Abstract:
The aim of this study is to investigate the role of morphological awareness in developing university students’ vocabulary. The study utilizes the descriptive analytical method represented the tool is questionnaire distributed among (70) teachers of English for Khartoum Locality as well as experimental method represented through the EFL learners ‘ tests(pre-post.(150) university EFL learners were divided in two groups to represent the experimental and the control group. The two groups were administered under direct supervision of the researcher and some assistant teachers. The study tools were made reliable and valid through the testing of ACC program (Alpha--Cronbach coefficient)
The results have shown that the morphological awareness helps the students develop their vocabulary competency as well as the university EFL learners do not use the morphological aspects when learning English vocabulary. Moreover, the study proves that the morphological awareness affects positively on the university EFL learners’ vocabulary development. The study recommends that teachers’ should use the morphological awareness process strategies to enhance the EFL learners’ vocabulary competency as well as the syllabus designers to integrate the morphological process in the teaching material so as to attend requirement for EFL learners’ need.
