Explicit Instruction in Morphological Awareness: Research-based Vocabulary Instruction

• 영문명: Explicit Instruction in Morphological Awareness: Research-based Vocabulary Instruction
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Sung-Mook Choi
• 간행물 정보: 『영어교육연구』제18권 3호, 1~24쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.09.01

영문 초록

  Focusing specifically on derivational prefixes, the primary purpose of this study is to examine how instruction in morphological awareness affects 2nd year EFL high school students’ ability to determine the meaning of morphologically analyzable words containing instructed and uninstructed prefixes. This study also examined how English language proficiency impacts the students’ ability to derive meanings of morphologically complex words including taught and untaught prefixes. One-hundred fifty-seven second year EFL high school students participated in the study. The results provided some substantial evidence that support the traditional practice of teaching students to use morphology. Major findings include (a) that treatment group students who received instruction in morphological awareness considerably outperformed control group students in two types of word inference posttests, (b) that proficient students consistently outperformed less proficient counterparts in same tests, and (c) that although morphological awareness instruction enhanced the ability to derive the meaning of words in all proficiency levels, it may widen the gap of vocabulary knowledge between proficient and less proficient readers, instead of bridging the gap. Practical implications were suggested for teachers and textbook designers for EFL high school students.

목차

영어 초록
Ⅰ. PROBLEM STATEMENT
Ⅱ. REVIEW OF LITERATURE
Ⅲ. METHOD
Ⅳ. RESULTS
Ⅴ. DISCUSSION
Ⅵ. CONCLUDING REMARKS
REFERENCES
저자소개

키워드

morphological awareness structural analysis derivational prefixes EFL readers vocabulary knowledge