AN EFFECT OF A DIRECT METHOD ON 5TH GRADE STUDENTS’ ACQUISITION OF VERB INFLECTION MORPHEMES (- S, - ES, - ED, - ING)

Tossapol Pongpuen; Lugsamee Nuamthanom Kimura; Wachiraporn Kijpoonphol; Jarunee Anupan

doi:10.29121/granthaalayah.v6.i6.2018.1376

Authors

Tossapol Pongpuen Faculty of Liberal Arts, Ubon Ratchathani University, Thailand
Lugsamee Nuamthanom Kimura School of Liberal Arts, Sukhothai Thammathirat Open University, Thailand
Wachiraporn Kijpoonphol Faculty of Liberal Arts, Ubon Ratchathani University, Thailand
Jarunee Anupan Faculty of Liberal Arts, Ubon Ratchathani University, Thailand

DOI:

https://doi.org/10.29121/granthaalayah.v6.i6.2018.1376

Keywords:

The Direct Method, Inflectional Morphemes

Abstract [English]

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.

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