The Awareness of the English Word-formation Mechanisms is a Necessity to Make an Autonomous L2 Learner in EFL Context

Abstract

Abstract-The purpose of this paper is to emphasize the issue of word-formation mechanisms in the area of foreign language learning / teaching, and to provide a critical view on the selected English language coursebooks series named Action Pack from the viewpoint of vocabulary selection and teaching techniques they employ. Vocabulary, as compared, for instance, with language functions and other grammatical structures, is still assigned to parts of speech (noun, verb, adverb, adjective, etc.) by a method which goes back for two millennia (Matthews,1974). The new communicative trends disregard the role of word-formation mechanisms; they focus on syntax and/or vocabulary without analyzing the mechanisms involved in the creation of new lexical items. As is pointed out by Lessard-Clouston (1996), EFL materials are often organized along the lines of the four major skills: listening, speaking, reading and writing, vocabulary, on the other hand, is seldom explicitly mentioned, although it is always present. In other words, learning of English wordformation mechanisms is seen as a by-product of other linguistic learning. No wonder, then, that vocabulary is less systematically taught and learnt than other aspects of the FL. Since words play an important role in expressing our feelings, and ideas to others during the act of communication, FL teachers should attribute importance to teaching word-formation in their classes. Textbooks play a pivotal role in the realm of language teaching and learning and they are looked upon as an indispensable vehicle for FL learning. The paper has two main objectives: first, the morphological system including word-formation mechanisms will be reviewed, second, to clarify and discuss the necessity for word-formation teaching to learners of EFL context.

Teaching Word Formation Rules and Vocabulary Knowledge Expansion: Proactive Versus Reactive Focus on Form

“…The present study aimed at teaching word formation rules through reactive and proactive FonF Instructions. As stated earlier, the vocabulary stock of a language is shaped by means of what is usually known as word-formation mechanisms of compounding, clipping, blending, conversion, and abbreviation (Balteiro, 2011). Balteiro (2011) argued that native speakers naturally acquire the ability to create words at an early age, whereas non-native speakers do not acquire them spontaneously, mainly because of the difference between the nature of exposure (classroom vs. natural settings) and the amount of exposure to language (Balteiro, 2011).…”

“…Word-formation rules contribute to the learners' lexical resources and help them build a wide range of vocabulary by learning suffixes, prefixes, and word origins. According to Balteiro (2011), word formation refers to "a set of processes for the creation of new words on the basis of existing ones" (p. 25). Thus, it could be stated that certain mechanisms such as derivation, compounding, clipping, blending, conversion, backformation, and abbreviation can play a significant role in broadening the vocabulary knowledge of L2 learners (Tahaineh, 2012).…”

“…According to Balteiro (2011), word formation refers to "a set of processes for the creation of new words on the basis of existing ones" (p. 25). Thus, it could be stated that certain mechanisms such as derivation, compounding, clipping, blending, conversion, backformation, and abbreviation can play a significant role in broadening the vocabulary knowledge of L2 learners (Tahaineh, 2012). Learning morphological processes seem to be a priority for a number of reasons.…”

The Effectiveness of the Logic of English Approach on the Improvement of Reading Skills of Saudi EFL Learners

“…In the same way, Tahaineh (2012) claimed that recognizing how new words are formed, may not be always very easy in a language such as English. Since these words are formed, a lot of changes might appear during or after the new formation, concerning parts of speech, spelling, meaning, stress and sound which make their identification more difficult to the EFL learners.…”

Teaching Russian language: the Role of Word Formation

“…Notable contributions include those made by linguists (Adams, 2001;Bauer, 1983;Coralia, 2005;Fatkhutdinova, 2015;Miloslavskii, 1980;Mitev, &Miteva, 2000;Plag, 2002;Shkvartsova, 1993;Štekauer, 2005), specialists in language teaching (Amiantova, 1999;Hashemi, &Azizinezhad, 2011;Kieliszek, 2015;Krasilnikova, 2011;Motina, 1988;Plotnikova, 2012;Shekikhacheva, 1987;Tahaineh, 2012;Vsevolodova, 2001), as well as in applied studies (Baayen, &Lieber, 1991;Barykina, &Dobrovolskaya, 2015;Nishimoto, 2004;Slesareva, 2010;Surzhikova, 1988). The relevance of our study is determined by the fact that, on the one hand, the role of word formation in the educational process is undervalued, and on the other, it is necessary to develop the word-formation skills in students.…”