Effect of Three Methods of Morphological Awareness on Iranian Intermediate EFL Learners' Reading Comprehension

Autor/inn/en	Ghasemi, Behnam; Vaez-Dalili, Mehdi
Titel	Effect of Three Methods of Morphological Awareness on Iranian Intermediate EFL Learners' Reading Comprehension
Quelle	In: International Journal of Instruction, 12 (2019) 2, S.623-638 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Morphology (Languages); Metalinguistics; Language Tests; Morphemes; English (Second Language); Second Language Learning; Pretests Posttests; Reading Comprehension; Task Analysis; Foreign Countries; Reading Tests; Undergraduate Students; Second Language Instruction; Teaching Methods; Iran + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Metalanguage; Metasprache; Language test; Sprachtest; Morphem; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Aufgabenanalyse; Ausland; Lesetest; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study scrutinized the development of Iranian intermediate EFL learners' reading comprehension through the employment of three methods of morphological awareness (i.e. Textual Enhancement (TE), Metalinguistic Explanation (ME) and Morpheme Recognition Task (MRT). To do so, 90 intermediate EFL learners were divided into three groups, each group including 30 participants. Each group was taught sixty English derivational affixes including prefixes, suffixes and roots through three methods of morphological awareness (i.e., TE, ME, and MRT). Due to the high frequency of derivational affixes, less common derivational affixes were utilized for the treatment. For the purpose of the study, a pretest-posttest design was adopted. Given that it was impossible to provide texts containing all English affixes, single-sentence reading comprehension tests were administered as both pretest and posttest. As the first objective of the study, the development of the learners' morphological awareness in the three groups was measured by conducting a series of paired-samples t-tests. The results revealed that there was a significant improvement for all three groups. As another objective of the study, the posttest results of the reading comprehension test of the three groups were compared by running a one-way ANOVA. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01