Using the academic cognitive approach in teaching morphology to treat common morphological errors in light of linguistic overlap and developing functional morphological skills among Al-Azhar secondary school students.

Abstract

The present study aimed to measure the effectiveness of using the academic cognitive approach in teaching morphology to address common morphological errors in light of linguistic interference and to develop functional morphological skills among secondary-level Al-Azhar students. The study sample consisted of forty-five female students at Al-Azhar Girls’ Institute in El-Kharga. To achieve the study objectives, a list was prepared to identify common morphological errors in light of linguistic interference, along with a list to define functional morphological skills, a morphological errors test suitable for the study sample, a functional morphological skills test, as well as a student’s book and a teacher’s guide based on the academic cognitive approach. The tools were applied before teaching (pre-test), followed by instruction using the academic cognitive approach, and then re-applied afterwards (post-test) to identify the outcomes. The results revealed a statistically significant difference between the mean scores of the experimental group in the pre- and post-tests of common morphological errors in favor of the post-test, and also a statistically significant difference between the mean scores of the experimental group in the pre- and post-tests of functional morphological skills in favor of the post-test.

Keywords: Academic Cognitive Approach – Morphology – Morphological Errors – Linguistic Interference – Functional Morphological Skills