@article{(Open Science Index):https://publications.waset.org/pdf/10002391,
	  title     = {Morphemic Analysis Awareness: A Boon or Bane on ESL Students’ Vocabulary Learning Strategy},
	  author    = {Chandrakala Varatharajoo and  Adelina Binti Asmawi and  Nabeel Abdallah Mohammad Abedalaziz},
	  country	= {},
	  institution	= {},
	  abstract     = {This study investigated the impact of inflectional and derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi-experimental study was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and Vocabulary- Morphemic Test in the pretest and posttest before and after an intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the vocabulary acquisition. Importantly, learning inflectional morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary.
},
	    journal   = {International Journal of Cognitive and Language Sciences},
	  volume    = {9},
	  number    = {7},
	  year      = {2015},
	  pages     = {2513 - 2519},
	  ee        = {https://publications.waset.org/pdf/10002391},
	  url   	= {https://publications.waset.org/vol/103},
	  bibsource = {https://publications.waset.org/},
	  issn  	= {eISSN: 1307-6892},
	  publisher = {World Academy of Science, Engineering and Technology},
	  index 	= {Open Science Index 103, 2015},
	}