The Acquisition of English Affixes Through General and Specific Instructional Strategies

Numerous claims have been advanced about the effectiveness of techniques
which may assist the learning of word structure and derivational morphology.
The literature of classroom second language learning is also replete with
counter claims about the effectiveness of fonnal instruction, those associated
in particular with the notion that comprehensible input is best provided without
overt focus on fonn. The present study compared the relative effectiveness of
(a) general reading (non-fonn-focused) against (b) reading plus skill-building
exercises organized around common English affixes (fonn-focused). The frequencies
of affix recognition and production for one group of Japanese firstyear
university students which received only general reading were compared
with those of another which received general reading plus skill-building.
Comparisons were based on tests of general vocabulary, word recognition, and
essay writing. Results ofT-tests indicated some support for skill-building as
measured by the use of learned affixes in such unrestricted tasks as essay
writing. Perfonnance on essays appears to improve if the affixes have been
presented systematically and in salient positions in the lexical structure.