفتاحية: lexical inferencing morphological instruction pictorial annotation and vocabulary learning EFL PET

خلاصة:

One of the main ways to acquire unfamiliar words is to make guesses about words meaning. This study investigates the comparative effects of pictorial annotations and morphological instructions on Iranian EFL learners’ lexical inferencing ability. Considering homogeneity issues using PET (Preliminary English Test), the researchers assigned the participants into two experimental and one control groups. All groups took a vocabulary self-report test before the treatment. The treatment contained 6-weeks long reading texts tasks with 40 underlined and boldfaced target words. Groups differed as one experimental group was taught mainly through the annotated pictures technique while the other experimental group through the aid of morphological analysis of unknown words and the control group receiving the traditional root vocabulary learning technique. The results of a one-way analysis of variances (ANOVA) between the self-report vocabulary test and a piloted researcher-made lexical-inferencing post-test revealed no significant difference in performances of morphological instruction group and control group. The results also indicated that the pictorial annotation group significantly outperformed the morphological group on inferring the unfamiliar lexical items. It can be concluded that the outcomes of this study may provide insights to EFL teachers as well as students on how to best approach guessing target words while reading a text.

ملخص الجهاز:

This study investigates the comparative effects of pictorial annotations and morphological instructions on Iranian EFL learners’ lexical inferencing ability. The results of a one-way analysis of variances (ANOVA) between the self- report vocabulary test and a piloted researcher-made lexical-inferencing post-test revealed no significant difference in performances of morphological instruction group and control group. Several studies (Nagy, 1988; Chern, 1993; Rott, 1999; Schmitt, 2004; Walters, 2004; Nassaji, 2006; Kanatlar & Peker, 2009) support the idea that guessing the meaning of unfamiliar words by using contextual clues can help learners with inadequate knowledge of new words. One line of research on vocabulary development and reading comprehension clearly demonstrates the effects of pictorial glosses on vocabulary growth and understanding a text (Kost, Foss, & Lenzini, 1999, Park, 2000, Al-Seghayer, 2001; Yoshii, 2002, 2006; Brown, 2003; Yeh & Wang, 2003). A number of studies have investigated the relationship between morphological awareness and reading comprehension in general and vocabulary knowledge in particular (Ku & Anderson, 2003; Asgharzade, Rahimy, & Pour Kalhor, 2012; Kirby, Deacon, Bowers. Since the aim of the study was comparing the impact of the pictorial annotations and morphological instruction on EFL students' lexical inferencing, only the reading section of PET was employed. Discussion The present study was an attempt to investigate the comparative impact of the pictorial annotation and the morphological instruction on the lexical inferencing of EFL learners and to examine the research questions.

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