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The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing

Yıl 2021, Cilt: 7 Sayı: 1, 24 - 44, 08.04.2021
https://doi.org/10.32601/ejal.911149

Öz

Studies have found that morphology awareness could assist writers to increase productive vocabulary (e.g. Green et al., 2003; McCutchen & Stull, 2015), reduce vocabulary errors (e.g. Karakas, 2012; Ririn, 2010), and produce complex sentence structures using various forms of words. Postgraduate students as second language users of English (L2) were found to experience lack of vocabulary and have difficulties in their academic writing. Researchers have been concentrating on examining the relationship of morphological awareness with vocabulary reading, reading comprehension, receptive vocabulary knowledge, and spelling; however, there is still a shortage of studies examining the relationship of morphological awareness with academic writing, particularly among L2 postgraduate students. Therefore, this study aims to examine the correlation of morphological awareness with academic writing and investigate the extent to which the dimensions of morphological awareness and productive vocabulary knowledge predict the success of postgraduate students’ academic writing in an ESL context. The results showed that there was a significant correlation between morphological awareness and academic writing. The synthetic dimension of morphological awareness had a stronger contribution than the analytic dimension to the L2 postgraduate students’ academic writing. The results also showed that learning and teaching morphology could bring benefits to L2 postgraduate students, allowing students to improve their productive writing skills and enabling them to produce texts and convey their ideas meaningfully.

Kaynakça

  • Akbulut, F. D. (2017). Effects of morphological awareness on second language vocabulary knowledge. Journal of Language and Linguistic Studies, 13(1), 10-26.
  • Al Badi, I. A. H. (2015). Academic writing difficulties of ESL learners. Paper presented at the WES International Academic Conference Proceedings.
  • Al Farsi, B. (2008). Morphological awareness and its relationship to vocabulary knowledge and morphological complexity among Omani EFL University students. The University of Queensland.
  • Alamargot, D., & Chanquoy, L. (2001). Through the models of writing: With commentaries by Ronald T. Kellogg & John R. Hayes (Vol. 9): Springer Science & Business Media.
  • Asaad, H. Q. M., & Shabdin, A. A. (2019a). Conceptualization of morphological awareness and productive vocabulary knowledge with academic writing. International Journal of Academic Research in Progressive Education and Development, 8(1), 1-11. doi: DOI: 10.6007/IJARPED/v8-i1/5271
  • Asaad, H. Q. M., & Shabdin, A. A. (2019b). Importance of morphological awareness to academic writing among second language postgraduate students. European Journal of English Language Teaching, 4(3), 156-167. doi: 10.5281/zenodo.1307432
  • Barcroft, J. (2004). Effects of sentence writing in second language lexical acquisition. Second Language Research, 20(4), 303-334.
  • Berninger, V. W., Nagy, W., & Beers, S. (2011). Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation. Reading and Writing, 24(2), 151-182. doi: DOI: 10.1007/s11145-010-9262-y
  • Brun-Mercer, N., & Zimmerman, C. B. (2015). Fostering academic vocabulary use in writing. CATESOL Journal, 27(1), 131-148.
  • Carlisle, A. A. (2016). The effect of a morphological awareness intervention on early writing outcomes. University of Missouri-Columbia.
  • Carlisle, J. F., & Feldman, L. (1995). Morphological awareness and early reading achievement. In Morphological aspects of language processing (pp. 189-209).
  • Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7(3), 239-253. doi: 10.1207/S1532799XSSR0703_3
  • Chenoweth, N. A., & Hayes, J. R. (2001). Fluency in writing generating text in L1 and L2. Written Communication, 18(1), 80-98. doi: https://doi.org/10.1177/0741088301018001004
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Corson, D. (1997). The learning and use of academic English words. Language Learning, 47(4), 671-718.
  • Coxhead, A. (2012). Academic vocabulary, writing and English for academic purposes: Perspectives from second language learners. RELC Journal, 43(1), 137-145. doi: https://doi.org/10.1177/0033688212439323
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.): Pearson Education, Inc.
  • Deacon, S. H., Holliman, A. J., Dobson, G. J., & Harrison, E. C. J. (2018). Assessing direct contributions of morphological awareness and prosodic sensitivity to children’s word reading and reading comprehension. Scientific Studies of Reading, 22(6), 527-534. doi: https://doi.org/10.1080/10888438.2018.1483376
  • Dornay, M. A. (2017). The effects of morpheme and prosody instruction on middle school spelling. Seattle Pacific University.
  • Fracasso, L. E., Bangs, K., & Binder, K. S. (2016). The contributions of phonological and morphological awareness to literacy skills in the adult basic education population. Journal of Learning Disabilities, 49(2), 140-151. doi: https://doi.org/10.1177/0022219414538513
  • Gardiner, I. R. (2013). Putting two and two together. Journal of Adolescent & Adult Literacy 56(7), 541-553.
  • González, M. C. (2017). The contribution of lexical diversity to college‐level writing. TESOL Journal, 8(4), 899-919.
  • Goodwin, A., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support literacy. The Reading Teacher, 65(7), 461-470. doi: DOI: 10.1002/TRTR.01069
  • Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60(2), 183-208. doi: doi: 10.1007/s11881-010-0041-x
  • Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 17(4), 257-285. doi: DOI: 10.1080/10888438.2012.689791
  • Green, L., McCutchen, D., Schwiebert, C., Quinlan, T., Eva-Wood, A., & Juelis, J. (2003). Morphological development in children's writing. Journal of Educational Psychology, 95(4), 752-761. doi: https://doi.org/10.1037/0022-0663.95.4.752
  • Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power: Taylor & Francis.
  • Haomin, Z., & Bilü, Z. (2017). Multi-faceted morphological awareness and vocabulary knowledge in English as a second language learners: A multivariate analysis. Chinese Journal of Applied Linguistics, 40(1), 42-55. doi: 10.1515/cjal-2017-0003
  • Hayes, J. R., & Flower, L. (1980). Identifying the organization of writing processes. In L. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary knowledge and vocabulary use in second language writing. TESOL Journal, 7(3), 700-715. doi: DOI: 10.1002/tesj.238
  • Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243–255. doi: https://doi.org/10.1037/0022-0663.78.4.243
  • Karakas, A. (2012). Analysis of Turkish students' morphological and syntactical errors in writing.
  • Karakoç, D., & Köse, G. D. (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, 13(1), 352-378.
  • Kellogg, R. T. (1987). Writing performance: Effects of cognitive strategies. Written Communication, 4(3), 269-298.
  • Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review, 14(2), 237-242.
  • Khodadoust, E., Aliasin, S., & Khosravi, R. (2013). The relationship between morphological awareness and receptive vocabulary knowledge of Iranian EFL learners International Journal of Educational Research and Technology 4(1), 60–67.
  • Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144. doi: https://doi.org/10.1598/RT.61.2.3
  • Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25(2), 389-410. doi: 10.1007/s11145-010-9276-5
  • Kirk, C., & Gillon, G. T. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language, Speech, and Hearing Services in Schools, 40(3), 341-351. doi: 10.1044/0161-1461(2008/08-0009)
  • Kothari, C. R. (2004). Research methodology: Methods and techniques: New Age International.
  • Kraut, R. (2015). The relationship between morphological awareness and morphological decomposition among English language learners. Reading and Writing, 28(6), 873- 890. doi: 10.1007/s11145-015-9553-4
  • Kuo, L.-j., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41(3), 161-180. doi: https://doi.org/10.1207/s15326985ep4103_3
  • Latifi, Z., Kasmani, M. B., Talebi, S. H., & Shirvani, K. E. (2012). Morphological awareness and its relationship to vocabulary size and morphological complexity among Iranian EFL university students. Asian Journal of Social Sciences & Humanities 1(4), 165-171.
  • Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399-436. doi: https://doi.org/10.1111/j.0023-8333.2004.00260.x
  • Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. doi: 10.1093/applin/16.3.307
  • Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1-20. doi: https://doi.org/10.1016/j.jecp.2017.02.015
  • Li, Y.-s., & Chen, S.-h. (2016). Relative effectiveness of phonological and morphological awareness training on L2 word reading in EFL children. System, 60, 93-104. doi: https://doi.org/10.1016/j.system.2016.06.005
  • McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 35(1), 13-23. doi: https://doi.org/10.1207/S15326985EP3501_3
  • McCutchen, D., & Logan, B. (2011). Inside incidental word learning: Children's strategic use of morphological information to infer word meanings. Reading Research Quarterly, 46(4), 334-349. doi: 10.1002/RRQ.003
  • McCutchen, D., & Stull, S. (2015). Morphological awareness and children’s writing: Accuracy, error, and invention. Reading and Writing, 28(2), 271-289. doi: https://doi.org/10.1007/s11145-014-9524-1
  • McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2009). Linguistic features of writing quality. Written Communication, 27(1), 57-86. doi: https://doi.org/10.1177/0741088309351547
  • Myhill, D. (2008). Towards a linguistic model of sentence development in writing. Language and Education, 22(5), 271-288. doi: doi.10.1080/09500780802152655
  • Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108. doi: 10.1002/RRQ.011
  • Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304-330.
  • Nation, I. S. (2001). Learning vocabulary in another language: Ernst Klett Sprachen.
  • Northey, M. (2013). Control of morphological forms in writing. University of Washington.
  • Pallant, J. (2005). SPSS survival manual: A step guide to data analysis using SPSS for Windows version 12: Chicago, Illinois: Open University Press.
  • Paltridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125-143. doi: https://doi.org/10.1016/S0889-4906(00)00025-9
  • Paltridge, B., & Woodrow, L. (2012). Thesis and dissertation writing: Moving beyond the text. Academic writing in a second or foreign language, 88-104.
  • Ririn, K. (2010). Morphological error found in the English essays of the fifth semester students of English letters and language department of UIN Malang in 2008. Maulana Malik Ibrahim State Islamic University of Malang.
  • Schleppegrell, M. J. (2012). Academic language in teaching and learning. The Elementary School Journal, 112(3), 409-418.
  • Shoeib, A. F. (2017). Morphological awareness and its association with reading comprehension of EFL Saudi University students. European Journal of English Language Teaching, 3(2), 52-77.
  • Singh, M. K. M. (2015). International graduate students' academic writing practices in Malaysia: Challenges and solutions. Journal of International Students, 5(1), 12-22.
  • Singson, M., Mahony, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing, 12(3), 219-252. doi: https://doi.org/10.1023/A:1008196330239
  • Sparks, E., & Deacon, S. H. (2015). Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children. Applied Psycholinguistics, 36(2), 299-321. doi: 10.1017/S0142716413000246
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  • Yucel-Koc, M. (2015). The role of morphological awareness in academic vocabulary and reading comprehension skills of adult ESL learners. Seattle Pacific University.
  • Zhang, D., & Koda, K. (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: Testing direct and indirect effects. Reading and Writing, 25(5), 1195-1216. doi: https://doi.org/10.1007/s11145-011-9313-z
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Yıl 2021, Cilt: 7 Sayı: 1, 24 - 44, 08.04.2021
https://doi.org/10.32601/ejal.911149

Öz

Kaynakça

  • Akbulut, F. D. (2017). Effects of morphological awareness on second language vocabulary knowledge. Journal of Language and Linguistic Studies, 13(1), 10-26.
  • Al Badi, I. A. H. (2015). Academic writing difficulties of ESL learners. Paper presented at the WES International Academic Conference Proceedings.
  • Al Farsi, B. (2008). Morphological awareness and its relationship to vocabulary knowledge and morphological complexity among Omani EFL University students. The University of Queensland.
  • Alamargot, D., & Chanquoy, L. (2001). Through the models of writing: With commentaries by Ronald T. Kellogg & John R. Hayes (Vol. 9): Springer Science & Business Media.
  • Asaad, H. Q. M., & Shabdin, A. A. (2019a). Conceptualization of morphological awareness and productive vocabulary knowledge with academic writing. International Journal of Academic Research in Progressive Education and Development, 8(1), 1-11. doi: DOI: 10.6007/IJARPED/v8-i1/5271
  • Asaad, H. Q. M., & Shabdin, A. A. (2019b). Importance of morphological awareness to academic writing among second language postgraduate students. European Journal of English Language Teaching, 4(3), 156-167. doi: 10.5281/zenodo.1307432
  • Barcroft, J. (2004). Effects of sentence writing in second language lexical acquisition. Second Language Research, 20(4), 303-334.
  • Berninger, V. W., Nagy, W., & Beers, S. (2011). Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation. Reading and Writing, 24(2), 151-182. doi: DOI: 10.1007/s11145-010-9262-y
  • Brun-Mercer, N., & Zimmerman, C. B. (2015). Fostering academic vocabulary use in writing. CATESOL Journal, 27(1), 131-148.
  • Carlisle, A. A. (2016). The effect of a morphological awareness intervention on early writing outcomes. University of Missouri-Columbia.
  • Carlisle, J. F., & Feldman, L. (1995). Morphological awareness and early reading achievement. In Morphological aspects of language processing (pp. 189-209).
  • Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7(3), 239-253. doi: 10.1207/S1532799XSSR0703_3
  • Chenoweth, N. A., & Hayes, J. R. (2001). Fluency in writing generating text in L1 and L2. Written Communication, 18(1), 80-98. doi: https://doi.org/10.1177/0741088301018001004
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Corson, D. (1997). The learning and use of academic English words. Language Learning, 47(4), 671-718.
  • Coxhead, A. (2012). Academic vocabulary, writing and English for academic purposes: Perspectives from second language learners. RELC Journal, 43(1), 137-145. doi: https://doi.org/10.1177/0033688212439323
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.): Pearson Education, Inc.
  • Deacon, S. H., Holliman, A. J., Dobson, G. J., & Harrison, E. C. J. (2018). Assessing direct contributions of morphological awareness and prosodic sensitivity to children’s word reading and reading comprehension. Scientific Studies of Reading, 22(6), 527-534. doi: https://doi.org/10.1080/10888438.2018.1483376
  • Dornay, M. A. (2017). The effects of morpheme and prosody instruction on middle school spelling. Seattle Pacific University.
  • Fracasso, L. E., Bangs, K., & Binder, K. S. (2016). The contributions of phonological and morphological awareness to literacy skills in the adult basic education population. Journal of Learning Disabilities, 49(2), 140-151. doi: https://doi.org/10.1177/0022219414538513
  • Gardiner, I. R. (2013). Putting two and two together. Journal of Adolescent & Adult Literacy 56(7), 541-553.
  • González, M. C. (2017). The contribution of lexical diversity to college‐level writing. TESOL Journal, 8(4), 899-919.
  • Goodwin, A., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support literacy. The Reading Teacher, 65(7), 461-470. doi: DOI: 10.1002/TRTR.01069
  • Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60(2), 183-208. doi: doi: 10.1007/s11881-010-0041-x
  • Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 17(4), 257-285. doi: DOI: 10.1080/10888438.2012.689791
  • Green, L., McCutchen, D., Schwiebert, C., Quinlan, T., Eva-Wood, A., & Juelis, J. (2003). Morphological development in children's writing. Journal of Educational Psychology, 95(4), 752-761. doi: https://doi.org/10.1037/0022-0663.95.4.752
  • Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power: Taylor & Francis.
  • Haomin, Z., & Bilü, Z. (2017). Multi-faceted morphological awareness and vocabulary knowledge in English as a second language learners: A multivariate analysis. Chinese Journal of Applied Linguistics, 40(1), 42-55. doi: 10.1515/cjal-2017-0003
  • Hayes, J. R., & Flower, L. (1980). Identifying the organization of writing processes. In L. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary knowledge and vocabulary use in second language writing. TESOL Journal, 7(3), 700-715. doi: DOI: 10.1002/tesj.238
  • Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243–255. doi: https://doi.org/10.1037/0022-0663.78.4.243
  • Karakas, A. (2012). Analysis of Turkish students' morphological and syntactical errors in writing.
  • Karakoç, D., & Köse, G. D. (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, 13(1), 352-378.
  • Kellogg, R. T. (1987). Writing performance: Effects of cognitive strategies. Written Communication, 4(3), 269-298.
  • Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review, 14(2), 237-242.
  • Khodadoust, E., Aliasin, S., & Khosravi, R. (2013). The relationship between morphological awareness and receptive vocabulary knowledge of Iranian EFL learners International Journal of Educational Research and Technology 4(1), 60–67.
  • Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144. doi: https://doi.org/10.1598/RT.61.2.3
  • Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25(2), 389-410. doi: 10.1007/s11145-010-9276-5
  • Kirk, C., & Gillon, G. T. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language, Speech, and Hearing Services in Schools, 40(3), 341-351. doi: 10.1044/0161-1461(2008/08-0009)
  • Kothari, C. R. (2004). Research methodology: Methods and techniques: New Age International.
  • Kraut, R. (2015). The relationship between morphological awareness and morphological decomposition among English language learners. Reading and Writing, 28(6), 873- 890. doi: 10.1007/s11145-015-9553-4
  • Kuo, L.-j., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41(3), 161-180. doi: https://doi.org/10.1207/s15326985ep4103_3
  • Latifi, Z., Kasmani, M. B., Talebi, S. H., & Shirvani, K. E. (2012). Morphological awareness and its relationship to vocabulary size and morphological complexity among Iranian EFL university students. Asian Journal of Social Sciences & Humanities 1(4), 165-171.
  • Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399-436. doi: https://doi.org/10.1111/j.0023-8333.2004.00260.x
  • Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. doi: 10.1093/applin/16.3.307
  • Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1-20. doi: https://doi.org/10.1016/j.jecp.2017.02.015
  • Li, Y.-s., & Chen, S.-h. (2016). Relative effectiveness of phonological and morphological awareness training on L2 word reading in EFL children. System, 60, 93-104. doi: https://doi.org/10.1016/j.system.2016.06.005
  • McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 35(1), 13-23. doi: https://doi.org/10.1207/S15326985EP3501_3
  • McCutchen, D., & Logan, B. (2011). Inside incidental word learning: Children's strategic use of morphological information to infer word meanings. Reading Research Quarterly, 46(4), 334-349. doi: 10.1002/RRQ.003
  • McCutchen, D., & Stull, S. (2015). Morphological awareness and children’s writing: Accuracy, error, and invention. Reading and Writing, 28(2), 271-289. doi: https://doi.org/10.1007/s11145-014-9524-1
  • McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2009). Linguistic features of writing quality. Written Communication, 27(1), 57-86. doi: https://doi.org/10.1177/0741088309351547
  • Myhill, D. (2008). Towards a linguistic model of sentence development in writing. Language and Education, 22(5), 271-288. doi: doi.10.1080/09500780802152655
  • Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108. doi: 10.1002/RRQ.011
  • Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304-330.
  • Nation, I. S. (2001). Learning vocabulary in another language: Ernst Klett Sprachen.
  • Northey, M. (2013). Control of morphological forms in writing. University of Washington.
  • Pallant, J. (2005). SPSS survival manual: A step guide to data analysis using SPSS for Windows version 12: Chicago, Illinois: Open University Press.
  • Paltridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125-143. doi: https://doi.org/10.1016/S0889-4906(00)00025-9
  • Paltridge, B., & Woodrow, L. (2012). Thesis and dissertation writing: Moving beyond the text. Academic writing in a second or foreign language, 88-104.
  • Ririn, K. (2010). Morphological error found in the English essays of the fifth semester students of English letters and language department of UIN Malang in 2008. Maulana Malik Ibrahim State Islamic University of Malang.
  • Schleppegrell, M. J. (2012). Academic language in teaching and learning. The Elementary School Journal, 112(3), 409-418.
  • Shoeib, A. F. (2017). Morphological awareness and its association with reading comprehension of EFL Saudi University students. European Journal of English Language Teaching, 3(2), 52-77.
  • Singh, M. K. M. (2015). International graduate students' academic writing practices in Malaysia: Challenges and solutions. Journal of International Students, 5(1), 12-22.
  • Singson, M., Mahony, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing, 12(3), 219-252. doi: https://doi.org/10.1023/A:1008196330239
  • Sparks, E., & Deacon, S. H. (2015). Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children. Applied Psycholinguistics, 36(2), 299-321. doi: 10.1017/S0142716413000246
  • Stowe, M. (2019). Teaching morphology: Enhancing vocabulary development and reading comprehension: Retrieved from William and Mary School of Education https://education. wm ….
  • Sumarni, B. (2016). The relationship between morphological awareness and English vocabulary knowledge of sixth semester students in IKIP Mataram. Journal of English Language Teaching, 3(2), 67-74. doi: https://doi.org/10.33394/jo-elt.v3i2.2430
  • Tabatabaei, O., & Yakhabi, M. (2011). The relationship between morphological awareness and vocabulary size of EFL learners. English Language Teaching, 4(4), 262-273. doi: 10.5539/elt.v4n4p262
  • Varatharajoo, C. (2016). The effectiveness of morphemic analysis instruction towards ESL students' vocabulary development. University of Malaya.
  • Wilson-Fowler, E. B., & Apel, K. (2015). Influence of morphological awareness on college students’ literacy skills: A path analytic approach. Journal of Literacy Research, 1- 28. doi: DOI: 10.1177/1086296X15619730
  • Wolter, J. A., & Green, L. (2013). Morphological awareness intervention in school-age children with language and literacy deficits: A case study. Topics in Language Disorders, 33(1), 27-41. doi: DOI: 10.1097/TLD.0b013e318280f5aa
  • Xue, J., & Jiang, X. (2017). The developmental relationship between bilingual morphological awareness and reading for Chinese EFL adult learners: A longitudinal study. Reading and Writing, 30(2), 417-438. doi: https://doi.org/10.1007/s11145-016-9683-3
  • Yucel-Koc, M. (2015). The role of morphological awareness in academic vocabulary and reading comprehension skills of adult ESL learners. Seattle Pacific University.
  • Zhang, D., & Koda, K. (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: Testing direct and indirect effects. Reading and Writing, 25(5), 1195-1216. doi: https://doi.org/10.1007/s11145-011-9313-z
  • Zhang, H. (2016). Concurrent and longitudinal effects of morphological awareness on reading comprehension among Chinese-speaking children. Reading Psychology, 37(6), 867-884. doi: DOI: 10.1080/02702711.2015.1133463
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Hani Qasem Mohammed Asaad Bu kişi benim 0000-0001-6015-1861

Ahmad Affendi Shabdin Bu kişi benim 0000-0002-5308-1911

Yayımlanma Tarihi 8 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 7 Sayı: 1

Kaynak Göster

APA Asaad, H. Q. M., & Shabdin, A. A. (2021). The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing. Eurasian Journal of Applied Linguistics, 7(1), 24-44. https://doi.org/10.32601/ejal.911149