An integrated approach for teaching english morphology and syntax: the case of the lexeme “WATER”

Abstract

This paper exemplifies an integrated approach, applied for teaching the theoretical English morphology and syntax to L2 learners, in this case, Thai learners. This research was designed with multiple approaches such as the theme-based approach, which was based on the lexeme “WATER” in L1 (Thai) and L2 (English); an integrated approach of both having a lecture and multiple in-class assignments based on the theory of transformative learning; the underlying theoretical linguistic theories on English morphology and syntax; the theory of “Multiliteracies” of the New London Group; and the theory of second language acquisition. With this integrated approach, learners can absorb the L2 (English) contents in morphology and syntax with the current social and cultural contexts, along with the comparative and contrastive understanding of the L1-L2 contents. In addition, the class instructor can also understand the learners’ background and see whether they would use their L1 background in learning the L2 words and structures. In this research, the results revealed that Thai learners have, more or less, applied their L1 (Thai) information and culture for generating the L2 (English) outputs at different levels, depending on one’s own L2 experience. The results suggested that the integrated approach can help advance Thai learners not only in linguistic theories, but also other interdisciplinary areas and liberal arts such as society, culture, and translation. Furthermore, the information gained this research will help them advance the design for future classes in theoretical linguistics