چکیده:
Morphological awareness is currently receiving an increasing amount of attention in the
literature on second language learning. This study investigated the effect of three
methods of morphological awareness (i.e. Textual Enhancement (TE), Metalinguistic
Explanation (ME), and Morpheme Recognition Task (MRT)) on Iranian intermediate
EFL learners‟ depth and breadth of vocabulary knowledge. The participants of the study
included 90 intermediate EFL students selected based on their scores on the Oxford
Quick Placement Test (OQPT). They were divided into three groups (i.e. TE, ME,
MRT), each including 30 participants. Each group was taught 60 English derivational
affixes including prefixes, suffixes and roots through three different methods of
morphological awareness. In order to examine the participants‟ depth and breadth of
vocabulary knowledge, they were asked to respectively take Word Associates Test
(WAT) and Vocabulary Levels Test (VLT) as both pretests and posttests. In order to
examine the difference between the pretest and posttest scores of the participants‟ VLT
and WAT, a paired-samples t-test was run for each group. In order to explore if there
were any significant differences among the posttest scores of the three groups on the
VLT and WAT, two separate one-way ANOVAs were conducted. Results indicated that
(i) all three methods of morphological awareness have significant effects on improving
EFL learners‟ depth and breadth of vocabulary knowledge, and (ii) that there was no
significant difference among the three groups in terms of their depth of vocabulary
knowledge, but there were significant differences between the ME group and the other
two groups (i.e. TE and MRT) regarding their breadth of vocabulary knowledge.
Considering the implications, teachers should raise students‟ awareness to utilize affixes.
Syllabus designers and lexicographers should also take account of different techniques
and tasks for raising EFL/ESL learners‟ morphological awareness.
خلاصه ماشینی:
The Effects of Three Methods of Morphological Awareness on Iranian Intermediate EFL Learners’ Breadth and Depth of Vocabulary Knowledge Behnam Ghasemi1, Mehdi Vaez-Dalili2 1 Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran, ghasemi.
Does each of the Textual Enhancement (TE), Metalinguistic Explanation (ME), and Morpheme Recognition Task (MRT) methods significantly affect the breadth of Iranian intermediate EFL learners‟ vocabulary knowledge?
2. Does each of the Textual Enhancement (TE), Metalinguistic Explanation (ME), and Morpheme Recognition Task (MRT) methods significantly affect the depth of Iranian intermediate EFL learners‟ vocabulary knowledge?
e. Textual Enhancement (TE), Metalinguistic Explanation (ME), and Morpheme Recognition Task (MRT)) on the breadth of Iranian intermediate EFL learners‟ vocabulary knowledge differ significantly?
e. Textual Enhancement (TE), Metalinguistic Explanation (ME), and Morpheme Recognition Task (MRT)) on the depth of Iranian intermediate EFL learners‟ vocabulary knowledge differ significantly?
As illustrated in Table 3, a series of paired-samples t-tests were conducted to compare the pretest and posttest scores of the Textual Enhancement (TE), Metalinguistic Explanation (ME), and Morpheme Recognition Task (MRT) groups in order to measure the effect of each method on Iranian intermediate EFL learners‟ breadth of vocabulary knowledge.
Therefore, a one-way between-groups analysis of variance (ANOVA) was employed to compare the impact of the 140 Journal of Modern Research in English Language Studies 6(2), 129-146 (2019) three methods of morphological awareness on the learners‟ breadth of vocabulary knowledge.
e. Textual Enhancement (TE), Metalinguistic Explanation (ME), and Morpheme Recognition Task (MRT)) on Iranian intermediate EFL learners‟ breadth and depth of vocabulary knowledge.