The Effects of Derivational Suffix Instruction on English Vocabulary Knowledge in Thai High School Learners

Pattira Sumalee, Apisak Sukying
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Abstract

This study investigated the effect of derivational suffix instruction on vocabulary knowledge. Fifty-eight high school learners were recruited to participate in the study. The learners were divided into control (n = 29) and experimental (n = 29) groups. The experimental group received a Fundamental English II course with an emphasis on derivational suffix instruction, whereas the control group only received a Fundamental English II course. Two receptive and productive derivational suffix tests were designed and validated to measure high school learners’ suffix knowledge. A questionnaire was also administered to explore the experimental participants’ perceptions of derivational suffix instruction in facilitating vocabulary knowledge. Descriptive and inferential statistics were conducted to analyse the quantitative data, including pair-sample t-tests and independent-sample t-tests. The results showed that high school learners in both groups performed significantly better on the posttest than on the pretest. The results also revealed that experimental learners significantly outperformed their control counterparts. These findings suggest the efficacy of derivational suffix instruction on English vocabulary knowledge in Thai high school learners. In addition, the questionnaire analysis indicated that high school learners had positive perceptions towards derivational suffix instruction as a method to improve their vocabulary knowledge. Together, the current findings highlight the importance of derivational suffixes in vocabulary acquisition and development. Other relevant implications and suggestions for future studies are also discussed.
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派生词后缀教学对泰国高中生英语词汇知识的影响
本研究调查了派生后缀教学对词汇知识的影响。研究招募了 58 名高中生参与研究。学习者被分为对照组(29 人)和实验组(29 人)。实验组学习基础英语 II 课程,重点是派生后缀教学,而对照组只学习基础英语 II 课程。设计并验证了两个接受性和生产性派生词缀测试,以测量高中学习者的词缀知识。此外,还发放了一份调查问卷,以探讨实验参与者对派生词缀教学在促进词汇知识方面的看法。对定量数据进行了描述性和推论性统计分析,包括配对样本 t 检验和独立样本 t 检验。结果显示,两组高中学习者的后测成绩均明显优于前测成绩。结果还显示,实验组学生的成绩明显优于对照组学生。这些结果表明,派生后缀教学对泰国高中学习者的英语词汇知识有一定的效果。此外,问卷分析表明,高中学习者对派生后缀教学这种提高词汇知识的方法持积极态度。总之,目前的研究结果凸显了派生词缀在词汇习得和发展中的重要性。此外,还讨论了其他相关影响以及对未来研究的建议。
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