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ing, meaning, class of a word. It plays an importantpart in reading and vocabulary development. It plays an active role in the course of the development of theEnglish language. It is not only an age-old, but also a productive method in English word-building (LinChengzhan, 1987).

Chapter Two Literature Review

The previous chapter gives a brief introduction to the whole research, which includes the researchsignificance, as well as the general organization of the research. In this chapter, a general review of thedifferent vocabulary knowledge frameworks raised by researchers interested in word knowledge depthstudy, some closely related theories and hypothesis, as well as review and comment on previous empiricalstudies in this area are presented. The review is to make clear not only what has been achieved in relevantfields but also what problems remain to be probed into.As mentioned in Chapter One, in the field of vocabulary acquisition related study there seems to be aconversion from width study to depth study. According to Richards (1976), Nation (1990) and Nation(2001), word knowledge involves much more than vocabulary size (the width). Dimensions such as form,meaning, collocation and association are levels to measure the ‘depth’. The research problem of affix in thisstudy is one part of the “form” which is an important part of word knowledge.

2.1 Definition of Affix
Affix is linguistic fragment that is attached to word or word element to modify meaning or changefunction (Zhang Weiyou, 2002). Longman Dictionary of Language Teaching & Applied Linguistics (2003)defines affix as a letter of sound, or group of letters (=morpheme) which is added to a word, and whichchange the meaning or function of the word. In his An Introduction to English Lexicology, Lin Fumei (1985)states that affix is the morphological process whereby grammatical or lexical information is added to thebase. To Lin, affix is generally defined as the formation of words by adding word-forming affixes (prefixesand suffixes) to stems. The enormous number of words in current English made by means of affixestestifies to its importance as a means of word-formation. Affixes are bound forms that can be added: a. tothe beginning of a word (prefix), e.g. un-, which usually changes the meaning of a word to its opposite:able---unable; b. to the end of a word (suffix), -ness, which usually changes an adjective into a noun:kind---kindness. In this study, the author adopted the definition of affix by Lin Fumei (1985) that affix isthe morphological process whereby grammatical or lexical information is added to the base.

Chapter 3 Theoretical Framework......... 25-29
    3.1 Receptive Word Knowledge vs. Productive........ 25
    3.2 Bauer and Nation’s Seven Affix Levels........ 25-26
    3.3 Affix Acquisition Order Hypothesis ........26-27
    3.4 Affix Knowledge Acquisition & Vocabulary........27-29
Chapter 4 Research Design........ 29-35
    4.1 Research Questions........ 29
    4.2 Subjects ........29-30
    4.3 Instruments........ 30-33
        4.3.1 Affix Knowledge Test........ 30-32
        4.3.2 Interview........32-33
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