METADATA


Title: Awareness of word analyzability and its role in expanding learners’ vocabulary

 

Vol. 10(2), 2022, pp. 17-32.

DOI: http://doi.org/10.46687/FJEY5048

 

Author: Ahmed Hamid Abdulrazzaq

About the author: Ahmed Hamid Abdulrazzaq is a lecturer and doctoral student in the Linguistics program at the English Department, College of Arts, University of Baghdad. He holds two master’s degrees, an MA in Linguistics from the University of Baghdad, Iraq, and an MSc in TESOL from the University of Exeter, UK, and has 20 years of experience in teaching undergraduate courses in TESOL and Linguistics in the UAE, Iraq and Libya. Abdulrazzaq started his doctoral work in 2020, and his research in linguistics focuses on phonology, morphology, and optimality theory, while his research in TESOL focuses on language teacher education and teacher evaluation.

e-mail: a.h.razzaq@gmail.com             

ORCID iD: https://orcid.org/0000-0003-2700-8021

              

Citation (APA style): Abdulrazzaq, A. (2022). Awareness of word analyzability and its role in expanding learners’ vocabulary. Studies in Linguistics, Culture, and FLT, 10(2), 17-32. http://doi.org/10.46687/FJEY5048.

 

Link: http://silc.fhn-shu.com/issues/2022-2/SILC_2022_Vol_10_Issue_2_017-032_16.pdf

 

 

Abstract: Some linguists have claimed that foreign language learners are unaware that English words containing Greek and Latin roots are analyzable. One purpose of the present study was to assess this claim. A second purpose was to see whether making these learners aware of the analyzability of these words would help them to expand their vocabulary. The final purpose was to find out whether students find the meanings of certain types of such words easier to guess than others.

The 30 subjects in this study were pretested, given instruction in analyzing words into their component roots and guessing their meanings, and then post-tested. Descriptive and inferential statistics were used to evaluate the hypotheses, and these yielded the following results: (1) advanced Iraqi EFL learners are not aware of the analyzability of this type of words, and (2) making these learners aware of this analyzability will enable them to expand their vocabulary considerably, (3) learners find guessing the meanings of words containing Greek roots easier than those of words containing Latin roots, and (4) learners find guessing the meanings of words whose roots have not undergone any linguistic changes easier than those of words whose roots have undergone such changes.

Keywords: Greek roots, Latin roots, awareness, analyzability, vocabulary learning.

 

References:

  1. Ayers, D. (1986). English words from Latin and Greek Elements. 2nd ed. The University of Arizona Press.
  2. Bauer, L. (1983). English word-formation. Cambridge university press. https://doi.org/10.1017/CBO9781139165846
  3. Carter, R. a. (1988). Vocabulary and Language Teaching. Allen and Unwin.
  4. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. . Sage publications.
  5. Davis, N. B. (1979). Vocabulary improvement: A program for self-instruction. McGraw-Hill College.
  6. Deighton, L. (1971). Vocabulary Development. In L. e. Deighton, Encyclopedia of Education. Macmillan.
  7. Deighton, L. C. (1959). Vocabulary development in the classroom. . Bureau of Publications, Teachers College, Columbia University.
  8. Dictionary, O. E. (2003). Oxford English Dictionary. Oxford University Press.
  9. Friend, C., Knight, L. D., & Glazier, T. F. (2014). The least you should know about vocabulary building: word roots. Cengage Learning.
  10. Gairns, R., & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary (pp. 74-80). Cambridge: Cambridge University Press.
  11. Gronlund, N. E. (1977). Constructing achievement tests. Prentice-Hall.
  12. Honeyfield, J. (1977). Word frequency and the importance of context in vocabulary learning. RELC Journal, 8(2), 35-42. https://doi.org/10.1177/003368827700800202
  13. Irion, A. (1971). Transfer of Training. In L. Deighton, Encyclopedia of Education. Macmillan.
  14. Jennings, C., King, N. and Stevenson, M. (1980). Consider your words, 3rd ed. Harper & Row Publishers.
  15. Kent, R. (1963). Language and Philology. Cooper Square Publishers, Inc.
  16. Kruse, A. F. (1979). Vocabulary in Context. English Language Teaching Journal, 33(3), 207-13. https://doi.org/10.1093/elt/XXXIII.3.207.
  17. Levine, H. &. (1980). Vocabulary resources for the college student. New York: Amsco. Amsco.
  18. Luschnig, C.A.E. and Luschnig, L.J. (1982). ETYMA: Introduction to Vocabulary Building from Latin and Greek. Rowman & Littlefield.
  19. Monson, S. C. (1968.). Word Building., 2nd Ed. The MacMillan Company.
  20. Morris, I. (1945). The Teaching of English as a Second Language. Macmillan.
  21. Nation, I. (2005). Teaching and learning vocabulary. In E. (. Hinkel, Handbook of Research in Second Language Teaching and Learning (pp. 581-595). Lawrence Erlbaum.
  22. Nist, J. (1966). A Structural History of English. St. Martine Press.
  23. Palmberg, R. (1989). What makes a word English? Swedish speaking learners’ feeling of “Englishness. AILA Review, 6, 47-55.
  24. Roberts, P. (1968). Modern grammar. Harcourt Brace College Publishers.
  25. Stageberg, N. C. (1971). An introductory English grammar. . Holt, Rinehart and Winston.
  26. Susan Nissan and Mary Schedl. (2012). Prototyping new item types. In G. &. Fulcher, Fulcher, G., & Davidson, F. (Eds.). (2012). The Routledge handbook of language testing. New York, NY: Routledge. (pp. 281-294). Routledge.
  27. Twaddell, F. (1973). Twaddell, F. (1973). Vocabulary expansion in the TESOL classroom. TESOL Quarterly, 61-78. https://doi.org/10.2307/3585510.
  28. Vallette, R. (1977). Modern Language Testing, 2nd ed. Harcourt Brace Jovanovich, Inc.
  29. Wallace, M. J. (1982). Teaching vocabulary (Vol. 10). Heinemann.
  30. Webster, N. (1981). Webster’s third new international dictionary of the English language, unabridged. Merriam-Webster.