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To What Extent Does Productive Derivational Knowledge of Adult L1 Speakers and L2 Learners at Two Educational Levels Differ?

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Title: To What Extent Does Productive Derivational Knowledge of Adult L1 Speakers and L2 Learners at Two Educational Levels Differ?
Language: English
Authors: Iwaizumi, Emi (ORCID 0000-0002-9823-8644), Webb, Stuart
Source: TESOL Journal. Dec 2021 12(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Native Language, Second Language Learning, Second Language Instruction, English (Second Language), Undergraduate Students, Graduate Students, Word Frequency, Comparative Analysis, Morphemes, Morphology (Languages), Vocabulary Development
DOI: 10.1002/tesj.640
ISSN: 1949-3533
Abstract: Research has indicated that first language (L1) English speakers acquire derivational knowledge--the ability to understand and produce derived forms of a word--through increased exposure to the language (e.g., Anglin, 1993). Second language (L2) research has shown that L2 English learners tend to have limited productive derivational knowledge in comparison to L1 speakers (Schmitt & Zimmerman, 2002). However, the degree to which productive knowledge of derivatives differs between L1 speakers and L2 learners remains unclear. Moreover, there have yet to be any studies that have compared productive derivational knowledge of L2 learners at different educational levels (undergraduate and graduate students), nor has research examined L1 and L2 production of derivatives according to the frequency levels of the target items. The present study compared the ability of 21 L1 speakers, 18 English as a second language (ESL)-speaking graduate students, and 61 English as a foreign language (EFL) undergraduate students to produce the derivatives of 30 headwords. The results indicated that L1 speakers produced significantly more derivatives than ESL graduate students and EFL undergraduate students, and ESL graduate students outperformed EFL undergraduate students.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1319703
Database: ERIC
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  Data: To What Extent Does Productive Derivational Knowledge of Adult L1 Speakers and L2 Learners at Two Educational Levels Differ?
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  Data: <searchLink fieldCode="AR" term="%22Iwaizumi%2C+Emi%22">Iwaizumi, Emi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9823-8644">0000-0002-9823-8644</externalLink>)<br /><searchLink fieldCode="AR" term="%22Webb%2C+Stuart%22">Webb, Stuart</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. Dec 2021 12(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/tesj.640
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  Data: Research has indicated that first language (L1) English speakers acquire derivational knowledge--the ability to understand and produce derived forms of a word--through increased exposure to the language (e.g., Anglin, 1993). Second language (L2) research has shown that L2 English learners tend to have limited productive derivational knowledge in comparison to L1 speakers (Schmitt & Zimmerman, 2002). However, the degree to which productive knowledge of derivatives differs between L1 speakers and L2 learners remains unclear. Moreover, there have yet to be any studies that have compared productive derivational knowledge of L2 learners at different educational levels (undergraduate and graduate students), nor has research examined L1 and L2 production of derivatives according to the frequency levels of the target items. The present study compared the ability of 21 L1 speakers, 18 English as a second language (ESL)-speaking graduate students, and 61 English as a foreign language (EFL) undergraduate students to produce the derivatives of 30 headwords. The results indicated that L1 speakers produced significantly more derivatives than ESL graduate students and EFL undergraduate students, and ESL graduate students outperformed EFL undergraduate students.
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      – SubjectFull: Second Language Learning
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