Comparing the Effect of Morphological Analysis and Incidental Learning on the Acquisition of TOEFL Vocabulary

Autor/inn/en	Azad, Mohammad Taghei; Ahmadian, Moussa
Titel	Comparing the Effect of Morphological Analysis and Incidental Learning on the Acquisition of TOEFL Vocabulary
Quelle	In: MEXTESOL Journal, 45 (2021) 3, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Azad, Mohammad Taghei) ORCID (Ahmadian, Moussa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	Morphology (Languages); Vocabulary Skills; Incidental Learning; Teaching Methods; English (Second Language); Language Tests; Second Language Learning; Learning Strategies; Second Language Instruction; Vocabulary Development; Comparative Analysis; Reading Tests; Pretests Posttests; Metalinguistics; Morphemes; Latin; Greek; Translation; Scores; Retention (Psychology); English for Academic Purposes; Foreign Countries; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Aktiver Wortschatz; Inzidentelles Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fremdsprachenunterricht; Wortschatzarbeit; Lesetest; Metalanguage; Metasprache; Morphem; Latein; Grieche; Griechisch; Merkfähigkeit; Ausland
Abstract	Morphological analysis and incidental learning are two vocabulary learning strategies that language learners may use in order to acquire the meanings of new words. To date, however, few studies have compared the effectiveness of these two strategies. Hence, the current study was carried out to compare the effect of morphological analysis and incidental learning of words that appeared in ten actual TOEFL reading passages from 2010 to 2018 (henceforth, TOEFL vocabulary/words). Eighty upper-intermediate Iranian foreign language learners participated in the study. A pretest was administered to determine the TOEFL words the participants could not supply a synonym, a similar expression, or a translation for at the onset of the study. Next, the participants were randomly divided into two groups: the Morphological Analysis (MA) group, who learned the vocabulary through learning the meanings of Greco-Latin roots in the words, and the Incidental Learning (IL) group, who learned the TOEFL vocabulary through multiple exposures to the words in different contexts. Then, a posttest was administered to investigate the effect of each of these strategies on recognizing the meanings of the TOEFL words. Running a t-test, the groups' mean scores on the pretest and posttest were compared. The results of the study indicated that the MA had a more significant effect on vocabulary retention than the IL. Based on the findings of the study, it is recommended that MA be employed as a valuable source for TOEFL vocabulary learning and teaching by both teachers and learners, and as a strategy for vocabulary teaching in ESP or EAP courses as the vocabulary in such courses is heavily loaded with Greek and Latin roots. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01