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The Significance and Implication of Teaching Derivational Morphology for Chinese L2 Learners
LI Hengli
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DOI:10.17265/1539-8080/2018.07.001
Hong Kong Baptist University, Hong Kong
This study mainly explores the relationship of derivational morphology awareness between vocabulary acquisition and reading comprehension. The individual focus relates to the lexical inferencing ability among Chinese-speaking English language learners (ELLs), originating from two major groups of participants in Hong Kong Baptist University: English Language for Teaching (ELT) and Child and Adolescent (C & A). In order to assess students’ abilities in decoding derived words, the project utilizes an experimental task to evaluate their performances regarding reading comprehension and breadth of vocabulary knowledge on different occasions. In addition, using the ANOVA (data-based sampling) method, the study found derivational awareness was a significant factor contributing to the acquisition of vocabulary and reading comprehension by means of mediating student’s lexical ability, directly or indirectly, which were strengthened by two measures compared with two groups (one has derivational awareness and the other was not). Compared the results with two groups, the experimental group with morphological awareness demonstrated obviously a better performance than the other group. Based on the experimental samples, the results can indicate that teaching and learning derivational morphology may yield benefits for Chinese L2 learners in English language learning, especially for effective vocabulary building and reading comprehension, at least among ELT group participants. There is also a hint that non-English major leaners may have benefits in response to vocabulary acquisition and may be receptive to morphology knowledge
derivational morphology, vocabulary acquisition, reading comprehension, English language learner
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