This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.
Altakhaineh, Abdel Rahman and Hanan Rahrouh. 2015. The Use of Euphemistic Expressions by Arab EFL Learners: Evidence from Al Ain University of Science and Technology. International Journal of English Linguistics 5(1). 14-21.
Altakhaineh, Abdel Rahman and Aseel Zibin. 2014. Perception of Culturally Loaded Words by Arab EFL Learners. International Journal of Linguistics 6(3). 1-22.
Altakhaineh, Abdel Rahman. 2014. The Interaction between Inflection and Derivation in English and MSA. Germany: LAP Lambert Academic Publishing.
Altakhaineh, Abdel Rahman. 2017. Arabic Compounds Within the Cross-Linguistic Compound Taxonomy of Scalise and Bisetto (2009). Lingue e linguaggio, 16(1). 101-118.
Bauer, Laurie and Paul Nation. 1993. Word Families. International Journal of Lexicography 6. 253-279.
Charlisle, Joanne. F. 1995. Morphological Awareness and Early Reading Achievement. In Laurie Feldman (ed.), Morphological Aspects of Language Processing, 19-209. New Jersey: Erlbaum.
Chen, Shiyao. 2011. How Does Morphological Awareness Have an Impact on Taiwanese Learners’ Word Identification and Reading Comprehension? Cheng Shiu University.
Coady, James. 1993. Research on ESL/EFL Vocabulary Acquisition: Putting it in Context. In Thomas Huckin, Margot Haynes, and James Coady (eds.), Second Language Reading and Vocabulary Learning, 3-23. Norwood, NJ: Ablex Publishing.
Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Hay, Jennifer. 2002. From Speech Perception to Morphology: Affix-ordering Revisited. Language 78. 527-555.
Horst, Marlise, Tom Cobb, and Paul Meara. 1998. Beyond a Clockwork Orange: Acquiring Second Language Vocabulary Through Reading. Reading in a Foreign Language, 11(2). 207-223.
Hsu, Heny and Peter A. Lachenbruch. 2008. Paired t test. Wiley Encyclopedia of Clinical Trials.
Ionin, Tania and Kenneth Wexler. 2002. Why is ‘is’ Easier Than ‘-s’?: Acquisition of Tense/Agreement Morphology by Child Second Language Learners of English. Second Language Research 18(2). 95-136.
Krashen, Stephen. 2004. The Power of Reading. Englewood, CO: Libraries Unlimited.
Lyster, Roy. 2007. Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam/Philadelphia: John Benjamins.
McCarthy, John. J. 1981. A Prosodic Theory of Nonconcatenative Morphology. Linguistic Inquiry, 12(3). 373-418.
McCarthy, Michael and Felicity O’Dell. 1994. English Vocabulary in Use. Cambridge: Cambridge University Press.
Min, Hui. 2008. EFL Vocabulary Acquisition and Retention: Reading Plus Vocabulary Enhancement Activities and Narrow Reading. Language Learning 58(1). 73–115.
Mochizuki, Masamichi and Kazumi Aizawa. 2000. An Affix Acquisition Order for EFL Learners: An Exploratory Study. System 28(2). 291-304.
Mochizuki, Masamichi. 1998. Nihonjin eigo gakushusha no setsuji rikai chosa [Understanding English Affixes by Japanese Learners]. Reitaku Review 4. 100-120.
Nagy, William. E., Irene-Anna Diakidoy, and Richard, C. Anderson. 1993. The Acquisition Of Morphology: Learning the Contribution of Suffixes to the Meanings of Derivatives. Journal of Reading Behavior 25. 155–170.
Nishino, Takako. 2007. Beginning to Read Extensively: A Case Study with Mako and Fumi. Reading in a Foreign Language 19(2). 76–105.
Richards, Jack. C. and Theodore. S. Rodgers. 2001. Approaches and Methods in Language Teaching. 2nd ed. Cambridge: Cambridge University Press.
Sadoski, Mark. 2005. A dual coding view of vocabulary learning. Reading and Writing Quarterly 21. 221-238.
Sadoski, Mark. 2005. A Dual Coding View of Vocabulary Learning. Reading & Writing Quarterly, 21. 221-238.
Schmitt, Norbert and Paul Meara. 1997. Researching Vocabulary Through a Word Knowledge Framework. Studies in Second Language Acquisition 19(1). 17-36.
Schmitt, Norbert and Cheryl B. Zimmerman. 2002. Derivative Word Forms: What do Learners Know. TESOL Quarterly 36(2). 145-169.
Schreuder, Robert and Harald Bayen. 1995. Modelling Morphological Processing. In Laurie Feldman (ed.), Morphological Aspects of Language Processing, 131-154. New Jersey: Erlbaum.
Sheu, Samuel P. 2003. Extensive Reading with EFL Learners at Beginning Level. TESL Reporter 36. 8–26.
Song, Jayoung and Veronica G. Sardegna. 2014. EFL Learners’ Incidental Acquisition of English Prepositions Through Enhanced Extensive Reading Instruction. RELC Journal 45(1). 67-84.
Tavakoli, H. 2013. A Dictionary of Research Methodology and Statistics in Applied Linguistics. Tehran: Rahnama Press.
Ward, Jeremy and Jitlada Chuenjundaeng. 2009. Suffix Knowledge: Acquisition and Applications. System 37. 461-469.
Zaid, Mohammed. A. 2011. Effects of Web-Based Pre-Writing Activities on College EFL Students’ Writing Performance and Their Writing Apprehension. Journal of King Saud University-Languages and Translation 23(2). 77-85.
Zibin, Aseel and Abdel Rahman Altakhaineh. 2016. Acquiring the English Causative Alternation: Evidence from the University of Jordan. International Journal of Applied Linguistics and English Literature 5(3). 7-15.
Zibin, Aseel, 2016a. On the Production of Metaphors and Metonymies by Jordanian EFL Learners: Acquisition and Implications. Topics in Linguistics 17(2). 41-58.
Zibin, Aseel. 2016b. The Comprehension of Metaphorical Expressions by Jordanian EFL Learners. SAGE Open 6(2). 1-15.