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This study examines Turkish EFL learners’ knowledge, perception, and production of suprafixes due to limited prior research. B1-level preparatory school students completed a knowledge test (n=110), perception test (n=80), and production test (n=50). Findings show poor suprafixational performance and minor gender-related differences, indicating a need for targeted suprasegmental training focusing on suprafixes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/turkish-efl-learners-knowledge-perception-and-production-of-suprafixes-as-part-of-lexical-competence/594254/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/turkish-efl-learners-knowledge-perception-and-production-of-suprafixes-as-part-of-lexical-competence/594254.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are suprafixes and why are they important for lexical competence?","Question",{"text":112,"@type":113},"Suprafixes are prosodic features that help differentiate word families and grammatical categories. They guide learners in perceiving and producing distinctions between related forms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted to assess learners’ suprafixational abilities?",{"text":117,"@type":113},"The study used three measures: a knowledge test (n=110), a perception test (n=80), and a production test (n=50) with B1-level preparatory school students.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about Turkish EFL learners’ performance?",{"text":121,"@type":113},"Results show poor suprafixational knowledge, perception, and production. Minor gender differences were observed, and several noun-verb pairs were challenging for both genders.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594254,1792165078,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 7 (3), 1–16 (2024)  \n[https://doi.org/10.29140/ajal.v7n3.1530](https://doi.org/10.29140/ajal.v7n3.1530)  \nTurkish EFL learners’ knowledge, perception, and production of suprafixes as part of lexical competence  \nIBRAHIM HALIL TOPALa   \nGazi University, Türkiye  \nAbstract  \nVocabulary and grammar are crucial to language proficiency. Certain word families and grammatical categories are differentiated by prosodic features like suprafixes. In English, specific noun/adjective-verb pairs, often called disyllabic words, have primary stress on different syllables: nouns usually receive trochaic stress, while verbs receive iambic stress. Research shows that suprafixes present challenges for language learners from diverse linguistic and prosodic backgrounds. Given the limited research on Turkish EFL learners, this study investigated their knowledge, perception, and production of suprafixes. Participants were B1-level preparatory school students from a prominent state university. Data were collected using a knowledge test (n = 110), a perception test (n = 80), and a production test (n = 50) . Results indicated poor suprafixational knowledge, perception, and production among Turkish EFL learners. Minor gender differences in suprafixational competence were observed, with various noun-verb pairs challenging both genders. The study concludes that Turkish EFL learners require targeted suprasegmental training focusing on suprafixes.  \nKeywords: affixation; derivational morphology; disyllabic words; suprafixes; suprasegmentals  \nIntroduction  \nIt is widely recognized that language learning requires comprehending that particular sounds correspond to specific meanings or concepts (Fromkin et al., 2022; Kasap & Pashayeva, 2020; Zsiga, 2024) . This means that a significant part of our linguistic knowledge involves knowing words. In fact, word knowledge consists of the understanding of both its sound and meaning. Every word we know is stored in our mental lexicon, with its unique phonological  \nrepresentation and meaning (Fromkin et al., 2022) . The mental lexicon also contains information about the grammatical category of words, such as whether a word is a noun, verb, adjective, or adverb.  \nFurthermore, words in a language can be classified as content or function words (De Marneffeet al., 2021) . The former includes open-class nouns, verbs, adjectives, and adverbs, denoting concepts like actions, objects, attributes, and ideas. The latter refers to closed-class words such as prepositions, conjunctions, pronouns, and interjections, which do not necessarily have lexical meanings. The classification of words is studied by morphology, which investigates the grammatical endings attached to words in inflectional morphology and the word-related processes like coinage and affixation in derivational morphology (Aronoff & Fudemann, 2022)  \nSpecific words in English, such as nouns and adjectives, may only be differentiated from their etymologically related verbs through their segmental features (Celce-Murcia et al., 2010) . This is exemplified by the words “breath” / breθ/ and “breathe” /bri:ð/, where the noun ends with a voiceless consonant (i.e., /θ/) and the verb with a voiced one (i.e., /ð/) . Such vowel alternations commonly indicate the distinction between nouns and verbs in related noun-verb pairs (CelceMurcia et al., 2010) . Some noun-verb pairs can only be distinguished by voicing, such as ‘use’/juːs/ and ‘use’ /juːz/ .  \nIn addition to these segmental features, some differences in parts of speech occur at the suprasegmental level. For instance, the noun CONflict / ˈkɒnflɪkt/ and the verb conFLICT /kən ˈflɪkt/ are differentiated by alternations in both stress placement and vowels. Such alternations are often phonologically signaled in English (Celce-Murcia et al","cbCaic94LiueGKRt","https://ap.wps.com/l/cbCaic94LiueGKRt","pdf",525995,16,"English","# Introduction\n## Word knowledge and morphology\n## Segmental vs suprasegmental cues\n## Importance for non-native speakers\n# Study focus\n## Knowledge, perception, and production of suprafixes\n# Method and data\n## Tests and participants\n# Results\n## Performance levels and gender differences\n# Conclusion\n## Training implications","[{\"question\":\"What are suprafixes and why are they important for lexical competence?\",\"answer\":\"Suprafixes are prosodic features that help differentiate word families and grammatical categories. They guide learners in perceiving and producing distinctions between related forms.\"},{\"question\":\"How was the study conducted to assess learners’ suprafixational abilities?\",\"answer\":\"The study used three measures: a knowledge test (n=110), a perception test (n=80), and a production test (n=50) with B1-level preparatory school students.\"},{\"question\":\"What do the results indicate about Turkish EFL learners’ performance?\",\"answer\":\"Results show poor suprafixational knowledge, perception, and production. Minor gender differences were observed, and several noun-verb pairs were challenging for both genders.\"}]","Turkish EFL learners’ knowledge, perception, and production of suprafixes as part of lexical competence | PDF",1792078811]