构词法在高中词汇教学中的应用研究
Teaching English Vocabulary through Word-formation Strategies among Senior High School Students
Abstract With the promulgation of the new curriculum reform, the vocabulary students need to master has been enlarged unceasingly。 However, in daily vocabulary teaching, most of English teachers still adopt the traditional simplistic teaching method, which over-emphasizes rote learning but ignores the regularity of word itself。 Word-formation, which reveals the formation, organization principle and analytical skills from the interior structure of English words, is an efficient way to learn vocabulary and expand vocabulary rapidly, yet there is little empirical study and concrete data prove that word-formation is applicative in vocabulary acquisition and teaching among Chinese senior high school students。 Therefore, in order to testify the applicability of word-formation, the author carried out the relative research。 And the result indicates that word-formation contributes to overall learners’ receptive and productive vocabulary knowledge acquisition and can stimulate students’ interest in learning English vocabulary。 88733
Key Words: word-formation; middle school; English vocabulary teaching
摘 要随着新课标对学生要求的不断提高，学生对词汇的掌握也面临着新的挑战。然而大多数英语教师在日常教学中，仍然采取传统的词汇教学方法，这种方法机械简单，过度依赖死记硬背，忽略了词汇构成具有的规律性。构词法从英语词汇的内部结构进行研究，揭示了词汇的组织原则、构成方式和分析技巧, 是学习词汇以及迅速扩大词汇量的一种十分有效的方法。但到目前为止，却鲜有相关的实验以及具体数据证明构词法适用于中国中学生的单词掌握以及二语习得的课堂中。基于此情况，作者进行了相关的试验研究。研究结果表明构词法不仅能够提高中学生学习英语词汇（接受性词汇和产出性词汇）的能力，还可以激发中学生学习英语词汇的兴趣。
毕业论文关键词：构词法；中学；源Q于D优G尔X论V文Y网wwW.yOueRw.com 原文+QQ75201`8766 英语词汇教学
Contents
1。 Introduction 1
1。1 Research Background 1
1。2 Significance and Aims of the Study 2
1。3 Structure of the Study 3
2。 Literature Review 4
2。1 Receptive and Productive Vocabulary 4
2。2 Overview of Word Formation 6
2。3 Previous Studies both at Home and Abroad 7
3。 Research Design 9
3。1 Participants 9
3。2 Research method 9
3。3 Instruments 9
3。4 Procedures 12
4。 Data Analysis 13
4。1 The Analysis of Test 13
4。2 The Analysis of Questionnaire 16
5 Conclusion 18
5。1 Summary of the Study 18
5。2 Pedagogical Implications 18
5。3 Limitations and further Research 19
References 21
Appendices 23