A Development of English Derivational Suffixes among Korean EFL Students
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This paper examines English L2 derivational suffix development among Korean EFL learners. Two groups of middle school students, seventh (N=18) and ninth (N=16) graders, were given both real word sentence completion task and pseudoword sentence completion task. The task materials measuring students’ knowledge of derivational suffixes include seven types of derivational suffixes (-able, -ful, -ive, -ment, -ness, -ion, and -ly). Twenty sentences were created and students were asked to complete the sentences using a given base form of word. The results indicated that 1) the suffixes -able, -ive, and -ment were regarded as rather difficult morphemes for the students to choose in those syntactic contexts than the suffixes -ly, -ful, -ion, and -ness; 2) the developmental accuracy in suffixes such as -able, -ive, -ment, and -ness was found; 3) the knowledge of derivational suffixes in each part of speech was developed across grades with suffixes denoting adjective being the most difficult, and 4) a developmental accuracy in the performance of noun category was found. Further discussions and implication for the learning of derivational suffixes in EFL were addressed.
Abstract
This paper examines English L2 derivational suffix development among Korean EFL learners. Two groups of middle school students, seventh (N=18) and ninth (N=16) graders, were given both real word sentence completion task and pseudoword sentence completion task. The task materials measuring students’ knowledge of derivational suffixes include seven types of derivational suffixes (-able, -ful, -ive, -ment, -ness, -ion, and -ly). Twenty sentences were created and students were asked to complete the sentences using a given base form of word. The results indicated that 1) the suffixes -able, -ive, and -ment were regarded as rather difficult morphemes for the students to choose in those syntactic contexts than the suffixes -ly, -ful, -ion, and -ness; 2) the developmental accuracy in suffixes such as -able, -ive, -ment, and -ness was found; 3) the knowledge of derivational suffixes in each part of speech was developed across grades with suffixes denoting adjective being the most difficult, and 4) a developmental accuracy in the performance of noun category was found. Further discussions and implication for the learning of derivational suffixes in EFL were addressed.
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