| Vocabulary,as a major focus of language learning,has always been the focus of many scholars.As an important way of vocabulary expansion and memory,derivational affixes have also attracted the attention of scholars at home and abroad.However,due to its complex rules and the inadequate effect of affixes teaching in the actual classroom of senior high school students,students have made mistakes in the use of derivational affixes.This paper focuses on the situation of errors in the acquisition of derivational affixes,and adopts the error analysis(EA)method,focusing on the errors in the acquisition of derivational affixes in Chinese English Learner Corpus(CLEC).By using the software Wordsmith to analyze the error usage,the characteristics of Chinese English learners in the process of derivation affix are analyzed and the possible causes are analyzed.In order to supplement the characteristics of high school students in the process of using derivational affixes,some teachers and students were interviewed from the internship high school.The research shows that Chinese English learners do exist in the acquisition errors of derivational affixes among high school students,and the phenomenon of overuse of affix and confusion of suffix is more obvious.The reasons may be interlanguage,language transfer,and improper application of derivational affix rules including words with-y,-f/fe ending,stressed closed syllable words and irregularity.The interview method is to further supplement the results which are easy to make mistakes in high school students' learning because of incomplete understanding of grammatical rules,language transfer.The paper puts forward some enlightenments for the acquisition and teaching of derivational affixes,namely:raising the awareness of derivational affix,taking full advantage of dictionary,providing professional classroom guidance,advocating extensive reading.In addition,this paper stresses the importance of corpus as teaching resources. |
PDF Full Text Request