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Developing EFL learners’ morphological awareness: Instructional effect, teachability of affixes, and learners’ perception

  • Ming-Fang Lin EMAIL logo
Veröffentlicht/Copyright: 19. Mai 2017
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 57 Heft 3

Abstract

Morphological instruction has been proved to be facilitative of second language learners’ vocabulary learning. However, studies on the effect of teaching affixes on Chinese EFL learners’ vocabulary learning were relatively less explored. Therefore, this study was aimed at investigating the effect of teaching six affixes on Chinese EFL learners’ vocabulary learning, the teachability of affixes, and the learners’ perception toward the instruction. The participants were 40 seventh-graders from two intact classes in a junior high school in southern Taiwan. One class of 20 students served as the control group, and the other class of 20 students was assigned as the experimental group to receive the six-session training of affixes. Instruments were a morpheme identification task, a vocabulary translation test, students’ learning journals, and a questionnaire of perception toward the instruction. The results indicated the positive effect of instruction on the experimental group’s receptive learning of the affixes. In addition, the data also showed the students’ positive perception toward morphological instruction. This study concluded with theoretical implications for future studies and pedagogical implications for teaching affixes.

Keywords: morphological instruction; teachability of affixes; perception

Acknowledgments

I would like to thank Prof. Yu-Fang Wang of National Kaohsiung Normal University and two anonymous reviewers for their insightful comments on earlier versions of this paper. Any remaining errors are my own.

Appendix A: Morpheme identification task

  1. 將下列單字分成有意義的兩個小部分，如: teacher→teach/er (Please divide the following words into two meaningful parts.)

    dryerunsafedisclose
    unwisemarkerincomplete
    discountavailableactor
    responsibleelectionunsure
    questioninformalfashionable
    impolitetelevisiondisobey

Appendix B: Vocabulary translation test

  1. drive (v.) 開車 → ____________________ (n.) 司機(開車的人)

  2. report (v.) 報導 → ___________________ (n.) 記者(報導的人)

  3. speak (v.) 講話 → ___________________ (n.) 講話的人；說話者

  4. collect (v.) 收集 → __________________ (n.) 收集的東西；收藏品

  5. discuss (v.) 討論 → __________________ (n.) 討論(的事物)

  6. direct (v.) 指引 → ___________________ (n.) 方向；指示

  7. eat (v.) 吃 → _______________________ (adj.) 可食用的

  8. change (v.) 改變 → _________________ (adj.) 可改變的；易變的；不定的

  9. drink (v.) 喝；飲用 → _______________ (adj.) 可以喝的；可以飲用的

  10. lucky (adj.) 幸運的 → ______________ (adj.) 不幸的

  11. happy (adj.) 快樂的 → ______________ (adj.) 不快樂的

  12. clear (adj.) 清楚的 → _______________ (adj.) 不清楚的

  13. possible (adj.) 可能的 → ____________ (adj.) 不可能的

  14. correct (adj.) 正確的 → _____________ (adj.) 不正確的

  15. convenient (adj.) 方便的 → __________ (adj.) 不方便的

  16. like (v.) 喜歡 → ____________________ (v.) 不喜歡

  17. agree (v.) 同意 → ___________________ (v.) 不同意

  18. appear (v.) 出現 → __________________ (v.) 消失

Appendix C: Outline of learning journals

  1. 我今天學到的英語單字組成部分為 (The affix for today is)________

  2. 請圈選今天所學的單字組成部分的難易度。(數值越大，代表你覺得越困難；數值越小，代表你覺得越簡單) (Please circle a number to show your opinion toward the learning difficulty of today’s affix.)

    非常有點普通有點非常
    簡單簡單(so so)困難困難
    (very easy)(some-what easy)(some- what difficult)(very difficult)
    我覺得今天所學的單字組成部分困難度是

    (I think the learning difficulty for today’s affix is …)    		12345

  3. 我可以利用今天所學到的英語單字組成部分創造出以下幾個單字 (I can use today’s affix to create the following words) : ______________________________

  4. ___________________________________________________________________

  5. 我對於今天學習英語單字組成的心得 (My reflection for today’s affix learning): __________________________________________________________________________________________________________________________________________

Appendix D: Questionnaire

  1. 以下六題，請根據你的學習心得勾選符合你自己的選項。

(Please read the following six items and put a check mark ˇ beside each of the description.)

ItemDescription同意 (agree)不同意(disagree)
1我覺得學習英語單字的分析與組成很有趣。
(I think that learning affixes is interesting.)
2我覺得學習英語單字的分析與組成對於以後背單字很有用。
(I think that learning affixes is helpful for memorizing vocabulary.)
3我覺得學習英語單字的分析與組成對於單字的理解有幫助。
(I think that learning affixes is helpful for understanding vocabulary.)
4我覺得學習英語單字的分析與組成對於英語閱讀有幫助。
(I think that learning affixes is helpful for my English reading.)
5我覺得學習英語單字的分析與組成對於英語的學習有幫助。
(I think that learning affixes is helpful for my English learning.)
6我希望未來能學到更多的英語單字的分析與組成。
(I hope that I can learn more affixes in the future.)

Appendix E: A weekly lesson plan for the two groups

Experimental groupControl group
1st class (on Mon.) (regular instruction)1. Warm-up (3 mins)1. Warm-up (3 mins)
2. Instruction on vocabulary (13 mins)2. Instruction on vocabulary (13 mins)
3. Vocabulary activity (5 mins)3. Vocabulary activity (5 mins)
4. Instruction on reading (13 mins)4. Instruction on reading (13 mins)
5. Reading activity (5 mins)5. Reading activity (5 mins)
6. Group discussion (4 mins)6. Group discussion (4 mins)
7. Wrap-up & homework (2 mins)7. Wrap-up & homework (2 mins)
(material: students’ textbook)(material: students’ textbook)
2nd class (on Wed.)(regular instruction)1. Warm-up (3 mins)1. Warm-up (3 mins)
2. Instruction on sentence patterns (13 mins)2. Instruction on sentence patterns (13 mins)
3. Sentence pattern practices (10 mins)3. Sentence pattern practices (10 mins)
4. Instruction on reading (10 mins)4. Instruction on reading (10 mins)
5. Reading activity (4 mins)5. Reading activity (4 mins)
6. Group discussion (3 mins)6. Group discussion (3 mins)
7. Wrap-up & homework (2 mins)7. Wrap-up & homework (2 mins)
(material: students’ textbook)(material: students’ textbook)
3rd class (on Thur.)(regular instruction)1. Warm-up (3 mins)1. Warm-up (3 mins)
2. Instruction on vocabulary (13 mins)2. Instruction on vocabulary (13 mins)
3. Vocabulary activity (5 mins)3. Vocabulary activity (5 mins)
4. Instruction on dialogue (10 mins)4. Instruction on dialogue (10 mins)
5. Activity for dialogue (10 mins)5. Activity for dialogue (10 mins)
6. Group discussion (2 mins)6. Group discussion (2 mins)
7. Wrap-up & homework (2 mins)7. Wrap-up & homework (2 mins)
(material: students’ textbook)(material: students’ textbook)
4th class(on Fri.)(additional instruction)1. Warm-up (1 min)1. Warm-up (1 min)
2. Reading2. Reading
2.1 students’ silent reading+3 questions of reading comprehension (4 mins)2.1 students’ silent reading+3 questions of reading comprehension (4 mins)
2.2 teacher checks students’ reading comprehension+Q&A (3 mins)2.2 teacher checks students’ reading comprehension + Q&A (3 mins)
3. Morphological instruction (23 mins)3. Activity of graphic organizers for the reading (15 mins)
4. Morphological practice (10 mins)4. Vocabulary activities:
4.1 cross-word puzzle (10 mins)
4.2 word-searching (9 mins)
5. Q&A + learning journal (3 mins)5. Q&A (2 mins)
6. Wrap-up (1 min)6. Wrap-up (1 min)
(material: teacher-made handout)(material: teacher-made handout)

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Published Online: 2017-05-19
Published in Print: 2019-09-25

© 2019 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  3. The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms
  4. Developing EFL learners’ morphological awareness: Instructional effect, teachability of affixes, and learners’ perception
  5. Accounting for the asymmetrical interpretation of thematic and non-thematic verbs in L2 English
  6. The prevalence and frequency of Japanese-English cognates: Recommendations for future research in applied linguistics
https://doi.org/10.1515/iral-2015-0081
Schlagwörter für diesen Artikel
morphological instruction; teachability of affixes; perception

Artikel in diesem Heft

  1. Frontmatter
  3. The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms
  4. Developing EFL learners’ morphological awareness: Instructional effect, teachability of affixes, and learners’ perception
  5. Accounting for the asymmetrical interpretation of thematic and non-thematic verbs in L2 English
  6. The prevalence and frequency of Japanese-English cognates: Recommendations for future research in applied linguistics
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