Date of Award

Summer 8-28-2017

Document Type

Thesis

Degree Name

Master of Arts in Teaching English to Speakers of Other Languages (MA-TESOL)

Department

TESOL

First Advisor/Committee Member

Katya Nemtchinova

Second Advisor/Committee Member

Kathryn Bartholomew

Third Advisor/Committee Member

William E. Nagy

Abstract

This study aimed to assess the impact of explicit morphology instruction on Saudi EFL students’ morphological awareness and vocabulary knowledge. The experimental group received for six weeks in their English class morphological lessons that focused on the basic analytical and synthetic word formation rules to increase students’ morphological awareness and help in improving their vocabulary knowledge. On the other hand, the control group received the regular instruction in their English class. At the end of the instruction period, the pre- and post-test scores of the experimental group were compared. Then, the experimental group scores were compared to the control group. The results showed that explicit morphology instruction improved students’ morphological awareness and vocabulary knowledge. There was a statistically significant difference between the experimental group scores in the pre- and post-tests, and a statistically significant difference exists between the experimental group scores and the scores of the control group on the New Vocabulary level test and the Morphological Awareness test. As the results indicated that the intervention (morphology instruction) had a significant impact on the participants performance, this study suggests that teaching morphology plays a significant role in increasing students’ morphological awareness and vocabulary knowledge.

 
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