A word family is the base form of a word plus its inflected forms and derived forms made with suffixes and prefixes[1] plus its cognates, i.e. all words that have a common etymological origin, some of which even native speakers don't recognize as being related (e.g. "wrought (iron)" and "work(ed)").[2] In the English language, inflectional affixes include third person -s, verbal-ed and -ing, plural -s, possessive -s, comparative -er and superlative -est. Derivational affixes include -able, -er, -ish, -less, -ly, -ness, -th, -y, non-, un-, -al, -ation, -ess, -ful, -ism, -ist, -ity, -ize/-ise, -ment, in-.[1] The idea is that a base word and its inflected forms support the same core meaning, and can be considered learned words if a learner knows both the base word and the affix. Bauer and Nation proposed seven levels of affixes based on their frequency in English.[3] It has been shown that word families can assist with deriving related words via affixes, along with decreasing the time needed to derive and recognize such words.[4]
There are several studies that suggest that knowledge of root words and their derivatives can assist with learning or even deducing the meaning of other members of a word family. A study from Carlisle and Katz (2006) comparing separate English word families varying in size, frequency, and affirmation and negation suggests that “accuracy of reading derived words by 4th and 6th graders is related to measures of familiarity, ... base word frequencies, family size, average family frequency, and word length”.[5] It was found that families that were either larger or more frequent (i.e. word families that had more words or were more common) were more quickly read.[5] Nagy et al. (1989) found that morphologically related families had an increase of reaction time of up to 7 ms compared to those without a morphological relation.[4] Nagy et al. (1993) summarizes how knowledge of the meanings of common English suffixes underwent significant development between fourth grade and high school.[6]
Studies on non-native speakersedit
There have also been studies on non-native English speakers and learners on their knowledge and understanding of word families. A study of nonnative-English-speaking college students showed that non-native English speakers knew at least some of the four word forms studied (nouns, verbs, adjectives, and adverbs).[7] Out of these four, word families derived from nouns and verbs were found to be the most well-known.[7] Results showed that in regards to these word forms, ESL students knew the least, MA-ELT (English Language Teaching) students knew more, and native speakers knew the most.[7] In addition, a study of Japanese students learning English showed poor knowledge of the affixes studied, showing a division between their knowledge of a word's meaning and a derivative form of a separate word (e.g. stimulate versus similar, disclose and far).[8] To conclude their study, Schmitt and Zimmerman have provided the following for those teaching word families as a guideline:[7]
Introduce derivatives along with their roots.
Teach more affixes.
Emphasize adverbs, adjectives, and their derivatives.
Suggest reading that includes these word families.
^ abHirsh, D.; Nation, I.S.P. (1992). "What vocabulary size is needed to read unsimplified texts for pleasure?" (PDF). Reading in a Foreign Language. 8 (2): 689–696. (PDF) from the original on 2022-08-18. Retrieved 2023-11-18.
^"Word family Definition & Meaning - Merriam-Webster". from the original on 2022-07-02. Retrieved 2019-12-17.
^Bauer, L.; Nation, I.S.P. (1993). "Word families". International Journal of Lexicography. 6 (4): 253–279. doi:10.1093/ijl/6.4.253.
^ abNagy, William; Anderson, Richard C.; Schommer, Marlene; Scott, Judith Ann; Stallman, Anne C. (1989). "Morphological Families in the Internal Lexicon". Reading Research Quarterly. 24 (3): 262–282. doi:10.2307/747770. hdl:2142/17726. ISSN 0034-0553. JSTOR 747770.
^ abCarlisle, Joanne F.; Katz, Lauren A. (October 2006). "Effects of word and morpheme familiarity on reading of derived words". Reading and Writing. 19 (7): 669–693. doi:10.1007/s11145-005-5766-2. ISSN 0922-4777. S2CID 145561186.
^Nagy, William E.; Diakidoy, Irene-Anna N.; Anderson, Richard C. (June 1993). "The Acquisition of Morphology: Learning the Contribution of Suffixes to the Meanings of Derivatives". Journal of Reading Behavior. 25 (2): 155–170. doi:10.1080/10862969309547808. ISSN 0022-4111.
^ abcdSchmitt, Norbert; Zimmerman, Cheryl Boyd (2002). "Derivative Word Forms: What Do Learners Know?". TESOL Quarterly. 36 (2): 145. doi:10.2307/3588328. JSTOR 3588328.
^Schmitt, Norbert; Meara, Paul (March 1997). "Researching Vocabulary Through a Word Knowledge Framework". Studies in Second Language Acquisition. 19 (1): 17–36. doi:10.1017/S0272263197001022. ISSN 0272-2631. S2CID 145201539.
January 01, 1970
word, family, word, family, base, form, word, plus, inflected, forms, derived, forms, made, with, suffixes, prefixes, plus, cognates, words, that, have, common, etymological, origin, some, which, even, native, speakers, recognize, being, related, wrought, iron. A word family is the base form of a word plus its inflected forms and derived forms made with suffixes and prefixes 1 plus its cognates i e all words that have a common etymological origin some of which even native speakers don t recognize as being related e g wrought iron and work ed 2 In the English language inflectional affixes include third person s verbal ed and ing plural s possessive s comparative er and superlative est Derivational affixes include able er ish less ly ness th y non un al ation ess ful ism ist ity ize ise ment in 1 The idea is that a base word and its inflected forms support the same core meaning and can be considered learned words if a learner knows both the base word and the affix Bauer and Nation proposed seven levels of affixes based on their frequency in English 3 It has been shown that word families can assist with deriving related words via affixes along with decreasing the time needed to derive and recognize such words 4 Contents 1 Effects on learning 1 1 Studies on non native speakers 2 See also 3 ReferencesEffects on learning editThere are several studies that suggest that knowledge of root words and their derivatives can assist with learning or even deducing the meaning of other members of a word family A study from Carlisle and Katz 2006 comparing separate English word families varying in size frequency and affirmation and negation suggests that accuracy of reading derived words by 4th and 6th graders is related to measures of familiarity base word frequencies family size average family frequency and word length 5 It was found that families that were either larger or more frequent i e word families that had more words or were more common were more quickly read 5 Nagy et al 1989 found that morphologically related families had an increase of reaction time of up to 7 ms compared to those without a morphological relation 4 Nagy et al 1993 summarizes how knowledge of the meanings of common English suffixes underwent significant development between fourth grade and high school 6 Studies on non native speakers edit There have also been studies on non native English speakers and learners on their knowledge and understanding of word families A study of nonnative English speaking college students showed that non native English speakers knew at least some of the four word forms studied nouns verbs adjectives and adverbs 7 Out of these four word families derived from nouns and verbs were found to be the most well known 7 Results showed that in regards to these word forms ESL students knew the least MA ELT English Language Teaching students knew more and native speakers knew the most 7 In addition a study of Japanese students learning English showed poor knowledge of the affixes studied showing a division between their knowledge of a word s meaning and a derivative form of a separate word e g stimulate versus similar disclose and far 8 To conclude their study Schmitt and Zimmerman have provided the following for those teaching word families as a guideline 7 Introduce derivatives along with their roots Teach more affixes Emphasize adverbs adjectives and their derivatives Suggest reading that includes these word families See also editHeadword lemma LexemeReferences edit a b Hirsh D Nation I S P 1992 What vocabulary size is needed to read unsimplified texts for pleasure PDF Reading in a Foreign Language 8 2 689 696 Archived PDF from the original on 2022 08 18 Retrieved 2023 11 18 Word family Definition amp Meaning Merriam Webster Archived from the original on 2022 07 02 Retrieved 2019 12 17 Bauer L Nation I S P 1993 Word families International Journal of Lexicography 6 4 253 279 doi 10 1093 ijl 6 4 253 a b Nagy William Anderson Richard C Schommer Marlene Scott Judith Ann Stallman Anne C 1989 Morphological Families in the Internal Lexicon Reading Research Quarterly 24 3 262 282 doi 10 2307 747770 hdl 2142 17726 ISSN 0034 0553 JSTOR 747770 a b Carlisle Joanne F Katz Lauren A October 2006 Effects of word and morpheme familiarity on reading of derived words Reading and Writing 19 7 669 693 doi 10 1007 s11145 005 5766 2 ISSN 0922 4777 S2CID 145561186 Nagy William E Diakidoy Irene Anna N Anderson Richard C June 1993 The Acquisition of Morphology Learning the Contribution of Suffixes to the Meanings of Derivatives Journal of Reading Behavior 25 2 155 170 doi 10 1080 10862969309547808 ISSN 0022 4111 a b c d Schmitt Norbert Zimmerman Cheryl Boyd 2002 Derivative Word Forms What Do Learners Know TESOL Quarterly 36 2 145 doi 10 2307 3588328 JSTOR 3588328 Schmitt Norbert Meara Paul March 1997 Researching Vocabulary Through a Word Knowledge Framework Studies in Second Language Acquisition 19 1 17 36 doi 10 1017 S0272263197001022 ISSN 0272 2631 S2CID 145201539 Retrieved from https en wikipedia org w index php title Word family amp oldid 1185638682, wikipedia, wiki, book, books, library,
