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Amirali Khoshkhoonejad
University of Sistan and Baluchestan
Humanities Education Library & Information Science Social Sciences Other

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Exploring the Effect of Morphological Instruction on Vocabulary Learning among Iranian EFL Learners Amirali Khoshkhoonejad; Seyyed Farid Khalifelu; Sahabeh Abdipour
Journal of Education and Learning (EduLearn) Vol 10, No 2: May 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (116.511 KB) | DOI: 10.11591/edulearn.v10i2.3316

Abstract

Vocabulary knowledge plays a crucial role in academic development and therefore scholastic success (National Reading Panel, 2000). Also, students' vocabulary knowledge expands through a variety of ways. One of the most practicable strategies in vocabulary learning supported by many researchers is using affix knowledge. The purpose of present study is to investigate the effect of morphological instructions on vocabulary learning among Iranian secondary school students. Participants in this study were sixty Iranian secondary school students who were assigned to control group (30) and experimental group (30). A pre-test and post-test comprising two vocabulary tests measuring students’ morphemic analysis of general English words were administered. The data were analyzed using the Independent Sample T-test to determine if there were improvements made in the two measures within each group, and subsequently whether the magnitude of improvement between the two groups were significant. The results indicated that the experimental group outperformed the control group in the process of guessing the meanings of complex words depending on the morphological analysis.  Furthermore, the results did not show significant differences between Morphological Relatedness Strategy and Morphological Structure Strategy in terms of students' achievements.
Bilingualism and Vocabulary Learning: A Comparison between Baluchi and Persian EFL Learners Yahya Keikhaie; Amirali Khoshkhoonejad
Journal of Education and Learning (EduLearn) Vol 9, No 3: August 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (113.478 KB) | DOI: 10.11591/edulearn.v9i3.1767

Abstract

Bilingualism can be broadly defined as the ability to speak 2 languages; however there are many grey areas when establishing which are the first language, second language and third language of a bilingual. The paper reports on a study exploring the effect of bilingualism on the learning of a vocabulary learning of two groups of Iranian male students: Baluchi bilinguals and Persian monolingual. The present study is based on data from 80 monolingual Persian-speaking learners of English and 80 bilingual Baluchi-Persian-speaking learners of English. All the participants were male studying English as a foreign language at pre-university of Sistan and Baluchestan in Iran. The results indicates that Baluchi-Persian bilingual speakers outperformed in general and in L3 recognition vocabulary learning. The findings of this paper also showed that no significant difference was seen between Persian-speaking learners and Baluchi-Persian-speaking in L3 production vocabulary learning.
Co-Authors Sahabeh Abdipour Seyyed Farid Khalifelu Yahya Keikhaie