Ppt gabriela reyna_&_juancolli


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Ppt gabriela reyna_&_juancolli

  1. 1. • Developing morphological awareness in the students of third semester of the English Language Major from the Universidad de Quintana Roo. Student’s name: María Gabriela Reyna Medina Juan de Dios Colli Velázquez
  2. 2. The acquisition of new vocabulary is one ofthe most important aspects when one islearning a new language. The importance ofvocabulary lies on the fact that even if oneknows the grammatical rules, appropriatepronunciation, syntax, etc. of a language,all that knowledge becomes useless if onedoes not have the lexicon to apply thoserules.Introduction
  3. 3.  Teaching morphology in early levels of English learning is strongly related to the amount of vocabulary a student can learn in an early stage.Hypothesis
  4. 4.  Teaching the word formation processes and affixation rules to students in the early stages of ESL improve their acquisition of new vocabulary. What is the difference in the number of words acquired by students who are helped to develop their morphological awareness from those who are not?Research Questions
  5. 5. For the subjects who receive the treatment: Does learning morphology have helped you to increase your grades in your exams? Do you feel that learning morphology makes easier for you to remember more words?Research Questions
  6. 6.  To demonstrate that teaching affixation rules and word formation processes lead to a faster acquisition of vocabulary. to demonstrate that teaching affixation rules and word formation processes to ESL students can help them to distinguish the function of a word just by their form. to collect opinions from the students in order to find what they think about learning affixation and word formation processes in early levels of English learning.Objective(s)
  7. 7.  This research is important because by proving that developing this awareness in the students of English improve their vocabulary acquisition some changes can be made in order to modify the syllabus to include affixation and word formation processes in the first levels of English.Relevance of the study
  8. 8. Morphological awareness is the recognition,understanding, and use of word parts that carrysignificance. For example, root words, prefixes,suffixes, and grammatical inflections (e.g., -s or –es for plurals) are all morphemes which can beadded or taken away from a word to alter itsmeaning (University Center for the Development ofLanguage & Literacy, 2012).Conceptual Framework
  9. 9. In order to know the actual situation of the level ofmorphological awareness in the students at theUniversidad de Quintana Roo, we need to conductour study based on real information. This meansthat as part of the research two groups are goingto be needed in order to know if an earlydevelopment really leads to a better understandingand proficiency of the language.As the research is quasi-experimental, the methodand the procedures needed are going to be whatan experimental research requires.Method
  10. 10. • Being on the 4th semester of the English Language Major at the Universidad de Quintana Roo • Basic level of proficiency in the target language (English) • Less than 30 years old. • MotivationVariables of the study
  11. 11. Vocabulary tests.A. Vocabulary Level TestPart 1: Nations Levels Tests (2001)This is a vocabulary test. You must choose the right word to go with eachmeaning. Write thenumber of that word next to its meaning. Here is an example.1. business2. clock _______ part of a house .3. horse _______ animal with four legs4. pencil _______ something used for writing5. shoe6. wallAdapted from:Chang, C. M., Wagner, R.K., Muse, A., Chow, B.W-Y, Shu, H. (2005).Instruments
  12. 12.  Berninger, V.W., Abbott, R.D., Nagy, W., & Carlisle, J. (2010).Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39, 141–163.  Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24(3), 291-322.  Carlisle, J.F., & Katz, L. (2006). Effects of word and morpheme familiarity on reading of derived words. Reading and Writing, 19(7), 669-693.  Chang, C. M., Wagner, R. K., Muse, A., W.-Y., B., & Chow, H. S. (2005). The role of morphological awareness in children’s vocabulary acquisition in English. Applied Psycholinguistics, 26, 415–435.References
  13. 13.  Ebbers, Susan. Morphology. Retrieved from: Ebbers, Susan. Morphology. http://vocablog-plc.blogspot.mx/p/morphology.html Highbeam Business. (2009). The influence of morphological awareness on the literacy development of first-grade children. Retrieved from: http://business.highbeam.com/408650/article- 1G1-203178003/influence-morphological-awareness-literacy- development Marshall, A (2004). Morphological Awareness. Retrieved from: http://www.netplaces.com/parenting-kids-with-dyslexia/learning- to-read/morphological-awareness.htm Nation, P (). Teaching vocabulary. Retrieved from: www.sites.google.com/site/morrowteacher/elementary- me/NationTeachingVocab.pdfReferences
  14. 14.  Nurhemida. (2007). The Relationship between Morphological Awareness and English Vocabulary Knowledge of Indonesian Senior High School Students. Master’s Degree not published. University of Queensland, Queensland, United States of America. Tabatabaei, O. and Yakhabi M. (2011). The Relationship between Morphological Awareness and Vocabulary Size of EFL Learners. English Language Teaching. 4 (4), 1-12. doi:10.5539/elt.v4n4p262 Morphological Awareness | DyslexiaHelp at the University of Michigan. (n.d.). DyslexiaHelp at the University of Michigan. Retrieved from http://dyslexiahelp.umich.edu/professionals/dyslexia-school/morphological- awareness Vocabulary. (n.d.). In Wikipedia, the free encyclopedia. Retrieved December 13, 2012, from http://en.wikipedia.org/wiki/Vocabulary#Native-_and_foreign- language_vocabularyReferences