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Morphological awareness
- 1. Morphological Awareness ofEnglish Language Among the Undergraduate Students TO MA’AM TANILLA BY MUZAMIL HUSSAIN (M.PHIL. LINGUISTIC- F-18-3445)
- 2. What is MorphologicalAwareness Morphological awareness is the "conscious awareness of the morphemic structure of words and (the) … ability to reflect on and manipulate that structure” (Carlisle, 1995, p.194). Morphological awareness is a skill that helps students read and spell. When researchers have studied different skills that contribute to student performance on reading and spelling tasks, morphological awareness ability often is one of the skills that predicts how well students will perform on those tasks (e.g., Bowers, Kirby, & Deacon, 2010; Goodwin & Ahn, 2013).
- 3. Conti…… Morphological awarenessis explicitly thinking about the smallest units of meaning in language, which are called morphemes. These units include root words that can stand alone as words, prefixes, suffixes, and bound roots, which are roots that must have a prefix or suffix added to become a word. Root words cat, jump, three, press Prefixes un, re, mis, pro, sub Suffixes ing, ed, ly, ment, ful Bound roots ject, rupt, mit, pute
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- 5. MORPHOLOGICAL AND PHONOLOGICAL AWARENESS Phonological Awareness, the ability to distinguish and manipulate the sound structure of language, has consistently been found to be an important predictor of children's reading comprehension (Adams, 1990; Good, Gruba, & Kaminski, 2001). The English orthography is considered morphophonemic, meaning words are characterized simultaneously by sounds (phonemes) and meanings (morphemes). Phonemes are individual sound units that can build complex words, decompose complex words, or be moved around to form new words. Morphemes are the smallest units of meaning (e.g., prefixes and suffixes), which can be used to build complex words, decompose complex words, and be moved to form new words.
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- 19. Inflectional vs Derivationalvs Compound
- 20. Abstract This researchis a quasi-experimental, because it has only one group to check the morphological awareness before and after the treatment. The data was collected through pre-test and post-test. . Results of the study indicate that in the pre-test students identified the different forms of words (noun, verb, adjective, adverb) without the awareness of word formation phenomenon but in post-test, they performed well and showed awareness in the formation of words. Moreover, they do not only identify the different form of words but also make the new word from the root words.
- 21. Methods Teacher usedpre-test and post-test. In this research 20 participants included male and female students of (CS) Computer & Science NU-FAST Lahore. In pre-test teacher give them a paragraph which was consist on the word forms such as (verb, noun, adverb, adjective, conjunction and etc..) and students identified different types of words. . In the next class teacher give a post-test to the class where students identified the words which can further make different form of a word after uses the prefixes, suffixes and affixes.
- 22. Results and Findings Activity-1 Pre-test Paragraph Words and Participant’s Words Words of Paragraph Noun/Verb Adverb Adjective Recent Recently Large Largeness (noun) Largely First Firstly Interesting Interestingly Interested Cities City (singular noun) Entertainment Entertain (Verb) Finally Final located Locate (verb) Leisure Leisurely Attracted Attract (Verb) Museums Museum (singular noun ) Places Place (singular noun) Theatres Theatre (singular noun) Facilities Facility (noun) Industrialization Industrialize (verb) New Newly Second Secondly
- 23. Conti…… In thistest participants were randomly make further different words of a word. Because, teacher give instruction to the students to identify the root words and make further forms of a word with stem word. Although there are approximately thirty words in the given paragraph, which are in different forms of verb, adverb, adjective and noun, but some students only identify seven words which is the lowest score of this activity and nineteen words is the highest scores of this activity.
- 24. Post-Test Activity-2 Words of Paragraphand Participants making words with the use of prefixes, suffixes and affixes Student’s Making words Paragraph Words Prefixes Suffixes Affixes Discover Undiscovery Discovered/Discovering Prevent Preventive/Prevented/Prevent ing Find Finding Supervised Unsupervised Supervising Fold Unfold Folded/Folding Answer Unanswered Answered/Answering Know Unknown Knowing Dryer Drying Disappeared Appeared Search Research Searching Recline Reclined
- 25. Conti….. In thepost-test results show that the performance of the participants is better than the pre-test performance. They just focused on root words and they use prefixes, suffixes and affixes. Although there are eighteen root words which can further make different forms of a word after using prefixes, suffixes and affixes.
- 26. Discussion This studyrecognized positive effects of morphological instruction on student’s writing, and while the study did not emphasis exclusively on students with weaknesses, involvement effects were among the lower- performing students in general education system classrooms. Although students of undergraduate are considering as they have not prior- knowledge of grammar and they just focused on reading in Pakistan. Such results suggest that for undergraduate students (particularly those who struggle), instruction to support morphological insights may be beneficial in helping master the complex word structures that characterize academic language.
- 27. Conti…… This researchalso showed that students also revealed intervention and students using a greater variety of morphological forms in more authentic writing contexts. In both identification tasks, students from intervention classrooms generated language that better approximated the conceptual density and morphological awareness variety typical of the academic register.
- 28. Conclusion In thisresearch, it is reviewed in detail cognitive strategies for increasing morphological awareness among EFL learners with the participation of FAST-NU undergraduate students. This research shows that the acquisition order of grammatical morphemes is highly affected by the learner’s related to the teacher’s strategy of teaching. This study clearly shows that there is indeed an effective teaching is available when learning morphological competences happening through using influential strategy by teachers. The results of this study suggest that other effective strategy which should be use for influential teaching in order to have good products by learners to make learners be aware of morphological sections and competences.
- 29. References Apel, Kenn.2014. "A Comprehensive Definition of Morphological Awareness." 34 (3): 197-209. Accessed January 2019. http://alliedhealth.ceconnection.com/files/Part1AComprehensiveDefinitionofMorphologi calAwarenessImplicationsforAssessment-1407351198211.pdf. Elizabeth L. Tighe, Katherine S. Binder. 2015. "An Investigation of morphological awareness and processing in adults with low literacy." 36 (2): 245-273. Accessed January 23, 2019. doi: 10.1017/S0142716413000222. El-Saghir, Khalil. 2009. "The Role of Morphological Awareness in English as Second Language Acquistion." Accessed 2019. http://www.arabguide.net/t2k/wsu/docs/2009- 4-morphology.pdf. Oz, Huseyin. 2013. "Morphological Awareness And Some Implication For English Language Teaching." Social and Behavioral Sciences (Science Direct) 98-103. http://ac.els-cdn.com/S187704281403777X/1-s2.0-S187704281403777X- main.pdf?_tid=e6860bf0-9ec3-11e7-8236- 00000aacb362&acdnat=1505995168_106fa5305b412e69d70487335a90abd8.
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