TEACHING ENGLISH VOCABULARY: THE ROLE OF DERIVATION

Јелена Даниловић Јеремић

DOI Number
https://doi.org/10.22190/TEME1803801D
First page
801
Last page
820

Abstract


Historically speaking, morphology had long figured as a marginal area of applied linguistic research. Its absence was particularly noticeable in teaching curricula and leading scientific journals. The last twenty years have seen a significant change, and morphology is nowadays gaining considerable attention as linguists and teaching practitioners alike are attempting to explore, from various standpoints, the acquisition of morphological processes in children, adults and L2 learners of differing proficiency levels. In line with these tendencies, the aim of this paper is to shed light on the immanent interrelatedness of morphology, specifically derivation, and vocabulary, and present EFL teaching and learning practices which contribute to an improved awareness of English derivational morphology. By drawing on the relevant literature and analyzing teaching materials that focus on derivation, we will try to draw attention to the importance of morphology in the process of English language learning and acquisition, an issue that has hitherto been underemphasized in the Serbian EFL context.


Keywords

derivation, vocabulary, affixes, teaching, EFL.

Full Text:

PDF (Cрпски)

References


Adams, V. (2013). Complex words in English. New York: Routledge,

Bauer, L. (1983). English Word-Formation. Cambridge: Cambridge University Press.

Barnard, H. (1961). A test of P.U.C. students’ vocabulary in Chotanagpur. Bulletin of the Central Institute of English, 1, 90-100.

Bird, N. (1987). Words, lemmas, and frequency lists: old problems and new challenges. Almanakh, 6, 42-50.

Channell, J. (1988). Psycholinguistic considerations in the study of L2 vocabulary acquisition. In R. Carter, M. McCarthy (Eds.), Vocabulary and Language Teaching (pp. 83-96). London: Longman.

Corder, S.P. (1960). An Intermediate English Practice Book. Harlow: Longman.

Corson, D.J. (1985). The Lexical Bar. Oxford: Pergamon.

Corson, D.J. (1995). Using English Words. Dordrecht: Kluwer.

Corson, D.J. (1997). The learning and use of academic English words. Language Learning, 47(4), 671-718.

Coxhead, A. (1998). An Academic Word List. Wellington, NZ: Victoria University of Wellington.

Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.

Craik, F. & Lockhart, R. (1972). Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.

Danilović, J., Dimitrijević Savić, J. & Dimitrijević, M. (2013). Affix acquisition order in Serbian EFL learners. Romanian Journal of English Studies, 10, 77-88.

Dimitrijević Savić, J. & Danilović, J. (2011). Cognate suffixes: (false) friends to the acquisition of productive knowledge of English derivational morphology in Serbian EFL learners. In N. Tomović, J. Vujić (Eds.), English language and literature studies: image, identity, reality (pp. 427-436). Belgrade: Čigoja štampa.

Fowler, W.S. (1996). First Certificate: Use of English. Harlow: Longman.

Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. Cambridge: Cambridge University Press.

Graver, B.D. (1986). Advanced English practice. Oxford: Oxford University Press.

Grba, G. (2003). Engleski jezik za treći razred gimnazije [English for the third year of grammar school]. Beograd: Zavod za udžbenike i nastavna sredstva.

Harley, H. (2006). English Words: A Linguistic Introduction. Malden, MA: Blackwell Publishing.

Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.

Jovanović, S. (2005). Oblast tvorbe reči u osnovnoškolskim i srednjoškolskim udžbenicima engleskog jezika (magistarski rad) [Word-formation in English coursebooks for primary and secondary levels of education, MA thesis]. Beograd: Filološki fakultet.

Kucera, H. & Francis, W.N. (1967). A Computational Analysis of Present-Day American English. Providence, RI: Brown University Press.

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.

Milton, J. & Meara, P.M. (1995). How periods abroad affect vocabulary growth in a foreign language. ITL, 107-108, 17-34.

Morgan, J. & Rinvolucri, M. (2004). Vocabulary. Oxford: Oxford University Press.

Nagy, W.E. & Anderson, R.C. (1984). How many words are there in printed school English? Reading Research Quarterly, 20, 233-253.

Nagy, W.E., Diakidoy, I.N. & Anderson, R.C. (1993). The acquisition of morphology: Learning the contribution of suffixes to the meaning of derivatives. Journal of Reading Behavior, 25, 155-170.

Nation, P. (1990). Teaching and Learning Vocabulary. Massachusetts: Newbury House.

Nation, P. (Ed.) (1994). New ways in teaching vocabulary. Alexandria: TESOL.

Nation, P. & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 6-19). Cambridge: Cambridge University Press.

Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.

O’Dell, F. (1997). Incorporating vocabulary into the syllabus. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 258-278). Cambridge: Cambridge University Press.

O’Connell, S. (1996). Focus on First Certificate. Harlow: Longman.

Olmos, C. (2009). An assessment of the vocabulary knowledge of students in the final year of secondary education. Is their vocabulary extensive enough? International Journal of English Studies, special issue, 73-90.

Оtwinowska-Kasztelanic, A. (2010). Language awareness in using cognate vocabulary: the case of Polish advanced students in the light of the theory of affordance. In J. Arabski, A. Woitaszek (Eds.), Neurolinguistic and Psycholinguistic Perspectives on SLA (pp. 175-190). Clevedon: Multilingual Matters.

Oxford, R.L. (1990). A new taxonomy for second language learning strategies. New York: Newbury House.

Plag, I. (2003). Word-formation in English. Cambridge: Cambridge University Press.

Pyles, T. & Algeo, J. (1993). The Origins and Development of the English Language. Boston, MA: Heinle.

Quinn, G. (1968). The English Vocabulary of Some Indonesian University Entrants. Salatiga: English Department Monograph IKIP Kristen Satya Watjana.

Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.

Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 199-227). Cambridge: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Schmitt, N. & McCarthy, M. (Eds.) (1997). Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.

Singleton, D. (1989). Language acquisition: the age factor. Clevedon: Multilingual Matters.

Thorndike, E.L. & Lorge, I. (1944). The Teacher’s Word Book of 30,000 Words. New York: Columbia University, Teachers College.

West, M. (1953). A General Service List of English Words, with Semantic Frequencies and a Supplementary Word-list for the Writing of Popular Science and Technology. London: Longmans, Green.




DOI: https://doi.org/10.22190/TEME1803801D

Refbacks

  • There are currently no refbacks.


Print ISSN: 0353-7919
Online ISSN: 1820-7804