This study examined whether morphological analysis may be a mechanism underlying the relationship of morphological awareness to vocabulary and comprehension. Eighty-eight fifth- and 74 eighth-grade students completed a task designed to assess whether students use morphological analysis to infer meanings of low-frequency, presumably unfamiliar, words. Students chose a definition from among three alternatives for low-frequency, morphologically accessible words or approximate synonyms that were less morphologically accessible, both within the same sentence context. In addition, they chose definitions for 18 nonsense words that were also designed to afford differential access via morphological analysis. Students were more accurate with morphologically accessible items (words and nonwords) than less accessible items, suggesting that students can use morphological analysis to infer word meanings. Regression analyses indicated that skill in morphological analysis accounted for unique variance in vocabulary and comprehension for both age groups. These results have implications for theoretical accounts of how morphological awareness may support students’ vocabulary growth and comprehension.
فحصت هذه الدراسة ما إذا كان من المحتمل أن تقوم علاقة الوعي المورفولوجي للمفردات وللفهم على التحليل المورفولوجي. أتم 88 طالبا من الصف الخامس و74 من الصف الثامن مهمة تهدف إلى تقديم ما إذا كان يستخدم الطلاب التحليل المورفولوجي للاستدلال على معاني الكلمات القليلة التردد والسهلة المنال مورفولوجيا أو المترادفات المتقاربة الأقل منالا مورفولوجيا، كلاهما داخل نفس سياق الجملة. وبالإضافة إلى ذلك، فقد اختاروا تعاريف ﻟ 18 كلمة بدون معنى، والمصممة أيضا لتوفير الوصول التبايني عبر التحليل المورفولوجي. كان الطلاب أكثر دقة في المواد السهلة المنال مورفولوجيا (الكلمات وغير الكلمات) من المواد الأقل منالا، مما يشير إلى أن الطلاب يمكنهم استخدام التحليل المورفولوجي للاستدلال على معاني الكلمة. أشارت التحاليل الانحدارية إلى أن المهارات في التحليل المورفولوجي عللت الفرق الاستثنائي في المفردات والفهم للمجموعتين حسب العمر. لهذه النتائج آثار من الجانب النظري عن كيفية أن الوعي المورفولوجي يمكنه أن يدعم نمو المفردات والفهم.
本研究考查词法分析是否潜在于构词法意识与词汇和阅读理解之间的关系中的一种机制。88名五年级和74名八年级学生完成一项测试,其旨在评估学生是否使用构词法来推断出低频率或有可能是不熟悉的单词的含义。学生要从三个选择中为一些单词选出合适的定义。这些单词中,有低频率但易于使用构词法来推断出含义的单词,也有较难用这方法来推断出含义的近似同义词。而该两种单词都在同一句子的语境当中出现。此外,学生亦要为18个无意义的单词选择其定义。在设计上,这些无意义单词也分为两种:较易与较难通过构词法分析来推断出含义的。相比下,学生能正确地选中较易通过构词法来推断含义的单词(有意义与无意义的单词)。这结果显示,学生能够使用构词分析法来推断出单词的含义。回归分析结果显示,学生的构词分析技巧,能解释这两个年龄组别的词汇与阅读理解的独特因子方差。本研究的结果,为解释构词法意识如何能支援学生的词汇发展与阅读理解的理论带来启示。
Cette etude s'est demande si l'analyse morphologique peut etre un mecanisme sous-jacent a la relation de la conscience morphologique avec le lexique et la comprehension. Quatre-vingt- huit eleves de cinquieme annee et 74 eleves de huitieme annee ont passe une epreuve concue pour evaluer si les eleves utilisent l'analyse morphologique pour inferer la signification de mots de faible frequence, supposes non familiers. Les eleves avaient a choisir une definition parmi les trois qui leur etaient proposees de mots de frequence faible mais morphologiquement accessibles ou de synonymes approximatifs mais moins accessibles morphologiquement, les uns et les autres dans le meme contexte de phrase. De plus, ils avaient a choisir des definitions de 18 mots sans signification concus egalement de facon a permettre un acces differentiel a l'aide d'une analyse morphologique. Les eleves ont ete plus pertinents avec les items accessibles morphologiquement (mots et non mots) qu'avec les items moins accessibles, ce qui laisse penser qu'ils sont en mesure de recourir a une analyse morphologique pour inferer le sens des mots. Des analyses de regression ont montre que l'habilete dans l'analyse morphologique constitue la seule source de variation pour le lexique et pour la comprehension dans les deux groupes d’âge. Ces resultats ont des implications relatives a l'analyse theorique de la facon dont la conscience morphologique vient a l'appui du developpement du lexique et de la comprehension.
Moжeт ли мopфoлoгичecкий aнaлиз cтaть cвязyющим звeнoм мeждy вocпpиятиeм лeкcики и пoнимaниeм cмыcлa тeкcтa? Чтoбы этo выяcнить, yчeныe пpeдлoжили 88 пятиклaccникaм и 74 вocьмиклaccникaм выпoлнить зaдaниe нa пoнимaниe знaчeний нeчacтo yпoтpeбляeмыx и пpeдпoлoжитeльнo нeзнaкoмыx им cлoв. Учaщиecя выбиpaли oднo из тpex пpeдлoжeнныx oпpeдeлeний низкoчacтoтнoгo, нo мopфoлoгичecки дocтyпнoгo cлoвa или иx пpиблизитeльныe и мeнee мopфoлoгичecки дocтyпныe cинoнимы – и тo и дpyгoe в oдинaкoвoм кoнтeкcтe. Кpoмe тoгo, oни выбиpaли oпpeдeлeния для 18 бeccмыcлeнныx cлoв, кoтopыe были выдyмaны пo зaкoнaм языкa и пoдлeжaли мopфoлoгичecкoмy aнaлизy. Шкoльники лyчшe cпpaвилиcь c бoлee мopфoлoгичecки дocтyпными eдиницaми (cлoвaми и бeccмыcлицaми), чeм c мeнee дocтyпными eдиницaми. Этo пoзвoляeт cдeлaть вывoд, чтo oни дeйcтвитeльнo иcпoльзyют мopфoлoгичecкий aнaлиз для пoнимaния знaчeний cлoв, a paзличия, cyщecтвyющиe в cлoвapнoм зaпace и пoнимaнии тeкcтa внyтpи кaждoй из двyx вoзpacтныx гpyпп, oбycлoвлeны индивидyaльным yмeниeм тoгo или инoгo yчeникa пpoизвoдить мopфoлoгичecкий aнaлиз. Пoлyчeнныe peзyльтaты имeют знaчeниe для paзвития тeopии o poли мopфoлoгии для cтaнoвлeния cлoвapнoгo зaпaca и пoнимaния тeкcтa.
Este estudio examino si el analisis morfologico podria ser un mecanismo fundamental a la relacion de la conciencia morfologica al vocabulario y la comprension. Ochenta y ocho estudiantes de quinto grado y 74 estudiantes de octavo grado completaron una tarea disenada para evaluar si los estudiantes usaban el analisis morfologico para deducir el significado de palabras poco usadas y supuestamente desconocidas. Los estudiantes escogieron una de tres definiciones para palabras poco usadas pero morfologicamente accesibles o sinonimos aproximados que no eran tan morfologicamente accesibles, ambos en el mismo contexto en la oracion. Ademas, escogieron definiciones para 18 disparates que tambien habian sido disenados para darles acceso diferenciado por medio del analisis morfologico. Los estudiantes acertaron mas con las palabras y los disparates que eran morfologicamente accesibles que con los menos accesibles, sugiriendo que los estudiantes pueden usar el analisis morfologico para deducir el significado de palabras. El analisis de regresion indico que la destreza en el analisis morfologico responde por las discrepancias en el vocabulario y la comprension en ambos grupos. Estos resultados tienen repercusiones para las teorias sobre como la conciencia morfologica podria ayudar a mejorar el vocabulario y la comprension de los estudiantes.
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