TEACHING VOCABULARY THROUGH MORPHOLOGY IN PAKISTAN: THE WAY FORWARD

Abstract

The present study investigates the effectiveness of instruction based on morphology for vocabulary acquisition. Morphology, a subfield of linguistics, studies the structure and formation of words in a language. It concentrates on the smallest units of meaning in words, which are commonly known as morphemes. Morphology explores how words are formed through morphemes and how affixation, compounding, and derivation processes keep modifying them. By exploring morphology, linguists learn more about the structure of languages and the intricate details of lexical meaning within the language in question by getting insight into the principles and conventions underlying word production. English is used as a second language and a mode of instruction in Pakistani EFL/ESL context. Given the centrality of vocabulary in linguistic competence, the current research looks into how instruction utilizing morphological awareness in vocabulary development might strengthen individuals' lexical repertoire and understanding of English syntax. The findings reveal that exposure of students to morphology-based vocabulary instruction results in considerable development in their ability to comprehend and use new words. In contrast, conventional methods of rote instruction could not do their peers any better. Moreover, this study reveals that morphological instruction not only helps acquire vocabulary but also cultivates a deeper understanding of the syntax of the English language. The research presented here underlines precisely how morphological methods of instruction aid in vocabulary acquisition and recommends their incorporation in Pakistani English language programs. Furthermore, this study advocates further investigating adaptable and sustainable techniques for carrying out morphology-based instruction, considering Pakistan's manifold panorama.