Derivative Word Forms: What Do Learners Know?

By N. Schmitt, C. Zimmerman. 2002

301 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d21f710ad480e140189adb781427e8f565ce42c7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. N. Schmitt
2. F. Boers
3. Stuart Webb
4. Jeanine Treffers-Daller
5. Paul Nation
6. Diane Schmitt
7. V. Brezina
8. E. Peters

In Language and Linguistics

1. N. Schmitt
2. F. Boers
3. Jeanine Treffers-Daller
4. Paul Nation
5. V. Brezina
6. Dana Gablasova
7. Diane Schmitt
8. T. Cobb

Citations in the corpus

• How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007) (2015, background): “In particular, lemmas might be a suitable counting unit for research focusing on vocabulary pedagogy, as learners do not typically know all word family members (e.g. Schmitt & Zimmerman 2002; see Schmitt 2010, Section 5.2.1, for a full discussion of pros and cons of different counting units).”
• Current Perspectives on Vocabulary Teaching and Learning (2007, background): “Schmitt and Zimmerman (2002) found that even advanced learners who knew one form of a word (e.g., philosophy ) did not necessary know all of the other members of its word family ( philosophize, philosophical, philosophically ).”
• Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration (2011, background): “This, however, cannot be taken for granted (Schmitt & Zimmerman 2002).”
• Is There a Core General Vocabulary? Introducing the "New General Service List". (2015, background): “…et al. 1989) shows a close relationship of morphologically related words in the mental lexicon of L1 speakers, recent evidence on both productive (Schmitt and Zimmerman 2002) and receptive (Ward and Chuenjundaeng Downloaded from https://academic.oup.com/applij/article-abstract/36/1/1/226623 by…”
• How much input do you need to learn the most frequent 9,000 words? (2014, background): “(b) Some learners have a poor knowledge of English morphology (Schmitt & Zimmerman, 2002) and so some family members may not be obvious members of the word family for them.”
• Back to Basics: How Measures of Lexical Diversity Can Help Discriminate between CEFR Levels (2016, background): “If this is indeed the case, there is no justification for erasing the derivational affixes in L2 writing, because knowledge of the root does not automatically entail knowledge of the derived forms (Schmitt and Meara 1997; Schmitt and Zimmermann 2002).”
• Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “…a Language Learning 64:4, December 2014, pp. 913–951 932 complete word family can be difficult for learners (nation, nationalize, national, international, internationalize, etc.; e.g., Schmitt & Zimmerman, 2002), and misuse is a common source of usage error (*The oil spill is a nation disaster).”
• Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words? (2016, background): “This has been called into question, at least for productive mastery of derivatives (Schmitt & Zimmerman, 2002).”