Speaker
Description
Medical English is morphologically systematic. A relatively small set of high-frequency prefixes and suffixes recurs across medical terminology in multiple specialties. Recognizing these patterns enables vocabulary to be organized conceptually rather than memorized as isolated items. This presentation explores how affix-based instruction can serve as a principled foundation for designing vocabulary instruction in English for Medical Purposes (EMP).
Drawing on classroom-based work conducted in a general EFL context, the session proposes a structured core affix framework organized around three criteria: frequency, cross-specialty relevance, and pedagogical teachability. The framework prioritizes affixes that generate large lexical families (e.g., cardio-, neuro-, -itis, -ology), thereby maximizing lexical coverage while reducing cognitive load. Although the initial implementation did not occur in a medical setting, the underlying morphological principles are directly transferable to first-year healthcare students who face substantial lexical demands and are often overwhelmed by the need for rapid vocabulary expansion.
By identifying affixes that recur across disciplines such as medicine, nursing, and pharmacy, affix-based vocabulary design offers a pathway toward greater standardization within an EMP model core curriculum. At the same time, specialty-specific terminology can be developed flexibly upon this shared morphological base, supporting personalization according to disciplinary needs. The presentation will introduce sample tasks including morphological mapping, affix clustering, and guided lexical decoding activities. These examples demonstrate how affix-focused instruction can promote systematic vocabulary development, enhance learners’ ability to infer meaning from unfamiliar terms, and strengthen long-term lexical retention in early-stage EMP courses