The Impact of Morphological Awareness on Iranian Pre-University Students’ Listening Transcription
Subject Areas : آموزش زبان انگلیسی
محمد
نبی کریمی
1
(Tarbiat Moallem University, Tehran, Iran)
عامر
قیطوری
2
(Razi University of Kermanshah, Tehran, Iran)
Keywords: Morphological Awareness, listening, Listening Transcription, Pre-University Learners,
Abstract :
Morphological Awareness (henceforth: MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. Yet, the concept has been far less treated with reference to l2 listening transcription. Thus, against this background, this study aims to investigate the link between MA and listening transcription ability of Iranian pre-university students. To this aim, 40 pre-university students participated in the study, and were assigned to two control and experimental groups. Both groups were first given three short listening passages to transcribe as the pre-tests. The results of the independent-samples t-test revealed no significant difference between the two groups. The experimental group, then, received five one-hour sessions briefing them on the morphological realization of English words. The two groups were then given three short listening passages to transcribe as their post-tests. The results of the independent-samples t-tests attested to the significant difference between the two groups, thus, supporting the relationship between MA and listening transcription ability. The study concludes with some suggestions as to the incorporation of MA into L2 learning programs.
Al Farsi, B. (2008). Morphological awareness and its relationship to vocabulary knowledge and morphological complexity among Omani EFL University students, Unpublished Master’s Thesis, The University of Queensland.
Apel, K., Wolter, J.A., & Masterson, J.J. (2006). Effects of phonotactic and orthotactic probabilities during fast-mapping on five year-olds’ learning to spell. Developmental Neuropsychology, 29, 1, 21-42.
Bryant, P., Devine, M., Ledward, A., & Nunes, T. (1997). Spelling with apostrophes and understanding possession. British Journal of Educational Psychology, 67, 91–110.
Bertram, R., Laine, M.,& Virkkala, M.M. (2000). The role of derivational morphology in vocabulary acquisition: get by with a little help from my morpheme friends. Scandinavian Journal of Psychology, 42, 287-296.
Carlisle, J.F. (1988) Knowledge of derivational morphology and spelling ability in fourth, sixth and eighth graders. Applied Psycholinguistics, 9, 247-266.
Carlisle, J. F. (2000). Awareness of the structure and meaning or morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
Champion, A. (1997). Knowledge of suffixed words: A comparison of reading disabled and nondisabled readers. Annals of Dyslexia, 47, 29–55.
Deacon, S. H., & Bryant, P. (2006). This turnip’s not for turning: Children’s morphological awareness and their use of root morphemes in spelling, British Journal of Developmental Psychology, 24, 567–575
Deacon, S. H., & Kirby, J. (2004). Morphological Awareness: Just more phonological? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238.
Deacon, S. H., Wade-Woolley, L. and Kirby, J. (2007). Crossover: The Role of Morphological Awareness in French Immersion Children’s Reading, Developmental Psychology, 43 (3), 732–746
Ehri, L. (1997). Learning to read and learning to spell are one and the same, almost. In C. A. Perfetti, L. Reiben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 237–269). Mahwah, NJ: Erlbaum.
Fowler, A., & Liberman, I. (1995). The role of phonology and orthography in morphological awareness. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157–188). Mahwah, NJ: Erlbaum.
Freyd, P., & Baron, J. (1982). Individual differences in acquisition of derivational morphology. Journal of Verbal Learning and Verbal Behavior, 21, 282–295.
Holmes, V. & Ng, E. (1993). Word specific knowledge, word recognition strategies and spelling ability. Journal of Memory and Language, 32(2), 230-257.
Kieffer, M.J. & Lesaux, N.K. (2008). The role of derivational morphological awareness in the reading comprehension of Spanish-speaking English language learners. Reading and Writing: An Interdisciplinary Journal, 21, 783-804.
Koda, K. (2008). Impacts of prior literacy experience on second-language learning to read. In K. Koda & A. Zehler (Eds.), Learning to Read Across Languages. Cross-Linguistic Relationships in First and Second-Language Literacy Development (pp. 68-96). New York: Routledge.
Kuo, L. J., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41(3), 161-180.
Leong, C. K. (2000). Rapid processing of base and derived forms of words and grades 4, 5, and 6 children’s spelling. Reading and Writing: An Interdisciplinary Journal, 12, 277–302.
Lyytinen, P., & Lyytinen, H. (2004). Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia. Applied Psycholinguistics, 25, 397–411.
Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing: An Interdisciplinary Journal, 12, 191– 218.
Mann, V.A. (1986) Phonological awareness: the role of reading experience. Cognition, 24, 65-92.
Morin, R. (2003). Derivational morphological analysis as a strategy for vocabulary acquisition in Spanish. The Modern Language Journal, 87, 200-221.
Nagy, W., Berninger, V. W., Abbott, R. D., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at- risk second- grade readers and at- risk fourth- grade writers. Journal of Educational Psychology, 95 (4), 730- 742.
Nagy, W. E., & Scott, J. A. (1990). Word Schemas: expectation about the form and meaning of new words. Cognition and Instruction, 7 (2), 105- 127.
Nation, I. S. P & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge, London
Nunan, D. 1998. Approaches to teaching listening in the language classroom. In Proceedings of the 1997 Korea TESOL Conference. Taejon, Korea: KOTESOL. Retrieved Dec. 19, 2008 from http://www.kotesol.org/publications/proceedings/1997/nunan_david.pdf
Nunes, T. P. Bryant, P & M. Bindman (1997) Morphological spelling strategies: developmental stages and processes. Developmental Psychology, 33, 637-649.
Nunes, T & Bryant, P. (2002) Discovering the secret of words. A CD for teaching children about morphology, Oxford Brookes University.
Nunes, T., Bryant P. & Olsson, J.M. (2003). Learning morphological and phonological spelling rules: an intervention study. Reading and Writing, 7, 298-307.
Rivers, W.M. (1981). Teaching foreign language skills (2nd ed.) Chicago: University of Chicago Press.
Sado Al-Jarf, R. (2005), The Relationship among Spelling, Listening and Decoding Skills in EFL Freshman Students. English Language & Literature Teaching. 11(2),1-18
Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing, 21(5), 481–504.
Seymour, P. (1999). Cognitive architecture of early reading. In I. Lundberg, F. E. Tønnessen, & I. Austad (Eds.), Dyslexia: Advances in theory and practice (pp. 59–74). Dordrecht, the Netherlands: Kluwer.
Totereau, C., Thenevin, M.-G. & Fayol, M. (1997) The development of the understanding of number morphology in written French. In C.A. Perfeti, L. Rieben and M. Fayol: Learning to spell: Research, Theory and Practice across Languages (pp. 97-114). Mahwah, NJ: Lawrence Erlbaum.
Treiman, R. & M. Cassar (1996) Effects of morphology on children's spelling of final consonant clusters. Journal of Experimental Child Psychology, 63, 141-170.
Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36, 17-34.