Browsing by Author "Usman Siddique"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The study of the role of morphological knowledge in EFL learner's vocabulary development
    (University of Management and Technology, 2012) Usman Siddique
    This study investigates the role of morphological knowledge in EFL learners' vocabulary development. Morphological knowledge (MK) is considered an important factor in children's vocabulary growth, but this skill has scarcely been measured in EFL learners at college level. This study tested a set hypothesis for assessing MK and its relationship with vocabulary development using complex (multi-morphemic) words. Participants, 90 college students, (from four colleges of Lahore; Govt. College of Science, Govt. Islamia College Civil Lines, Govt. Girls Degree College Model Town, F.C. (Forman Christian) College University) were tested on morphological complex words and on definitions of these words. Researcher's own devised two tests (Morphological knowledge, and vocabulary score) were administered. For example, correct responses on the morphological knowledge (identification of root words and affixes) test would indicate that and that presumptuous is based on presume (and not sumptuous). Morphological knowledge test consisted of two sections (each consists of 40 items); identification of root words, and identification of prefixes and suffixes. Both tests MK and Vocabulary score comprised the same 40 morphologically complex words. The quantitative method of research was followed to investigate the correlations between MK and vocabulary, and the two aspects of morphology. Using descriptive statistics, the mean values of the tests were calculated. Participants' performance was good on both tests. Participants with better Morphological knowledge scores also had higher Vocabulary scores and greater metacognitive awareness of their own lexicons. An inadequate vocabulary is one cause of reading problems, and a method that extends MK research to an older age group allows further research into vocabulary development with implications for remedial strategies. The results show that EFL learners' vocabulary development depends upon adequate knowledge of morphology of English. The findings of this study may help academics in designing suitable syllabus and selecting appropriate methodology, in line with the morphological knowledge of the students, for vocabulary knowledge, development, growth, and English language learning at college level. The findings also have implications as to the importance of facilitating the students' morphological knowledge in English vocabulary learning for EFL college students in the province of Punjab.
  • No Thumbnail Available
    Item
    The study of the role of morphological knowledge in EFL learner’s vocabulary evelopment
    (UMT Lahore, 2012) Usman Siddique
    This study investigates the role of morphological knowledge in EFL learners’ vocabulary development. Morphological knowledge (MK) is considered an important factor in children’s vocabulary growth, but this skill has scarcely been measured in EFL learners at college level. This study tested a set hypothesis for assessing MK and its relationship with vocabulary development using complex (multi-morphemic) words. Participants, 90 college students, (from four colleges of Lahore; Govt. College of Science, Govt. Islamia College Civil Lines, Govt. Girls Degree College Model Town, F.C. (Forman Christian) College University) were tested on morphological complex words and on definitions of these words. Researcher’s own devised two tests (Morphological knowledge, and vocabulary score) were administered. For example, correct responses on the morphological knowledge (identification of root words and affixes) test would indicate that and that presumptuous is based on presume (and not sumptuous). Morphological knowledge test consisted of two sections (each consists of 40 items); identification of root words, and identification of prefixes and suffixes. Both tests MK and Vocabulary score comprised the same 40 morphologically complex words. The quantitative method of research was followed to investigate the correlations between MK and vocabulary, and the two aspects of morphology. Using descriptive statistics, the mean values of the tests were calculated. Participants’ performance was good on both tests. Participants with better Morphological knowledge scores also had higher Vocabulary scores and greater metacognitive awareness of their own lexicons. An inadequate vocabulary is one cause of reading problems, and a method that extends MK research to an older age group allows further research into vocabulary development with implications for remedial strategies. The results show that EFL learners’ vocabulary development depends upon adequate knowledge of morphology of English. The findings of this study may help academics in designing suitable syllabus and selecting appropriate methodology, in line with the morphological knowledge of the students, for vocabulary knowledge, development, growth, and English language learning at college level. The findings also have implications as to the importance of facilitating the students’ morphological knowledge in English vocabulary learning for EFL college students in the province of Punjab.