Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal
英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter
澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文
小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法
英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查
temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语
经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目
日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题
职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-27编辑:lgg点击率:4421
论文字数:38120论文编号:org201308251126126195语种:英语 English地区:中国价格:$ 66
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.
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。