Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-19T15:15:21.750Z Has data issue: false hasContentIssue false
  • English
  • Français

LEMMAS, FLEMMAS, WORD FAMILIES, AND COMMON SENSE

Published online by Cambridge University Press:  17 December 2021

Batia Laufer Open the ORCID record for Batia Laufer [Opens in a new window]
Batia Laufer*
Affiliation:
University of Haifa
*
Correspondence concerning this article should be sent to Batia Laufer, Department of English Language and Literature, University of Haifa, Haifa, Israel3491077. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Critical Commentary
Information
Studies in Second Language Acquisition , Volume 43 , Issue 5 , December 2021 , pp. 965 - 968
Check for updates
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Brown, D. (2018). Examining the word family through word lists. Vocabulary Learning and Instruction, 7, 51–65. http://vli-journal.org/wp/vli-v07-1-2187-2759/CrossRefGoogle Scholar
Brown, D., Stoeckel, T., McLean, S., & Stewart, J. (2020). The most appropriate lexical unit for L2 vocabulary research and pedagogy: A brief review of the evidence. Applied Linguistics. Advance online publication. https://doi.org/10.1093/applin/amaa061CrossRefGoogle Scholar
Cobb, T., & Laufer, B. (2021). A Nuclear word family list: The most frequent family members—base words and affixed words. Language Learning, 71, 834–871 https://doi.org/10.1111/lang.12452CrossRefGoogle Scholar
Laufer, B., & Cobb, T. (2020). How much knowledge of derived words is needed for reading? Applied Linguistics, 41, 971–998. https://doi.org/10.1093/applin/amz051CrossRefGoogle Scholar
Laufer, B., Webb, S., Kim, K. S., & Yohanan, B. (2021). How well do learners know derived words in a second language? The effect of proficiency, word frequency and type of affix. ITL—International Journal of Applied Linguistics, 172, 229–258. https://doi.org/10.1075/itl.20020.lauCrossRefGoogle Scholar
McLean, S. (2018). Evidence for the adoption of the flemma as an appropriate word counting unit. Applied Linguistics, 39, 823–845. https://doi.org/10.1093/applin/amw050CrossRefGoogle Scholar
Mochizuki, M., & Aizawa, K. (2000). An affix acquisition order for EFL learners: An exploratory study. System, 28, 291–304. https://doi.org/10.1016/S0346-251X(00)00013-0CrossRefGoogle Scholar
Snoder, P. & Laufer, B. (2021). EFL learners’ receptive knowledge of derived words: The case of Swedish adolescents [Manuscript submitted for publication]. Department of Language Education, Stockholm University and Department of English Language and Literature, University of Haifa.Google Scholar
Stoeckel, T., Ishii, T., & Bennett, P. (2020). Is the lemma more appropriate than the flemma as a word counting unit? Applied Linguistics, 41, 601–606. https://doi.org/10.1093/applin/amy059CrossRefGoogle Scholar
Ward, J., & Chuenjundaeng, J. (2009). Suffix knowledge: Acquisition and applications. System, 37, 461–469. https://doi.org/10.1016/S0346-251X(00)00013-0CrossRefGoogle Scholar