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Chapter One Introduction

1.1 Research Background

1.1研究背景

Most of the studies have achieved significant findings in their areas of interest. But, they did not tell usmuch about the true nature of vocabulary acquisition and how individual words are acquired diachronically,what the acquisition order follows, what and how factors affect affix development, etc. Just as Nation. P(1990) pointed out that so far our knowledge has been mainly built on those fragmentary studies, which canonly provide the broadest idea of how acquisition might occur. So they fail to describe the acquisitionstages that particular words might move through (Schmitt, 1995). The investigation of the whole bulk ofvocabulary only tells us the general pattern of vocabulary acquisition as the studies on vocabulary size do.The exposing of the in-depth nature of vocabulary acquisition should resort to investigating the acquisitionof individual words so that we can identify L2 learners’ developmental track of acquisition and use of aword, and hence the nature of learning of words as well as the nature of language in general, and shed lightto the classroom affix learning and teaching.

大多数的研究已经取得了重大的发现在他们感兴趣的领域。但是,他们并没有告诉我们很多有关词汇习得的本质以及单个单词,什么场合,且获得收购秩序,以及如何遵循词缀的发展等因素影响。正如国家。P(1990)指出,到目前为止我们的知识主要是建立在那些零碎的研究,只能提供最广泛的想法如何可能发生的收购。所以他们无法描述特定的词可能收购阶段通过(施密特,1995)。调查整个批量的词汇只有告诉我们词汇习得的一般模式为研究做词汇量的大小。

There are some empirical studies related to affix acquisition, mainly on:
1) The relationship between affix knowledge and other aspects of vocabulary (Richards 1976, Nation1990, Schmitt and Meara 1997, Schmitt 1998, Wu Xudong and Chen Xiaoqing2000, and Liu Shaolong2002);
2) The relationship between affix knowledge and vocabulary size (Schmitt & Meara1997, Mochizukiand Aizawa 2000);
3) Relationship with general language proficiency (Schmitt and Meara 1997, Wu Xudong and ChenXiaoqing 2000, Liu Shaolong 2002);
4) Factors affect affix acquisition (Brandley 1979, Froster 1989, Linda D. Jarmulowicz 2001，Raymond Bertram et al 2000, Mochizuket al 2000, Wu Xudong and Chen Xiaoqing 2000);
5) Acquisition order (Tyler and Nagy1989, Nagy et al., 1993, Dulay and Burt 1973:1974, Mochizuki1998, Mochizuki and Aizawa 2000).
Among the above mentioned studies, some are studies on the L1，some are conducted among a smallscale, or even case studies, some only examine receptive aspect of affix acquisition, and mostly are not inChinese context. No research concerns L2 learners’ the productive affix competence. And, almost all theresearchers admit the deficiency in research design and instrumentation in their studies.

1.2 Research Significance
It has been known that overall language proficiency consists of more than grammatical competence,and vocabulary knowledge is an indispensable part of language proficiency. According to Harley (1995),the lexicon of a language is assumed to be central to language acquisition as it provides a “unique windowon the process of acquisition for language as a whole”.Vocabulary knowledge should be viewed in terms of the extent or degree of knowledge that learnerscan possess. Among various types of knowledge related to a word (pronunciation, spelling, meaning,collocation, class, association, etc.) affix knowledge is considered to be an important aspect of vocabularyknowledge. It is concerned with pronunciation, spell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。