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postgraduate thesis: Morphological awareness and vocabulary knowledge in second-language adolescent learners : an intervention study

TitleMorphological awareness and vocabulary knowledge in second-language adolescent learners : an intervention study
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Kan, L. [簡麗姿]. (2014). Morphological awareness and vocabulary knowledge in second-language adolescent learners : an intervention study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394272
AbstractThe purpose of this study was to investigate the effects of instructional approaches to phonics and morphological awareness on literacy development of second-language learners. Of the 106 Chinese-speaking adolescents in a 6-hour English training programme, about half were taught affix and root meanings, while others were taught basic phonic rules. The focus lay on teaching students how to break words apart into meaningful parts and clusters of sounds. Chinese adolescents receiving morphological instruction performed significantly better on affixed word production and vocabulary knowledge by inferring word meanings from word parts. They seemed better able to discriminate affixed words on the basis of prefix and suffix. This study provides empirical evidence for the importance of teaching morphemes in the English-as-second-language curriculum.
DegreeMaster of Social Sciences
SubjectSecond language acquisition
English language - Study and teaching (Secondary) - China - Hong Kong
Language awareness
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209662

 

DC FieldValueLanguage
dc.contributor.authorKan, Lai-chi-
dc.contributor.author簡麗姿-
dc.date.accessioned2015-05-12T23:13:37Z-
dc.date.available2015-05-12T23:13:37Z-
dc.date.issued2014-
dc.identifier.citationKan, L. [簡麗姿]. (2014). Morphological awareness and vocabulary knowledge in second-language adolescent learners : an intervention study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394272-
dc.identifier.urihttp://hdl.handle.net/10722/209662-
dc.description.abstractThe purpose of this study was to investigate the effects of instructional approaches to phonics and morphological awareness on literacy development of second-language learners. Of the 106 Chinese-speaking adolescents in a 6-hour English training programme, about half were taught affix and root meanings, while others were taught basic phonic rules. The focus lay on teaching students how to break words apart into meaningful parts and clusters of sounds. Chinese adolescents receiving morphological instruction performed significantly better on affixed word production and vocabulary knowledge by inferring word meanings from word parts. They seemed better able to discriminate affixed words on the basis of prefix and suffix. This study provides empirical evidence for the importance of teaching morphemes in the English-as-second-language curriculum.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshSecond language acquisition-
dc.subject.lcshEnglish language - Study and teaching (Secondary) - China - Hong Kong-
dc.subject.lcshLanguage awareness-
dc.titleMorphological awareness and vocabulary knowledge in second-language adolescent learners : an intervention study-
dc.typePG_Thesis-
dc.identifier.hkulb5394272-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394272-

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