Affix Acquisition Order in Serbian EFL Learners

Danilović, Jelena; Savić, Jovana Dimitrijević; Dimitrijević, Marta

doi:10.2478/rjes-2013-0006

Cited by 7 publications

(10 citation statements)

References 12 publications

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“…Although some students indicated that they have more affixes knowledge than others, few of them could be said to have mastered the whole affixes lists. The score might be lower than the result of the study of Mochizuki & Aizawa (2000) and Danilovic et al (2013) involving Japanese and Serbian learners. This finding might not be surprising since the participants of the study were beginner EFL learners with a short history of learning English ranging from three years to four years starting from three years in junior high school.…”

Section: Discussionmentioning

confidence: 59%

“…Therefore, it is important for students to have sufficient vocabulary although it should be borne in mind that having sufficient vocabulary knowledge does not necessarily mean that all else is easy since vocabulary knowledge is only one component of language skills (Schmitt, 1997). Besides, it should be understood that having vocabulary knowledge means that learners should also know other types of vocabulary knowledge such as knowledge of affixes, vocabulary size, and words association knowledge which are considered to have strong relationship among them (Danilovic, Savic, & Dimitrijevic, 2013;Mochizuki & Aizawa, 2000;Schmitt & Meara, 1997). This means that a person's knowledge of affixes, for instance, would probably help to increase both his/her vocabulary size and words association knowledge.…”

Section: Introductionmentioning

confidence: 99%

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EFL students’ vocabulary learning strategies and their affixes knowledge

Noprianto¹,

Purnawarman²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Vocabulary Learning Strategies and knowledge of affixes have long been considered to have influence on learners' vocabulary learning. However, how they relate to each other seems to have drawn little attention. This current study was intended to explore the frequency of vocabulary learning strategies used by Indonesian high school students, to find out their knowledge of affixes as well as to figure out how their reported vocabulary learning strategies use relate to their knowledge of affixes. This correlational study involved 116 participants of the first grade of senior high school consisting of 27 males and 89 females aged between fourteen and seventeen years old. A questionnaire of Vocabulary Learning Strategies adapted from Schmitt (1997) and a Word Part Level Test proposed by Sasao & Webb (2015) were employed to answer the research questions. Using Statistical Package for the Social Sciences software (SPSS version 24), it was discovered that the participants used a medium level of frequency of Vocabulary Learning Strategies with Determination strategy most preferred by them. In addition, it was found that their affixes knowledge was low with multi, re-, inter-, dis- ,-ful, and-er respectively considered as the order of their affixes acquisition. With respect to their interrelatedness, the overall participants' Vocabulary Learning Strategies significantly contribute to their knowledge of affixes. However, unlike Memory strategy, Determination strategy proved to have no significant contributions to their affixes knowledge.

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Section: Discussionmentioning

confidence: 59%

Section: Introductionmentioning

confidence: 99%

EFL students’ vocabulary learning strategies and their affixes knowledge

Noprianto¹,

Purnawarman²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Furthermore, knowledge of particular affixes did not correspond with their position in Bauer and Nation's scheme (e.g., the best known prefix in the study was re-, yet this appears at Level 6 in the scheme). In a replication of Mochizuki and Aizawa's study with upperintermediate Serbian learners, Danilović, Savić, and Dimitrijević (2013) likewise found partial knowledge of English affixes and an apparent order of acquisition at odds with Bauer and Nation's scheme. Ward and Chuenjundaeng (2009) had Thai learners of English give translations of base forms and of derived forms and found that in most cases where a base form was translated successfully, the derived form was not, and vice versa.…”

Section: Introductionmentioning

confidence: 66%

“…Third, the 1K band contains significantly fewer forms with Level 2 affixes only (e.g., accept-ed) and significantly more with affixes through to Level 3 (e.g.,. The actual difficulty of the affixes in Bauer and Nation's scheme has been questioned (Danilović, Savić, & Dimitrijević, 2013;Mochizuki & Aizawa, 2000), but it is the case that the 1K band has proportionally fewer forms featuring affixes that the scheme itself regards as easier. The 1K band, then, which should presumably be the starting point for learners and might be expected to contain the easiest words, in fact may pose the greatest challenge for learners.…”

Section: Discussionmentioning

confidence: 99%

Examining the word family through word lists

Brown¹

2018

vli

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The choice of lexical unit has important consequences for L2 vocabulary research, testing and instruction. In recent years, the most widely used lexical unit has been the word family. This study examines the characteristics of word lists based on the word family and explores the levels of text coverage such lists may provide should the assumption that learners can deal with word families be incorrect. This is pursued through the detailed examination of a set of word-family-based word lists. The study finds that such word lists pose a number of challenges, including the number of word forms with multiple affixes, the number of word forms with more challenging affixes, and the number of word families in which the base word is not the most frequently occurring member. Moreover, the first thousand word families in particular are shown to be challenging. The study then demonstrates that if learners are unable to deal with the complexity of word families, even to a relatively small degree, word-family-based lists may provide far lower text coverage levels than may be assumed. It concludes that in work on second language vocabulary, careful consideration is needed of the appropriacy of the word family as the lexical unit and highlights the range of work based on the word family that may need reevaluating.

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“…MA also assists learners in recognizing the form-meaning links, identifying a syntactic category of the words, and producing new words in language use (Hayashi & Murphy, 2011;Schmitt & Meara, 1997;Sukying, 2017Sukying, , 2022. However, most studies have explored MA in native English children and L2 tertiary learners (Danilović, Savić, & Dimitrijević, 2013;Hayashi & Murphy, 2011;Mochizuki & Aizawa, 2000;Schmitt & Zimmerman, 2002;Sukying, 2018bSukying, , 2020Ward & Chuenjundaeng, 2009). However, little research has been conducted to explore primary school students' MA, particularly in an English as a foreign (EFL) context.…”

Section: Introductionmentioning

confidence: 99%

Exploring Primary School Students’ Morphological Awareness in Thailand

Sukying

Matwangsaeng

2022

WJEL

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Understanding how words are formed is a crucial component of learning new words. A child’s ability to manipulate the morphological elements of words is related to their subsequent vocabulary development. Morphological awareness can also enhance learning new syntactic and semantic properties of morphologically complex words to meet the demands of language production. However, there is a dearth of research on how receptive-productive morphological awareness is acquired, especially in an EFL context. This study used a quantitative design to explore the nature of morphological awareness in 104 Thai primary school students and to investigate the relationships between receptive-productive morphological awareness and vocabulary knowledge. All participants were given six measures of morphological awareness and two vocabulary knowledge tasks. The results revealed the close relationship between the students’ morphological awareness and vocabulary knowledge, both receptively and productively. The results also indicated that Thai primary school students’ morphological awareness grows gradually along the receptive and productive continuum and that morphological knowledge is learned at varying rates and improves with learners’ increased education levels. Indeed, all aspects of morphological awareness contributed to receptive and productive vocabulary knowledge. Overall, the current study highlighted the importance of the word family construct for teaching and learning morphologically complex words. It was also shown that morphological awareness is a crucial mechanism for vocabulary acquisition and growth and a facilitative scaffold for forming morphologically complex words.

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Affix Acquisition Order in Serbian EFL Learners

Abstract: Abstract:Given that affix knowledge plays a vital role in the development of L1/L2 knowledge, the aim of this paper is to explore Mochizuki and Aizawa's (2000)

Cited by 7 publications

References 12 publications

EFL students’ vocabulary learning strategies and their affixes knowledge

EFL students’ vocabulary learning strategies and their affixes knowledge

Examining the word family through word lists

Exploring Primary School Students’ Morphological Awareness in Thailand

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