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摘要：Vocabulary teaching and learning are the main parts of language acquisition. However, affix, as animportant part of vocabulary knowledge, has been neglected for rather a long period. Therefore, moreattention should be paid to affix teaching, and it is of great necessity to conduct a concrete research on it.

p; 4.4 Procedures........33-34
    4.5 Data Collection ........34-35
Chapter 5 Data Analysis and Discussion........ 35-49
    5.1 Data Analysis and Preliminary Discussion........ 35-41
    5.2 Summary of the Subjects’ Affix Acquisition........ 41-44
5.3 Affix Acquisition Order ........44-49

Conclusion

At last, what must be pointed out is that there are some limitations in the present study.
Firstly, due to the time limitation in the present study, we adopted the cross-sectional approach whichcan only capture one critical phase in L2 affix acquisition and it lacks the strength of longitudinal study;and may not be the best way to investigate the development of affix knowledge acquisition over time.Actually, the affix acquisition is incremental in nature and a longitudinal study is more preferable. The best way to observe such development in one’s affix acquisition would be a longitudinal one, i.e. to follow agroup of subjects for at least one or two years and carry out the experiment on them at different stages.
Secondly, in our study the 137 subjects from high school senior two to senior English majors in thecollege are considered as of different proficiency levels. Is that so? We did not test, but just based on theirperformance in the previous final term test and their learning experience. The present study did not testtheir proficiency by TOFEL or other widely accepted proficiency test papers.
Thirdly, as we have seen in the previous studies that the receptive and productive paper contains thesame affixes, therefore, the process of the experiment should have been ensured that the subjects do theproductive affix knowledge test before they are exposed to the receptive affix knowledge test. If thereceptive paper is given first, as the present study have done, the subjects performed better on theproductive paper simply because they had practiced on the items during the receptive paper, rather thanbecause of what they had learned about the knowledge of the tested affixes. And, if condition allowed, thethree tests should be conducted two weeks apart or longer, by doing so it could reduce practice effect asmuch as possible. Finally, the affix acquisition order in this study is only the researcher’s hypothesis so far.More empirical studies are needed to support or revise this hypothesis. So researchers interested in thisfield are sincerely expected to contribute more to the consummation of this hypothesis.
To sum up, the limitations of the present research are also revealed in an attempt to throw light on thefuture research of its kind and also for those who are interested in this field to do in further studies.

References
1Bauer, L & P. Nation. (1993). Word families www.51lunwen.org/EnglishVocabulary/. International Journal of Lexicography [J]. 6, 253
2Bertram, R. (2000). Affixal homonymy triggers full-storm storage, even with inflected words, even in amorphologically rich language. Cognition [J], 74, 13-25
3Bowerman,(1982). Reorganization processes in lexical and syntactic development. [M]. New York:Cambridge University Press
4.Carlisle, J.R (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighthgraders. Applied psycholinguistics [J]. 2: 17-20
5Carlisle, J.R (1993). Phonological and morphological awareness in first gr本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。