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Morphological Awareness as a Potential Catalyst for Jordanian EFL Students' Reading Comprehension

100%
Bataineh R. F., Al-Kofeiri Q. M.
Lublin Studies in Modern Languages and Literature
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2018
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vol. 42
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issue 2
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
This study examines the potential effect of morphological awareness on Jordanian EFL tenth-grade students' reading comprehension. Two intact sections of 73 Jordanian tenth-grade students were purposefully selected from a secondary school in Ramtha Directorate of Education (Ramtha, Jordan) during the first semester of the academic year 2017/2018. The experimental group (n=37) was taught using a morphological awareness-based protocol whereas the control group (n= 36) was taught conventionally per the guidelines of the Ministry-prescribed Teacher Book of Action Pack 10. For data collection, a reading comprehension pre/post- test was used. The findings reveal a statistically significant improvement in the experimental group students’ reading comprehension which may be attributed to morphological awareness-based instruction.  
FR
Le numéro contient uniquement les résumés en anglais.
RU
Том содержит аннотаций на английском языке.
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The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application

75%
Altakhaineh A. R., Zibin A.
Research in Language
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2017
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vol. 15
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issue 4
405-423
EN
This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.
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