Appendix 1: Paper for pre-test 23

Appendix 2: Paper for the first test 27

Appendix 3: Paper for the final test 30

Appendix 4: Questionnaire 33

Appendix 5: Word lists for CG 35

Appendix 6: Word lists for EG 37

1。 Introduction

1。1 Research BackgroundFrom优T尔K论M文L网wWw.YouERw.com 加QQ75201^8766

Vygotsky once said “Vocabulary is the epitome of human consciousness”。 Vocabulary plays a vital role in all languages。 No matter from the perspective of history or the process of learning mother tongue or a foreign language, language begins with vocabulary。 Human are constantly creating new words and learning new words at the same time。 Even for our mother tongue, we are continually studying its new words and the new meanings of existing vocabulary。 And the easiest, most direct and practical way to evaluate an English learner's overall level lies in the vocabulary a person masters, in other words, vocabulary decides the size of a student's English proficiency level。

National English Curriculum Standards for general High School made it clear that graduates of senior high schools should be able to spell English words expertly by using the basic spelling rules, judge and remember meaning and part of speech of each derivative and compound words based on word-formation and accumulate and grasp about 2500 words and 400 idiomatic expressions and fixed collocations。 Besides, graduates of senior high school are even required to acknowledge about 400 to 500 more recognizing and reading vocabulary。

However, the evidence shows that English vocabulary teaching is still a vulnerable spot in senior high school setting in China。 For example, although senior high school students in big cities have learnt English for eleven or twelve years, the vocabularies they acknowledge fail to meet the requirements, and the skills of listening, speaking, reading and writing are quite poor。 One reason is that there is much difference between Chinese and English, which creates some puzzles and remains for students。 Another lies in teacher’s backward teaching methods。 Because of teacher’s insufficient understanding on the importance of vocabulary teaching, they are still accustomed to impractical traditional teaching method。 Obviously, the results of rote learning show the present vocabulary teaching is not successful。 Therefore, it is necessary to find an efficient way to teach vocabulary。论文网

The famous educator Ye Shengtao once said, "Teaching is for the sake of no needing teaching"。 Lu Shuxiang also pointed out that teaching is to teach students how to learn。 Therefore, one objective of our country's teaching is to cultivate students' independence and autonomy。 Thus the primary role of a teacher is to be a guider, helping students to be aware of not only what to learn, but also how to learn。

In recent decades, people began to attach importance to the research of vocabulary learning。 And key-word method, context strategy, semantic coding method, association method and word list strategy are recommended by scholars at home and abroad to varying degrees。 However, these methods have certain limitations in expanding vocabulary rapidly。

English lexicology is an important subject which aims to study English vocabulary。 And word-formation, as an important part of English lexicology, which reveals the formation, organization principle and analytic skills of English words, is an effective measure to study and enlarge vocabulary。

Since the appearance of Modern Linguistics early in the 20th century, plenty of classics were born in English word-formation research field, such as The Categories and Types of Present-Day English-for-Mation by Marchand, Word Formation in Generative Grammar by Aronoff, An Introduction to Madern English Word-Formation by Adams, English Word Formation by Bauer(张未然，2015)。 These classics all have played important role in developing word-formation, but few efforts have been made to probe in how to apply word-formation strategy to vocabulary acquisition。 In our country, a lot of papers have mentioned the importance of word-formation in vocabulary teaching and some methods and ways on how to incorporate it into classroom teaching。 However, little empirical research can be found whether it’s a good way to teach vocabulary in Chinese EFL classroom。