The morphology-vocabulary reading mechanism and its effect on students’ academic achievement in an English L2 context
| Autor: | Wilbert Spooren, Victor Antwi, Isaac N. Mwinlaaru, Lieke Stoffelsma |
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| Rok vydání: | 2020 |
| Předmět: |
050101 languages & linguistics
Linguistics and Language Mediation (statistics) Lexical density Vocabulary media_common.quotation_subject 05 social sciences Persuasive Communication 050301 education Context (language use) Academic achievement Language and Linguistics Language & Communication Education Reading comprehension Reading (process) Standard English Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education media_common |
| Zdroj: | Journal of English for Academic Purposes, 47 |
| ISSN: | 1475-1585 |
| DOI: | 10.1016/j.jeap.2020.100887 |
| Popis: | The high lexical density and complex morphology of written standard English in academic and administrative contexts have raised concerns about their effect on reading proficiency across educational levels. This study provides empirical evidence of a serial multiple mediator model supporting the relationship between English L2 students’ morphological awareness, vocabulary knowledge, reading proficiency and academic achievement. Comparisons were made at two levels: general English and academic English. Data were acquired from 454 second- and third-year English L2 university students in Ghana, West Africa. Using two different mediation analyses, the study produced significant evidence for a two-mediator model at both levels. Morphological awareness is modelled as affecting academic achievement through four different pathways: indirectly through vocabulary, indirectly through reading comprehension, indirectly through vocabulary and reading comprehension sequentially, and directly. This shows that knowledge of morphology both directly and indirectly influences academic achievement at tertiary level in English L2 contexts. |
| Databáze: | OpenAIRE |
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