نویسنده
استادیار گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
The ability to think about morphemes, understanding the English word formation rules and using the morphological knowledge to guess the meaning of new words has always been considered as one of the most effective strategies to learn vocabulary by applied linguists. The purpose of this study was to examine the role of explicit morphology teaching in vocabulary learning achievement among the guidance school students. To do so, 90 students of a school in Bandar-e-Turkmen were chosen as the sample, through convenience sampling method. Then, they were divided into a control group and two experimental groups. While the vocabulary teaching method in the control group was conventional and traditional, using translation and giving the Persian equivalents of new words, the derivational morphemes in experimental groups was taught using two methods of “analysis” in group 1 and “synthesis” in group 2 to increase the students’ morphological awareness. The Data collected through post-test was analyzed by one way analysis of variance. Findings indicated that there is a significant difference among three groups; the mean scores in two experimental groups were significantly higher than the mean scores in the control group. Also, the result of Scheffe as a subsequent test showed that there is no significant difference between the two experimental groups. This study confirmed that using the morphological awareness strategy is effective in vocabulary learning
کلیدواژهها [English]
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