초록 열기/닫기 버튼
Extant literature suggests that knowledge of derivational morpheme may play an important role in vocabulary acquisition and reading comprehension of L1 and L2 learners of English. However, little is known about how L2 learners’ knowledge of derivational morpheme develops over time. To address this problem, 9th, 10th, and 11th graders (N = 155) who have been learning English as a foreign language (EFL) were instructed to respond to a battery of tasks which were designed to measure their receptive and productive knowledge of twenty derivational prefixes and words containing such prefixes. Results indicated that 10th and 11th graders outperformed 9th graders to a significant degree in all measures, whereas there was no significant difference between 10th and 11th graders regardless of measures. These findings are discussed in view of incidental and intentional vocabulary acquisition.
