A Study on the Effect of Morphological Complexity on Language Acquisition in Nigerian Primary Schools
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Background of the study
Language acquisition in primary education is influenced by the complexity of linguistic structures that young learners encounter. In Nigeria, indigenous languages with intricate morphological systems often present challenges for both teachers and students. Morphological complexity—encompassing elements such as affixation, compounding, and reduplication—plays a critical role in shaping how language is understood and internalized. This study examines the effects of morphological complexity on language acquisition among Nigerian primary school students. The research focuses on how these linguistic features influence learning outcomes, classroom instruction, and the overall efficacy of language teaching methods (Eze, 2023). By analyzing classroom interactions, educational materials, and learner performance, the study aims to identify specific aspects of morphological structure that hinder or facilitate comprehension and retention. The investigation is grounded in contemporary linguistic theories and educational research that underscore the importance of simplifying complex morphological constructs for effective learning (Chukwu, 2024). The study also considers how educators adapt their teaching practices to accommodate linguistic diversity and morphological variation, thereby contributing to broader discussions on curriculum development and educational policy (Okonkwo, 2025).
Statement of the problem
Primary school students in Nigeria often struggle with language acquisition due to the inherent morphological complexity of indigenous languages. This complexity, characterized by extensive use of affixes and compound structures, may lead to cognitive overload and hinder effective learning (Eze, 2023). The lack of targeted pedagogical strategies to address these challenges has resulted in inconsistent learning outcomes and limited language proficiency among young learners. Moreover, the gap between linguistic theory and classroom practice exacerbates the difficulties faced by educators, who must balance curriculum demands with the need to simplify complex morphological patterns (Chukwu, 2024). This study aims to explore these issues in depth and propose practical solutions.
Objectives of the study:
1. To assess the impact of morphological complexity on language acquisition in primary schools.
2. To identify specific morphological features that hinder comprehension.
3. To recommend teaching strategies that mitigate these challenges.
Research questions:
1. How does morphological complexity affect language acquisition among primary school students?
2. Which morphological features present the greatest challenges?
3. What pedagogical strategies can improve learning outcomes?
Significance of the study
This study is significant because it directly addresses the challenges of teaching complex morphological structures in primary schools. By identifying specific barriers and proposing targeted strategies, the research aims to enhance language acquisition and improve educational outcomes. The findings will be useful for educators, curriculum developers, and policymakers in creating more effective language instruction methods that are sensitive to the unique linguistic challenges faced by Nigerian students (Okonkwo, 2025).
Scope and limitations of the study:
The study is limited to examining the effect of morphological complexity on language acquisition in Nigerian primary schools. It does not extend to secondary education or adult language learning.
Definitions of terms:
1. Morphology: The study of the structure and formation of words.
2. Language Acquisition: The process by which individuals learn a language.
3. Primary Schools: Educational institutions for young learners in the initial stages of formal education.
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