An experimental study on the effectiveness of Morphological awareness

1. Morphological Awareness : An
experimentalActivity Conduction
Report
Activity Designer and presenter
Ahmad Mashhood

2. Morphological Awareness
■ Morphological awareness can most simply be defined as “the
study of word structure” (Carlisle, 2004)
■ Morphological awareness is the understanding that words are
made up of meaningful units such as
■ •Prefixes,
■ •root words,
■ •and suffixes.

3. Main Objective
■ The aim of this activity is to analyze the effectiveness of morphological awareness
in vocabulary and grammar teaching .
■ It is an effort to view the current situation (strengths and deficiencies) that whether the
Intermediate students are able to comprehend the given knowledge about Morphology .
■ To make students able to learn about free and bound morpheme.
■ To develop knowledge of vocabulary through derivational and inflectional morpheme and
make aware the students about common prefixes and suffixes have meanings in words
which can be helpful in making different sentence structures.
■ It is an effort to view the current situation (strengths and deficiencies) that whether the
Intermediate students are able to comprehend the given knowledge about Morphology .
■ To help students to improve vocabulary and parts of speech through morphemes.

4. Activity Design :Population,Sampling
and Instrument
■ The activity was conducted on Intermediate program.
■ The target population of this activity is 25 F.S.C students enrolled in the II year.
■ Time : 60 minutes
■ It was pre-test post test research design.
■ Feed back of the students have been taken through questionnaire which consisted of
close-ended questions to find the perception of the students on morphological
awareness after conducting activities in form of Pre-test and Post-test.
■ To evaluate the responses, we used closed ended questionnaire.

5. MorphologicalAwarenessActivity
Design
Diagnostic test ( Pre-activity) 15 min duration Treatment (15min)
(Instructional presentation plus examples practice)
 Checking and Data Analysis and Compilation of Results
Feedback from Learners(Verbal and Questionnaire)
(15mins) Post-Activity(15min)

6. INSTRUCTIONALTREATMENT
■ The Morphological awareness of the English as Second Language Learners (ESL) was
enhanced through a well designed and planned Presentational session in the class.
■ Which was of basic conceptual level and was limited to free, bound morphemes and
their classifications of Lexical and Derivational Morphemes according to the level of
the learns.
■ ..DesktopEnglish vocabulary and Basic grammar teaching by Morphology.pptx

9. (Pre-test) Activity # 1
■ Name : ____________ Level _____________ Date ______________
■ (A) Highlight the base word (free morpheme) from which the longer word is
constructed.
■ Activity: Identifying the free morpheme in words
■ 1. Masterful
■ 2. Unhappy
■ 3. Adventurous
■ 4. Refill
■ 5. Hopefulness
■ 6. Childhood
■ 7. Antidisestablishmentarianism
■ 8. Misunderstand

10. ■ Relationship Activity: “Match-Up”
■ (B) Read the base words in the left hand column.Then, draw a line from the base word in the left hand
column to an appropriate suffix from the right hand column. Say the words out loud and talk about
what they mean.
■ Bank er
Faith ature
Defense er
Cat vas
Teach sing
Sign ive
Can tle
Mis ful

11. ■ (Post-test) Activity # 2 Reading Comprehension
■ Name _______________ Level______________ Date ________________
■ (a) Look at the passage below and underline the words with the –or, -er,-
able,- ed and -ation , -ion suffixes.
■ Sarah had a wild imagination. She liked to daydream. Sometimes she was a
brave warrior. Other times she was a sailor on a boat in the ocean. There was
always the temptation to daydream at school. Her teacher said this was not
acceptable. He wanted Sarah to pay attention in class. Sarah did want to learn.
She was agreeable and tried to listen carefully to class information. Her
teacher helped her use her imagination in different ways. He let Sarah be the
illustrator of class stories. He let her be a lead actor in the school play. Sarah
had to do a lot of preparation for these jobs. But she thought it was fun. And,
she had the admiration of her friends. So, she enjoyed daydreaming at home
and trying new things at school.

12. ■ (b) Given a base word, “morph” the word into as many word forms as possible by using
prefixes and suffixes. Label each word according to it’s part of speech.
■ Words Noun Verb Adverb Adjective
Imagine
War
Tempt
Teach
Accept
Want
Try
Help
Imagine
Illustrate
Act
Prepare
Admire
Enjoy
Agree

13. Performance Rating Scale For Pre-
Activity:
■ The scale was designed to facilitate the data analysis description and interpretation
■ The pre-activity was comprised of 16 marks .
■ ( poor) (satisfactory) (good) (Excellent)
Scores 1 – 2 – 3 -4- 5 – 6 – 7 - 8 -9 – 10 – 11 – 12- 13 – 14 – 15- 1 6

14. Pre-Activity ResultsAnalysis

15. Frequencies and descriptive

17. Performance Rating Scale For Post-
Activity:
■ The scale was designed to facilitate the data analysis description and interpretation
■ The post-activity was comprised of 30 marks .
■ ( poor) (satisfactory) (good) (Excellent)
Scores 1 – 2 – 3 -4- - - - - - - 14 -15- -17- -18 - - 20 - - 21- -22 –23’-------- 30

18. Post-Activity Result Analysis

19. Post-activity comparative descriptives

20. Pre-activity Descriptives

21. Evaluation Report of the Students’ Feed
Back :
Question #1 What was more difficult for you
to construct new words?

22. Question #2 Do You Think Playing With The Suffixes, Prefixes And The
Words Is A Good Learning Strategy To Improve

23. Question #3 What Did You Enjoy Most In
The Morphological awareness learning Class?

24. Question #4 Which One Area Has Been
Improved Through Morphology Instruction?

25. Question #5 How Did Morphology Instruction Help You Improve
Your Vocabulary Words?

29. ■Thank you