Chapter published in:
Hispanic Linguistics: Current issues and new directions
Edited by Alfonso Morales-Front, Michael J. Ferreira, Ronald P. Leow and Cristina Sanz
[Issues in Hispanic and Lusophone Linguistics 26] 2020
► pp. 77–94

What derivational suffixes should we teach in Spanish as a Second Language courses?

| University of California, Davis
| Denison University
| University of California-Davis
Morphological awareness in a second language (L2) enhances depth of vocabulary knowledge and is better developed when taught explicitly than by mere exposure to morphologically complex words. However, suffixes are not sufficiently treated in L2 textbooks, and little is known about which suffixes should be taught and which suffixes are more easily learned. Based on a corpus analysis of Spanish L1 and L2 speakers, as well as a correlational study about the characteristics of Spanish suffixes, this paper proposes 12 derivational suffixes that should be introduced in Spanish L2 classrooms.
Keywords: corpus, L2 learners, Spanish, textbooks, suffixes, derivational morphology
Published online: 13 May 2020
https://doi.org/10.1075/ihll.26.04san
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