Common errors in the use of prefixes and suffixes by language learners

This study examines affixation errors among Spanish-speaking EFL learners, focusing on both the types of errors and their underlying causes. Emphasizing the role of morphological awareness in language acquisition, the research employed a mixed-methods approach. Quantitative data were collected from written tasks assessing affix use, while qualitative insights emerged from open-ended questionnaire responses and classroom observations. The findings revealed recurring challenges with both prefixes and suffixes. Learners frequently misused negative prefixes (unpatient for impatient) and confused derivational forms (successfulness for success). Suffixes forming abstract nouns and adverbs were especially error-prone. These issues were traced to overgeneralization, limited morphological awareness, and cross-linguistic interference from the learners' L1. The results highlight the limitations of incidental exposure in acquiring affix knowledge and underscore the need for explicit, context-based instruction. Pedagogically, the study recommends integrating affix learning into broader vocabulary teaching, using diagnostic tools and metalinguistic activities. Overall, this research contributes to the understanding of morphological difficulties in EFL contexts and offers actionable insights for improving affix instruction.