Abstract:
This study examined the morphological awareness and vocabulary knowledge
of preservice teachers of the English language at the University of Cape Coast
(UCC). The embedded mixed methods design underpinned by pragmatism
was utilised for the study. Diagnostic and proficiency tests were administered
using the census approach to elicit quantitative data from 152 B. Ed Arts
(English) students from the Department of Arts Education, UCC. The datasets
were analysed using descriptive (frequencies, percentages, means and standard
deviation) and inferential (Pearson Product Moment Correlation, t-statistic,
ANOVA and Chi-square) statistics. Overall, findings from the Morphological
Awareness Test, Vocabulary Size Test and TOEFL Writing Test revealed that
the preservice teachers: (1) possessed medium morphological awareness
levels, with lower morphological structure awareness, (2) had low receptive
vocabulary repertoire and (3) possessed inadequate productive vocabulary
knowledge levels. Again, the study confirmed a linear relationship between
morphological awareness and vocabulary knowledge. As part of the study,
qualitative data was gathered from the English language curriculum
implemented to train preservice teachers of the English language at UCC. For
triangulation purposes, the secondary data was to ascertain the
comprehensiveness (or otherwise) of provisions made in the existing
curriculum to foster English language learning. The outcome of the curriculum
evaluation revealed a bias that validated the quantitative findings and provided
a more holistic understanding of the observed trends. The input evaluation
results showed an imbalance in the pedagogical content knowledge provisions
in the existing B. Ed Arts (English) curriculum. The study, thus, recommended
that the curriculum be revised to ensure an equal prioritisation of the morphophonetics,
morpho-syntax and morpho-semantics interface. Again, it
suggested the adoption of Ed-tech morphological awareness implementations
and vocabulary adjustment pedagogies to scaffold the literacy development
and career preparedness of preservice ESL teachers with morphologically
related vocabulary deficiencies.
