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The current paper represents a conceptual framework for the relationship between morphological awareness and academic writing directly and indirectly through the mediation of productive vocabulary knowledge. Reviewing the literature guided the researcher in developing the conceptual framework of the current study. The present study suggested a strategy which may help the second language postgraduate students in enhancing their productive vocabulary knowledge regarding the size of words they know and how deep they know about them, which eventually would help the students in improving their academic writing. Moreover, the current paper addresses the relationship between morphological awareness and the different language skills conceptualised in the literature review. It also delineates the role of vocabulary knowledge and academic vocabulary to academic writing. Eventually, a conceptual framework regarding the direct relationship between morphological awareness and academic writing among the second language postgraduate students and the indirect relationship between both of them through the mediation of productive vocabulary knowledge is suggested in this current paper.
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In-Text Citation: (Asaad & Shabdin, 2019)
To Cite this Article: Asaad, H. Q. M., & Shabdin, A. A. (2019). Conceptualization of Morphological Awareness and Productive Vocabulary Knowledge with Academic Writing. International Journal of Academic Research in Progressive Education and Development, 8(1), 1–11.
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