1. • Developing morphological
awareness in the students of
third semester of the English
Language Major from the
Universidad de Quintana Roo.
 Student’s name:
María Gabriela Reyna Medina
Juan de Dios Colli Velázquez

2. The acquisition of new vocabulary is one of
the most important aspects when one is
learning a new language. The importance of
vocabulary lies on the fact that even if one
knows the grammatical rules, appropriate
pronunciation, syntax, etc. of a language,
all that knowledge becomes useless if one
does not have the lexicon to apply those
rules.
Introduction

3.  Teaching morphology in early levels of
English learning is strongly related to the
amount of vocabulary a student can learn
in an early stage.
Hypothesis

4.  Teaching the word formation processes
and affixation rules to students in the
early stages of ESL improve their
acquisition of new vocabulary.
 What is the difference in the number of
words acquired by students who are
helped to develop their morphological
awareness from those who are not?
Research Questions

5. For the subjects who receive the treatment:
 Does learning morphology have helped
you to increase your grades in your
exams?
 Do you feel that learning morphology
makes easier for you to remember more
words?
Research Questions

6.  To demonstrate that teaching affixation rules and word
formation processes lead to a faster acquisition of
vocabulary.
 to demonstrate that teaching affixation rules and word
formation processes to ESL students can help them to
distinguish the function of a word just by their form.
 to collect opinions from the students in order to find what
they think about learning affixation and word formation
processes in early levels of English learning.
Objective(s)

7.  This research is important because by
proving that developing this awareness in
the students of English improve their
vocabulary acquisition some changes can
be made in order to modify the syllabus
to include affixation and word formation
processes in the first levels of English.
Relevance of the study

8. Morphological awareness is the recognition,
understanding, and use of word parts that carry
significance. For example, root words, prefixes,
suffixes, and grammatical inflections (e.g., -s or –
es for plurals) are all morphemes which can be
added or taken away from a word to alter its
meaning (University Center for the Development of
Language & Literacy, 2012).
Conceptual Framework

9. In order to know the actual situation of the level of
morphological awareness in the students at the
Universidad de Quintana Roo, we need to conduct
our study based on real information. This means
that as part of the research two groups are going
to be needed in order to know if an early
development really leads to a better understanding
and proficiency of the language.
As the research is quasi-experimental, the method
and the procedures needed are going to be what
an experimental research requires.
Method

10. • Being on the 4th semester of the English
Language Major at the Universidad de
Quintana Roo
• Basic level of proficiency in the target
language (English)
• Less than 30 years old.
• Motivation
Variables of the study

11. Vocabulary tests.
A. Vocabulary Level Test
Part 1: Nation's Levels Tests (2001)
This is a vocabulary test. You must choose the right word to go with each
meaning. Write the
number of that word next to its meaning. Here is an example.
1. business
2. clock _______ part of a house .
3. horse _______ animal with four legs
4. pencil _______ something used for writing
5. shoe
6. wall
Adapted from:
Chang, C. M., Wagner, R.K., Muse, A., Chow, B.W-Y, Shu, H. (2005).
Instruments

12.  Berninger, V.W., Abbott, R.D., Nagy, W., & Carlisle, J.
(2010).Growth in phonological, orthographic, and
morphological awareness in grades 1 to 6. Journal of
Psycholinguistic Research, 39, 141–163.
 Carlisle, J. F. (2003). Morphology matters in learning to read: A
commentary. Reading Psychology, 24(3), 291-322.

Carlisle, J.F., & Katz, L. (2006). Effects of word and morpheme
familiarity on reading of derived words. Reading and Writing,
19(7), 669-693.
 Chang, C. M., Wagner, R. K., Muse, A., W.-Y., B., & Chow, H. S.
(2005). The role of morphological awareness in children’s
vocabulary acquisition in English. Applied Psycholinguistics, 26,
415–435.
References

13.  Ebbers, Susan. Morphology. Retrieved from: Ebbers, Susan.
Morphology. http://vocablog-plc.blogspot.mx/p/morphology.html
 Highbeam Business. (2009). The influence of morphological
awareness on the literacy development of first-grade children.
Retrieved from: http://business.highbeam.com/408650/article-
1G1-203178003/influence-morphological-awareness-literacy-
development
 Marshall, A (2004). Morphological Awareness. Retrieved from:
 http://www.netplaces.com/parenting-kids-with-dyslexia/learning-
to-read/morphological-awareness.htm
 Nation, P (). Teaching vocabulary. Retrieved from:
www.sites.google.com/site/morrowteacher/elementary-
me/NationTeachingVocab.pdf
References

14.  Nurhemida. (2007). The Relationship between Morphological Awareness and
English Vocabulary Knowledge of Indonesian Senior High School Students.
Master’s Degree not published. University of Queensland, Queensland, United
States of America.
 Tabatabaei, O. and Yakhabi M. (2011). The Relationship between Morphological
Awareness and Vocabulary Size of EFL Learners. English Language Teaching. 4
(4), 1-12. doi:10.5539/elt.v4n4p262
 Morphological Awareness | DyslexiaHelp at the University of Michigan. (n.d.).
DyslexiaHelp at the University of Michigan. Retrieved from
http://dyslexiahelp.umich.edu/professionals/dyslexia-school/morphological-
awareness
 Vocabulary. (n.d.). In Wikipedia, the free encyclopedia.
Retrieved December 13, 2012, from
http://en.wikipedia.org/wiki/Vocabulary#Native-_and_foreign-
language_vocabulary
References