Jump to ContentJump to Main Navigation
Show Summary Details
More options …

International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah


IMPACT FACTOR 2018: 0.667
5-year IMPACT FACTOR: 1.296

CiteScore 2018: 1.02

SCImago Journal Rank (SJR) 2018: 0.891
Source Normalized Impact per Paper (SNIP) 2018: 1.341

Online
ISSN
1613-4141
See all formats and pricing
More options …
Ahead of print

Issues

Analyzing morphology-related strategies in Spanish L2 lexical inferencing: how do suffixes matter?

Nausica Marcos Miguel
Published Online: 2018-06-26 | DOI: https://doi.org/10.1515/iral-2016-0091

Abstract

Intraword awareness, i. e., of affixes and stems, helps L2 learners in inferring the meaning of unknown words. Learners draw inferences relying on suffixes, prefixes and stems since each element can independently contribute to comprehension. This study analyzes morphology-related strategies in inferencing and focuses on the contribution of suffixes for adult L1 English-speaking learners of Spanish. Differences among suffixes (i. e., transparency, biuniqueness, explicitness of instruction, and cognateness) are taken into account. In a cross-sectional design with learners (n=209) of different proficiency levels (from 2 to 7 semesters of university study), intraword awareness was analyzed by means of two metalinguistic tasks. Participants of all proficiency levels relied on morphology-related strategies, with an increase of proficiency accompanied by an increase in strategy use. As for suffixes, instruction and cognateness mattered more than frequency in guiding students to successful inferencing. Nevertheless, knowledge of suffixes was still limited for the most advanced learners.

Keywords: Spanish L2; instructed SLA; derivational morphology; lexical inferencing; vocabulary

References

  • Almela, Ramón, Pascual Cantos, Aquilino Sánchez, Ramón Sarmiento & Moisés Almela. 2005. Frecuencias del español: Diccionario y estudios léxicos y morfológicos. Madrid: Universitas.Google Scholar

  • Bauer, Laurie & Paul Nation. 1993. Word Families. International Journal of Lexicography 6(4). 253–279.CrossrefGoogle Scholar

  • Bengeleil, Nazmia F. & T. Sima Paribakht. 2004. L2 reading proficiency and lexical inferencing by university EFL learners. Canadian Modern Language Review 61(2). 225–250.CrossrefGoogle Scholar

  • Bensoussan, Marsha & Batia Laufer. 1984. Lexical Guessing in Context in EFL Reading Comprehension. Journal of Research in Reading 7(1). 15–32.CrossrefGoogle Scholar

  • Blanco, José A & Philip R Donley. 2012. Vistas. Introducción a la lengua española: Vista. Higher learning, Boston, Masschussetts, USA.Google Scholar

  • Blanco, José A & Colbert. María. 2010. Enfoques. Curso intermedio de lengua española. Boston, Massachusetts: Vista Higher Learning.Google Scholar

  • Brown, Dale. 2011. What aspects of vocabulary knowledge do textbooks give attention to?. Language Teaching Research 15(83). 83–97.CrossrefGoogle Scholar

  • Clahsen, Harald, Claudia Felser, Kathleen Neubauer, Mikako Sato & Renita Silva. 2010. Morphological structure in native and nonnative language processing. Language Learning 60(1). 21–43.CrossrefGoogle Scholar

  • Clark, Eve V. 1993. The lexicon in acquisition. Cambridge: Cambridge University Press.Google Scholar

  • Collins, Brett & I.S. Nation Paul. 2015. Testing receptive knowledge of derivational affixes. Journal of Second Language Teaching and Research 4(1). 6–23.Google Scholar

  • De Groot, Anette M. B. & G. van Hell Janet. 2005. The Learning of Foreign Language Vocabulary. In Judith F Kroll & M. B. de Groot Anette (eds.), Handbook of Bilingualism. Psycholinguistic Approaches, New York: Oxford University Press.Google Scholar

  • Dominicis, María C & John Reynolds. 2007. Repase y escriba. Curso avanzado de gramática y composición. Hoboken, NJ: John Wiley and Sons, INC.Google Scholar

  • Ellis, Nick. 2006. Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics 27(2). 164–194.CrossrefGoogle Scholar

  • Friedline, Benjamin. 2011. Challenges in the Second Language Acquisition of Derivational Morphology: From Theory to Practice. Pittsburgh, PA: University of Pittsburgh dissertation.Google Scholar

  • Goldschneider, Jennifer & DeKeyser Robert. 2001. Explaining the “Natural Order of L2 Morpheme Acquisition” in English: A Meta-analysis of Multiple Determinants. Language Learning 51(1). 1–50.CrossrefGoogle Scholar

  • Haastrup, Kirsten. 1991. Lexical Inferencing Procedures or Talking about Words. Receptive Procedures in Foreign Language Learning with Special Reference to English. Tübingen: Gunter Narr Verlag.Google Scholar

  • Haastrup, Kirsten. 2008. Lexical Inferencing Procedures in Two Languages. In Dorte Albrechtsen, Kirsten Haastrup & Birgit Henriksen (eds.), Vocabulary and Writing in a First and Second Language, 67–111. New York: Palgrave Macmillan.Google Scholar

  • Hall, Christopher J. 2002. The automatic cognate form assumption: Evidence for the parasitic model of vocabulary development. IRAL 40(2). 69–88.Google Scholar

  • Hamada, Megumi. 2014. The role of morphological and contextual information in L2 lexical inference. The Modern Language Journal 98(4). 992–1005.CrossrefGoogle Scholar

  • Hatami, Sarvenaz & Mansoor Tavakoli. 2013. The role of depth versus breadth of vocabulary knowledge in success and ease in L2 lexical inferencing. TESL Canada Journal 30(1). 1.CrossrefGoogle Scholar

  • Hayashi, Yuko & Victoria Murphy. 2011. An investigation of morphological awareness in Japanese learners of English. Language Learning Journal 39(1). 105–120.CrossrefGoogle Scholar

  • Hu, Hsueh-chao M & Hossein Nassaji. 2012. Ease of Inferencing, Learner Inferential Strategies, and Their Relationship with the Retention of Word Meanings Inferred from Context. The Canadian Modern Language Review/La Revue canadienne des langues vivante 68(1). 54–77.CrossrefGoogle Scholar

  • Jeon, Eun H & Junko Yamashita. 2014. L2 Reading Comprehension and Its Correlates: A Meta-Analysis. Language Learning 64(1). 160–212.CrossrefGoogle Scholar

  • Ke, Sihui Echo & Keiko Koda. 2017. Contributions of Morphological Awareness to Adult L2 Chinese Word Meaning Inferencing. The Modern Language Journal 101(4). 742–755.Google Scholar

  • Koda, Keiko. 2005. Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge: Cambridge University Press.Google Scholar

  • Kuo, Li-Jeng & Richard C Anderson. 2006. Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist 41(3). 161–180.CrossrefGoogle Scholar

  • Laufer, Batia. 1988. The concept of ‘synforms’ (similar lexical forms) in vocabulary acquisition. Language and Education 2(2). 113–132.CrossrefGoogle Scholar

  • Laufer, Batia. (2010). Form-focused instruction in Second Language vocabulary acquisition. In Rubén Chacón-Beltrán, Christián Abello-Contesse, and María del Mar Torreblanca-López, (eds). Insights into non-native vocabulary teaching and learning, 15-27. Bristol: Multilingual Matters.Google Scholar

  • Luk, Zoe P & Yas Shirai. 2009. Is the Acquisition Order of Grammatical Morphemes Impervious to L1 Knowledge? Evidence from the Acquisition of Plural -s, Articles, and Possessive ‘s. Language Learning 59(4). 721–754.CrossrefGoogle Scholar

  • Marcos Miguel, Nausica. (2017). Instruction in derivational morphology in the Spanish L2 classroom: What do teachers believe and do? Konin Language Studies 5(1). 37–60.Google Scholar

  • Medellín Gómez, Adriana & Auza Benavides Alejandra. 2008. Influencia del tamaño del vocabulario en el conocimiento morfológico de afijos. Estudios de Lingüística Aplicada, 48. 97–108.Google Scholar

  • Mochizuki, Masamichi & Kazumi Aizawa. 2000. An affix acquisition order for EFL learners: An exploratory study. System 28. 291–304.CrossrefGoogle Scholar

  • Morin, Regina. 2003. Derivational Morphological Analysis as a Strategy for Vocabulary Acquisition in Spanish. The Modern Language Journal 87(2). 200–221.CrossrefGoogle Scholar

  • Morin, Regina. 2006. Building Depth of Spanish L2 Vocabulary by Building and Using Word Families. Hispania 89(1). 170–182.CrossrefGoogle Scholar

  • Nassaji, Hossein. 2006. The Relationship between Depth of Vocabulary Knowledge and L2 Learners’ Lexical Inferencing Strategy Use and Success. The Modern Language Journal 90. 387–401.CrossrefGoogle Scholar

  • Norris, John M & Lourdes Ortega. 2000. Effectiveness of L2 instruction: A research synthesis and quantitative meta‐analysis. Language learning 50(3). 417–528.CrossrefGoogle Scholar

  • Pulido, Diana. 2007. The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied linguistics 28(1). 66–86.CrossrefGoogle Scholar

  • Qian, David D. 2005. Demystifying lexical inferencing: The role of aspects of vocabulary knowledge. TESL Canada Journal 22(2). 34–54.CrossrefGoogle Scholar

  • Real Academia Española (RAE). 2014. Diccionario de la lengua española. http://www.rae.es (accessed 26 January 2018)

  • Rehak, Kimberly. M. & Alan Juffs. 2011. Native and Non-Native Processing of Morphologically Complex English Words: Testing the Influence of Derivational Prefixes. In Gisela Granena, Joel Koeth, Sunyoung Lee-Ellis, Anna Lukyanchenko, Goretti Prieto Botana & Elizabeth Rhoades (eds.), Selected Proceedings of the 2010 Second Language Research Forum, 125–142. Sommerville, MA: Cascadilla Proceedings Project.Google Scholar

  • Robles García, Pablos & Claudia H. Sánchez-Gutiérrez. 2016. La morfología derivativa en los manuales de español elemental estadounidenses: Un estudio exploratorio. Revista Electrónica de Lingüística Aplicada 1(15). 70–86.Google Scholar

  • Sánchez-Gutiérrez, Claudia H. 2013. Priming morfológico y conciencia morfológica. Una investigación con estudiantes norteamericanos de E/LE. Salamanca, Spain: Universidad de Salamanca dissertation.Google Scholar

  • Sánchez-Gutiérrez, Claudia H. 2014. Morfología derivativa y manuales de E/LE: Un análisis crítico. Morfología y Diccionarios. Anexos de Revista de Lexicografía 31. 163–178.Google Scholar

  • Schmitt, Norbert. 1997. Vocabulary learning strategies. In Norbert Schmitt & Michael McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy, 199–227. Cambridge: Cambridge University Press.Google Scholar

  • Schmitt, Norbert. 2008. Review article: Instructed second language vocabulary learning. Language Teaching Research 12(2). 329–363.CrossrefGoogle Scholar

  • Schmitt, Norbert & Cheryl B Zimmerman. 2002. Derivative word forms: What do learners know?. Tesol Quarterly 36(2). 145–171.CrossrefGoogle Scholar

  • Serrano-Dolader, David. 2004. La formación de palabras en español. DidactiRed. http://cvc.cervantes.es/aula/didactired/anteriores/febrero_04/23022004.htm (accessed 27 January 2018)

  • Serrano-Dolader, David. 2005. La formación de palabras y el español como lengua extranjera: Reflexión y aplicación. Frecuencia L (Revista de Didáctica Español Lengua Extranjera) 28. 11–15.Google Scholar

  • Serrano-Dolader, David. (ed.). 2006. La formación de palabras en la clase de ELE. Centro Virtual Cervantes, Instituto Cervantes. http://cvc.cervantes.es/ensenanza/biblioteca_ele/antologia_didactica/morfologia/(accessed 27 January 2018)

  • Serrano-Dolader, David. 2015. Sobre la prefijación apreciativa en español: Un enfoque didáctico. In David Serrano-Dolader, Margarita Porroche Ballesteros & Martín Zorraquino María Antonia (eds.), Aspectos de la subjetividad en el lenguaje, 225–248. Zaragoza: Institución ‘Fernando el Católico’ (C.S.I.C.).Google Scholar

  • Serrano-Dolader, David, Martín Zorraquino María Antonia & José F Val Álvaro. (eds.). 2009. Morfología y español como lengua extranjera E/LE. Zaragoza: Prensas Universitarias de Zaragoza.Google Scholar

  • Spada, Nina & Yasuyo Tomita. 2010. Interactions between type of instruction and type of language feature: A Meta‐Analysis. Language learning 60(2). 263–308.CrossrefGoogle Scholar

  • Tyler, Andrea & William Nagy. 1989. The Acquisition of English Derivational Morphology. Journal of Memory and Language 28. 649–667.CrossrefGoogle Scholar

  • Van Zeeland, Hilde. 2014. Lexical inferencing in first and second language listening. The Modern Language Journal 98(4). 1006–1021.CrossrefGoogle Scholar

  • Varela Ortega, Soledad. 2003. Léxico, morfología y gramática en la enseñanza de español como lengua extranjera. Estudios de Lingüística Universidad de Alicante 17. 571–588.Google Scholar

  • Wesche, Marjorie B & Sima Paribakht. 2010. Lexical Inferencing in a First and Second Language. Toronto: Multilingual Matters.Google Scholar

  • Whitley, Stanley. 2004. Lexical errors and the acquisition of derivational morphology in Spanish. Hispania 87(1). 163–172.CrossrefGoogle Scholar

  • Zhang, Dongbo & Keiko Koda. 2012. Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: Testing direct and indirect effects. Reading and Writing 25(5). 1195–1216.CrossrefGoogle Scholar

About the article

Published Online: 2018-06-26


Citation Information: International Review of Applied Linguistics in Language Teaching, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/iral-2016-0091.

Export Citation

© 2018 Walter de Gruyter GmbH, Berlin/Boston.Get Permission

Comments (0)

Please log in or register to comment.
Log in