Using English root words and affixes to improve Chinese high school student’s vocabulary

Abstract

This thesis examines the ability to use English root words and affixes to improve the learning of vocabulary for Chinese high school students, particularly those preparing for the Test of English as a Foreign Language (TOEFL). How can a morphological approach—focused on understanding word structures like roots, prefixes, and suffixes—enhance vocabulary retention, reading comprehension, and the ability to infer the meanings of unfamiliar words? The research suggests that traditional techniques for learning English, such as memorization, are ineffective for retaining vocabulary over an extended period of time. Incorporating root word and affix instruction can make learning words more engaging and effective. Furthermore, understanding the historical origins of many English roots from Greek and Latin enhances cultural awareness and offers a deeper connection to the language. Through a literature-based analysis, this research highlights the potential for morphological instruction to improve both vocabulary size and reading comprehension for Chinese high school students preparing for high-stakes English exams.