The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-03-06 DOI:10.1016/j.system.2025.103641

Xin Yuan, Xuan Tang

引用次数: 0

Abstract

The study examined the effect of pre-reading morphological instruction (PRMI) in relation to pre-reading word meaning explanation (PRWME) and reading-only incidental learning (RO) on the development of morphologically complex words. A total of 93 college English learners with matchable vocabulary size in China were randomly assigned to three conditions: PRMI, PRWME and RO. Vocabulary gains were measured in two dimensions: knowledge of orthography and knowledge of form-meaning mapping. Linear mixed-effects model (LMM) and repeated one-way ANOVA indicated that participants in the PRMI condition significantly outperformed those in the PRWME and RO conditions in both acquisition and retention of the aforementioned two dimensions of vocabulary knowledge. Implications of the study were discussed based on the findings of the study.

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.