Morphological Teaching Strategies to Enhance Students’ Vocabulary Knowledge and Reading Comprehension
A number of studies have shown that morphological awareness contributes to the improvement of the comprehension of student reading and vocabulary learning, interest in the importance of language acquisition and instruction of morphological awareness is increasing. This research emphasizes the use of morphological techniques used in reading comprehension to enhance the vocabulary awareness of prefixes and suffixes of students and to contribute to the development of vocabulary acquisition. This literature review was conducted to incorporate research results to assess whether such training led to increased understanding of reading and development of vocabulary. First, researchers need to collect relevant information related to morphological and teaching strategies in the teaching and learning process of English. Second, researchers can analyze data regarding the advantages and disadvantages of morphological strategies and instructions in the English teaching and learning process. Third, researchers identified the important role of morphological awareness that has been applied by students and the need to implement morphological strategies to help second language learners to acquire English language skills. Finally, learners can conclude some important things related to the application of morphology learning strategies to engage the teaching and learning process so that learners can achieve learning objectives regularly.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Massachusetts Institute of Technology Press.
Amirjalili, F. & Jabbari, A. A. (2018). The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Teacher Education and Development, 5, 1-30.
Anita, F., Ramadhiyanti, Y., & Kurniawati, T. (2014). Pengetahuan Morfologi (Morphological Awareness) Dalam Proses Pengenalan Kata Bahasa Inggris. Jurnal Pendidikan Bahasa, 3(1), 103–118.
Anwar, I. & Rosa, R. N. (2020). The role of morphological awareness and explicit morphological instructions in elt. Journal of Linguistics, Literature, and Language Teaching, 4 (1), 28-37.
Aronoff, M., & Fudeman, K. (2011). What is morphology? In Wiley- Blackwell (2nd ed.). John Wiley & Sons. https://doi.org/10.1038/018255a0.
Aswandi (2020). The application of matching game to improve students' English vocabulary mastery. INOVISH Journal, 5(1), 58-65.
Audring, J., Masini, F., Audring, J., & Masini, F. (2018). Introduction: Theory and Theories in Morphology. The Oxford Handbook of Morphological Theory, January 2020, xxii–16. https://doi.org/10.1093/oxfordhb/9780199668984.013.1
August, D. & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. New Jersey: Lawrence Erlbaum Associates.
Badawi, M. F. A. (2019). The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension. English Language Teaching, 12(4), 166. https://doi.org/10.5539/elt.v12n4p166.
Booij, G. (2005). The Grammar of Words: An Introduction to Linguistic Morphology. In The Grammar of Words: An Introduction to Linguistic Morphology (1st ed.). Oxford University Press Inc. https://doi.org/10.1093/acprof:oso/9780199226245.001.0001
Brandes, D. R. & McMaster, K. L. (2017). A Review of Morphological Analysis Strategies on Vocabulary Outcomes with ELLs. Insight into Learning Disabilities, 14 (1), 53-72.
Brozo, W. (1991). Hiding out in content classrooms: Coping strategies of unsuccessful readers. Journal of Reading, 33, 324–328.
Carlisle, J. F. (2010). Effects of Instruction in Morphological Awareness on Literacy Achievement: An Integrative Review. Reading Research Quarterly, 45(4), 464–487. https://doi.org/10.1598/rrq.45.4.5
Casalis, S., Colé, P., & Sopo, D. (2004) Morphological awareness in developmental dyslexia. Annals of Dyslexia, 54(1), 114-138.
Coutu-Fleury, C. (2015). The effects of morphological awareness training on the reading and spelling performance of young dyslexics. Langues et Linguistique, 35, 72-79.
Crosson, A. C., McKeown, M. G., Moore, D. W. & Ye, F. (2018). Extending the bounds of morphology instruction: Teaching Latin roots facilitates academic word learning for English learner adolescents. Reading and Writing, 1–39.
Domínguez, J. A. (1991). The Role of Morphology in the Process of Language Acquisition and Learning. Revista Alicantina de Estudios Ingleses, 4, 37–47.
Griva, E., & Anastasiou, D. (2009). Morphological strategies training: The effectiveness and feasibility of morphological strategies training for students of English as a foreign language with and without spelling difficulties. Journal of Writing Research, 1(3), 199-223.
Guastello, F., Beasley, M. & Sinatra, R. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial and Special Education, 21, 356–365.
Hall, L. (2005). Teachers and content area reading: Attitudes, beliefs, and change. Teaching and Teacher Education, 21, 403–414.
Hall, L. A. (2006). Anything but lazy: New understandings about struggling readers, teaching, and text. Reading Research Quarterly, 41 (4), 1-4.
Hammarström, H., & Borin, L. (2011). Unsupervised learning of morphology. Computational Linguistics, 37(2), 309–350.
Hidayat, N. (2016). Improving students' vocabulary achievement through word game. Journal of Educators Society, 1(2), 95-104.
Kieffer, M. J., & Lesaux, N. K. (2012). Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model. Applied Psycholinguistics, 33, 23– 54.
Khoshkhoonejad, A., Khalifelu, S. F., & Abdipour, S. (2016). Exploring the Effect of Morphological Instruction on Vocabulary Learning among Iranian EFL Learners. Journal of Education and Learning. 10(2), 151-158.
Levesque, K. C., Kieffer, M. J. & Deacon, S. H. (2018). Inferring meaning from meaningful parts: The contributions of morphological skills to the development of children’s reading comprehension. Reading Research Quarterly.
Manyak, P. C., Baumann, J. F., & Manyak, A. M. (2018). Morphological Analysis Instruction in the Elementary Grades: Which Morphemes to Teach and How to Teach Them. Reading Teacher, 72(3), 289–300. https://doi.org/10.1002/trtr.1713
Nagy, W. E., Beminger, V., Abbott, R. & Vaughan, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730–742.
National Assessment of Educational Progress. (2004). long trend assessment results in reading. Retrieved February 6, 2006, from http://nces.ed.gov/nationsreportcard/ltt
Nilamsari, N. (2014). Memahami studi dokumen dalam penelitian kualitatif. Wacana, XIII(2), 177-81.
Oz, H. (2014). Morphology and implications for English language teaching. In A. Saricoban (Ed.), Linguistics for English language teaching studies (pp. 83‐120). Ankara: Ani Publishing.
Proctor, C. P., Carlo, M., August, D. & Snow, C. E. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246–256.
Roaini, R., & Ansar, F. A. (2019). Prefix And Suffix Analysis In Relation With Students English Ability. English Education: Jurnal Tadris Bahasa Inggris, 12(1), 49–62. https://doi.org/10.24042/ee-jtbi.v12i1.4430
Rosa, R. N. (2013). Introduction to linguistics. Padang: Sukabina Press.
Sarfras, S., Tariq, U. & Abbas, A. (2018). Effectiveness of Morphological Awareness in English Writing Composition of Pakistani Students at the Undergraduate Level-Case Study. Journal of Education and Practices, 9(19), 78-84.
Stowe, M. (2019). Teaching Morphology: Enhancing Vocabulary Development and Reading Comprehension. Retrieved December 20, 2020, from https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/teachingmorphology/index.php
Templeton, S. (2012). Teaching and learning morphology: A reflection on generative vocabulary instruction. Journal of Education, 192(2/3), 101-107.
Wolter, J. A., & Gibson, F. E. (2015). Morphological awareness assessment and intervention to improve language and literacy. Seminars in Speech and Language, 36(1), 31–41. https://doi.org/10.1055/s-0034-1396444
Yurtbaşı, M. (2015). Building English vocabulary through roots, prefixes, and suffixes. Global Journal of Foreign Language Teaching. Global Journal of Foreign Language Teaching, 05(1), 44‐51. www.awer-?‐center.org/gjflt/
Zhang, D. & Koda, K. (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: Testing direct and indirect effects. Reading and Writing, 25(5), 1195– 1216.
- View 850 times Download 850 times pdf
Copyright (c) 2021 JET (Journal of English Teaching)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.