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Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners
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In: Sustainability ; Volume 12 ; Issue 4 (2020)
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Abstract:
Reading success in a second language (L2) is vital to sustainable language and academic development because reading serves as a tool to absorb and learn new knowledge. Particularly in the context of college English as a foreign language (EFL), students constantly face the challenge to read English material to develop content knowledge. The current study investigated the effect of explicit morphological instruction on L2 students&rsquo ; higher-order inferencing and comprehension abilities. Sixty-two Chinese collegiate EFL students who were taking an intensive reading course (31 in the treatment class and 31 in the control class) participated in this study. The morphological intervention in the treatment class focused on identifying, decomposing, analyzing, associating, applying word parts in context. The control class received no explicit instruction in morphological awareness. After one semester of instruction, a series of morphology, inferencing and comprehension measures were administered to the participating students. The results showed that the didactic intervention of morphological awareness contributed to morphological knowledge and word-meaning inferencing ability, whereas there was no significant relationship between morphological intervention and text-based inference and comprehension abilities. The findings suggest that the intervention has a direct impact on word learning ability ; however, higher-order processing skills may not directly benefit from it in a short period of time. Given that reading comprehension requires fine-tuned understandings of both local meanings and global contextual information, morphological awareness may not have an immediate effect on comprehension. Applied implications are also discussed in relation to effective morphological instruction and reading development in L2 contexts.
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Keyword:
Chinese EFL students; experimental and control; morphology; reading comprehension; word learning
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URL: https://doi.org/10.3390/su12041465
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| 122 |
21G.104 Chinese IV (Regular), Spring 2006 ; Chinese IV (Regular)
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| 123 |
Read Like Me: An Intervention for Struggling Readers
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In: Education Sciences ; Volume 10 ; Issue 3 (2020)
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| 124 |
Fluency: Deep Roots in Reading Instruction
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In: Education Sciences ; Volume 10 ; Issue 6 (2020)
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| 125 |
Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background
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In: Education Sciences ; Volume 10 ; Issue 4 (2020)
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| 126 |
Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019
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In: Education Sciences ; Volume 10 ; Issue 3 (2020)
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| 127 |
PROYECTOS DE LECTURA DE OBRAS LITERARIAS PARA ALUMNOS DE ESPAÑOL COMO LENGUA EXTRANJERA
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In: Tonos Digital; NÚMERO 38 - ENERO 2020 (2020)
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| 128 |
Extensive Reading and Learner Agency : A Case Study ; 多読と学習者エージェンシー：ケース・スタディ
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| 129 |
The Contributions of Singular and Plural Nouns to Sentence Processing Complexity: Evidence from Reading Time
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| 130 |
Relationships Among Text Type, Relatability, Students’ Reading Enthusiasm, and Comprehension
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In: Georgia Educational Research Association Conference (2020)
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| 131 |
Investigating Reading Behavior and Inference-making in Advanced L2 Reading Comprehension Assessment Tasks
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 132 |
Shared Storybook Reading and the Development of Oral Language Skills ... : Das gemeinsame Lesen von Kinderbüchern und die Entwicklung frühkindlicher Sprachfähigkeiten ...
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| 133 |
Q. Can Knowledge Graphs be used to Answer Boolean Questions? A. It's complicated! ; First Workshop on Insights from Negative Results in NLP
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Vogel, Carl. - : Association for Computational Linguistics, 2020
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| 134 |
Cross-lingual Training for Multiple-Choice Question Answering ; Entrenamiento Croslingüe para Búsqueda de Respuestas de Opción Múltiple
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| 135 |
Exposure to L2 online text on lexical and reading growth
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Cong-lem, Ngo; Lee, Sy-Ying. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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| 136 |
The role of vocabulary breadth and depth in IELTS academic reading tests
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Chen, Chen. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
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| 138 |
Llegir sense llenguatge: els processos fonològics en la lectura d'un autista no verbal
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| 139 |
Estratégias metacognitivas de compreensão leitora em tradução
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| 140 |
Using Machine Learning to Predict Children’s Reading Comprehension from Lexical and Syntactic Features Extracted from Spoken and Written Language
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