Turkish EFL learners’ knowledge, perception, and production of suprafixes as part of lexical competence

Abstract

Vocabulary and grammar are essential to language proficiency (Richards, 2015). Some word families and grammatical categories can only be distinguished by prosodic properties such as suprafixes. In English, specific noun/adjective-verb pairs, sometimes called disyllabic words, receive primary stress on different syllables. Typically, nouns receive trochaic stress, while verbs receive iambic stress. Research shows that suprafixes are difficult for language learners from diverse linguistic and prosodic backgrounds. Given the scarcity of research in specific contexts (e.g., Turkish EFL), this study explored Turkish EFL learners’ suprafixational knowledge, perception, and production. Participants were B1-level preparatory school students of a prominent state university. Data were collected through a test of knowledge (n=110), a test of perception (n=80), and a test of production (n=50). Results showed poor knowledge, perception, and production of suprafixes among Turkish EFL learners. Minor variations in suprafixational competence were observed in males and females. Additionally, different noun-verb pairs posed a challenge for both genders. The results were discussed, and recommendations for future research were made. The study concludes that Turkish EFL learners must receive suprasegmental training focusing on suprafixes.

Keywords

• affixation
• derivational morphology
• disyllabic words
• suprafixes
• suprasegmentals