Advances in Social Psychology

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The Relationship Between Morphological Knowledge and The Breadth of Vocabulary Knowledge Among Moroccan EFL University Students

Received: 01 June 2017    Accepted: 20 June 2017    Published: 05 July 2017
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Abstract

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.

DOI 10.11648/j.asp.20170202.11
Published in Advances in Social Psychology (Volume 2, Issue 2, May 2017)
Page(s) 14-22
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Derivational Knowledge, Vocabulary Knowledge, Lexical Competence, Intercorrelations

References
[1] 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 Unpublished master’ thesis, University of Queensland, St Lucia, Australia.
[2] Chung, S. (2012). Research-Based Vocabulary Instruction for English Language Learners. The Reading Matrix, 12 (2), 105-120. Retrieved from http://www.readingmatrix.com /articles/september _2012/chung.pdf
[3] Fauziati, Endang.(2005). Teaching of English As A Foreign Language (TEFL). Surakarta: Muhammadiyah University Press.
[4] Friedline, Benjamin E. (2011) CHALLENGES IN THE SECOND LANGUAGE ACQUISITION OF DERIVATIONAL MORPHOLOGY: FROM THEORY TO PRACTICE. Doctoral Dissertation, University of Pittsburgh.
[5] Henriksen, B.(1999). “Three dimensions of vocabulary development.” Studies in Second Language Acquisition, 21: 303–317.
[6] Hu, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13 (1), 403-430.
[7] 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.
[8] Meara, P. and Milton, J. (2003) X_Lex, The Swansea Levels Test. Newbury: Express.
[9] 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.
[10] Nation, I. S. P. (2001a). Learning Vocabulary in another Language. Cambridge: Cambridge University Press.
[11] 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.
[12] Read, J., (1997) Vocabulary and Testing. In Schmitt, N & McCarthy, M. (Eds), Vocabulary Description Acquisition and Pedagogy (pp. 303-320). Cambridge: Cambridge University Press.
[13] 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.
[14] Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice (pp. 258-266). New York: Cambridge University Press.
[15] Schmitt, N. (2000). Vocabulary in Language Teaching Cambridge: Cambridge University Press. Soekemi. (1995). Linguistic: A work Book. Surabaya: IKIP Surabaya Press.
[16] Shen, Z. (2008). The roles of depth and breadth of vocabulary knowledge in EFL reading performance. Asian Social Science Journal. Retrieved from www.ccsenet.org/journal.html
[17] Yanyan, C. (2006). An Exploration into the Development of Lexical Competence of Chinese Tertiary English Majors (Doctoral dissertation, University of SHANGHAI JIAOTONG).
Author Information
  • Department of Applied Linguistics and TEFL, Faculty of Education, Mohammed V University, Rabat, Morocco

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    Mounir Harraqi. (2017). The Relationship Between Morphological Knowledge and The Breadth of Vocabulary Knowledge Among Moroccan EFL University Students. Advances in Social Psychology, 2(2), 14-22. https://doi.org/10.11648/j.asp.20170202.11

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    Mounir Harraqi. The Relationship Between Morphological Knowledge and The Breadth of Vocabulary Knowledge Among Moroccan EFL University Students. Adv. Soc. Psychol. 2017, 2(2), 14-22. doi: 10.11648/j.asp.20170202.11

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    AMA Style

    Mounir Harraqi. The Relationship Between Morphological Knowledge and The Breadth of Vocabulary Knowledge Among Moroccan EFL University Students. Adv Soc Psychol. 2017;2(2):14-22. doi: 10.11648/j.asp.20170202.11

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  • @article{10.11648/j.asp.20170202.11,
      author = {Mounir Harraqi},
      title = {The Relationship Between Morphological Knowledge and The Breadth of Vocabulary Knowledge Among Moroccan EFL University Students},
      journal = {Advances in Social Psychology},
      volume = {2},
      number = {2},
      pages = {14-22},
      doi = {10.11648/j.asp.20170202.11},
      url = {https://doi.org/10.11648/j.asp.20170202.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.asp.20170202.11},
      abstract = {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.},
     year = {2017}
    }
    

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    AB  - 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.
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