Open AccessAN EFFECT OF A DIRECT METHOD ON 5TH GRADE STUDENTS’ ACQUISITION OF VERB INFLECTION MORPHEMES (- S, - ES, - ED, - ING)
Author(s) -
Tossapol Pongpuen,
Lugsamee Nuamthanom Kimura,
Wachiraporn Kijpoonphol,
Jarunee Anupan
Publication year - 2018
Publication title -
international journal of research - granthaalayah
Language(s) - English
Resource type - Journals
eISSN - 2394-3629
pISSN - 2350-0530
DOI - 10.29121/granthaalayah.v6.i6.2018.1376
Subject(s) - morpheme , verb , inflection , psychology , active listening , linguistics , test (biology) , communication , paleontology , philosophy , biology
The purpose of this study was to investigate whether or not a direct method could help 5th graders acquire the target verb inflectional morphemes (- s, - es , - ed , - ing) at Assumption College Ubon Ratchathani (ACU), Ubon Ratchathani, Thailand. The participants were 6 5th grade students who were divided into two groups based on their English proficiency: low language proficiency and high language proficiency. Data were collected from different sources: the scores of the pre – test and post – test, the participants’ usage of verb inflectional morphemes (-s, -es, -ed, and – ing) as shown in the Video (VDO) transcript, and the follow-up interview, which was mainly concerned with the students on the direct method. Results obtained from the present study showed that this teaching method yielded a positive outcome related to the participants’ acquisition of verb inflectional morphemes. They also proved useful for developing the participants’ proficiency in other language skills, such as listening and speaking.