This document summarizes a study that investigated how language learners acquire vocabulary through learning word suffixes and reverse order. The study involved 120 CYUT AFL students split into a control group and experimental group. The control group learned vocabulary through traditional methods while the experimental group received instruction on word formation using suffixes. Both groups completed vocabulary tests and questionnaires. The tests examined knowledge of suffix and reverse order words while the questionnaires assessed students' perceptions of learning vocabulary through suffixes. The study aimed to understand differences in vocabulary learning from suffixes versus reverse order and the effects of reverse memory strategies.

1. Mapping the difference:
Decoding Word-Formation
from Suffix and Reverse
order
Presenter: Sabrina Wu
Instructor: Dr. Richard Lee
Date: June 17, 20131

2. Content
Introduction
Literature
Review Methodology
2

3. Introduction
Vocabulary
sentence
paragraph
article
3

4. • Vocabulary learning is dominant in language
acquisition, and crucial to learners’ overall
language acquisition.
• Learning a foreign language involves learning
a large number of words.
4
Introduction

5. • Understanding the articles before the learners
must to achieve plenty of vocabulary.
• If the learners did not know vocabulary in
reading, they would find out the problem-
solving methods.
5
Introduction

6. It classified frequency ways:
metacognitive
regulation
後設認知調節
guessing
strategies
dictionary
strategies
note-taking
strategies
memory
strategies
(rehearsal
and
encoding)
activation
strategies
6
Introduction
People have
already
learned the
knowledge
and use it to
solve the
problems

7. • In order to investigate language learners who
learn vocabulary differences between suffix
and reverse order, it helps them long-term
memory for the vocabulary.
Purpose
7

8. • In order to understand and use the language
properly learners need to know 6,000-7,000
word families for spoken discourse and 8,000-
9,000 word families for written discourse. On
the other hand, most graded reader series end
at around 3,000 word families.
Literature Review
8
(Schmitt, 2008)

9. • Despite the numerous studies on vocabulary
learning it is still not clear how vocabulary is
acquired and what are the best ways of
learning vocabulary.
(Schmitt, 1998)
9
Literature Review

10. 1. What are the differences between learning
words from suffix and reverse order for
language learners?
2. What are effects of reverse memory
strategies learning of language learners?
Research Questions
10

11. Methodology
CYUT AFL
students
Approximately
120 people
One is
vocabulary
class, the other
is grammar class
Participants
11

12. Step 1
• carrying out the control and experimental
group to test their vocabulary size
Step 2
• filling in the questionnaire
Step 3
• analyzing data
Procedures
12
Methodology

13. Control group
Applying the traditional vocabulary
teaching method to the students
Without instruction of the information of
word formation, students do the tests
Requiring the students to do the
questionnaires
Experimental group
Giving the instruction on the information of
derivational suffixes
After instruction, students do the
proficiency tests
After a month, test it again
Requiring the students to do the
questionnaires
13
Methodology

14. Test
contents
Questionnaire
contents
14
suffix
and reverse
order
Likert scale
20 items
Methodology

15. • 1. The students had a long _______ with their teachers about their
uniforms.(A)argument (B)argue (C)argumentative (D)argumently
• 2. They came to the _______ that he was in love with
her.(A)realized (B)realization (C)realizment (D)realizful
• 3. We came to the ______ that the man was still
single.(A)conclusive (B)conclusion (C)conclument (D)concludly
• 4. You are not allowed to make any ______ about the
accident.(A)statementation (B)station (C)statement (D)stateful
• 5. We have to take the _______ for the failure.(A)responsible
(B)responsive (C)responsment (D)responsibility
15
Methodology
Test contents

16. • 我認為認識字尾變化的學單字方式對我很有用。
• 我認為在學過由字尾變化來認識單字，讓我對英
文單字的結構有更深的瞭解。
• 讓我對英文單字的結構有更深的瞭解。
• 當我聽到一個英文單字時，正確地寫下相關的詞
類變化。
16
Methodology
Questionnaire
contents
5 非常滿意
4 很滿意
3尚可
2 不滿意
1非常不滿意

17. 17