The Effect Of Morphological Knowledge Training On Junior High School Students' Vocabulary Learning

Vocabulary learning and teaching is a central activity in the second language classroom.It's necessary to take actions to explore effective and useful ways to help students enhance the breadth and depth of their vocabulary knowledge,thus leading to effective English learning.Junior High School students usually spend lots of time on vocabulary learning,but the result is usually unsatisfied.The significance of morphological knowledge in the acquisition of English as second language has been proved in recent researches.English morpheme is the core of English vocabulary,it can help students learn new vocabulary by analyzing the structure of words.The knowledge of morphemes can be very helpful to English learners in terms of word recognition.It is recommended that students should build up a storage of morphemes through instruction and practice and teachers should continuously instruct.Based on the effects morphological knowledge on the vocabulary acquisition,the aim of the present study is to implement morphological knowledge training in class for promoting learners' vocabulary learning.Of particular interest will be the morphological analysis strategies to promote teenagers' vocabulary learning.The research questions are addressed as follows: 1.What is the influence of morphological knowledge training on Junior High School students' English vocabulary memorization? 2.Can morphological knowledge improve Junior High School students' English vocabulary usage?For this research,47 Grade 9 students were chosen from ** School,and according to the convention of action research,two rounds of teaching practice with a total period of ten weeks were conducted.The author and the students spent lots of time in vocabulary teaching and learning with the traditional teaching method.But students usually got half the result with twice the effort.The author carried out the training at noon on Mondays,Wednesdays and Fridays for twenty minutes every time.And the training was put forward in the order of teaching suffixes,prefixes and structure analysis.In the second round training,the author made some adjustments.Games were used to help students review the affixes they learned and tables were made to help them make summaries.After the second round research,a questionnaire,an interview as well as a posttest were conducted to reflect on the current research.Through two rounds of action research,data of the questionnaires,interviews and tests were analyzed.The results of the tests were analyzed using Paired-Samples T test,and the result of the questionnaire and interview were analyzed using tables.The results show that improvement arises in students' vocabulary memorization and usage.Compared to the pretests,the means of vocabulary memorization and usage have respectively increased by 7.16% and 12%.Based on the results of the tests,questionnaires and interviews,two conclusions can be made as follows:1.Morphological knowledge training contributes to Junior High School students' vocabulary memorization.2.Morphological knowledge improve students' vocabulary usage.Based on the conclusions,the thesis proposes some implications for Junior High Schools' students and teachers.Firstly,morphological knowledge can be presented in textbooks and students are encouraged to apply,teachers can perform morphological knowledge trainings in daily teaching.Secondly,materials of morphological knowledge trainings must be characterized by that the morpheme meaning and the word meaning are close and must not be strange,as well as suitable to students' level of language.Thirdly,teachers should make introduction to the structure of English word and the history of English,to make them recognize the scope of application and limitations of morphological knowledge training.