The Effect of Etymological Instruction on Receptive and Productive Vocabulary Learning of Adult EFL Learners in Turkey1

Mahmoudi T., Mirioğlu M.

Athens Journal of Philology , vol.7, no.2, pp.89-114, 2020 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 7 Issue: 2
  • Publication Date: 2020
  • Journal Name: Athens Journal of Philology
  • Journal Indexes: MLA - Modern Language Association Database
  • Page Numbers: pp.89-114


This mixed-method study assesses and evaluates the effect of etymological and morphological vocabulary instruction on the adult EFL learners' receptive/ productive vocabulary knowledge. Indeed, the primary purpose of this study is to observe the impact of etymological and morphological instruction on adult B1 level (CEFR) EFL learners in Turkey. Forty-eight adult EFL learners were selected and randomly assigned to two groups (24 participants in each), one as the experimental and the other as the control group. Two tests were prepared by using Wesche and Paribakht‟s (1996) Vocabulary Knowledge Scale (VKS) to test receptive and productive vocabulary knowledge. The tests were administered to both groups before and after the study. While the experimental group‟s participants received etymological and morphological instruction for two months, the participants in the control group were taught through conventional school instruction. Statistical results and the interviews revealed a significant and positive effect of etymological and morphological instruction on the experimental group members‟ receptive and productive vocabulary learning.1 Keywords: Etymology, Morphology, Affixation, Receptive vocabulary, Productive vocabulary, Teaching English