If we set the border to separate each suffixes into familiar, middle frequency, and not familiar depends on the percentage of productive test as we did for prefixes, 6 suffixes were recognised as familiar. The suffix -est, and appear in beginner level textbooks enough times –er, –s for acquisition to occur. If students lose these suffixes when they are writing sentences, teachers correct their mistakes, so they can notice that they made mistakes and the grammar is incorrect because of that. The other suffixes such as -ee, -less, and ian are also seen in texts sometimes, –ism, however, these ones don’t have a relationship with grammar and are added after specific roots, so students can’t have enough feedback from what they read or write. Research Question 2: Which language did the subjects use to answer the part of the test they can answer in either language, English and Japanese? The subjects were able to answer in either languages when they took the test. The productive part required them to type their answers in their own words without any alternatives. According to some researchers, Japanese students who are learning English tend to remember the meanings and other information about English in Japanese at the beginner level. Some people who are used to learn English tend to remember the meanings in another way to say with the basic meanings. However, if the students don’t try to remember it in many ways, they might not be able to answer in English when asked. The table below shows the prefixes and suffixes that the subjects could answer in English, and the example answers the subjects wrote. Table 29: The prefixes and suffixes that subjects could answer in English and the some examples of their answers. Example answers in English (the number shows how many Prefixes and suffixes of the subjects answered in the same way) Non- Not (4), no (2), negative (2) Un- Not (7), negative, deny, cannot Im- Not, deny, cannot, impossible, negative Ante- Huge, big Anti- Opposite side (2), not, dangerous, against, reject Arch- Powerful, main part
If we set the border to separate each suffixes into familiar, middle frequency, and not familiar depends on the percentage of productive test as we did for prefixes, 6 suffixes were recognised as familiar. The suffix –er, -est, and –s appear in beginner level textbooks enough times for acquisition to occur. If students lose these suffixes when they are writing sentences, teachers correct their mistakes, so they can notice that they made mistakes and the grammar is incorrect because of that. The other suffixes such as –ism, -ee, -less, and ian are also seen in texts sometimes, however, these ones don’t have a relationship with grammar and are added after specific roots, so students can’t have enough feedback from what they read or write. Research Question 2: Which language did the subjects use to answer the part of the test they can answer in either language, English and Japanese? The subjects were able to answer in either languages when they took the test. The productive part required them to type their answers in their own words without any alternatives. According to some researchers, Japanese students who are learning English tend to remember the meanings and other information about English in Japanese at the beginner level. Some people who are used to learn English tend to remember the meanings in another way to say with the basic meanings. However, if the students don’t try to remember it in many ways, they might not be able to answer in English when asked. The table below shows the prefixes and suffixes that the subjects could answer in English, and the example answers the subjects wrote. Table 29: The prefixes and suffixes that subjects could answer in English and the some examples of their answers. Prefixes and suffixes Example answers in English (the number shows how many of the subjects answered in the same way) Non- Not (4), no (2), negative (2) Un- Not (7), negative, deny, cannot Im- Not, deny, cannot, impossible, negative Ante- Huge, big Anti- Opposite side (2), not, dangerous, against, reject Arch- Powerful, main part
Johnny_final.docx