Strategies for Guessing Meaning of English Words among Secondary Schools in Gasabo District, Rwanda

Abstract

This study focused on morphological strategies that may alleviate the students’ learning of new English words in Gasabo, Rwanda. The study used the descriptive research design. A systematic sampling technique determined three representative schools to participate. The total population in the three schools was 126 students and three teachers from language combinations. The sample of 56 students and three teachers participated through questionnaire and an interview guide. Data analysis took place through descriptive statistics and the thematic approach. Based on the findings, the study concluded that morphology is a vital tool for guessing the meaning of unknown words in English. Therefore, the awareness of morphology is necessary to improve learners’ attention when they predict the meaning of an unknown word. The study recommends that secondary school teachers need to encourage their learners to grasp the meaning of unknown words by identifying their morphemes and context. Teachers of English language should avoid defective educational practices, like teacher-centered activities that attract memorization instead of linguistic skills development strategies. Therefore, this study remains an eye-opening contribution to the linguistic development of teachers.