qwertyuiopasdfghjklzxcvbnmqwertyu

iopasdfghjklzxcvbnmqwertyuiopasdfg
hjklzxcvbnmqwertyuiopasdfghjklzxcv
Understanding History
bnmqwertyuiopasdfghjklzxcvbnmqw
is Understanding Form
ertyuiopasdfghjklzxcvbnmqwertyuiop
An Etymological Approach to Morphological Vocabulary Instruction
asdfghjklzxcvbnmqwertyuiopasdfghjk
lzxcvbnmqwertyuiopasdfghjklzxcvbn
mqwertyuiopasdfghjklzxcvbnmqwert
yuiopasdfghjklzxcvbnmqwertyuiopas
dfghjklzxcvbnmqwertyuiopasdfghjklz
xcvbnmqwertyuiopasdfghjklzxcvbnm
qwertyuiopasdfghjklzxcvbnmqwertyu
iopasdfghjklzxcvbnmqwertyuiopasdfg
hjklzxcvbnmqwertyuiopasdfghjklzxcv
bnmrtyuiopasdfghjklzxcvbnmqwerty
uiopasdfghjklzxcvbnmqwertyuiopasdf
Lauren Nehaya Graniela
Wesleyan College, Early Childhood Education
11/3/2013

2
Understanding History is Understanding Form

Abstract
The paper explores the etymology and morphology of present day English, particularly the
usefulness of comprehension of Greek and Latin roots and affixes.
Etymology is the study of origin (etymo = etymos "true, + logy = logos "study of).
Morphology is the study of form (morpho = morphos form + logy = logos "study of).
Both are words of the Greek origin. Over of the English language is composited of different
languages. The derivatives of English language history and word forms are justifiable cause to
focus on them as means of explicit vocabulary instruction. The paper maps out history,
rationale, research, and classroom application of the subject.
Keywords: etymology, morphology, schema, generative vocabulary instruction,
content area vocabulary

3
Understanding History is Understanding Form

earning is dynamic; never has it been black or white; it is procured from a vast spectrum of experiences, explicit instruction
and strategies, and practice. Using etymology instruction to build morphological fluency is merely one way to approach
English Language instruction. It is however a researched, practiced and a therefore logical approach to learning the complex
language of English.

The complexity of English is of course due to its multifaceted origin. English is a huge
and unique collection of wordsthree times larger in total number of words than German and
six times larger than French. Three out of every four words in the dictionary are foreign born
(as cited in Bromley, 2007). Throughout history all of which is considered English, as is the case
with many different cultures, has been revamped, plundered, expanded and retracted many times
over. According to Swintons New Word-Analysis: School Etymology of English Derivative
Words (1878), English language roots are embedded in the earliest form of English, AngloSaxon, which is in itself a compilation of languages of the Germanic, Celtic, and British peoples,
due to invasions and assimilations. French made its way into the language due to the continual
border expansions and retractions between Britain and France. The Norman-French conquest
greatly impacted Anglo-Saxon language with their fusion of French and Latin.
Latin was pervaded throughout Europe due to the expansive Roman Empire. So Romance
languages like Spanish, French, Portuguese, Romanian, and of course Italian (modern day
Romans) share many similarities. The Romans were greatly influenced by the Greeks and
made their own fusion through this. The Latin and Greek influences of the English language,
extensive and intricate, became so through several substantial waves; during the Latin Catholic

4
Understanding History is Understanding Form

missionaries introduction of Christianity, during the 16th century Pan-European Renaissance,

and during the Scientific Revolution through Industrial age when the scientific community was
in need of a lingua franca.
There have also been smaller scale infiltrations. Between Britain expanding its claims
and culture around the world as well as receiving a variety of immigrants, the English language
also includes bits of Hebrew, Arabic, Turkish, Persian, Hindustani, Malay, Chinese, Polynesian,
Native American, Celtic, Scandinavian, Dutch, Italian, Spanish and Portuguese (Swinton, 1907,
p. 4). The involved origin of the English language of today is affirmation that language is not
static, but dynamic, just as learning is.

Rationale
Merely instructing vocabulary acquisition through the traditional rote is not enough; the
language is not simple, so how can the learning of it be? Learners need multiple ways to
approach learning; to understand it in different ways lends to higher, profounder levels of
comprehension. Instruction in the etymology of English morphology stimulates the dynamics of
learning. By designing instruction to teach the origins of the vast lexicon that comprises the
English language, students can better interpret and internalize vocabulary, which significantly
correlates to language comprehension in whole.
Correlation of Sensory and Origin Elements
Chompsky and Halle pose an intriguing statement that the English spelling system
"comes remarkably close to being an optimal orthographic system" (as cited by Templeton,
2012). Templeton admits his initial reaction to this is Optimal in what sense? The

5
Understanding History is Understanding Form

complexity of English can be confusing for some learners; it seems to be full of inconsistencies,
especially in representing sound.
Through Templetons research he finds that Bradley, editor of The Oxford English
Dictionary (1919), makes a sensible point, that if we in fact did spell words so that they would
reflect a more consistent letter-sound relationship, we would notice some other inconsistencies
(as cited by Templeton, 2012).
critic
criticize

critic
critisize

compete
competition

compete
computishun
(Templeton, 2012).

If English solely depended on letter-sound relationship, English would lose the morphological,
visual relationships formed around etymological bonds. Though the above shared root words are
pronounced differently, the root word relationship is better preserved through spelling.
Words are processed through their morpheme (visual) and etymology (meaning) elements
(as cited by Bromley, 2007). By the English language being adjusted to preserve the morphemic
relationship among words, it has provided an effective means to correlate word meanings. By
instructors drawing attention to the visual elements that link words, students may enhance their
vocabulary spelling and associative memory. Instruction helps to implant important elements of
the language, adding to learners schema.
Effective Vocabulary Instruction is Varied
Bromley (2007), states that the goal of effective vocabulary instruction is in supporting
independent lifelong learning strategies, which involves immersing students into the language
through thoughtful, intentional, and varied instruction. Nine Things Every Teacher Should
Know about Words and Vocabulary Instruction (Bromley, 2007), gives rationale and
application of a varied assortment of vocabulary instruction approaches.

6
Understanding History is Understanding Form

Some of these approaches fall into the focus of etymology and morphology.
4. Words are learned because of associations that connect the new with the knownby linking it
to their existing schema...there is a better chance the new word will be remembered laterIt is
processed in linguistic form that includes print and meaning
7. students need thoughtful and systematic instructionin the meanings of new words and their
letter, sound, and spelling patterns promotes more effective word learning than just analyzing
context
8. Science, math, and social studies material contain many conceptually dense terms,
andtechnical vocabularyit is more effective to teach fewer words well rather than several
words less well
(as cited in Bromley, 2007).

Explicit, continual instruction through etymologic explanations and experience with

morphemes (roots and affixes) gives the learner a visual knowledge base, adding to their schema
to use morphology to associate with and form meanings of newly encountered words. This skill
is useful for encountering much of the English vocabulary, but especially that of content area
vocabulary. Tamara Baren, states, "You learn one word, you learn ten!" (as cited in Templeton,
2012). Instruction geared toward roots and affixes limits the amount of vocabulary terms to
teach because they are the basic components of most words. This is all what Bromley would
consider effective opportunities to connect new words to related words, analyze word structure,
understand multiple meanings, and use words actively in authentic ways (2007). These
approaches lend to higher cognitive stimulation.
Generating Independent Learners
Bromley, (2007) stressed that over use of lower cognitive level instruction such as
dictionary hunting, definition writing, or teacher explanation does not only limit students
learning opportunities and results, but can also turn students off learning new words. Student
motivation is an often misapplied or not even applied approach to instruction, even though
studies show the important role it has in effective instruction in general.

7
Understanding History is Understanding Form

According to Flanigan (2012), students get that motivation from cracking the system of
English language; Nothing is more motivating than experiencing this level of control.
Students can more independently figure out the word malfunction if they are taught the prefix
mal- means bad, badly, or evil (Flanigan, 2012). This system cracking approach is referred to
as generative vocabulary instruction. By cracking the secret that approximately 70% of English
words contain Greek or Latin prefixes, suffixes, or roots, learners build the schema they need to
generate vocabulary from newly approached words across the content areas[and]outside
the school walls (Flanigan, 2012).
Vocabulary is integral to Comprehension
The purpose of Language Arts instruction is to instill students with comprehension of
communication. The capability to cope with such [a] complex social, political, and
economicalworld can be accelerated through possessing a fair command of language skills;
skills that are acquired from a cache of vast vocabulary (as cited by Hosseini, Sarfallah,
Bakhshipour, & Dolatabadi, 2012). Nagy, Scott, and Pressley have all reported the integral role
vocabulary instruction plays on education; Vocabulary development is both an outcome of
comprehension and a precursor to it, with word meanings making up as much as 70-80% of
comprehension (as cited in Bromley, 2007). Learners may access and comprehend this English
communicational web through authentic and rational vocabulary study, whether they are
struggling native speakers, or English Language Learners.

Research
In search of a more effective, authentic, rational approach to learning language, Hosseini,
Sarfallah, Bakhshipour, & Dolatabadi (2012), of Arak University, prompted a study. Persian

8
Understanding History is Understanding Form

English Language Learners retention of studied vocabulary was dissatisfactory. The study
posed a question on whether there would be considerable difference in vocabulary retention
between traditional dictionary instruction and etymological analysis. The group hypothesized
that since many of English words derive from Green and Latin origins, etymological analysis
could help generate skills for students to discover the meaning of the words for themselves but
also makes them capable of retrieving the targeted words easily (Hosseini, Sarfallah,
Bakhshipour, & Dolatabadi, 2012).
The Report of the National Reading Panel (2000), states that reading skill success is
highly contingent upon vocabulary growth; a fact that has been known [a]s early as 1924, but
that the actual practice of these findings has been neglected (as cited by Hosseini, Sarfallah,
Bakhshipour, & Dolatabadi, 2012). Underscoring this negligence is that there has been minimal
research on the effectiveness of instruction of specific vocabulary strategies (Brown and Perry,
1991, as cited by Hosseini, Sarfallah, Bakhshipour, & Dolatabadi, 2012). With this knowledge
the Arak University study, though on adult English Language Learners, is a beneficial
contribution to the study of etymological analysis instruction in whole.
The Arak University study cites one other study which was conducted by Bellomo
(1999), in which etymological analysis instruction benefited the learners. The Arak University
study results proved positive as well. The study involved 59 men and women, divided into a
control and experimental group, both receiving instruction for 6 weeks, with a pre and post test
administered to track the results. The experimental group received instruction on etymological
vocabulary analysis (reading and dismantling passages with the aid of a root and affixes
pamphlet), and the control group was instructed through traditional means (inference from
passage context and use of a dictionary).

9
Understanding History is Understanding Form

The experimental group retention success was vastly greater than the control group.
Furthermore, through a supplemental survey the experimental group reported to have better
confidence in dismantling and discovering words (63-68% of participants), could better
remember words learned through etymological analysis (72% of participants), and still
effortlessly retrieve learned words 3 weeks after instruction (Hosseini, Sarfallah, Bakhshipour,
& Dolatabadi, 2012). The authors do acknowledge the small scale of participants do minimize
the findings impact. However the results display how the instruction expanded the students
schemata

Application
Even with the minimal research reported in the field, educators are applying their
etymological comprehension of English. With more practice, there will be more opportunity to
research.
Mr. Ruiz regularly practices etymological analysis with his 10th grade social studies class.
Generative vocabulary instruction (mentioned previously), is simple instruction in etymology
and morphemes which produces highly motivated, independent learners, whose knowledge aids
them in the span of other content areas, and naturally through general vocabulary acquisition.
It is scaffolded instruction that aims towards gradual release. Instruction should move
from the concrete and familiar to the more abstract and unfamiliar (Flanigan, 2012). Instructors
model/demonstrate the process, guide students exploration of patterns, and students apply what
they have learned towards new word encounters.
Mr. Ruiz gives a word root of focus, and students in groups of 4-5 generate a list of
words they believe share the root, and think of how they relate. He guides groups that need it.
Exp:

st/sta

stand

10
Understanding History is Understanding Form

Next the groups share their list. Mr. Ruiz reminds them that its ok to get false roots
(exp: sta- in stain is unrelated to the sta in stand). It is important to be aware of these, but to stay
focused on (a) the spelling and meaning connections among the words and (b) how the meaning
of each word is related to the core meaning of the root stand (Flanigan, 2012). The shared
words are added to a class web, and a 15 minute discussion ensues. The web and student/teacher
input is demonstrated by the figure below:
A rule or law which
states how you
stand

Chairs and
tables are
firm and
steady, they
will stand
and NOT fall

Firm and loyala

staunch supporter
will stand by you

Jeffs stance
in football;
the position
you take on
the issue like
gun control;
literally how
you stand

Something solid; it
literally stands
under to support

To get dirty and

soil.
False root?

Atoms that
disintegratethey
arent able to stay
standing

(Flanigan, 2012)

Fa

11
Understanding History is Understanding Form

Notice the main concept is in focusing on the spelling-meaning relationship. The gradual release
(guidance, exploration, and cooperative groups) allows for different views of the same concept.
They experience new words, but especially high-utility words, words they will encounter
continual through content courses and everyday life (Flanigan, 2012). Flanigan writes that this
type of morphological knowledgeconceptualizing words as composed of units of meaning
(that is, prefixes, suffixes, base words, and roots)will enable them to learn new vocabulary
words independently, store words more solidly in memory, and make connections among
words. Notice Flanigans wording; meaning. Not memorizing list, rote, repetitive and fleeting
study, but meaning.
Mr. Ruiz demonstrates effective instruction; not lecturing or telling the students what
to know. He affords his students the opportunity to experience authentic learning. A
paraphrased outline of his instruction process is available below.
Principles for Generative Vocabulary Instruction:
Demonstrate: examine how Greek and Latin affixes combine with familiar roots. Be sure to
revisit previously exposed roots and affixes to instill their meaning, and before exploration of new
morphemes.
Guide: once the students are comfortable with the combination process, guide their examination of
how familiar and new morphemes combine (know affixes + unknown roots, and vice versa).
First familiar/straight forward combinations
(exp: microphone micro = small + phone= sound, device)
Next unfamiliar/abstract combinations
(exp: circumspect circum = around + spect = look, look around).
Then evolution from original meaning
(original circumspect = look around present circumspect = to be cautious)
Application: students can now apply with they have learned for future word encounters
How to choose words of for instruction:
1. Identify your list of content vocabulary terms for the upcoming unit of study
2. Identify high-utility prefixes, suffixes, or roots in your content vocabulary words
TheAmerican Heritage Dictionary contains etymological
information[affixes, roots, origins]
3. Generate and evaluate the derived words from the [affixed and] rootevaluate the
affixes and roots both for quantity (how many derived words stem from this prefix,
suffix, or root) and for quality (how useful and appropriate are the derived vocabulary
words for your students).
4. Decide on one or two terms that will provide your students with several more highquality words and serve as an effective vehicle for teaching them how words work.
(Flanigan, 2012)

12
Understanding History is Understanding Form

Conclusion
One of educators main goals in language comprehension is scaffolding a means for
vocabulary development. Ones vocabulary is like a colorful pallet in which to extrinsically
convey to the world. The more extensive, and colorful ones pallet is, the better one is able to
recognize the intrinsic conveying of others. The English speakers pallet is unique, vibrant,
multi-hued, with exotic pigments. The English lexicon is so multifaceted, so too must the
instruction be. Vocabulary instruction is done most effectively with varied approaches that
generate independent lifelong learners. By learning the language origins, learners experience
higher order thinking, which helps learners internalize the language forms.

References
Flanigan, K. (2012). What's in a Word? Using Content Vocabulary to Generate Growth in
General Academic Vocabulary Knowledge. Journal Of Adolescent & Adult Literacy,
56(2), 132-140. Retrieved from: http://web.ebscohost.com/ehost/82611501
Templeton, S. (2012). Teaching and Learning Morphology: A Reflection on Generative
Vocabulary Instruction. Journal Of Education, 192(2/3), 101-107.
Retrieved from: http://web.ebscohost.com/ehost/85920666
Hosseini, E., Sarfallah, S., Bakhshipour, F., & Dolatabadi, H. R. (2012). The impact of using
etymological analysis on teaching vocabulary to EFL university students. Theory and
Practice in Language Studies, 2(9), 1868-1876.
Retrieved from http://search.proquest.com/docview/1330861350?accountid=14961
Swinton, W. (1907). New Word-Analysis: or school etymology of English derivative words.
J. Swinton (Ed.). New York , NY: American Book Company

13
Understanding History is Understanding Form

Bromley, K. (2007). Nine things every teacher should know about words and vocabulary
instruction. Journal of Adolescent & Adult Literacy, 50(7), 528-529,531-537. Retrieved
from http://search.proquest.com/docview/216918355?accountid=14961

In text citations
Brown, T. S., &Perry, F. L. Jr. (1991). A comparison of three learning strategies for ESL
vocabulary acquisition. TESOL Quarterly, 25(1), 17-32.
Bellomo, T. S. (1999). Etymology and vocabulary development for the L2 college student.
Teaching English as a Second or Foreign Language, 4(2).
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to
read. Washington, D.C.: National Institute of Child Health and Human Development.
Pikulski, J., &Templeton, Sh. (2004). Teaching and developing vocabulary: Key to long-term
reading success. Retrieved from www.eduplace.com
Rupley, W.H., Logan, J.W., &Nichols, W.D. (1999). Vocabulary instruction in a balanced
reading program. The Reading Teacher, 52, 338\6-346.
Paivio, A. (1990). Mental representations: A dual coding approach. New York: Oxford
University Press.
Bradley, H. (1919). On t/ie relations between spoken and written anguage with
specia reference to Engish. Oxford, UK: The Clarendon Pres
Chomsky, N., & Halle, M. (1968). The sound pattern oJ English. NewYork, NY: Harper & Row.
Lederer, R. (1991). The miracle of language. New York: Pocket Books.