The Relationship Between Morphological Knowledge and The Breadth of Vocabulary Knowledge Among Moroccan EFL University Students
Advances in Social Psychology
Volume 2, Issue 2, May 2017, Pages: 14-22
Received: Jun. 1, 2017; Accepted: Jun. 20, 2017; Published: Jul. 5, 2017
Views 1489      Downloads 61
Mounir Harraqi, Department of Applied Linguistics and TEFL, Faculty of Education, Mohammed V University, Rabat, Morocco
Article Tools
Follow on us
The present study investigates the relationship between derivational morphemes and breadth of vocabulary knowledge. The participants consist of 130 university students. So as to determine this relationship a two- section test is used: the X-Lex Vocabulary Size Test and Derivational Morphemes Test. The main findings of this study empirically indicate that the overall size of the student’s vocabulary knowledge is approximately 4014 word-families. As for the second section of the test, the findings showed that the majority of students revealed a definite knowledge in using these 22 derivations. The correlation tests proposed that there is a positive significant relationship between the two variables. Additionally, the result indicated a positive impact of gender on both components of vocabulary knowledge. This research has been concluded by suggesting some pedagogical solutions on different parts and stressed further research guidelines.
Derivational Knowledge, Vocabulary Knowledge, Lexical Competence, Intercorrelations
To cite this article
Mounir Harraqi, The Relationship Between Morphological Knowledge and The Breadth of Vocabulary Knowledge Among Moroccan EFL University Students, Advances in Social Psychology. Vol. 2, No. 2, 2017, pp. 14-22. doi: 10.11648/j.asp.20170202.11
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Al Farsi, B.(2008). Morphological awareness and its relationship to vocabulary knowledge and morphological complexity among Omani EFL university students. Unpublished master’ thesis, University of Queensland, St Lucia, Australia.
Chung, S. (2012). Research-Based Vocabulary Instruction for English Language Learners. The Reading Matrix, 12 (2), 105-120. Retrieved from /articles/september _2012/chung.pdf
Fauziati, Endang.(2005). Teaching of English As A Foreign Language (TEFL). Surakarta: Muhammadiyah University Press.
Henriksen, B.(1999). “Three dimensions of vocabulary development.” Studies in Second Language Acquisition, 21: 303–317.
Hu, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13 (1), 403-430.
Khodadoust, E., Hesamiddin 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), 66-67.
Meara, P. and Milton, J. (2003) X_Lex, The Swansea Levels Test. Newbury: Express.
Nagy, William, Virginia B. Berninger & Robert D. Abbot. 2006. Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Education Psychology 98 (1). 134-147.
Nation, I. S. P. (2001a). Learning Vocabulary in another Language. Cambridge: Cambridge University Press.
Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Journal, 56, 262-305.
Read, J., (1997) Vocabulary and Testing. In Schmitt, N & McCarthy, M. (Eds), Vocabulary Description Acquisition and Pedagogy (pp. 303-320). Cambridge: Cambridge University Press.
Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. Kunnan. (ed.), Validation in language assessment. Mahwah, NJ: Lawrence Erlbaum. pp. 41-60.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice (pp. 258-266). New York: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in Language Teaching Cambridge: Cambridge University Press. Soekemi. (1995). Linguistic: A work Book. Surabaya: IKIP Surabaya Press.
Shen, Z. (2008). The roles of depth and breadth of vocabulary knowledge in EFL reading performance. Asian Social Science Journal. Retrieved from
Yanyan, C. (2006). An Exploration into the Development of Lexical Competence of Chinese Tertiary English Majors (Doctoral dissertation, University of SHANGHAI JIAOTONG).
Science Publishing Group
NEW YORK, NY 10018
Tel: (001)347-983-5186