| Vocabulary is one of the three basic elements of speech(pronunciation,vocabulary,grammar).It is an important carrier of phone and grammar.There are no so-called sentences and discourses without vocabulary,so vocabulary learning is the foundation of foreign language learning.Singleton(1999)points out that learning and using language,whether first or secondary language,its difficulties do not lie in the numerous syntactic rules,but in the vocabulary itself.Thus we can see the importance of vocabulary acquisition in language acquisition.This thesis introduces the notion of "attention" and related concepts,Schmidt's Noticing Hypothesis,morphological motivation,and summarizes the domestic and foreign researches on this subject.Through the questionnaire,the author get a understanding of the students'vocabulary learning methods and the extend which students pay attention to the morphological motivation.The thesis explores the following research questions by carrying out the experiment based on the Noticing Hypothesis:1.What kind of memory method do students use when they learn English words?In the process of acquiring vocabulary,do they notice the morphology of words?2.What effects does students' noticing of morphological motivation have on their results of memorizing words?3.What effects does students' noticing of morphological motivation have on their semantic deduction of words?The participants in this study were tenth graders from Tianchang High School.Sixty students were selected from two parallel classes to answer the questionnaire and participate in the experiment.They were divided into two groups,each group of fifteen boys and fifteen girls.One group for the control group,one for the experimental group.The author designed two kinds of word lists.One only provides the new words and their pronunciations and Chinese meanings.The other not only provides the new words and pronunciations and Chinese meanings,but also provides the prefix.suffix,root,and components of the compounds.The control group used the first vocabulary list and the testees were asked to memorize the words mechanically,without any other tips,that is the traditional vocabulary learning method;The experimental group used the second vocabulary list and the testees were asked to memorize the words on the basis of understanding the word morphology.Thirty minutes later,the two groups of students were asked to complete a a recall test which the word order is different from the original word list.A week later,the two groups were asked to conduct the second test.The test content and form were the same as the first one,and the testees were not informed in advance to be tested,and required to complete the task without any preparation,only with the word memory of the last week.Then,the students were asked to finish the third test.This time,the author selected another thirty words from the dictionary which have the same morphological motivations as the first word list.The testees needed to identify the part of speech and guess the meanings.This study has yielded the major findings as follows:Firstly,many students learn the words by the traditional way,that is,memorizing mechanically.And few of them pay attention to the words' morphology when they learn words.According to the questionnaire,only 20 percent of the students notice the word morphology and 35 percent think that there is a relation between word meaning and word morphology.Secondly,the vocabulary learning based on morphological motivation can not only strengthen the learners' short-term memory,but also strengthen long-term memory.In the first and second tests,the mean scores of experimental group are higher than those of control group(19.77>17.10,14.27>10.87),and Independent Samples T Test was used in the two tests between the two groups,the values of Sig.(2-tailed)are 0.029,0.001<0.05,which means that there is a distinguishing difference between experimental group and morphological motivation has an active effect on memorizing English words in a short time and a long time.Thirdly,the vocabulary learning based on morphological motivation can help students guess the meaning of a word which has the same morphology motivation they have learned before.In the third test,the mean scores of experjimental group is higher than that of control group(14.27>10.87),and the Std.Deviation of the experimental group is lower than that of control group(3.383<3.491),and Independent Samples T Test was used in the third test between the two groups,the value of Sig.(2-tailed)is 0.000<0.05,which means that there is a distinguishing difference between experimental group and control group and the students in the experimental group guess the meanings of words better than the students in the control group.This study provides some implications.First,the students can promote the efficiency of vocabulary acquisition and enhances the effect of vocabulary memorizing by means of morphological motivation when they learn English words.Second,it can help students to guess the meaning of other words by means of morphological motivation,thus enrich vocabulary and improve their English vocabulary skills.Third,it provides some reference and methods for English vocabulary learning,and give some guidance to the practice of vocabulary teaching in middle school.It may change the traditional vocabulary teaching ideas and select the vocabulary teaching method scientifically so as to improve the teaching effects of middle school teachers'English vocabulary. |
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