Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students
This paper investigates morphological awareness for inflected and derived words among high versus low literacy students of English as a foreign language in the 5th, 7th and 9th grades. The study experimented with Arabic L1 students and tested inflectional morphological awareness (IMA) and derivational morphological awareness (DMA) separately using the Word Analogy task. Results demonstrate generally less developed morphological awareness skills in low as against high EFL literacy students. Moreover, significant differences between IMA and DMA in favor on IMA were observed in both groups of students and across all grades. This appears to reflect the distributional and linguistic properties of the two morphological systems. Moreover, though morphological awareness emerged rather early in EFL learning, differences between the two morphological systems decreased, though remained significant, as grade level increased. The theoretical and practical implications of these findings, as well as the potential role of Arabic as L1, are discussed.
Keywords: Arabic, EFL, derivation, inflection, literacy, morphological awareness
Published online: 24 April 2019
Anglin, J. M.
August, D., & Shanahan, T.
Arnbak, E., & Elbro, C.
Baayen, R. H.
Bowers, P. N., Kirby, J. R. & Deacon, S. H.
Bybee, J. L., Pagliuca, W., & Perkins, R. D.
Carlisle, J. F.
Carlisle, J. F., & Fleming, J.
Carlisle, J. F., & Nomanhhoy, D. M.
Commissaire, E., Pasquarella, A., Chen, X., & Deacon, S. H.
Deacon, H. S., & Kirby, J. R.
Deacon, S. H., Wade-Woolley, L., & Kirby, J.
Derwing, B. L.
Derwing, B. L., & Baker, W. J.
Elbro, C., & Arnbak, E.
Geva, E., & Wade-Woolley, L.
Goodwin, A. P. & Ahn, S.
Goswami, U., & Bryant, P.
Jarvikivi, J.; Bertram, R.; Niemi, J.
Kieffer, M. J., & Lesaux, N. K.
Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R.
Koda, K., & Zehler, A. M.
Kuo, L.-J., & Anderson, R. C.
Laaha, S., Ravid, D., Korecky-Kr¨oll, K., Laaha, G., & Dressler, W. U.
Larsen-Freeman, D. E.
Laudanna, A., & Burani, C.
Marinova-Todd, S. H., Siegel, L. S., & Mazabel, S.
Nagy, W. E., Anderson, R.
Nagy, W., Berninger, V., Abbot, R., Vaughan, K., & Vermeulen, K.
Nagy, W. E., Carlisle, J. F., & Goodwin, A. P.
Nagy, W. E., Diabkidoy, I. A. & Anderson, R. C.
National Reading Panel
Nunes, T., Bryant, P., & Bindman, M.
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramirez, G.
Perfetti, C. A.
Ramirez, G., Chen, X., Geva, E., & Kiefer, H.
Ramirez, G., Chen, X., Geva, E., & Luo, Y.
Ravid, D., & Schiff, R.
Revised English Curriculum Principles and Standards for Learning English as an International Language for All Grades
Saiegh-Haddad, E. and Geva, E.
Saiegh-Haddad, E., Hadieh, A., & Ravid, D.
Saiegh-Haddad, E. & Henkin-Roitfarb, R.
Saiegh-Haddad, E. & Schiff, R.
Saiegh-Haddad, E. & Taha, T.
Schiff, R. & Saiegh-Haddad, E.
Singson, M., Mahony, D., & Mann, V.
Snow, C. E., Burns, M. S., & Griffin, P.
Sparks, E., & Deacon, S. H.
Taha, H., & Saiegh-Haddad, E.
Taha, H. & Saiegh-Haddad, E.
Tsesmeli, S. N., & Seymour, P. H.
Tyler, A., & Nagy, W. E.
Wagner, R. K., & Torgesen, J. K.
Wang, M., Cheng, C., & Chen, S. W.
Cited by 1 other publications
Vaknin-Nusbaum, Vered & Elinor Saiegh-Haddad
This list is based on CrossRef data as of 27 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.