Speaker
Abstract section 4: Outcomes/results
Participants demonstrated a moderate level of MA, averaging 7.37 out of 14 points. A moderate positive correlation was found between MA and RC (rs = .404, p < .001). Regression analysis indicated that MA significantly predicted RC, explaining 25.2% of its variance. Interview data revealed that students with high MA effectively broke down complex words, whereas those with low MA relied on inefficient strategies like random guessing. These findings underscore the pedagogical necessity of integrating explicit morphological instruction into EFL reading curricula to support academic success.
Abstract section 3: Content/method
The study employed a quantitative correlational design supplemented by qualitative interviews. The sample included 141 first-year English majors. Data were collected via an MA test on Latin and Greek roots and prefixes, and an RC test adapted from the FCE (First Certificate in English). Analysis utilized Spearman's rank correlation, simple linear regression, and thematic analysis of semi-structured interviews with four participants.
Abstract section 1: Relevance
Vocabulary knowledge is a fundamental predictor of reading performance (Nation, 2001). For advanced English as a Foreign Language (EFL) learners, navigating academic texts often requires mastering complex vocabulary, of which approximately 90% is derived from Latin and Greek origins (Rasinski et al., 2008). While the connection between morphological awareness (MA) and reading comprehension (RC) is well-documented in monolingual children, a significant research gap exists concerning advanced L2 adult learners (Kieffer & Lesaux, 2007). This presentation addresses that gap by exploring how morphological knowledge supports L2 academic reading among university English majors who are likely to be exposed to academic texts.
Abstract section 5: References
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The reading teacher, 61(2), 134-144.
Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press.
Rasinski, T., Padak, N., Newton, R. M., & Newton, E. (2008). Greek and Latin roots: Keys to building vocabulary. Teacher Created Materials.
Abstract section 2: Contribution/research questions
- RQ1: What level of awareness of bound roots and prefixes of Latin and Greek origins do first-year English majors at our university possess?
- RQ2: To what extent does students’ awareness of bound roots and prefixes of Latin and Greek origins contribute to their academic reading comprehension?
| Title | Latin and Greek morphemes in academic reading comprehension |
|---|---|
| Teaching Context | College and university education |