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Mapping the difference: Decoding Word-Formation

from Suffix and Reverse order

Presenter: Sabrina WuInstructor: Dr. Richard Lee

Date: June 17, 2013

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Content

IntroductionLiterature Review Methodology

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Introduction

Vocabulary

sentence

paragraph

article

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• Vocabulary learning is dominant in language acquisition, and crucial to learners’ overall language acquisition.

• Learning a foreign language involves learning a large number of words.

Introduction

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• Understanding the articles before the learners must to achieve plenty of vocabulary.

• If the learners did not know vocabulary in reading, they would find out the problem-solving methods.

Introduction

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It classified frequency ways:

metacognitive regulation

後設認知調節guessing strategies

dictionary strategies

note-taking strategies

memory strategies (rehearsal

and

encoding)

activation strategies

Introduction

Using background

knowledge to infer

from the article

People have already

learned the knowledge

and use it to solve the problems

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• In order to investigate language learners who learn vocabulary differences between suffix and reverse order, it helps them long-term memory for the vocabulary.

Purpose

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• In order to understand and use the language properly learners need to know 6,000-7,000 word families for spoken discourse and 8,000-9,000 word families for written discourse. On the other hand, most graded reader series end at around 3,000 word families.

Literature Review

(Schmitt, 2008)

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• Despite the numerous studies on vocabulary learning it is still not clear how vocabulary is acquired and what are the best ways of learning vocabulary.

(Schmitt, 1998)

Literature Review

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1. What are the differences between learning words from suffix and reverse order for language learners?

2. What are effects of reverse memory strategies learning of language learners?

Research Questions

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Methodology

CYUT AFL students

Approximately 120 people

One is vocabulary class,

the other is grammar class

Participants

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Step 1

• carrying out the control and experimental group to test their vocabulary size

Step 2

• filling in the questionnaire

Step 3

• analyzing data

Procedures

Methodology

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Control group

Applying the traditional vocabulary teaching method to the students

Without instruction of the information of word formation, students do the tests

Requiring the students to do the questionnaires

Experimental group

Giving the instruction on the information of derivational suffixes

After instruction, students do the proficiency tests

After a month, test it again

Requiring the students to do the questionnaires

Methodology

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Test contents

Questionnaire contents

suffixand reverse

order

Likert scale 20 items

Methodology

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• 1. The students had a long _______ with their teachers about their uniforms.(A)argument (B)argue (C)argumentative (D)argumently

• 2. They came to the _______ that he was in love with her.(A)realized (B)realization (C)realizment (D)realizful

• 3. We came to the ______ that the man was still single.(A)conclusive (B)conclusion (C)conclument (D)concludly

• 4. You are not allowed to make any ______ about the accident.(A)statementation (B)station (C)statement (D)stateful

• 5. We have to take the _______ for the failure.(A)responsible (B)responsive (C)responsment (D)responsibility

Methodology

Test contents

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• 我認為認識字尾變化的學單字方式對我很有用。

• 我認為在學過由字尾變化來認識單字，讓我對英文單字的結構有更深的瞭解。

• 讓我對英文單字的結構有更深的瞭解。

• 當我聽到一個英文單字時，正確地寫下相關的詞類變化。

Methodology

Questionnaire contents

5 非常滿意 4 很滿意 3 尚可2 不滿意 1 非常不滿意

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