Araştırma Makalesi
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Ek İle Kelime Türetmenin İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Yazılı Metinlerindeki Sözcüksel Zenginlik Üzerindeki Rolü

Yıl 2022, Cilt: 41 Sayı: 2, 617 - 638, 30.12.2022

Öz

Kaynakça

  • Bauer, L., & Nation, P. (1993). Word families. International Journal of Lexicography, 6, 253-279.
  • Cobb, T. Compleat Web VP v.2.5 [computer program]. Accessed 1 Jun 2022 at https://www.lextutor.ca/vp/comp/
  • Cobb, T. Morpholex Affix Profiler v.3.5.1 [computer program]. Accessed 1 Jun 2022 at https://www.lextutor.ca/cgi-bin/morpho/lex/
  • Danilović, J., Savić, J., & Dimitrijević, M. (2013). Affix acquisition rrder in Serbian EFL learners. Romanian Journal of English Studies,10(1) 77-88. https://doi.org/10.2478/rjes-2013-0006
  • Hayashi, Y., & Murphy, V. (2011). An investigation of morphological awareness in Japanese learners of English. Language Learning Journal, 39(1),105-120.
  • Kim, C. (2013). Vocabulary acquisition with affixation: Learning English words based on prefixes and suffixes. Second Language Studies, 31(2), 43–80.
  • Iwaizumi, E., & Webb, S. (2021). To what extent does productive derivational knowledge of adult L1 speakers and L2 learners at two educational levels differ? TESOL Journal, 12(4), e640. https://doi.org/10.1002/tesj.640
  • Laufer, B. (1997). What’s in a word that makes it hard or easy? Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 140–155). Cambridge: Cambridge University Press.
  • Laufer, B., & Cobb, T. (2020). How much knowledge of derived words is needed for reading? Applied Linguistics, 41(6), 971-998. https://doi.org/10.1093/applin/amz051
  • Leontjev, D. (2016). L2 English derivational knowledge: Which affixes are learners more likely to recognize? Studies in Second Language Learning and Teaching, 6(2), 225-248.
  • Leontjev, D., Huhta, A., & Mantyla, K. (2016). Word derivational knowledge and writing proficiency: How do they link? System, 59, 73-89. http://dx.doi.org/10.1016/j.system.2016.03.013
  • Mochizuki, M., & Aizawa, K. (2000). An affix acquisition order for EFL learners: An exploratory study. System, 28(2), 291–304. https://doi.org/10.1016/S0346-251X(00)00013-0
  • Nation, I. (2013). Learning Vocabulary in Another Language (Cambridge Applied Linguistics. Cambridge: Cambridge University Press. https://doi:10.1017/CBO9781139858656.003
  • Nation, P. (2020). The different aspects of vocabulary knowledge. In S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies (pp. 15-29). Routledge.
  • Schmitt, N., & Zimmerman, C. B. (2002). Derivative word forms: What do learners know? TESOL Quarterly, 36(2), 145-171. https://doi.org/10.2307/3588328 Tamura, T., & Shirahata, T. (2016). Prefix difficulty order among Japanese university learners of English. Studies in Subject Development, 4, 47–56.
  • Tamura, T., & Shirahata, T. (2017. Knowledge of English prefixes among Japanese adult learners of English. JACET Journal, 61, 69-87.

The Role of Affixation on Lexical Richness of EFL Learners’ Written Texts

Yıl 2022, Cilt: 41 Sayı: 2, 617 - 638, 30.12.2022

Öz

The current study explores EFL learners' productive affix knowledge in various essay types. More specifically, the study investigates whether the essay types differentiate from each other with regard to the production of words that have no affixes, inflected words, and derived words included in the first and second 1,000 word frequency bands. It further examines both the most frequent affixes and the distribution of affixes mentioned in Bauer and Nation’s framework (1993) across essay types. A group of datasets for each of four different essay types have been formed. In each of these datasets, firstly, the distribution of words across the first 1,000 and second 1,000 word frequency bands was investigated. Secondly, both basewords and affixed words are analyzed in each of those two word frequency bands. Thirdly, the distribution of affixes across Bauer and Nation’s framework (1993) is investigated. Lastly, the most frequent affixes in each of the datasets are explored. The findings reveal that the essay type plays a partly active role in the use of words included in different word frequency bands. Additionally, as the word frequency band decreases, the number of affixed words increases. Also, affix types mentioned in Bauer and Nation's framework (1993) do not reflect the level of difficulty according to the findings obtained from the existing datasets.

Kaynakça

  • Bauer, L., & Nation, P. (1993). Word families. International Journal of Lexicography, 6, 253-279.
  • Cobb, T. Compleat Web VP v.2.5 [computer program]. Accessed 1 Jun 2022 at https://www.lextutor.ca/vp/comp/
  • Cobb, T. Morpholex Affix Profiler v.3.5.1 [computer program]. Accessed 1 Jun 2022 at https://www.lextutor.ca/cgi-bin/morpho/lex/
  • Danilović, J., Savić, J., & Dimitrijević, M. (2013). Affix acquisition rrder in Serbian EFL learners. Romanian Journal of English Studies,10(1) 77-88. https://doi.org/10.2478/rjes-2013-0006
  • Hayashi, Y., & Murphy, V. (2011). An investigation of morphological awareness in Japanese learners of English. Language Learning Journal, 39(1),105-120.
  • Kim, C. (2013). Vocabulary acquisition with affixation: Learning English words based on prefixes and suffixes. Second Language Studies, 31(2), 43–80.
  • Iwaizumi, E., & Webb, S. (2021). To what extent does productive derivational knowledge of adult L1 speakers and L2 learners at two educational levels differ? TESOL Journal, 12(4), e640. https://doi.org/10.1002/tesj.640
  • Laufer, B. (1997). What’s in a word that makes it hard or easy? Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 140–155). Cambridge: Cambridge University Press.
  • Laufer, B., & Cobb, T. (2020). How much knowledge of derived words is needed for reading? Applied Linguistics, 41(6), 971-998. https://doi.org/10.1093/applin/amz051
  • Leontjev, D. (2016). L2 English derivational knowledge: Which affixes are learners more likely to recognize? Studies in Second Language Learning and Teaching, 6(2), 225-248.
  • Leontjev, D., Huhta, A., & Mantyla, K. (2016). Word derivational knowledge and writing proficiency: How do they link? System, 59, 73-89. http://dx.doi.org/10.1016/j.system.2016.03.013
  • Mochizuki, M., & Aizawa, K. (2000). An affix acquisition order for EFL learners: An exploratory study. System, 28(2), 291–304. https://doi.org/10.1016/S0346-251X(00)00013-0
  • Nation, I. (2013). Learning Vocabulary in Another Language (Cambridge Applied Linguistics. Cambridge: Cambridge University Press. https://doi:10.1017/CBO9781139858656.003
  • Nation, P. (2020). The different aspects of vocabulary knowledge. In S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies (pp. 15-29). Routledge.
  • Schmitt, N., & Zimmerman, C. B. (2002). Derivative word forms: What do learners know? TESOL Quarterly, 36(2), 145-171. https://doi.org/10.2307/3588328 Tamura, T., & Shirahata, T. (2016). Prefix difficulty order among Japanese university learners of English. Studies in Subject Development, 4, 47–56.
  • Tamura, T., & Shirahata, T. (2017. Knowledge of English prefixes among Japanese adult learners of English. JACET Journal, 61, 69-87.
Toplam 16 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Mustafa Yıldız 0000-0002-7971-5847

Yayımlanma Tarihi 30 Aralık 2022
Kabul Tarihi 13 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 41 Sayı: 2

Kaynak Göster

APA Yıldız, M. (2022). The Role of Affixation on Lexical Richness of EFL Learners’ Written Texts. Ondokuz Mayis University Journal of Education Faculty, 41(2), 617-638. https://doi.org/10.7822/omuefd.1171099