Rizal Technological University

College of Education
ENGLISH DEPARTMENT

ACTIVITY FOR MORPHOLOGY

Legaspi,Matthew Andrei M.

Morphological Analysis
Implication to pedagogy and Andragogy

According to Lieber (2009), cited in Gityami (2019), the study of word formation is called
morphology; it also includes how new words are added to languages throughout the world
and how word forms change based on how they are used in sentences. Morphology studies
the internal structures of words and their formations. This is why learners need to study
morphology to develop an awareness to understand how morphemes are formed from the
combinations of prefixes, suffixes, and root words. Nevertheless, how can we apply
morphology in an andragogical approach? How about in a pedagogical approach?

The process of disassembling morphologically complicated words into their morphemes is

known as morphological analysis. According to Carr et al. (1942), cited in Bellomo (2009),
studies have shown that when word frequency moves along a continuum from more frequent
to less frequent, the fraction of multi-syllable or Graeco-Latin words increases as
mono-syllabic words decreases. Hence, students may encounter an influx of
curriculum-specific terminologies. The words become semantically precise by providing
students access to academic Graeco-Latin terms and more concrete roots. Which will help the
students understand and retain the meanings of these newly obtained words. (Bellomo, 2009)

The same approach can pertain to the andragogical process of learning. As stated by
Knowles (1984), cited in Le (2019), adults learn from experience, which is why the learner is
the base of learning activities. Therefore, with their past knowledge and experiences. Adults
could utilize them to deconstruct morphologically complex words into their morphemes.

In conclusion, the study of morphology is essential to both the teacher and the student. As it
helps students comprehend and deconstruct complex terminologies. As for the teacher, it
opens up new discussion opportunities as students can adequately understand the information
they are sharing. That is why as future educators, we should always include morphology in
the study of our learners' language.

References:

Bellomo, Tom. (2009). Morphological Analysis and Vocabulary Development: Critical

Criteria.
https://www.readingmatrix.com/articles/bellomo/article.pdf

Giyatmi, G. (2019, May). Morphology for English Language Teaching. The 2nd International
Conference on Language, Literature and Teaching, 34–35.
https://publikasiilmiah.ums.ac.id/bitstream/handle/11617/11135/4.%20Morphology%20for%
20English%20Language%20Teaching.pdf?sequence=1&isAllowed=y
Le, Giang. (2019). The Development of Morphological Awareness through Vocabulary
Instruction: A Case Study in an Adult EFL Learner. 10.13140/RG.2.2.23274.47043.

Langacker, R. (1979). Studies in Uto-Aztecan Grammar [PDF]. Retrieved from

https://www.sil.org/system/files/reapdata/13/21/49/1321497957767670617595716419931272
54845/21478.pdf