چکیده:
This study investigated whether Lexical Inferencing (L1) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, furthermore, it also examined their effects on the learners’ vocabulary retention over time. 60 homogeneous EFLlearnerswere randomly assigned to two experimental and a control groups. After the pre-test, participants of the first experimental group received lexical inferencing strategy training for six 45-minute sessions. The second experimental group was also provided with a morphological instruction for six 45-minute sessions, and as for the control group, the participants followed their regular reading comprehension course. After the treatment, two post-tests with a short time interval were administered to the three groups and the obtained data were fed to different statistical tests to spot the probable differences among the three groups’ first post-test performance as a measure of their learning differences and the second post-test performance as a measure of the learners’vocabulary retention differences over time. Results of the paired t-tests showed that lexical inferencing instruction had a statistically significant effect on EFL learners’ reading comprehension development. On the other hand, it was found that morphological instruction had no statistically significant effect on EFL learners’ reading comprehension development. The ANOVA analyses revealed that there was no statistically significant difference between the effects of lexical inferencing and morphological instruction on EFL learners’ reading comprehension development. Furthermore, no significant difference was found between the effects of lexical inferencing and morphological instruction on EFL learners’ reading comprehension development over time.
خلاصه ماشینی:
The Role of Lexical Inferencing and Morphological Instruction on EFL Learners’ Reading Comprehension Development Mohammad Ahmadi Safa Associate Professor, Bu Ali Sina University ahmadisafa@basu.
com Abstract This study investigated whether Lexical Inferencing (L1) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, furthermore, it also examined their effects on the learners’ vocabulary retention over time.
Results of the paired t-tests showed that lexical inferencing instruction had a statistically significant effect on EFL learners’ reading comprehension development.
The ANOVA analyses revealed that there was no statistically significant difference between the effects of lexical inferencing and morphological instruction on EFL learners’ reading comprehension development.
Lexical inferencing (L1) and morphological instruction (MI), are considered as two leading strategies for vocabulary knowledge development highly recommended by many scholars (Bellomo, 2009; Diaz, 2010; Farsi, 2008; Kieffer & Lesaux, 2008; Kirby et al.
Kaivanpanah and Moghaddam (2012), examined the role of reading proficiency in the Iranian EFL learners’ use of knowledge sources in L2 and L1 and the level of success in guessing the meaning of unknown target words.
Finally, in order to answer the third research question which looked for any significant difference among the effects of lexical inferencing, morphological instruction and no-strategy traditional instruction on EFL learners’ reading comprehension development over time a one-way ANOVA was run on the second post-test scores of the three groups.
It was found that morphological instruction did not improve EFL learners’ vocabulary knowledge and reading comprehension of the learners who had low level of language proficiency.