This study aimed to improve the vocabulary mastery of second grade language students through teaching derivational suffixes using reading texts. A pre-experimental study was conducted on 22 students who took a pre-test and post-test. The results showed that the mean score improved significantly from 52.04 to 89.31. Statistical analysis found that the t-counted value of 17.75 was higher than the t-table value, indicating that teaching derivational suffixes through reading texts can effectively improve students' vocabulary mastery.
Jafarigohar, M & Gharbavi, A. (2013). Recast or Prompt: Which One Does the Tr...Abdullah Gharbavi
The document summarizes a study that compared the effects of recast and prompt feedback on the acquisition of relative clauses by Iranian English language learners. 45 intermediate students were assigned to recast, prompt, or control groups. Those in the recast group received recasts, those in the prompt group received elicitation prompts, and the control group received no feedback. Results of grammaticality post-tests showed that the prompt group performed significantly better than both the recast and control groups. This suggests that prompt feedback was more effective for helping learners acquire relative clauses than recast feedback.
This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
The document discusses corrective feedback (CF) in second language learning. It defines CF and outlines its theoretical positions from universal grammar, cognitive-interactionist, and sociocultural perspectives. The document also describes various types of oral and written CF strategies, including recasts, clarification requests, metalinguistic clues, and explicit correction. Guidelines for conducting effective CF are provided, emphasizing the cognitive advantages of CF and importance of opportunities for learner self-correction and uptake.
Using Probability Analysis in Investigating Denotative Values on Teachers’ Pe...iosrjce
This document analyzes survey responses from Moroccan EFL teachers about their perceptions of teaching speaking skills. It uses probability analysis to investigate how frequently teachers report teaching speaking and the position of speaking among other language skills. The analysis found that while some teachers reported teaching speaking once a week, others reported more than three times a week, showing inconsistent responses. It also found that most teachers view speaking as integrated with listening or as part of grammar/vocabulary instruction rather than as a standalone skill, suggesting speaking may be used more for transmitting other skills rather than as a target skill itself. This matches findings that speaking is sometimes neglected and not treated as a full skill in its own right in Moroccan EFL classes.
Jafarigohar, M & Gharbavi, A. (2013). Recast or Prompt: Which One Does the Tr...Abdullah Gharbavi
The document summarizes a study that compared the effects of recast and prompt feedback on the acquisition of relative clauses by Iranian English language learners. 45 intermediate students were assigned to recast, prompt, or control groups. Those in the recast group received recasts, those in the prompt group received elicitation prompts, and the control group received no feedback. Results of grammaticality post-tests showed that the prompt group performed significantly better than both the recast and control groups. This suggests that prompt feedback was more effective for helping learners acquire relative clauses than recast feedback.
This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
The document discusses corrective feedback (CF) in second language learning. It defines CF and outlines its theoretical positions from universal grammar, cognitive-interactionist, and sociocultural perspectives. The document also describes various types of oral and written CF strategies, including recasts, clarification requests, metalinguistic clues, and explicit correction. Guidelines for conducting effective CF are provided, emphasizing the cognitive advantages of CF and importance of opportunities for learner self-correction and uptake.
Using Probability Analysis in Investigating Denotative Values on Teachers’ Pe...iosrjce
This document analyzes survey responses from Moroccan EFL teachers about their perceptions of teaching speaking skills. It uses probability analysis to investigate how frequently teachers report teaching speaking and the position of speaking among other language skills. The analysis found that while some teachers reported teaching speaking once a week, others reported more than three times a week, showing inconsistent responses. It also found that most teachers view speaking as integrated with listening or as part of grammar/vocabulary instruction rather than as a standalone skill, suggesting speaking may be used more for transmitting other skills rather than as a target skill itself. This matches findings that speaking is sometimes neglected and not treated as a full skill in its own right in Moroccan EFL classes.
This study analyzed teacher-student interactions in two Korean middle school English classrooms over two weeks. The researcher recorded and transcribed 16 total class sessions to identify patterns in teacher talk, including eliciting responses from students, asking questions, and providing feedback. The analysis found that teacher talk dominated classroom interactions, while student responses were relatively low. However, the patterns of teacher-student exchange could vary depending on factors like the lesson or the teacher's intentions.
Methodological options in grammar teaching materialsYu Tamura
This document outlines and analyzes different methodological options for teaching grammar based on Rod Ellis's (2002) work. It finds that most grammar practice books rely on explicit descriptions and controlled production exercises. However, it suggests discovery-based learning, noticing grammatical features through input processing, and tasks that raise learner consciousness as more effective based on SLA research. The document concludes that while traditional approaches remain common, teaching materials should incorporate insights from SLA theory for more effective grammar instruction.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
This study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
1. The study aimed to determine if teaching writing procedure texts through demonstration was effective for 3rd grade elementary students at E-Colink Education Centre Pontianak.
2. A pre-test and post-test were administered, showing an increase in student scores from an average of 47.75 to 70.75 after the demonstration teaching method.
3. A t-test calculation showed the results were statistically significant, indicating that teaching writing procedure texts through demonstration had a high positive effect on improving students' ability to write procedure texts.
This study examined the impact of reading on vocabulary development compared to explicit vocabulary learning. 49 English language students were split into two groups - one group read a story and focused on comprehension, the other group studied word meanings from a dictionary. Pre- and post-tests assessed their ability to provide word meanings and use words in sentences. The results showed the reading group performed significantly better on both tests, indicating incidental vocabulary learning from reading provided better retention and ability to use words than explicit dictionary study.
The document summarizes the Grammar Translation Method (GTM), an early method for teaching foreign languages. Key points:
- GTM originated as a way to teach Latin and Greek and focused on translating texts and learning grammar rules. It ignores speaking skills.
- Under GTM, language is viewed as isolated words, vocabulary is taught through translation, and the students' native language is used for instruction.
- Techniques include translating passages, answering reading questions, learning grammar rules and applying them through translation exercises.
- Advantages are quick vocabulary explanations through translation and less difficulty for teachers not fluent in the target language. Disadvantages are it is unnatural and ignores the natural order of language acquisition
On English Vocabulary Teaching Methods in Chinese Senior High Schoolsinventionjournals
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
This document provides an introduction and background to a research study on teaching grammar in Malaysian secondary schools. It discusses how grammar is an important but often neglected part of English language teaching. The study aims to identify why teachers neglect grammar, suggest ways to attract students to grammar, and recommend effective teaching methods. It will involve a sample of 30 students and their English teachers at a primary school in Semenyih, Malaysia. Data will be collected through questionnaires, interviews, and pre-and post-tests to analyze the impact of new grammar teaching techniques. The research intends to help teachers improve their grammar instruction and aid the education department in curriculum changes.
This document discusses strategies for teaching grammar in the classroom. It argues that grammar should be taught as a tool for communication rather than just rules to memorize. The document outlines deductive and inductive approaches to teaching grammar and provides examples of goals and techniques, including noticing model sentences, functions of tenses, exercises with verbs and sentence transformations. It concludes that grammar cannot be separated from language and should be taught communicatively using various steps and strategies.
This document discusses principles for teaching grammar as a communicative resource rather than just rules. It proposes focusing on how grammar is used in different types of spoken and written texts. Key points include:
- Grammar can be viewed as either rules or communicative ability using grammar in texts.
- 12 principles are proposed to teach grammar as a communicative resource assessed through writing and speaking skills.
- Grammatical knowledge refers to rules, while ability refers to using grammar in discourse with a focus on texts rather than sentences.
- Learners' ability to use appropriate grammar in different text types is assessed.
Online version 20151003 main issues in language testingenglishonecfl
The document discusses various types of language tests used at universities including placement tests, achievement tests, proficiency tests, and diagnostic tests. It describes the key considerations for each type of test such as purpose, content, and administration. The document also covers important concepts in language testing such as reliability, validity, practicality, comparability, and fairness. It provides details on validity types including content validity and construct validity. Finally, it discusses steps that would be taken to design a language test aligned with the Common European Framework of Reference (CEFR) and the Vietnamese National Language Normalization Framework (KNLNN).
This document summarizes a study that investigated the interaction patterns of pre-service English teachers in their classroom. The study observed 3 English teachers and analyzed their lessons using the COLT observation scheme, which codes for communicative features. It found that while the teachers used more English, students relied more on their first language. Teachers also initiated most discourse and focused more on message than form. However, students' interactions were often rehearsed and predictable. The study aims to provide feedback on applying communicative language teaching in actual classrooms.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
This document summarizes a research study that investigated instructor practices and student attitudes toward error feedback, or "error treatment", in second language writing courses. The study examined (1) what percentage of errors instructors marked in student work and why, and (2) student preferences between selective or comprehensive error treatment. Interviews with instructors and students revealed that instructors varied in their approaches but were flexible based on context, and students preferred comprehensive feedback but were satisfied with selective feedback from one instructor. The study also found discrepancies between how instructors and students described the same instructor's approach.
A DESCRIPTIVE STUDY ON THE ANALYSIS OF STUDENTS ABILITY IN ANALYZING SENTENCES USING SEMANTIC ROLE
(ENGLISH DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING LAMBUNG MANGKURAT UNIVERSITY BANJARMASIN)
Optimizing computer-based second language vocabulary learning Tatsuya Nakata
This presentation examines how we can optimize computer-based vocabulary learning in a second or foreign language (L2). Specifically, we will discuss empirical studies examining the effects of the following factors on vocabulary learning: studying vs. testing, part vs. whole learning, massed vs. spaced learning, equal vs. expanding spacing, immediate vs. delayed feedback, and single vs. repeated retrievals. These studies can recommend to us the optimal way to learn vocabulary from computer software.
This document discusses error treatment and correction in ESL classrooms. It describes implementing a correction grid for student self-correction of writing errors in two classroom contexts. In the first context, with beginner level students, the grid was too complex so errors were simply underlined. Students were able to self-correct many errors by reflecting on underlined parts. In the second context, with intermediate students, 7 out of 10 students found the grid useful for self-correction, though the sample size was small. Overall the grid shows potential as a reflective learning tool but more research is needed to fully evaluate its effectiveness.
A case study on college english classroom discourseAzam Almubarki
This document analyzes classroom discourse in college English classes in China. It discusses how classroom discourse is studied through analyzing the amount of teacher talk, the initiation-response-feedback structure of exchanges, and types of teacher questions. The study collected audio recordings and observations from 4 teachers and their classes totaling 200 students. It analyzed the recorded discourse based on amount of teacher talk, discourse structure, and question types. The findings showed the classes were still teacher-oriented, with teachers controlling the subject matter and students in a passive role.
The document discusses word formation through suffixes. It provides examples of suffixes that can be added to nouns, adjectives, adverbs and verbs to form different parts of speech. Specifically, it lists common noun suffixes like -ance, -ancy, -ence, -ation, -dom, -ism and -ment. Adjective suffixes mentioned include -able, -ible, -al, -ful, -ish, -y, -(i)ous and -less. Adverb suffixes listed are -ly and -wise. Verb suffixes provided are -en, -ify and -ize.
This document discusses rules for forming new words through derivational suffixes and prefixes in English. It explains that derivational suffixes usually change the word class and meaning of the base word, while prefixes typically do not change word class but often confer a negative meaning. Several examples of each are provided. The document then outlines spelling rules for determining whether letters like 'e' and 'y' are dropped or changed when suffixes are added. It notes exceptions to each rule and provides illustrative word examples.
The document outlines three rules for adding vowel suffixes to words in English:
1. The 111 Doubling Rule specifies doubling the final consonant before adding a suffix if a one-syllable word ends in one consonant after one vowel.
2. The 211 Doubling Rule specifies doubling the final consonant before adding a suffix if a multi-syllable word with accent on last syllable ends in one consonant after one vowel.
3. The Silent e Rule specifies dropping the final silent e before adding a suffix.
Several common vowel suffixes and example words applying the rules are provided.
This study analyzed teacher-student interactions in two Korean middle school English classrooms over two weeks. The researcher recorded and transcribed 16 total class sessions to identify patterns in teacher talk, including eliciting responses from students, asking questions, and providing feedback. The analysis found that teacher talk dominated classroom interactions, while student responses were relatively low. However, the patterns of teacher-student exchange could vary depending on factors like the lesson or the teacher's intentions.
Methodological options in grammar teaching materialsYu Tamura
This document outlines and analyzes different methodological options for teaching grammar based on Rod Ellis's (2002) work. It finds that most grammar practice books rely on explicit descriptions and controlled production exercises. However, it suggests discovery-based learning, noticing grammatical features through input processing, and tasks that raise learner consciousness as more effective based on SLA research. The document concludes that while traditional approaches remain common, teaching materials should incorporate insights from SLA theory for more effective grammar instruction.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
This study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
1. The study aimed to determine if teaching writing procedure texts through demonstration was effective for 3rd grade elementary students at E-Colink Education Centre Pontianak.
2. A pre-test and post-test were administered, showing an increase in student scores from an average of 47.75 to 70.75 after the demonstration teaching method.
3. A t-test calculation showed the results were statistically significant, indicating that teaching writing procedure texts through demonstration had a high positive effect on improving students' ability to write procedure texts.
This study examined the impact of reading on vocabulary development compared to explicit vocabulary learning. 49 English language students were split into two groups - one group read a story and focused on comprehension, the other group studied word meanings from a dictionary. Pre- and post-tests assessed their ability to provide word meanings and use words in sentences. The results showed the reading group performed significantly better on both tests, indicating incidental vocabulary learning from reading provided better retention and ability to use words than explicit dictionary study.
The document summarizes the Grammar Translation Method (GTM), an early method for teaching foreign languages. Key points:
- GTM originated as a way to teach Latin and Greek and focused on translating texts and learning grammar rules. It ignores speaking skills.
- Under GTM, language is viewed as isolated words, vocabulary is taught through translation, and the students' native language is used for instruction.
- Techniques include translating passages, answering reading questions, learning grammar rules and applying them through translation exercises.
- Advantages are quick vocabulary explanations through translation and less difficulty for teachers not fluent in the target language. Disadvantages are it is unnatural and ignores the natural order of language acquisition
On English Vocabulary Teaching Methods in Chinese Senior High Schoolsinventionjournals
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
This document provides an introduction and background to a research study on teaching grammar in Malaysian secondary schools. It discusses how grammar is an important but often neglected part of English language teaching. The study aims to identify why teachers neglect grammar, suggest ways to attract students to grammar, and recommend effective teaching methods. It will involve a sample of 30 students and their English teachers at a primary school in Semenyih, Malaysia. Data will be collected through questionnaires, interviews, and pre-and post-tests to analyze the impact of new grammar teaching techniques. The research intends to help teachers improve their grammar instruction and aid the education department in curriculum changes.
This document discusses strategies for teaching grammar in the classroom. It argues that grammar should be taught as a tool for communication rather than just rules to memorize. The document outlines deductive and inductive approaches to teaching grammar and provides examples of goals and techniques, including noticing model sentences, functions of tenses, exercises with verbs and sentence transformations. It concludes that grammar cannot be separated from language and should be taught communicatively using various steps and strategies.
This document discusses principles for teaching grammar as a communicative resource rather than just rules. It proposes focusing on how grammar is used in different types of spoken and written texts. Key points include:
- Grammar can be viewed as either rules or communicative ability using grammar in texts.
- 12 principles are proposed to teach grammar as a communicative resource assessed through writing and speaking skills.
- Grammatical knowledge refers to rules, while ability refers to using grammar in discourse with a focus on texts rather than sentences.
- Learners' ability to use appropriate grammar in different text types is assessed.
Online version 20151003 main issues in language testingenglishonecfl
The document discusses various types of language tests used at universities including placement tests, achievement tests, proficiency tests, and diagnostic tests. It describes the key considerations for each type of test such as purpose, content, and administration. The document also covers important concepts in language testing such as reliability, validity, practicality, comparability, and fairness. It provides details on validity types including content validity and construct validity. Finally, it discusses steps that would be taken to design a language test aligned with the Common European Framework of Reference (CEFR) and the Vietnamese National Language Normalization Framework (KNLNN).
This document summarizes a study that investigated the interaction patterns of pre-service English teachers in their classroom. The study observed 3 English teachers and analyzed their lessons using the COLT observation scheme, which codes for communicative features. It found that while the teachers used more English, students relied more on their first language. Teachers also initiated most discourse and focused more on message than form. However, students' interactions were often rehearsed and predictable. The study aims to provide feedback on applying communicative language teaching in actual classrooms.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
This document summarizes a research study that investigated instructor practices and student attitudes toward error feedback, or "error treatment", in second language writing courses. The study examined (1) what percentage of errors instructors marked in student work and why, and (2) student preferences between selective or comprehensive error treatment. Interviews with instructors and students revealed that instructors varied in their approaches but were flexible based on context, and students preferred comprehensive feedback but were satisfied with selective feedback from one instructor. The study also found discrepancies between how instructors and students described the same instructor's approach.
A DESCRIPTIVE STUDY ON THE ANALYSIS OF STUDENTS ABILITY IN ANALYZING SENTENCES USING SEMANTIC ROLE
(ENGLISH DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING LAMBUNG MANGKURAT UNIVERSITY BANJARMASIN)
Optimizing computer-based second language vocabulary learning Tatsuya Nakata
This presentation examines how we can optimize computer-based vocabulary learning in a second or foreign language (L2). Specifically, we will discuss empirical studies examining the effects of the following factors on vocabulary learning: studying vs. testing, part vs. whole learning, massed vs. spaced learning, equal vs. expanding spacing, immediate vs. delayed feedback, and single vs. repeated retrievals. These studies can recommend to us the optimal way to learn vocabulary from computer software.
This document discusses error treatment and correction in ESL classrooms. It describes implementing a correction grid for student self-correction of writing errors in two classroom contexts. In the first context, with beginner level students, the grid was too complex so errors were simply underlined. Students were able to self-correct many errors by reflecting on underlined parts. In the second context, with intermediate students, 7 out of 10 students found the grid useful for self-correction, though the sample size was small. Overall the grid shows potential as a reflective learning tool but more research is needed to fully evaluate its effectiveness.
A case study on college english classroom discourseAzam Almubarki
This document analyzes classroom discourse in college English classes in China. It discusses how classroom discourse is studied through analyzing the amount of teacher talk, the initiation-response-feedback structure of exchanges, and types of teacher questions. The study collected audio recordings and observations from 4 teachers and their classes totaling 200 students. It analyzed the recorded discourse based on amount of teacher talk, discourse structure, and question types. The findings showed the classes were still teacher-oriented, with teachers controlling the subject matter and students in a passive role.
The document discusses word formation through suffixes. It provides examples of suffixes that can be added to nouns, adjectives, adverbs and verbs to form different parts of speech. Specifically, it lists common noun suffixes like -ance, -ancy, -ence, -ation, -dom, -ism and -ment. Adjective suffixes mentioned include -able, -ible, -al, -ful, -ish, -y, -(i)ous and -less. Adverb suffixes listed are -ly and -wise. Verb suffixes provided are -en, -ify and -ize.
This document discusses rules for forming new words through derivational suffixes and prefixes in English. It explains that derivational suffixes usually change the word class and meaning of the base word, while prefixes typically do not change word class but often confer a negative meaning. Several examples of each are provided. The document then outlines spelling rules for determining whether letters like 'e' and 'y' are dropped or changed when suffixes are added. It notes exceptions to each rule and provides illustrative word examples.
The document outlines three rules for adding vowel suffixes to words in English:
1. The 111 Doubling Rule specifies doubling the final consonant before adding a suffix if a one-syllable word ends in one consonant after one vowel.
2. The 211 Doubling Rule specifies doubling the final consonant before adding a suffix if a multi-syllable word with accent on last syllable ends in one consonant after one vowel.
3. The Silent e Rule specifies dropping the final silent e before adding a suffix.
Several common vowel suffixes and example words applying the rules are provided.
This document discusses derivational suffixes in English and how they can modify the meaning of root words. It provides examples of common derivational suffixes like -ness, -ful, and -ize and how they change parts of speech when added to roots. The document also introduces the concept of a derivational paradigm, which is a set of related words composed of the same base morpheme plus different derivational affixes that can be added.
Derivational and inflectional morphemesDewi Maharani
Provide the explanation how words are formed by adding morpheme(s) and how the addition of morpheme affect the word (meaning or class). beside\s, this also provide the explanaton of kinds of derivational and inflectional mor[pheme
Derivation is the formation of new words through the addition of affixes. English uses derivational affixes to change the grammatical category of words, such as from verb to noun. There are two types of derivational affixes: class 1 affixes typically change the phonology of the base word, while class 2 affixes are phonologically neutral. Complex derivation can change the grammatical category through multiple affixations. However, derivation is constrained and not all affixes can be added to all bases.
Inflectional Paradigms - morphology- Dr. Shadia Yousef BanjarDr. Shadia Banjar
The document discusses verb paradigms and inflectional morphology. It defines a paradigm as a set of related word forms that share the same stem but have different affixes. Specifically, it examines the verb paradigm which consists of 5 forms: the stem, third person singular present, present participle, past tense, and past participle. Each form has a specific grammatical function, such as the stem is used in simple present tense except for third person singular and in imperatives. The past participle is used to form perfect aspect constructions and the passive voice.
- Derivation is the process of forming a new word from an existing word through the addition of affixes like -ness or un-. This contrasts with inflection which produces grammatical variants of a word without changing its meaning.
- Derivational affixes change the part of speech of the word and often its meaning, while inflectional affixes do not change the part of speech or meaning. Examples of English derivational suffixes and the changes they produce are provided.
- Derivation typically results in a greater change in meaning compared to inflection and often changes the grammatical category of the root word. It produces new lexemes while inflection only produces new word forms.
This slide explains Inflectional morphology which is the study of the processes (such as affixation and vowel change) that distinguish the forms of words in certain grammatical categories.
If you like this slide, please become my patron in my Patreon account :
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This document discusses word morphology and how words can be made longer by adding affixes. It provides the word "pseudoantidisestablishmentarianism" as an example of a word with many morphemes. The document then explains the structure of words, noting that words can have no more than one prefix, one inflectional suffix, and multiple derivational suffixes. It also discusses the differences between derivation, where new words are formed by adding affixes to bases or roots, and inflection, where affixes are added to change a word's form based on grammar rules. Finally, it introduces the concept of analyzing words into their immediate constituents.
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Teaching Derivational Suffixes to Improve The Vocabulary Mastery Through Reading Text
1. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 1
TEACHING DERIVATIONAL SUFFIXES
TO IMPROVE THE VOCABULARY MASTERY
THROUGH READING TEXT
Al-Muthmainnah1
, Jos E. Ohoiwutun2
, Abd.Waris3
Abstract
This research was aimed at improving the vocabulary mastery of the second
grade language major students at MAN 1 Palu in comprehending simple
derivational suffixes.It was a pre-experimental research design. The sample was
22 students of the second grade students. The instrument of data collection was a
test which was administered twice called pre-test and post-test. The result of
data analysis showed that the t-counted value (17.75) was higher than t-table value
(2.080) by applying 0.05 level of significance and the degree of freedom (df) 21.
It means that the teaching of derivational suffixes through reading text can
improve the vocabulary mastery of the second grade students at MAN 1 Palu.
Keywords: Derivational Suffixes; Vocabulary; Reading Text.
INTRODUCTION
Derivation is one of the word formation processes which brings a change to a word.
Sulaiman (2004:59) argues “Derivational form is a form of word which appears to be a
resultant from a process of combining between base form and bound form (or process of
affixation)”. This quotation means that there is a process of combining base form and bound
form, therefore, the word produces new base which is different from the previous base or
root. Next, Crystal (1991:336) asserts “Suffix is a term used in Morphology referring to an
affix which is added following a root or stem”. Also, Maclin (1992:380) states “A suffix is
an ending added to a word which usually changes the parts of speech of the word and may
also change the meaning of the word”.
From those explanations above, it can be confirmed that derivational suffixes are
bound morphemes which are added at the end of a word then they can change and create
new word. In addition to this explanation, Katamba (1993:46) asserts “The process of
1
Email: MutZ_ELC@yahoo.co.id
2
Email: jos.ohoiwutun@yahoo.com
3
Email:a.waris28@yahoo.com
2. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 2
suffixation or suffixing is common in English in derivational formation of lexical items”. It
shows that this process exists in word formation of English.
Referring to the previous explanation, the result of word formation process is new
word production. It belongs to vocabulary which acts as a foundation to bring full
domination to the language skills. Richards (2001:12) comments “Vocabulary is one of the
most obvious components of language and one of first thing applied in linguistics turned
their attention”. This sentence shows that a word exists in the process of word formation
since it changes category of words and it depicts the importance of vocabulary as asserted
by Thornbury (2002:3) “You can say very little with grammar, but you can say almost
anything with words”. Therefore, it explains that grammar and vocabulary must be taught
integrated since they connect each other. It can be very little to deliver without grammar and
can be nothing to elaborate without vocabulary.
The students of the second grade language major class often get confused how to
improve their vocabulary. When the teacher asks the meaning of the word “ visitor “, they
are silent and no one speaks in the classroom related to this word, but when the teacher says
the word “visit”, they know the meaning and the category of this word. It indicates that they
do not know what the categories and the meaning of the words are. They do not realize that
adding a suffix can change the category of the word.
By analyzing the complications above, there are some causes why they are difficult
to improve their vocabulary. Firstly, the students at the second grade language major
students at MAN 1 Palu never know and understand the use of derivational suffixes well
that is why they feel having limitation in producing words both in sentences or in
conversation. Secondly, they are lack of vocabulary and bored in memorizing every word.
Memorizing vocabulary is really complicated to be applied, and they need one appropriate
way to develop their vocabulary mastery. To solve this problem, the English teacher should
use an appropriate medium to teach derivational suffix.
Talking about the medium of teaching derivational suffixes, reading text is presented
as a helper to retain many words. It is useful to analyze the classes of word in each sentence
and each paragraph. Reading text behaves as a medium to support this learning. This
medium contributes rich sources of vocabulary and grammar. There are many words which
can be taken from the text as examples of words to be proved by attaching the suffixes. It is
included as a practice medium of students to obtain and to analyze new words. Saricoban
(2008:11) comments “Context has a significant effect to retain the words”. This quotation
3. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 3
confirms that the students need a context to train their brain in improving their vocabulary.
Context refers to a text which contributes a lot of words and information.
Since the students of language major class feel confused how to improve their
vocabulary, the problem statement was formulated in following question Can the teaching
of derivational suffixes through reading text improve the vocabulary mastery of the second
grade language major students at MAN 1 Palu? It was to verify the teaching of derivational
suffixes can improve the vocabulary mastery of the second grade language major students at
MAN 1 Palu.
METHODOLOGY
In this study, the writer asserted pre-experimental research design. The writer
applied the study based on the research design recommended by Arikunto (2006:85) as
follows:
T1 X T2
Where:
T1 : pengukuranawal (pre-test)
X : perlakuan (treatment)
T2 : pengukuranakhir (post-test)
The population of this research was the second grade language major students at
MAN 1 Palu consisting of 22 students. The sample was chosen by using total sampling
technique. Referring to the title of the research, there were two variables presented. Best
(1982:59) points out
The independent variables are the conditions or characteristics that are
experimenter manipulates in his or her attempts to ascertain their relationship
to observe phenomena. The dependent variables were the conditions or
characteristics that appear, disappear, or change as the experimenter
introduces, removes, or changes independent variables.
It could be depicted that the independent variable was the teaching of derivational
suffixes and the dependent variable was improving the vocabulary mastery.
4. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 4
Table 1:
Scoring System
No Names of Test Number
of Items
Score of Each
Correct Items
Maximum
Score
1 Multiple Choice 10 1 10
2 Simple Completion 10 1 10
Total 20 20
After administering the pre-test, the writer offered a treatment with the teaching of
derivational suffixes for eight meetings. The meeting was applied based on the English
subject schedule at the school
After conducting the teaching process, the post-test was chosen to be the last
activity. The purpose of doing this test was to clarify and explain whether the treatment was
efficient or not by looking at the difference between pre-test or post-test. The writer asserted
statistical analysis to analyze the result of the tests.
As described above, the writer accumulated the data of pre-test and post-test.
Therefore, the writer calculated the individual score by using formula which was offered by
Arikunto (2002:276):
∑ =
𝑋
𝑁
× 100
Where:
∑ = standard score
X = sum of correct answer
N = maximum score
100 = fixed number
After gaining the standard score, she calculated the mean score of the class. The
writer used a formula to obtain the mean score recommended by Arikunto (2002:240):
M =
∑𝑥
𝑁
Where:
M = mean score
Σx = obtained score
N = number of students
Next, the mean deviation is counted by using formula designed by Arikunto
(2002:307):
5. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 5
Md =
∑d
𝑁
Where:
Md = mean from post-test and pre-test
Σd = total score of deviation
N= number of students
Then, the writer computed the square deviation by applying the formula which was
proposed by Arikunto (2002:307) as follows:
∑x2
d = ∑d2
=
∑d
2
𝑁
Where:
Σx2d = sum of squared deviation
N = number of students
Next, the writer applied t-test formula to show if there was significant difference
between the mean achieved in pre-test and post-test by using the formula proposed by
Arikunto (2002:275):
t = 𝑥 =
Md
∑x2d
N (N−1)
Where:
t = the value of t-counted
Md = the mean deviation of pre-test and post-test difference
∑x2
d = the sum deviation of square deviation
N = number of students
FINDINGS
Referring to the previous description, the writer accumulated the mean score of
students’ pre-test by adding the standard score and dividing with the number of students.
The accumulation was as follows:
Mean (pre-test) =
∑𝑥
𝑁
=
1145
22
= 52.04
Having analyzed the result above, the writer obtained that the highest score was 65
and the lowest one was 40. The mean score of pre-test was 52.04. In relation to the score
6. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 6
reached by the students, it can be confirmed that the ability of the second grade language
major students at MAN 1 Palu in improving their vocabulary was in the low rate.
The presentation of test result can be seen in the following table:
Table 2:
Pre-test Scores
No. Initial
Score of each item of the test Score
Multiple
Choice
Simple
Completion
Raw Standard
1 AAK 5 7 12 60
2 AAN 3 7 10 50
3 ATN 6 5 11 55
4 DHN 2 9 11 55
5 DVT 3 6 9 45
6 FNT 5 2 7 35
7 HRN 2 9 11 55
8 HSR 7 3 10 50
9 HWA 5 8 13 65
10 INY 4 4 8 40
11 JSR 6 6 12 60
12 JMH 4 4 8 40
13 MYA 6 5 11 55
14 HSY 7 4 11 55
15 MLY 9 2 11 55
16 NLM 3 5 8 40
17 PTR 4 7 11 55
18 RIN 5 8 13 65
19 MTA 4 6 10 50
20 TDI 5 7 12 60
21 WDY 3 5 8 40
22 ILF 5 7 12 60
Total 103 126 229 1145
After accumulating the students’ pre-test score, the writer calculated the score in
post-test. The formula composed was the same as in pre-test.
Mpost =
∑𝑥
𝑁
=
1965
22
= 89.31
The scores presentation can be described in the following table:
7. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 7
Table 3:
Post-test Scores
No. Initial
Score of each item of the test Score
Multiple
choice
Simple
Completion
Raw Standard
1 AAK 10 8 18 90
2 AAN 8 9 17 85
3 ATN 9 7 16 80
4 DHN 8 10 18 90
5 DVT 9 9 18 90
6 FNT 7 9 16 80
7 HRN 8 10 18 90
8 HSR 9 8 17 85
9 HWA 10 10 20 100
10 INY 8 8 16 80
11 JSR 8 9 17 85
12 JMH 10 10 20 100
13 MYA 10 10 20 100
14 HSY 9 9 18 90
15 MLY 7 8 15 75
16 NLM 9 9 18 90
17 PTR 10 10 20 100
18 RIN 7 10 17 85
19 MTA 10 9 19 95
20 TDI 8 10 18 90
21 WDY 10 7 17 85
22 ILF 10 10 20 100
Total 194 199 393 1965
From the result of post-test above, it was incredibly confirmed that there was a
progress which created different score between the students’ mean score in pre-test and
post-test. The students’ mean score in pre-test was 52.04 which was lower than post-test
score 89.31. It depicted that the post-test contributed incredible progress to the improvement
of students’ vocabulary mastery.
After computing the mean score of the students’ pre-test and post-test, the writer
counted the deviation and the square deviation of the students score in pre-test and in post-
test. The computation of the students’ mean deviation was described as the following:
9. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 9
= 2113.37
Furthermore, in order to know the difference between pre-test and post-test, the
writer needed to analyze the data. The accumulation was presented as follows:
t =
Md
∑x2d
N (N−1)
t =
37,27
2113 ,37
22 (22−1)
t =
37,27
2113 ,37
22 (21)
t =
37,27
2113 ,37
462
t =
37,27
4,57439
t =
37,27
2,1
t = 17.75
Having analyzed the previous datastatistically, the writer discovered the result
confirmed that the t-counted was 17.75 by applying 0.05 level of significance with degree of
freedom (df) 22 (N-1=22-1=21). The writer concluded that the t-counted (17.75) was higher
than t-table (2.080). It could be seen that the hypothesis of research was accepted. Therefore,
the teaching of derivational suffixes can improve the students’ vocabulary at the second
grade.
DISCUSSION
Referring to the obtained score above, it could be seen that most of the students got
low score. The pre-test result was that they found difficulties and did not know the answer
of the test. Also, they never understood how to form noun and adjective using derivational
suffixes especially in using suffix -able since it was found in the reading text rarely. The
percentage of students who make mistake in using this suffix was 86.4 %.
In relation to description above, this research was aimed at improving the
vocabulary mastery of the second grade language major students at MAN 1 Palu through
reading text that is why the writer conducted the teaching of derivational suffixes which
focused on four suffixes, namely, -er (from verb to noun), -ness (from adjective to noun),
10. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 10
-ful (from noun to adjective) and –able (from verb to adjective). Reading text was used to
make the students easier to understand the use of the suffixes. In relation to this theory,
Maclin (1992) asserts that adding suffixes could make a change to the words production. In
addition, Saricoban (2008) confirms that reading text was used as a medium to retain many
words in the context of passage.
After completing the treatment, the writer administered the post-test. She discovered
that by implementing the teaching of derivational suffixes, the students could comprehend
and gain another way to improve their vocabulary. There were 3 students having a mistake
in using suffix -able. The percentage was 13.6 % and the deviation was 72.8 %. It verified
that there was good progress in improving their vocabulary. The result showed that the
teaching of derivational suffixes could improve the students’ vocabulary mastery.
Talking about findings, the writer found the previous study which was written by
Amirudin (2009) that here stricted his study on derivational suffixes to form nouns and
adjective, such as; -al, -ion, -ment, -ant, -ity, -ist, -ible and –ive. Then, he did not use any
media. In this case, the students have a trouble in forming noun using suffix –ity. The
percentage of mistake in using suffix –ity in pre-test was 90 % and the result in post-test
was 23.3 %. The deviation was 66.7 %.
Furthermore, the writer realized that there were some differences between both of
studies above. The first point was that Amiruddin’s research did not use any media in
teaching of derivational suffixes while the writer did; it to make the students were easy to
identify and to comprehend in the context of passage. The second thing was that the
progress from writer’s result was more significant than Amiruddin’s research. Referring to
the previous explanation, the writer realized that the teaching of derivational suffixes was
effective since the good progress was experienced by the students.
CONCLUSION AND SUGGESTIONS
Having analyzed the data, the writer created some conclusions. The first concern
was that the teaching of derivational suffixes was effective in improving the students’
vocabulary. It can be depicted from the final score which pre-test result was 52.04, while in
the post-test was 89.31. Additionally, it indicated that the students’ vocabulary mastery was
improved. The second conclusion was the significant difference occurred between pre-test
and post-test. It was verified since t-counted value (17.75) was higher than t-table value (2.080).
It is defined that the research hypothesis is accepted.
11. e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1 2014 – ISSN 2331-1841 Page 11
In relation to the importance of vocabulary improvement, the writer would like to
assert several suggestions. Firstly, English teacher should develop the effective way in
teaching derivational suffixes, such as playing word formation card game. Then, the English
teacher may combine the theory with some appropriate media, such as learning videos,
power point presentation, and reading text. These media are appropriate with the level of
senior high school students. Next, the writer suggests the English teacher may offer or
provide good devices, such as video or game in teaching in order to attract students’
attention to comprehend the theory of English subject. Furthermore, the theory of
derivational suffixes should be taught with the simple examples through simple sentence till
they can construct better sentences.
REFERENCES
Amiruddin. (2009). Teaching Derivational Suffixes to Form Word Classes of the Eleventh
Grade Students at SMAN 1 Pasangkayu. Unpublished Skripsi: Tadulako University.
Arikunto, S. (2006).Prosedur Penelitian Suatu Pendekatan Praktis. Jakarta: PT. Rineka
Cipta
Arikunto, S. (2002) Prosedur Penelitian: Suatu Pendekatan Praktis. Jakarta: Binarupa
Aksara
Best, J.W. (1982). Research in Education. New Jersey: Prentice – Hall.
Crystal, D. (1991). A Dictionary of Linguistics and Phonetics. Oxford: Blackwell
Publishers.
Katamba, F. (1993). Morphology. London: Macmillan.
Maclin, A. (1992). Reference Guide to English. Washington DC: USI. Agency.
Richard, C.J. (2001). Methodology in Language Teaching: An Anthology in Language of
Current Practice. New York: Cambridge University Press.
Saricoban, A. (2008). Context Method in Teaching Vocabulary at Upper-Intermediate
Level.[online].German: Journal of Education and Science Vol. 37, No.
164.Retrieved: http://www.turkiyat.hacettepe.edu.[2 Oktober 2013].
Sulaiman, H. (2004). Introduction to Linguistics. Palu: Tadulako University Press.
Thornbury, S. (2002).How to Teach Vocabulary. London: Pearson Education Limited.