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The Influence of Explicit Morphological Instruction on Reading Comprehension among Malaysian Primary ESL Learners

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.17 No.3 (2020.09)바로가기
  • 페이지
    pp.841-857
  • 저자
    Yap Soon Li, Tan Kok Eng, Rohaya Abdullah
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A381547

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원문정보

초록

영어
This study aims to examine the significant difference in reading comprehension performance after explicit instruction in morphology. This quasi-experimental study investigated specifically the effect of explicit teaching on compounding, inflectional and derivational morphological awareness upon Malaysian primary school learners’ reading comprehension in the ESL context. Convenience sampling was applied in recruiting 125 pupils from two government primary schools in a suburb area. The experimental group was given the explicit instruction in morphology during their reading lessons for 12 consecutive weeks, and the control group had been taught without this intervention. After controlling for learners’ pre-test scores, ANCOVA statistical result concluded that the experimental group could achieve higher scores in their post-tests, which indicated a significant difference in reading comprehension performance. Therefore, it is essential for curriculum developers to give recognition of the importance of morphology. Educational practitioners and academics should explore further the teaching of morphology in order to improve their learners’ reading comprehension skill.

목차

Abstract
Introduction
Literature Review
Morphology in English
Morphological Awareness (MA)
Reading Comprehension
English Morphology Awareness and Reading Comprehension
Theoretical Framework
Methodology
Research Design
Sampling Method
Intervention Programme
Instrument
Validity and Reliability of Instrument
Target Morphemes
Results
Discussions
Implications
Limitations and Future Research
Conclusion
Acknowledgements
The Authors
References

키워드

English morphological awareness reading comprehension primary ESL learners

저자

  • Yap Soon Li [ Universiti Sains Malaysia (USM), Malaysia ]
  • Tan Kok Eng [ Universiti Sains Malaysia (USM), Malaysia ]
  • Rohaya Abdullah [ Universiti Sains Malaysia (USM), Malaysia ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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