摘要
本文调查了127名中国高中和大学生的英语派生词缀习得情况，主要研究了三方面内容：1）调查学生在识别、理解和运用这三个维度上的词缀习得，分析三者是否具有显著差异；2）检测Nation等词汇学家所提出的词缀难易等级分类的可信度，分析不同词缀具有不同难易程度的原因；3）研究学习者的词缀知识与其二语水平之间的关系。研究结果表明，学生在识别、理解和运用这三个维度的词缀知识上有显著性差异；Nation等人所做的词缀难度等级分类在理解和运用这两个维度上，基本适用于中国英语学习者的情况，但在识别维度上则不具有适用性；此外，学生的词缀知识受其二语水平的影响。
This study investigated Chinese EFL learners＇ acquisition of English derivational affixes. Altogether 127 high school and college students participated in the study. The main purposes of this study are ; （ 1 ） to investigate differences in the three dimensions of affix acquisition, namely, recognition, understanding, and word-formation; （ 2 ） to check the validity and applicability of Nation＇s division of English affixes＇ difficulty levels, so as to analyze the patterns of difficulty levels of different affixes to Chinese EFL leamers; （3） to examine the influence of I.,2 proficiency on affix acquisition. Results suggested that （ 1 ） there was a significant difference in participants＇ performance in the three dimensions of affix knowledge： recognition, understanding and word-formation;（2） Bauer and Nation＇s division of affixes＇ difficulty levels proved to be generally applicable in terms of the understanding and use of affixes ; （ 3 ） the participants＇ L2 proficiency had a significant impact on their affix acquisition.
出处
《外语与外语教学》
CSSCI
北大核心
2011年第2期48-51,共4页
Foreign Languages and Their Teaching
关键词
词缀习得
难度等级
二语水平
affix acquisition
difficulty levels
L2 proficiency
