A Study of Morpheme Intervention for Classroom Teaching and Its Impacts on Students’ Vocabulary

Abstract

This study places a strong emphasis on the use of morphological strategies that are utilized in reading comprehension in order to improve students' vocabulary awareness of prefixes and suffixes and to contribute to the growth of vocabulary acquisition. The main objective of the study was to know the impact of morphological intervention on student’s vocabulary. The research was experimentally based (a pre-test and a post-test) was taken from the children of grade 8. This literature study was carried out to combine the findings of research into an evaluation of whether or not such training led to an improvement in the participant's comprehension of reading as well as the growth of their vocabulary. In the first step of the study process, researchers need to gather material that is pertinent to the morphological and instructional techniques involved in the process of teaching and learning English. Second, researchers have the opportunity to do data analysis on the benefits and drawbacks of morphological tactics and instructional methods used in the context of the English language teaching and learning process. Thirdly, researchers found that students play a significant part in morphological intervention, and they found that there is a need to use morphological techniques in order to assist second language learners in acquiring English language abilities. Learners may draw some crucial conclusions about the implementation of morphological learning techniques to engage the teaching and learning process.