Zainal Abidin HajibYuslina Binti Mohamedإبراهيم، ميكائيلأحمد، عصام الدينبن حاجب، زين العابدين.محمد، يوسلينا.2024-05-282024-05-282016المجلة التربوية. مج. 32، ع. 127، ج. 2، يونيو 20181029810-0426-13http://search.shamaa.org/FullRecord?ID=128390https://oarep.usim.edu.my/handle/123456789/4512Morphological awareness and lexical inferencing play a significant role in teaching and learning foreign languages in general and Arabic language particularly. Morphological awareness is the ability of a learner to reflect and manipulate morphemic structure of words while lexical inferencing is a smart guessing of unknown words based on the language contexts. Studies suggested that morphological awareness and lexical inferencing have a strong relationship with vocabulary learning and consequently on reading comprehension. Hence this study attempted to investigate the relationship between morphological awareness and lexical inferencing on one hand and reading comprehension on the other hand. Moreover, the study also aims to investigate the role of vocabulary knowledge between morphological awareness and lexical inferencing on one hand and reading comprehension on the other hand. 240 Arabic as a second language learners randomly selected to participate in the study and Structural Equation Modeling were employed to test the direct and indirect hypothesized relations of the model. The study found that morphological awareness and lexical inferencing have direct and indirect relationships with reading comprehension. It is also found that vocabulary knowledge plays a significant role not only in reading compre¬hension but also in acquiring fundamental language skills.enعلم الصرفعلم المعجميةتنمية المفرداتالمفردات اللغويةمعالجة النصوصطلاب المدارس الثانويةالتربية الاسلاميةماليزياArticle179135351