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1、毕 业 论 文Experimental Study of Teaching English Word Roots and Affixes on College Students学生姓名： 学号： 学 院： 英语系 名： 专 业： 指导教师： 2013年 6月Experimental Study of Teaching English Word Roots and Affixes on College Students byA ThesisJune 20, 2013Acknowledgements I would like to thank the following people for th
2、eir invaluable help in the preparation of this paper. Firstly, I would like to express my deepest thanks to my supervisor, Jing Liangliang, for her valuable suggestions on the development of the ideas in this thesis, for her enlightening guidance during the preparation of this thesis, as well as for
3、 her generosity in spending her time revising it meticulously. Secondly, I would also like to take the opportunity to thank the teachers who have contributed so many valuable instructions and equipped me with so many inspirations and encouragements during the two years study at North University of C
4、hina, and my friends who help me conduct this investigation and provide me with valuable advice. The research would not have been possible without their active participation. Finally I express my heartfelt appreciation to my parents, who spare no effort to support me throughout my whole study.Abstra
5、ct The roots and affixes associative memory is a way which makes use of the contact between the root affixes meaning and meaning of the words. It is a scientific method and start from the basic structure of the decomposition words so can understand the word define rules. It uses the understanding an
6、d association method instead of the traditional rote method. It is interesting and regularity. It is also very easy to learn and remember words, in the short term rapid increase vocabulary. If effective make use of this method can improve college students vocabulary, reading and writing skills. This
7、 paper research the experimental study of teaching English word roots and affixes on college, investigate the college students methods to remember the words and ask the main difficulties for the students to remember the words. Then use the roots and affixes associative memory method to teach the col
8、lege students remember words. After that test the college students vocabulary level and analyze the result. The roots and affixes associative memory can help college students remember word and their vocabulary rapidly improved. They can better understand the structure of the sentences and article.Ke
9、y words: root affixes; Associative Memory; English Teaching摘要词根词缀联想记忆法是一种利用词根词缀意义与单词意义之间的联系并加以适当的联想来记忆单词的方法。它是科学的方法，从分解单词基本结构入手，了解单词造字规则，用理解和联想的方法代替传统死记硬背的方法。它具有趣味性和规律性，易学易记，可在短期内迅速提升词汇量。在大学英语教学中有效的利用它能够提高学生的词汇、阅读和写作能力。本论文研究了英语单词词根词缀对大学生的教学实验研究，调查了大学生记单词的方法，问明了大学生记忆单词的主要难点。然后利用词根词缀联想记忆法教大学生记忆单词并且测试他
10、们的词汇量，分析了结果。词根词缀联想记忆法可以帮助大学生快递提高记忆单词的能力，使得他们能够可以更好地理解句子结构以及文章。关键词：词根；词缀；联想记忆；英语教学Table of contentsAcknowledgementsiAbstract in EnglishiiAbstract in ChineseiiiTable of contentsivI Introduction11.1 Research background11.2 Purpose of the research11.3 Significance of the research2II Literature Review32.
11、1 Affixes32.2 Root32.3 Affixes and roots studies at home32.4 Affixes and roots studies at abroad5 Research Methodology63.1 Objective63.2 Participants63.3 Instrument63.3.1 Questionnaire63.3.2 Test7IV Roots and Affixes Teaching8V Data Analysis105.1 The data analysis of questionnaire105.2 The data anal
12、ysis of test10IV Conclusion12References14Appendix I15Appendix II17Appendix III22I Introduction1.1 Research background It is the most important and permanent thing to master the vocabulary in the English learning as a foreign language. However, everyone that has ever learned about English knows that
13、remembering words not only wastes time and energy, but with scant success. Especially as a college student with a vocabulary about 3000-6000, the words will be much more difficult to master than those learned in middle school. Therefore, some easier methods are needed to use. This paper mainly discu
14、sses the using of vocabulary radical affix, with such way, the most important thing is to remember the root, hence, this paper focuses on the remembering of the root and some useful and practical ways of remembering the root. Wilkins (1978) said, “Without pronunciation and grammar, man can still tra
15、nsfer some information, but without vocabulary, we cannot deliver any message”. (p.2) One cannot say he has acquired a new language without grasping its vocabulary and use it freely. “At present in China, several English tests are used as a mean to detect English vocabulary, thus requirements for vo
16、cabulary were put forward: CET-4 need 4000-4200, CET-6 need 5500, PETS-5 need 7500, TEM-4 need 8000, TOEFL/IELTS need 9000, TEM-8/GRE need 9000-13000. From this list, we can learn that it is the most important and permanent thing to master the vocabulary in the English learning as a foreign language
17、”. (Li Bingmei, 2005, p.105). 1.2 Purpose of the research Vocabulary, as the base of language learning, is one of the three elements of a language (pronunciation, vocabulary, grammar). In English teaching, the memory of English words is a very important link. Vocabulary directly affects the students
18、 interest in learning, and ultimately affects students language acquisition. All the people who are learning English know, vocabulary memorizing is not only time-consuming, laborious, and but often has little effect. How to memorize English words must be studied and explored. In English words, more
19、than 80% words can be memorized by attaching prefixes, suffixes. Because the association can help to remember words and the related words have the same root. Similar association refers to put the words together which are similar in character, feature, then one of them is remembered，others related to
20、 it will be remembered too. English vocabulary is one of the important factors affecting the students communicative competence in English. In college English teaching, students abilities of English reading, listening, writing and oral communication are restricted by the lack of vocabulary. However,
21、over the years, foreign language teaching in China emphasizes language structure and language teaching, neglecting vocabulary teaching. Therefore, in recent years, foreign language teaching in colleges has been “heavy construction, light vocabulary tendency”, which has brought serious influence to c
22、ollege English teaching. The capacity growth of vocabulary learning is so slow that it seriously affects students language communicative ability. How to improve vocabulary teaching, help students to learn effectively, memorize words, rapidly expand vocabulary, is an important task of college English
23、 teaching, so as to promote language communicative competence.1.3 Significance of the researchMost of the students know the importance of learning English vocabulary, but due to the lack of proper learning strategies, vocabulary has always been a major obstacle in their English learning. In the trad
24、itional college English teaching in China, the expansion of vocabulary often requires long-term accumulation. Learning a word, the first thing is to learn pronunciation, words and sentence interpretation. The biggest difficulty to understand a complete article is to remember a lot of words which hav
25、e no intrinsic meaning. Therefore, college English teachers help students master the etyma and affix associative memory method in order to provide practical teaching for students, help students improve the efficiency of vocabulary learning, and improve their overall English level to adapt to the soc
26、ial needs. Etyma and affix learning can help students have a more profound understanding of the word. Roots and affixes memory method is to analysis of the word structure, understand of roots and affixes comprehensively, and then explore the basic sense of the word. To understand the meaning of the
27、word roots and affixes can determine the general scope of the words meaning, which is very helpful to guess word meaning. Understanding the meaning and usage of a single root can help to remember a group of words. Therefore, it can enhance the vocabulary efficiency.II Literature Review2.1 Affixes “A
28、ffixes are linguistic fragments that are attached to words or word elements to modify meaning or change function. Almost all affixes are bound morphemes because few can be used as independent words. According to the functions of affixes, we can put them into two groups: inflectional affixes, e.g. -s
29、, -ed, -ing; derivational affixes, e.g. pre-, ex-, de-, -less, -dom and ic” (Zhang Weiyou, 1998, p.56). “According to the distribution of them in formation, affixes can be divided into prefixes and suffixes. All the prefixes are derivational affixes, in other word, they are used to form the new word
30、s, while the suffixes can be both inflectional affixes and derivational affixes. So the affixes mentioned above also can be divided into prefixes: pre-, ex- and de-, suffixes: -less, -dom, -ic, -s,-ed and ing.” (Yang Chunhui & Zhang Xuan, 2010, p.57). 2.2 Root A root is the basic form of a word whic
31、h cannot be further analyzed without total loss of identity. The root generally carries the main component of meaning in a word. In other word internationalists, removing inter-, -al, -ist, -s leaves the root nation. If we further divide nation as * na/tion or * at/ion, though tion and ion coincide
32、with the noun suffix, the other part is meaningless and the original lexical identity is totally lost. In terms of derivational and inflectional morphology, a “root is that part of a word form that remains when all inflectional derivational affixes have been removed” (Crystal, 1985, p.3). 2.3 Affixe
33、s and roots studies at homeThere are many scholars engaged in research in this area. In recent years, many domestic scholars have begun to pay attention to vocabulary learning strategies. “A root is not only the core of a word, but also is the heart of a group of word. It is the common core of a gro
34、up of words and the common part can be identified by the knowledge of word-formation in a group of words.” (Chen Li, 2010, p.29) It is said that a group of words of common sense. In most cases, roots and affixes the meanings are obtained. After the learner has mastered the basic root and affix meani
35、ng, he can use English vocabulary related associations, comparison and summary. Remembering unknown words through known words, speculating unknown meaning of the words according to the known words, can effective enlarge their vocabulary and improve English level. As the roots and affixes have relati
36、vely simple structure, the meaning of words is not complex. Compared with the memory of irrelevant words, it will be easier to learn. Hence this approach is quick and easy to build up students confidence. Liu Yi (2007) in the English Word Dictionary focuses on the word source (including the prefix,
37、suffix, root). It is easier to remember the similar words and spell the words through the analysis of the basic structure of words and understanding of the word-formation rules. “Word group” as a unit, a word evolves to many words, increasing the efficiency of memorizing words. Yu Minhong (1999), in
38、 English Vocabulary Root + Associative Memory Method, divides the keyword into 50 units to study according to the degree of difficulty. It helps students to have a better method to remember the words, including the derivation of the word, the common synonyms, and antonyms. The word-formation in Secr
39、ets of English Words (Jiang Zheng, 1999) is based on the analysis of the core words, namely, the roots, and enables the readers to understand the importance of understanding the root. The number of words is huge, but the quantity of root is limited. It is easier to remember words，if the morpheme and
40、 basic formation method is mastered. The readers will have a large vocabulary when they have mastered the ability of analyzing words. The book introduces affixes, including 124 prefix and suffix 165, including common affixes. Guiding college students to acquire an adequate vocabulary is an important
41、 task that is often neglected by teachers. The more vocabulary an English learner masters, the more advanced English learner is. But in China, the traditional method of teaching vocabulary is learned by rote, and foreign languages learners are inclined to learn as much vocabulary as possible by this
42、 way regardless of whether these vocabulary is useful or not. “There are some disadvantageous factors hindering the students from expanding vocabulary rapidly and efficiently. We have to develop a scientific method of teaching vocabulary exploring methods of which is the key to this article.” (Li Ho
43、ngyao, 2001, p.20). Although the number of English words is considerable, the total of common root words and affixes is limited. The combination of roots and affixes can get thousands of words. Understanding of the root, prefix, suffix combination as well as analysis of words, will help us to solve
44、the puzzle of English words (Wei Rong, 2011).2.4 Affixes and roots studies at abroadThe first essential step for vocabulary learning is encountering new words, that is, having a source for words. The students strategies here include “learning new words by reading books”, “listening to TV and radio”
45、and “reading newspapers and magazines” (Payne, 1998, p.33). The time-effectiveness of the word list method can be enhanced depending on how we handle several variables. For example, what learners will have in the way of content depends on what words we include in the lists. Lists taken directly from
46、 a book may or may not be what learners want or need depending on the topics the book treats. A more likely way to get word lists that match learners desires and needs is to have the learners make their own lists from materials they use. Students will learn the vocabulary of fields that interest the
47、m. For children, this may mean finding picture books with all sorts of vehicles, or buildings, or foods. If students are interested in some particular field of study, there are English for specific purposes materials on business, banking, tourism, hotel management, and a variety of other topics, each with its own specialized vocabulary. Although students may be motivated to seek out the vocabulary that is needed in their areas of interest, the teacher can facilitate self-study by making such materials available. (Evelyn Hatch & Chery Brown,
