Comparing vocabulary instruction with and without Latin roots on English as second language (ESL) vocabulary learning

Abstract

The present study investigated whether and how vocabulary instruction integrated with bound Latin root knowledge, such as bound root meaning (i.e., ‘astro’ means ‘stars’) and morphological analysis with bound Latin root (i.e., how ‘astro’ is related to ‘astronomy’ in meaning) can enhance academic vocabulary learning for ESL adolescent learners. One feature of academic vocabulary is that it consists a large portion of morphologically complex words, and as learners enter higher grades, the portion consistently grows, posing great challenges for ESL adolescent learners who lacked efficient vocabulary learning approach. Moreover, as adolescent learners enter higher grades, the academic vocabulary gradually emphasizes on the role of Latinate origins of words. However, investigation into the effect of instruction on bound root is unusually rare, especially in a context where English serves as the second language. Theories suggested that morphological knowledge enhanced different constituents of lexical representations, and also acted as ‘binding agent’ in integrating lexical constituents. The present study anticipated that vocabulary instruction integrated with bound Latin root knowledge would enhance vocabulary learning for ESL adolescent learners by improving (a) knowledge of academic vocabulary and (b) morphological analysis skills to problem-solve novel words. 57 Chinese-speaking ESL learners from a high school in mainland China attended both Intervention condition and Comparison condition without morphological element. The Latin root intervention showed significant and positive effect in enhancing learning target word meaning, morphological analysis skills for problem-solving unfamiliar words, providing further evidence in the field of morphological intervention.