VOCABULARY ACQUISITION WITH AFFIXATION:

LEARNING ENGLISH WORDS BASED ON PREFIXES & SUFFIXES

Cholo Kim
University of Hawai‘i at Mānoa

ABSTRACT

This study was designed to investigate vocabulary learning. Non-native speakers have
trouble in learning English word systems that have roots and standard rules for prefixes and
suffixes that extend the way these core items are used. Therefore, I wanted to investigage
which ways of studying vocabulary work best for non-native students: formally learning the
underlying prefixes and suffixes or just incidentally learning without using the knowledge of
affixation. This experiment was carried out over 10 weeks. Only10 minutes out of each 50-
minute class were used for studying the English words that I selected. A total of 54 students
took part in this experiment at a private English School in Korea. In the main experiment, the
groups of students were organized into two groups: one group was scheduled to memorize
English words using knowledge gained from their teachers’ affixation lectures, while the
other group studied without instruction about affixation. The goal of the posttest was to
determine how students acquired affixation patterns of English words and expanded their
vocabulary knowledge and to investigate differences between the two groups. The
assumption was that basic knowledge of commonly used affixes would help students learn
English vocabulary much faster and avoid the need to repeatedly look up words.

INTRODUCTION

English has a large, rich vocabulary, with a large number of English lexical items having
been assimilated from other languages during the complex history of the language. Vocabulary is
one of the most essential parts of second language acquisition and can be broadly defined as
knowledge of words and word meaning. Ellis (1997) argues that vocabulary knowledge is a

Second Language Studies, 31(2), Spring 2013, pp. 43-80.

KIM – VOCABULARY ACQUISITION WITH AFFIXATION 44

precondition for learners’ discourse comprehension, which allows grammatical rules to be

patterned in the learners’ mind. Additionally, Hudson (2007) says language is formed of words
and learners’ vocabulary is key in language and its acquisition. There are a variety of ways to
effectively learn and teach vocabulary such as affixation practice, flash cards, intensive reading,
and so on. Making students understand and then memorize a great deal of vocabulary is difficult
for English teachers in Korea because the Korean language, Hangul, consists of simpler syllable
structure and vowel harmony than English, which has complex syllable onsets and codas (Yoon,
et al. 2002).
Because of the major emphases in the Seventh National Curriculum of Korea, English
teachers in Korea have to cover many tasks related to reading translation, grammar, writing, and
listening with various levels of students. Also, English teachers are evaluated through the results
of their students’ tests. Therefore, they tend to focus on how to improve students’ ability to get
higher scores on certain tests such as mid-term, final-term, or university entrance exams. As a
result of following the National Curriculum and policies of the Ministry of Education, teachers
and students are rarely exposed to any strategies for vocabulary acquisition. An emphasis on
spelling rules and word meanings has been used widely in Korea because of this. Most English
learners in Korea learn and memorize English vocabulary, focus on the spellings of vocabulary
items, and try to memorize the English words with their meaning in Korean. However, if
students of English can learn to use prefixes and suffixes effectively, this may help them
understand and use vocabulary in reading comprehension and writing composition. This study
compares two vocabulary learning strategies: one using a system of affixes and the other
involving a traditional form where students memorize base words and their inflected forms. First,
I will explore the concept of vocabulary acquisition, particularly as it relates to affixation in the
English language. Then, I will move on to the purpose, followed by a discussion of the
methodology of this study.

Literature Review
It is generally accepted as a truism that most students already know that memorizing English
words is a very useful way to accomplish a variety of English learning acts. Examination of the
best way to learn words has created a large body of research investigating how attention paid to
the uses of affixal morphemes can improve overall growth in the effective vocabulary that a
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 45

student has. Several important ideas have emerged from this discussion of the importance of
affixal learning in language acquisition: the direct effect of learning affixes; affixation with
morphological awareness; experimental vocabulary used; and finally useful acquisition strategies.

Direct effect of learning affixes. Graves (2004) argues that, in order to improve English, the
most effective word-learning strategy is related to morphological awareness. Hatch (1983)
believes that affixes are organized in the human mind differently from lexical items. She
suggests that some high frequency complex words may be stored in their whole forms in the
mind, ready to be accessed at any time, but that some others tend to be constructed on the spot by
applying morphological processes such as derivation and inflection. Sudana (2006) provides one
good example of this derivational affixation. Sudana says that the implementation of
morphological competence in derivational affixation learning improves students’ vocabulary
acquisition. Sudana taught affixation in Bahasa Indonesia to English learners, in a way that
resulted in significant improvement through mastery of several affixes used in affixation
processes to create new words they would need.
Wysocki and Jenkins (1987) investigated whether fifth, sixth, and eighth graders use the
vocabulary strategy of morphological analysis to understand complex words in their L1.
Participants were given a training session two weeks before a test. They were tested on words
they learned; one group studied the words related to morphological analysis and the other group
did not. The researchers discovered that the students who studied vocabulary using the
morphological strategy performed better, and participants understood new meanings by
morphological generalization of those words sharing the same roots. Baumann et al. (2003)
researched how effectively explicit instruction on affixes and roots helped elementary student
speakers of English to unlock the meaning of newly encountered words that were unfamiliar.
The results indicated that students who received instruction on affixes and roots outperformed
the other students who were not taught them.

Affixation with morphological awareness. Morphological awareness is consciousness of the

meaning and structure of morphemes in relation to words (Carlislec, 1995). Wysocki and Jenkins
(1987) have argued that the ability to perform morphological generation helps the development
of vocabulary knowledge within an appropriate linguistic context. Knowledge of prefixes, such
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 46

as the dis- in dislike, or the un- in unlock, suffixes such as the -ness in happiness or the -tion in
connection or generation, and compounds, are involved in derivational morphology and
inflectional morphology and are related to grammatical inflections such as the -s in cars or the -
ed in jumped. Morphological awareness is very flexible, and morphological awareness has a
close relationship with vocabulary knowledge. Derivational morphology can change a word’s
lexical category such as sing/singer or end/endless.
English has right-headness, which means that the right morpheme modifies the meaning and
identifies the subcategory of words (Clark, Gelman, & Lane, 1985). Two examples, classroom
and football illustrate this notion. The construction of class-room indicates that the dominant
noun of the pair is room, and that class, while a noun itself, still modifies -room. In the same way,
foot-ball places emphasis on the –ball, rather than on the foot, indicating to the English speaker
that the object at hand is a ball, not a foot. An affix may attach to either side of the root or to
either side of the initial segment or syllable of the lexical item. Affixations, such as head nouns,
are important for English vocabulary learners, and are possibly associated with effective
vocabulary study strategies.
Clark, et al. (1985) also emphasizes head noun knowledge by comparing how Chinese and
English speakers acquire vocabulary. Both English-speaking and Chinese-speaking children
acquire the head noun, which is the label of a basic category; learners are then able to add a
modifier to the head noun as a subcategory. In both of these languages, children have learned the
meaning of a head morpheme, which is the role a prefix plays in English and are therefore able
to understand its role in compound words.

Experimental vocabulary. Vocabulary is largely classified into three groups: high-frequency

words, academic words, and technical words (Ortega, 2009). High-frequency words are those
that are the most common and are uttered or written most often in all uses of the language. High-
frequency words can also be labeled as general-service vocabulary. Coxhead (2000) states that
approximately 2,000 English words (such as clock, birth, admire, popular) make up about 76
percent of all words used. Academic vocabulary can be defined as words that are commonly used
in academic texts, rather than being used in general language. There have been many attempts to
classify and categorize academic words into lists for teaching and learning purposes, but the
main focus has been to prepare learners for the understanding of academic reading. Two such
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 47

attempts are Xue and Nation’s University Word List (UWL; 1984), and Coxhead’s Academic
Word List (AWL; 2000). The UWL provides about 8.5 percent of text coverage, and AWL
includes 570 word families whose words account for about 10 percent of the words appearing in
an academic corpus. Finally, Chung and Nation (2003) estimate that technical words account for
as many as one in three words in a science text they analyzed. Technical words are those
occurring frequently in a single subject area such as accounting, nursing, or chemistry.

Useful vocabulary acquisition strategies. Schmitt (2008) says vocabulary acquisition is the
most essential part of second language acquisition for enhancing L2 learners’ language
development. The use of learning affixes is explored in this study, which will show how students
can effectively use the strategy to increase their body of vocabulary knowledge. Teaching
vocabulary is crucial for improving L2 learners’ language ability to understand reading, writing,
speaking, and listening. Nation (2001) suggests four strands of vocabulary teaching. Each of
them involves meaning, which Nation regards as significant when learning. They are: (a)
meaning-focused input, (b) meaning-focused output, (c) language-focused learning, and (d)
fluency development.

Purpose
The purpose of my research is to find ways to help learners learn vocabulary. I have had a
number of questions myself about the most effective ways to teach vocabulary for quite a long
time. This study is designed to examine the effects of learning English etymology as a means for
expanding elementary and middle school students’ ability to memorize English words, and aims
to introduce a new way of teaching English vocabulary lessons more effectively. I base this idea
on Nation’s suggestion (2001) that when language learners who are eager to learn a foreign
language are exposed to the four language skills (i.e., reading, listening, speaking, and writing),
learners are able to utter, listen, and use the patterns of sentences in real life or in testing
situations. Also, language learners can convey their ideas to others by combining correct
grammar and relevant words. Moreover, through the memorized vocabulary that L2 learners
have studied so far, they are able to analyze and then understand reading passages or reading
tests.
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 48

Some non-native speakers have trouble learning English word systems that have roots and
standard rules for prefixes and suffixes that extend the way these core items are used. However,
Spanish learners of English, for example, are able to acquire English vocabulary easier than
Koreans. Saville-Troike (2006) says that morpheme acquisition in Spanish is virtually the same
as in English. Moreover, the morphemes often used by both of these languages have similar
bases and affixes, which allow learners to use them as cognates. Speakers of languages like
Korean, which do not share these commonalities, have more difficulty because there are no
apparent means of making cognitive comparisons. Thus, the absence or presence of morphemes
like those of English in the learner’s L1 will not only have strong effects on the acquisition of
morphemes in English by Korean learners, but will also create difficulties in learning English
vocabulary.
Furthermore, the Korean language has a different natural grammatical order from both
English and Spanish. Vocabulary learning and teaching is a central activity in the L2 classroom.
One way in which vocabulary learning can be fostered is through the use of learning strategies.
These strategies are consciously or unconsciously learned techniques for processing information
in order to enhance learning, comprehension, and retention (O’Malley & Chamot, 1990). Using
morphological awareness and the mental lexicon, defined as the ability to use knowledge of
word rules, learners are able to increase their vocabulary acquisition ability by disassembling
complex words (differences = differ + ence + -s) into meaningful parts, roots, and affixes (i.e.,
prefixes and suffixes), and then expanding their word knowledge to include new meanings. This
can greatly enhance the learners’ ability to communicate. In addition, words are organized in the
mental lexicon according to their phonological properties with morphological knowledge as a
framework for storing words (Sandra, 1994). Therefore, I would like to determine whether
formally studying prefixes and suffixes is more effective than studying vocabulary without any
emphasis on affixation for Korean non-native students of English.
This study addresses two research questions:
1. How effective is it for Korean students to memorize new words using affixation strategy
practices as opposed to through a word translation approach?
2. Why do Korean students have difficulty when trying to solve questions related into
prefixes and suffixes, when they are presented with affixes as part of a known base word?
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 49

METHODOLOGY

Participants
As shown in Table 1, the students in this study included 54 Korean English language learners
between 6th and 9th grade, who were 11-14 years old. They attended English classes at an English
language institute in Yeosu city in South Korea. The majority of the students were in the 6th
grade, with 18 participants. The remaining 36 participants were spread out across grades 7
through 9.

Table 1
Number of Participants in Each Grade
Grade Number of Participants
th
6 18
7th 11
th
8 16
th
9 9
Total 54

Procedure
This study employed one placement test, thirty vocabulary tests, and one posttest. The
participants were first given a placement test in order to measure their initial English ability, and
this was used to help group the students into experimental and control groups. After taking the
placement test, students were classified into two groups. They were ranked based on their
placement test scores and assigned numbers based on their ranks. Participants with odd rankings
were selected by the researcher into the Experimental Group (EG). Those with even ranks were
placed in the Non Experimental Group (NEG). Table 2 shows the results of the placement test.
For the experiment, the EG was scheduled to memorize English words using affixation
knowledge, while the NEG was taught vocabulary without affixation knowledge. The
experiment was performed over 10 weeks, every Monday, Wednesday, and Friday. Classes at
this school lasted for 50 minutes. Ten minutes out of each 50-minute class was devoted to
studying selected English words.
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 50

Table 2
Placement Test Results
EG NEG
(Experiment Group) (Non- Experiment Group)
N Mean SD N Mean SD
6th grade 9 16.89 4.38 9 16.22 4.23
th
7 grade 7 21.83 3.62 6 20.6 4.27
th
8 grade 8 19.88 4.94 8 19.88 4.65
9th grade 4 21.00 4.44 5 21.40 2.73
Total 27 19.48 4.79 27 19.33 4.39

The EG was taught to use prefixes and roots to analyze English words. They were also taught
suffixes and how to use them to analyze parts of speech. In the beginning part of the experiment,
the teachers who took charge of the EG group explained the patterns of affixation with target
words at the start of class for three to five minutes, and then the students spent the rest of the 10
minute period of instruction memorizing the words by themselves. The vocabulary list that the
EG group studied consisted of 30 units, one per class day, and each unit explained the prefix
used, so as to make usage clear and aid the teacher’s lesson by providing additional information.
Ten of the most frequently used English derivational affixes and suffixes in this study are shown
in Table 3.

Table 3
The Most Frequent Affixes and Suffixes Used in the Study
prefixes frequency Suffixes frequency
con- & com- 33 -ate (v) 23
re- 21 -al (a) 20
in- 19 -ion (n) 12
e- & ex- 18 -ive (a) 10
de- 11 -able (a) 9

For example, teachers explained the word, interactive, by using affixation knowledge. Inter-
is a prefix with the meaning of each other and the root of the word is act. The suffix –ive is used
with adjective, so teachers can demonstrate that this word is adjective, because –ive is adjective
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 51

suffix. (A full list of affixes and suffixes can be found in Appendix C.) In this way, participants
were instructed in the patterns of word structures as well as grammatical function. In contrast, for
the NEG, at first, the teacher spelled the word aloud for the target words, and then had the
subjects of the NEG memorize the target words for the remainder of the time.
Thirty vocabulary tests were used to measure this vocabulary knowledge, and were
conducted over ten weeks, on Mondays, Wednesdays, and Fridays. After 10 weeks, I collected
the resulting scores on the two groups’ vocabulary tests. On the final day of the research,
students were given a posttest using the grammar and affix knowledge that is also used on the
TOEIC practical (see Appendix B and C). I compared the scores from the pretest and posttest, as
well as the scores between groups using t-tests to determine if students in the experimental group
performed differently than those in the non-experimental group.

Placement Test
The placement test was conducted two days prior to the beginning of the experiment. The
same placement test was given to all participants. I selected 50 words from 2067 basic English
words of the Ministry of Education in Korea (2000). Most of the words from the list, such as
easy, go, jump, were considered easy, so 50 words which were not easy such as boast and
emphasize were selected to prepare the placement test. Next, the students were provided a list of
50 words ahead of the test, so as to prepare for the placement test. Finally, I randomly chose 30
words for the test from the original list of 50 words.
A t-test (Table 4) comparing the EG pretest mean on the placement test to the NEG pretest
mean on the placement test was conducted and found t(52) = 0.116 and p = 0.908 which
indicates that no significant difference was found between the EG mean of 19.48 and the NEG
mean of 19.33.

Table 4
EG-NEG: Comparison of the Placement Test
Sig. (2-tailed) Mean Std. Error 95% Confidence Interval
t df Difference Difference of the Difference
Lower Upper
.116 52 .908 .148 1.274 -2.408 -2.704
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 52

Experimental Instrument
Coxhead (2000) compiled the 2,000 most frequently occurring words of English from a
corpus of 3.5 million running words of written academic texts by examining the range and
frequency of words. However, 2,000 words were too many to use in this study, so I chose 570
words, extracted from the list in Coxhead (2000). Appendix C shows the complete list of 570
words printed with digits from 1 to 10. These numbers show the frequency in the Academic
World List. Sub-list 1 is the most frequent words in the list, and Sub-list 10 indicates the least
frequent. The 570 word families of the AWL constitute a list of vocabulary with good coverage
of academic texts, regardless of the subject area. It accounts for 10% of the total tokens in the
Academic Corpus, and more than 94% of the words in the list occur in 20 or more of the 28
subject areas of the Academic Corpus. The list also provides a useful basis for further research
into the nature of academic vocabulary. I reduced Coxhead’s list from 570 to 420 words, because
the burden on students of memorizing or acquiring 19 words in ten minutes might reduce the
ability of the students to absorb the material. In fact, 150 of the target words, from sublists 8
through 10, are considerably less frequent than those of other target word lists which have been
filtered through a high-frequency range. I divided the 420 words across the 30 instructional units
based on word frequency (i.e., how frequently a word occurs in English) (See Appendix D).
Each unit ended up having 14 words for participants to study in each class. When Coxhead
collected the words, he followed high-frequency order.

RESULTS

This study examined the differences between the EG group and NEG group in their mean
scores, analyzing the result of the vocabulary acquisition tests and the posttest. A t-test
comparing the EG mean on the posttest to the NEG mean on the posttest was conducted to
investigate which group was more effectively taught English vocabulary. [Note that using three
t-tests in this study necessitated setting the p value for each comparison at .017 in order to
maintain an overall alpha level for the study of .05.]
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 53

In order to answer the two research questions, first I first examined the total number of
participants in each group, the mean scores, and the standard deviations for each test. Table 4
displays the descriptive statistics for both groups.

Table 5
Descriptive Statistics for the 30 Days’ Vocabulary Tests
EG NEG
(Experiment Group) (Non- Experiment Group)
Number 27 27
Mean 7.39 6.01
Mode 8.72 7.00
Median 7.43 6.00
Max (average) 9.63 8.70
Min (average) 4.63 3.20
Range (average) 6.00 6.50
SD 1.05 1.30
VARIANCE 1.15 1.76

The mean for the EG (7.39) was higher than the mean for the NEG (6.01), which might
indicate an effect for the treatment. The result indicates that awareness of the morphological
structure with affixation plays a key role on the Experimental Group (EG) because the mean
scores (MEAN) of the EG achieved higher than those of the Non-Experiment Group (NEG).
However, it is important to note that the average reliability of the vocabulary tests was reported
at .44, indicating an overall low level of consistency in scores.

Table 6
EG-NEG: Comparison of 30 Days Vocabulary Tests Means
Sig. (2-tailed) Mean Std. Error 95% Confidence Interval
t df Difference Difference of the Difference
Lower Upper
4.187 52 .000 1.37519 .32844 .71613 2.03424
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 54

As can be seen in Table 6, there was a significant difference in the average score for the 30
days vocabulary tests of EG (M=7.39, SD=1.07) and those of NEG (M=6.01, SD=1.33)
conditions; t(52) =4.19, p < 0.000. It appears that affixation knowledge in learning English
words was significantly more effective (based on the results of the t-test in Table 6).
Posttest. After the participants studied vocabulary for 30 experimental days, they took a
posttest (Appendix E) to check their vocabulary knowledge. They had 20 minutes to complete 10
items on the day following the last experimental day. This was based on example patterns of
affixation on the Test of English for International Communication (TOEIC), as shown in Table 7.
The TOEIC is an English language test designed specifically to measure the everyday English
skills of people working in an international environment. The Test of English for International
Communication (TOEIC) is a multiple-choice test of English for non-native speakers of English.
It consists of two sections: listening comprehension and reading. There are 100 questions in each
section. Some of the questions in the reading comprehension section assess knowledge of
suffixes. Uchibori et al. (2006) shows one example, which inquires about what may come
between a quantifier and a noun. In this example, the answer to this question is organized, which
is an adjective:
Example: Most hotels offer many tours.
It inquires about what may come between a quantifier and a noun. The answer to this
question is organized, which is an adjective.

Table 7
Two Example Patterns Found in the TOELC Test
Pattern A
Please remember that the of cameras and recording devices is prohibited during the performance.
(A) operate (C) operated
(B) operation (D) operationally

Pattern B
We would like to offer you a twelve month to Family Business magazine.
(A) subscription (C) prescription
(B) description (D) repetition
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 55

The TOEIC is a mandatory test for applicants for most professional jobs in South Korea
involving English language skills. As the TOEIC tests parts of speech, as in Patterns A and B in
Table 7, it is useful for students to know the rules or patterns of suffixation to help them when
they study for the test. That is to say, knowing the patterns of word formation helps vocabulary
learners to understand new words that the learners have never seen before.
The two patterns in Table 7 were used as the major patterns of the posttest. The answer to
Pattern A is operation, which is a noun. At first glance, the question might be assumed to pertain
primarily to the usage of an adjective, i.e., how a noun behaves grammatically. In fact, it inquires
about what may come after a quantifier; -ate is a verb suffix and -ly is an adverb suffix. In
addition, -ed can be used for an adjective or a past tense verb. Pattern B is a question about
prefix knowledge.
Fowler and Lieberman (1995) showed that English word recognition has strong associations
with morphological awareness, as seen in processes such as transition composition, clipping,
blending, back-formation, acronyms, and affixation. Knowledge of the suffixes is highly related
to knowledge of the parts of speech. If -ly is located at the end of a certain adjective, the part of
speech becomes an adverb; for example, adding -ly to the adjective certain makes it an adverb,
certainly. However, adding -ly to a noun makes it an adjective. The negative form of happy is
unhappy because un- is a negative prefix, and the suffix -ness makes it noun.

Table 8
The Results of the Posttest
Statistic Experiment Group (EG) Non-Experiment Group (NEG)
Number 27 27
Mean 6.52 4.41
SD 2.20 2.02
Variance 4.84 4.09
Range (H/L) 7(10/3) 7(8/1)
Reliability 0.63 0.59

Table 8 shows that there were differences between the two groups in their mean scores.
Compared with the results of the vocabulary acquisition tests, the posttest shows a clear effect of
affixation in relation to grammar questions such as those in Table 8 and Appendix E.
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 56

As can be seen in Table 8, affixation knowledge is effective, since the mean score in the EG was
almost two points (out of ten) higher than that of the NEG, showing strong proof that the EG
learners were quite influenced by learning affixation knowledge, and the two groups’ results
varied as a result of the application or non-application of this process.

Table 9
EG-NEG: Comparison of 30 Posttest Tests Means
Sig. Mean Std. Error 95% Confidence Interval
t df (2-tailed) Difference Difference of the Difference

Lower Upper
3.601 52 .001 2.111 .586 .935 3.287

The t-test (Table 9) comparing the EG mean on the posttest to the NEG mean on the posttest
was conducted and found t(52) = 3.60 and p < 0.001. The EG scored significantly higher than the
NEG.

DISCUSSION

Effective Ways to Teach Vocabulary

The first research question of this study concerns the effectiveness for L2 learners of
memorizing new words through affixation strategy practice as opposed to through a word
translation approach. When it comes to teaching vocabulary, teachers in Korea tend to use the
word translation approach, which is focused on emphasizing spelling and meaning. However,
teaching the morphological forms in addition to the target words appears to be important and
effective additional way to learn vocabulary. Morphological awareness apparently plays a
significant role in L1 vocabulary development.
The mean scores of the NEG showed only a modest improvement. In addition, given the
differences found between the EG and NEG groups, there appears to be an advantage to teaching
using affixation knowledge. This study showed that the two groups are different, and given the
higher mean values for the EG group in both the daily vocabulary tests and the posttest, there is a
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 57

clear indication that using affixation training helped students acquire vocabulary better than
regular grammar-translation methods.
In addition, I observed that some participants in the NEG were embarrassed when they got
their posttest results back and most of them were very disappointed. In contrast, participants in
the EG showed various reactions. Some of them tried to use their knowledge to figure out the
answers, and others indicated that they wished the teacher had given them more time for the test.
The results on the posttest and the behaviors of the students were different for the two groups,
perhaps because affixation knowledge raises students’ motivation to learn vocabulary effectively.
This study supports the claims that L2 morphological awareness appears to be developed
gradually (Anglin, 1993; Ku & Anderson, 2003) and that understanding and manipulating the
internal structure of words is correlated with L1 vocabulary growth (Anglin, 1993; Nagy & Scott,
1990). Morphemic analysis instruction can help L2 learners independently learn new vocabulary
and take charge of their own vocabulary development. In addition, it is important that teachers
utilize methods that suit the students’ level and needs. Before deciding whether the learners need
explicit morphological analysis to boost their vocabulary knowledge, the learners’ morphological
awareness and their vocabulary size should be investigated. In short, teachers should not neglect
vocabulary acquisition. For example, before this experiment, I explained to teachers that using an
affixation based teaching method was superior to pure memorization of vocabulary. My view is
that the teacher’s role is important because the teacher’s interest and teaching style affects
students’ learning.

Adaption Toward Questions Related to Prefixes and Suffixes

The last question of this study is why Korean students have difficulty in answering test
questions related to prefixes and suffixes. Comparing the two groups, it was apparent that the
mean score of the EG, which was over one point higher than the mean for the other group,
indicates the success for this model over the NEG. The NEG also appeared to have trouble
processing and memorizing their new English words. One possible explanation is that the
participants in the EG considered prefixes as a kind of vocabulary where the NEG did not. For
the EG, one problem may have been confusion with certain prefixes, like cap, which means head
in a word like captain and take in a word like capture (see Appendix C), because they had two
different meanings. Having more than one meaning or diverse prefixes having the same meaning
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 58

might be considered a disadvantage for the participants in the EG, but it could also be overcome
by being taught through lectures or naturally by being accepted through self-reading and self-
study.
From another standpoint, it is possible that participants in the EG became more interested
and more involved in learning vocabulary with affixation. Carlisle (2000) tested the relationship
between third and fifth graders’ awareness of morphological structure, and the relationship
between morphological awareness and reading and comprehension. The results indicated that the
fifth graders outperformed the third graders as they had more years of exposure to complex
words. The present study showed that through teaching affixation knowledge, L2 English
learners become able to use grammatical features or structures related to affixation questions that
are essential for understanding the grammatical context. This suffix strategy could prove very
useful for Korean students because through the suffixes, English learners in Korea could learn to
guess the grammatical category of a word. In addition, by studying the frequency of grammatical
features and structures, learners gain knowledge of structures that helpful in succeeding on the
TOEIC test and other grammar tests related to parts of speech as well as vocabulary tests
connected to affixation knowledge.

Limitations and Suggestions for Future Studies

Many Korean students spend a great deal of time studying vocabulary through the word
translation approach, while English teachers explicitly teach the meaning of the vocabulary. At
the same time, it is difficult for teachers in Korea to help their pupils understand and use
vocabulary strategies, since they have to teach multiple skills such as reading translation,
grammar, writing, and listening to various levels of students in class. Even though teachers in
Korea realize that extensive reading and other skills are beneficial, they still feel obligated to
focus on raising test scores. Nonetheless, teachers should consider presenting the morphological
forms in target words.
The experiment reported in this paper, which compared pure vocabulary memorization with
the learning of morphological forms (prefixes and suffixes), indicated that the learners who were
taught through morpheme-based instruction made better inferences than those who were not.
Future research might be useful into the degree to which teaching affixes is differentially
beneficial for high-proficiency level learners and low-proficiency level ones.
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 59

Other research that tests English learners’ long-term memory of vocabulary affixation
knowledge might also prove useful. Teaching affixes may also be a more effective in terms of
long-term memory of vocabulary. Ortega (2009) argued that vocabulary knowledge is one of the
best-studied areas of long-term memory in SLA. Schmitt (2008) claimed that there are two kinds
of long-term memory: explicit memory and implicit memory. Explicit memory supports
recollection and implicit memory supports skills and habit learning. Memory is a kind of storage.
If learners can arrange their storage space efficiently, perhaps the effects of learning vocabulary
through affixation might be greater.

CONCLUSION

Prefixes and suffixes are generally known as affixation. Affixation creates new English
words by modifying or changing the meaning of a root word. One thing that students, teachers,
materials writers, and researchers can all agree upon is that learning vocabulary is an essential
part of mastering a second language. However, the best means of achieving good vocabulary
learning is still uncertain, partly because it depends on a wide variety of factors (Groot, 2006).
The ease or difficulty of acquiring another language is closely related to the target language’s
similarity with the learner’s language. Shin and Milroy (2000) argued that the absence or
presence of morpheme in the learner’s L1 will have a strong effect on the acquisition of
morphemes in English. According to Stockwell and Donka (2001), well over 80 percent of the
total vocabulary of English is borrowed and most of its words can be used with affixation.
Therefore, studying vocabulary with affix systems or patterns would seem to be much more
effective language learners than just memorizing words. Furthermore, using affixation strategies
has another benefit, which is that it helps learners naturally expand their knowledge of meaning
or grammatical categories. Thus, teachers and learners of English should seriously consider using
affixation-based instruction and learning of vocabulary.
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 60

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KIM – VOCABULARY ACQUISITION WITH AFFIXATION 64

APPENDIX A

50 words from basic 2067 words Designed by Education Department of Korea

1. Accurate 26. Support

2. Announce 27. Without
3. Admire 28. Wheat
4. Artificial 29. Yawn
5. Boast 30. Wick
6. Betray 31. Whisper
7. Charity 32. Wrist
8. Congratulation 33. Tongue
9. Comprehend 34. Survive
10. Convenient 35. Uphold
11. Emphasize 36. Theory
12. Dispute 37. Superior
13. Devise 38. Shoulder
14. Determine 39. Season
15. Temperature 40. Question
16. Suppose 41. Either
17. Vital 42. Destroy
18. Violent 43. Deny
19. Temper 44. Delight
20. Treat 45. Chest
21. Vain 46. Concentrate
22. Trust 47. Charm
23. Valley 48. Assign
24. Thirsty 49. Border
25. Trick 50. Ashamed
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 65

Placement Test
Grade: Name:
Please write the meaning of words from English to Korean
1. Accurate
2. Admire
3. Boast
4. Charity
5. Comprehend
6. Convenient
7 .Emphasize
8. Devise
9. Determine
10. Temperature
11. Vita
12. Violent
13 .Temper
14. Vain
15. Valley
16. Wheat
17. Whisper
18. Tongue
19. Survive
20. Announce
21. Congratulation
22. Theory
23. Ashamed
24. Concentrate
25. Border
26. Support
27. Without
28. Wrist
29. Yawn
30. Wick
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 66

APPENDIX B

Target vocabulary (570 words)

Extracted from Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.

Headwords2 of the Word Families in the Academic Word List Numbers indicate the sublist of the

Academic Word List (e.g., abandon and its family members are in Sublist 8). Sublist 1 contains

the most frequent words in the list, and Sublist 10 contains the least frequent.

Vocabulary list

abandon 8/ aspect 2/ coincide 9/ abstract 6/ assemble 10/ collapse 10/ academy 5/ assess 1/

colleague 10/ access 4/ assign 6/ commence 9/ accommodate 9/ assist 2/ comment 3/ accompany

8/ assume 1/ commission 2/ accumulate 8/ assure 9/ commit 4/ accurate 6/ attach 6/ commodity 8/

achieve 2/ attain 9/ communicate 4/ acknowledge 6/ attitude 4/ community 2/ acquire 2/ attribute

4/ compatible 9/ adapt 7/ author 6/ compensate 3/ adequate 4/ authority 1/ compile 10/ adjacent

10/ automate 8/ complement 8/ adjust 5/ available 1/ complex 2/ administrate 2/ aware 5/

component 3/ adult 7/ behalf 9/ compound 5/ advocate 7/ benefit 1/ comprehensive 7/ affect 2/

bias 8/ comprise 7/ aggregate 6/ bond 6/ compute 2/ aid 7/ brief 6/ conceive 10/ albeit 10/ bulk 9/

concentrate 4/ allocate 6/ capable 6/ concept 1/ alter 5/ capacity 5/ conclude 2/ alternative 3/

category 2/ concurrent 9/ ambiguous 8/ cease 9/ conduct 2/ amend 5/ challenge 5/ confer 4/

analogy 9/ channel 7/ confine 9/ analyses 1/ chapter 2/ confirm 7/ annual 4/ chart 8/ conflict 5/

anticipate 9/ chemical 7/ conform 8/ apparent 4/ circumstance 3/ consent 3/ append 8/ cite 6/

consequent 2/appreciate 8/ civil 4/ considerable 3/ approach 1/ clarify 8/ consist 1/ appropriate 2/

classic 7/ constant 3/ approximate 4/ clause 5/ constitute 1/ arbitrary 8/ code 4/ constrain 3/ area

1/ coherent 9/ construct 2/consult 5/ consume2/ contact5/ contemporary8/ context1/ contract1/

contradict8/ contrary7/ contrast4/ contribute3/ controversy9/ convene3/ converse9/ convert7/

convince10/ cooperate6/ coordinate3/ core3/ corporate3/ correspond3/ couple7/ create1/ credit2/

KIM – VOCABULARY ACQUISITION WITH AFFIXATION 67

criteria3/ crucial 8/ culture2/ currency8/ cycle4/ data1/ debate4/ decade7/ decline5/ deduce3/

define1/ definite7/ demonstrate3/ denote8/ deny7/ depress10/ derive1/ design2/ despite4/ detect8/

deviate8/ device9/ devote9/ differentiate7/ dimension4/ diminish9/ discrete5/ discriminate6/

displace8/ display6/ dispose7/ distinct2/ distort9/ distribute1/ diverse6/ document3/ domain6/

domestic4/ dominate3/ draft5/ drama8/ duration9/ dynamic7/ economy1/ edit6/ element2/

eliminate7/ emerge4/ emphasis3/ empirical7/ enable5/ encounter10/ energy5/ enforce5/ enhance6/

enormous10/ ensure3/ entity5/ environment1/ equate2/ equip7/ equivalent5/ erode9/ error4/

establish1/ estate6/ estimate1/ ethic9/ ethnic4/ evaluate2/ eventual8/ evident1/ evolve5/ exceed6/

exclude3/ exhibit8/ expand5/ expert6/ explicit6/ exploit8/ export1/ expose5/ external5/ extract7/

facilitate5/ factor1/ feature2/ federal6/ fee6/ file7/ final2/ finance1/ finite7/ flexible 6/ fluctuate 4/

focus 3/ format 5/ formula 8/ forthcoming 9/ foundation 7/ found 1/ framework 6/ function 2/

fund 7/ fundamental 4/ furthermore 3/ gender 7/ generate 5/ generation 10/ globe 5/ goal 5/ grade

6/ grant 10/ guarantee 3/ guideline 5/ hence 1/ hierarchy 2/ highlight 7/ hypothesis 5/ identical 9/

identify 4/ ideology 1/ ignorance 6/ illustrate 1/ image 9/ immigrate 4/ impact 2/ implement 8/

implicate 1/ implicit 5/ imply 6/ impose 3/ incentive 8/ incidence 5/ incline 6/ income 6/

incorporate 8/ index 1/ indicate 5/ individual 5/ induce 7/ inevitable 5/ infer 1/ infrastructure 2/

inherent 6/ inhibit 6/ initial 7/ initiate 2/ injure 1/ innovate 7/ input 6/ insert 7/ minimize 8/

precede 6/ insight 9/ minimum 6/ precise 5/ inspect 8/ ministry 6/ predict 4/ instance 3/ minor 3/

predominant 8/ institute 2/ mode 7/ preliminary 9/ instruct 6/ modify 5/ presume 6/ integral 9/

monitor 5/ previous 2/ integrate 4/ motive 6/ primary 2/ integrity 10/ mutual 9/ prime 5/

intelligence 6/ negate 3/ principal 4/ intense 8/ network 5/ principle 1/ interact 3/ neutral 6/ prior

4/ intermediate 9/ nevertheless 6/ priority 7/ internal 4/ nonetheless 10/ proceed 1/ interpret I

/norm 9/ process 1/ interval 6/ normal 2/ professional 4/ intervene 7/ notion 5/ prohibit 7/ intrinsic

10/ notwithstanding 10/ project 4/ invest 2/ nuclear 8/ promote 4/ investigate 4/ objective 5/

proportion 3/ invoke 10/ obtain 2/ prospect 8/ involve 1/ obvious 4/ protocol 9/ isolate 7/ occupy

4/ psychology 5/ issue 1/ occur 1/ publication 7/ item 2/ odd 10/ publish 3/ job 4/ offset 8/
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 68

purchase 2/ journal 2/ ongoing 10/ pursue 5/ justify 3/ option 4/ qualitative 9/ label 4/ orient 5/

quote 7/ labor 1/ outcome 3/ radical 8/ layer 3/ output 4/ random 8/ lecture 6/ overall 4/ range 2/

legal 1/ overlap 9/ ratio 5/ legislate 1/ overseas 6/ rational 6/ levy 10/ panel 10/ react 3/ liberal 5/

paradigm 7/ recover 6/ license 5/ paragraph 8/ refine 9/ likewise 10/ parallel 4/ regime 4/ link 3/

parameter 4/ region 2/ locate 3/ participate 2/ register 3/ logic 5/ partner 3/ regulate 2/ maintain 2/

passive 9/ reinforce 8/ major 1/ perceive 2/ reject 5/ mallipulate 8/ percent 1/ relax 9/ manual 9/

period 1/ release 7/ margin 5/ persist 10/ relevant 2/ mature 9/ perspective 5/ reluctance 10/

maximize 3/ phase 4/ rely 3/ mechanism 4/ phenomenon 7/ remove 3/ media 7/ philosophy 3/

require 1/ mediate 9/ physical 3/ research 1/ medical 5/ plus 8/ reside 2/ medium 9/ policy 1/

resolve 4/ mental 5/ portion 9/ resource 2/ method 1/ pose 10/ respond 1/ migrate 6/ positive 2/

restore 8/ military 9/ potential 2/ restrain 9/ minimal 9/ practitioner 8/ restrict 2/ retain 4/ status 4/

thesis 7/ reveal 6/ straightforward 10/ topic 7/ revenue 5/ strategy 2/ trace 6/ reverse 7/ stress 4/

tradition 2/ revise 8/ structure 1/ transfer 2/ revolution 9/ style 5/ transform 6/ rigid 9/ submit 7/

transit 5/ role 1/ subordinate 9/ transmit 7/ route 9/ subsequent 4/ transport 6/ scenario 9/ subsidy

6/ trend 5/ schedule 8/ substitute 5/ trigger 9/ scheme 3/ successor 7/ ultimate 7/ scope 6/

sufficient 3/ undergo 10/ section 1/ sum 4/ underlie 6/ sector 1/ summary 4/ undertake 4/ secure 2/

supplement 9/ uniform 8/ seek 2/ survey 2/ unify 9/ select 2/ survive 7/ unique 7/sequence 3/

suspend 9/ utilize 6/ series 4/ sustain 5/ valid 3/ sex 3/ symbol 5/ vary 1/ shift 3/ tape 6/ vehicle 8/

significant 1/ target 5/ version 5/ similar 1/ task 3/ via 8/ simulate 7/ team 9/ violate 9/ site 2/

technical 3/ virtual 8/ so-called 10/ technique 3/ visible 7/ sole 7/ technology 3/ vision 9/

somewhat 7/ temporary 9/ visual 8/ source 1/ tense 8/ volume 3/ specific 1/ terminate 8/ voluntary

7/ specify3/ text 2/ welfare 5/ sphere 9/ theme 8/ whereas 5/ stable 5/ theory 1/ whereby 10/

statistic 4/ thereby 8/ widespread 8/

KIM – VOCABULARY ACQUISITION WITH AFFIXATION 69

APPENDIX C

Vocabulary list (420 words)

Day 1 5. .Assure 동) 확신하다 sure:

A: without Auto: 자기자신
Ab: away
6. Attitude
1. Abstract 형) 추상적인
7. Attribute
Ac, Ad, Af, Ag, Al: toward
8. Author 명) 작가
[Link] 명) 학회, 학원
9. Authority 명) 권위, 권력
[Link] 동) 접근하다 명) 접근
10. Automate 동) 자동으로 하다
Ac, Acr: 정확한
11. Available 형) 이용 가능한
4. Accurate 형) 정확한
12. Classic 형) 고전의
5. Achieve 동) 성취하다
Bene: 좋은
[Link] 동) 인정하다
13. Benefit 명) 이득
7. Acquire 동) 요구하다
[Link] 명) 인간관계의 유대, 결속
[Link] 동) –에 맞게 변형하다.
Ad: to
Day4
[Link] 동) 적당한 equal: 1. Brief
10. Adjust 동) 적응하다 just Cap: head, take
11. Administrate 동) 지배하다 2. Capable 형) 가능한
12. Adult 명) 성인 3. Capacity 명) 수용인원, 수용력
13. Advocate 동) 지지하다 Voc: 4. Category 명) 범위, 분류
14. Affect 명) 영향 5. Challenge 명) 도전
6, Channel 명) 해협, 수로
Day2 7. Chapter 명) 장
Al: another
8. Chemical 명) 화학
1. Aggregate 동) 모으다
circum: around
2. Aid 명) 도움
9. Circumstance 명) 주변의 상황
3. Allocate 동) 할당하다 loc:
10. Cite 동) 인용하다
4. Alter 동) 변형하다
11. Civil 형) 시민의
5. Alternative 형), 명) 대안책
12. Classic 형) 고전적인
Am, an: another
13. Clause 명) 법의조항, 문법의 절
6, Amend 동) 수정하다
Co, col, com: 같이, 함께
7. Analyses 명) 분석
14. Code 명) 암호
8. Annual 부) 해마다
9. Apparent 형) 명백한 Day5
10. Approach 동) 접근하다 1. Comment 동) 언급하다
11. Appropriate 형) 적당한 2. Commission 명) 중개
12. Approximate 부) 부사
3. Commit 동) 죄를 행하다, -을 위임하다
13. Area 명) 지역
As,At:another 4. Communicate 동) 대화하다
14. Aspect 명) 모양 5. Community 명) 지역사회
6, Compensate 동) 보상하다,보상금을 주다
Day3 7. Complex 형) 복잡한
1. Assess
8. Component 명) 요소, 부품
[Link] 동) –을 할당하다, 배정하다 sign:
9. Compound 형)합성의, 복합의 pound:
3. Assist 동) 돕다
10. Comprehensive 형)포괄적인, 복합적인
4. Assume 동) 추정하다 sum:
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 70

11. Comprise 동) 구성하다, 차지하다 9. Decade 명)10 년 dec:

12. Compute 동) 계산하다 10. Decline 명) 감소, 하락, 축소 line:
13. Concentrate 동)집중하다 center: 11. Deduce 동) 추론하다, 추정하다
12. Define 동) 한정하다
14. Concept 명)개념
13. Definte 형) 명백한
14. Demonstrate 동) 입증하다 demon:
Day6
1. Conclude 동) 포함하다
Day9
2. Conduct 동)지휘하다, 안내하다 do
1. Deny 동) 부정하다
3. Confer 동)상의하다 수여하다 ferry:
2. Derive 동) 유래하다, 파생하다 drive:
4. Confirm 동)사실임을 보여주다
3. Design 명) 디자인, 설계 sign:
5. Community 명) 지역사회
4. Despite 전) – 임에도 불구하고
6. Consent 명) 동의, 합의 send: Di: not, away, off
7. Complex 형) 복잡한 5. Differentiate 동) 구별하다, 구분 짓다
8. Considerable 형) 상당한 6. Dimension 명) 치수
9. Consist 동) 되어 (이루어져) 있다 Dis: seperate
10. Constant 형)끊임없는, 거듭되는 7. Discrete 형) 별개의
11. Constitute 동) ~을 구성하다 8. Discriminate 동) 구별하다
12. Constrain 동) 제한하다 9. Display 동) 전시하다, 진열하다 play:
13. Construct 동) 건설하다, 구성하다 10. Dispose 동) 배치하다 pose:
structure: 11. Distinct 형) 뚜렷한, 분명한
14. Consult 동) 상담하다, 상의하다 12. Distribute 동) 나누어 주다, 분배하다
13. Diverse 형) 다양한 verse:
Day7
14. Document 명) 서류, 문서
1. Consume 동) 소비하다
2. Contact 명) 연락, 접촉 Day10
3. Context 명) 맥락, 전후 사정 text: 1. Domain 명) 영토
4. Contract 명) 계약, 살인청부 track: 2. Domestic 형) 국내의
5. Contrary 명) 대조 3. Dominate 동) 지배하다
6. Contrast 명) 차이, 대조, 대비 4. Draft 명) 초안
7. Contribute 동) 공헌하다 5. Dynamic 형) 활동적인
8. Convene 동) 소집하다, 회합하다 venue: E:out
9. Convert 동) 전환시키다 6. Economy 명) 경제, 국가 coin
10. Cooperate 동)협력하다, 협조하다 7. Edit 동) 편집하다, 수정하다
operate: 8. Element 명) 요소
11. Coordinate 동) 협조하다 9. Eliminate 동) 제거하다
12. Core 명) 중심부, 핵심 10. Emerge 동) 나오다, 모습을 들어내다
13. Corporate 동) 협동하다 11. Emphasis 명) 강조, 역점
[Link] 동)일치하다,해상하다 12. Empirical 형) 실험적인
respond: 13. Enable 동) 가능하게 하다
14. Energy 명) 활기, 기운
Day8
1. Couple 명) 두 사람, 몇 개의
Day11
2. Create 동) 만들다 En: verb
3. Credit 명) 신용거래, 신용도 1. Enforce 동) 집행하다, 실행하다 force:
4. Criteria 명) 표준, 기준 2. Enhance 동) 높이다, 향상시키다 hand
5. Culture 명) 문화 3. Ensure 동) 보장하다 sure:
6. Cycle 명) 회전, 원 4. Entity 명) 실재
7. Data 명) 자료, 정보 5. Environment 명) 환경
De: 아래, 부정 Eq: the same
8. Debate 명) 토론, 논의 battle 6. Equate 동) 동일시하다 equal
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 71

7. Equip 동) (모양을) 갖추다 5. Globe 명) 지구본

8. Equivalent 형) 동등한, 상당한 equal: 6. Goal 명) 목표
Err:wonder Gra: step
9. Error 명) 실수, 오류 7. Grade 명) 학년, 품질, 등급
10. Establish 동) 설치하다 8. Grant 동) 인정하다, 승인하다
11. Estate 명) 사유지, 단지 state: 9. Guarantee 명) 믿음
12. Estimate 동) 예상하다 10. Hence 접) 그래서
13. Ethnic 형) 민족의, 종족의 11. Hierarchy 명) 등급
14. Evaluate 동) 평가하다, 감정하다 value: 12. Hypothesis 명) 가설
13. Identical 형) 똑같은
Day12 14. Identify 동) 확인하다
1. Evident 형) 분명한, 눈에 띄는 vi:
2. Evolve 동) 발달시키다, 진전하다 Day15
Ex: 밖으로 1. Ideology 명)이데올로기, 이념, 관념 logy
3. Exceed 동) 넘다, 초과하다 2. Ignorance 명) 무시
4. Exclude 동) 제외하다, 배제하다 3. Illustrate 동) 묘사하다
5. Expand 동) 확대되다, 확장되다 Im: 안에, 아니다
6. Expert 명) 수출 [Link] 명) 이미지, 영상
7. Explicit 형) 명백한 [Link] 동) 이민해 오다
8. Export 동) 수출하다 port: [Link] 명) 영향, 충돌, 충격
9. Expose 동) 드러내다, 노출시키다 pose: 7. Implement 동) 실행하다
10. External 형) 외부의, 밖의 8. Implicate 동) 암시하다
11. Extract 명) 발췌, 추출물 track: [Link] 동) 넌지시 나타내다, 비치다 apply
Fac: make, do fly
12. Facilitate 동) 가능하게 하다 [Link] 동) 도입하다, 부과하다 pose:
13. Factor 명) 요인, 인수, 양 [Link] 명) 장려정책, 우대정책 cent:
14. Feature 명) 특징 In: 안에, 부정
12. Incidence 명) 사건
Day13 [Link] 명) 소득, 수입
1. Federal [Link] 동) 단체 조직으로 만들다
2. Fee 명) 수수료, 요금
3. File 명) 파일, 줄, 열 Day16
4. Final 형) 마지막의, 최종적인 In: cor, operate
5. Finance 명) 재정 [Link] 명) 지수, 지표
6. Finite 형) 무한한 [Link] 동)나타내다, 보여주다 dic:say
Flex, flux: run, flow 3. Individual 형) 개인의 di: vidual:
7. Flexible 형) 유연한, 융통성 있는 4. Infer 동) 추론하다 ferry:
8. Focus 동) 집중하다 (포카) for 5. Inhibit 동) 금지하다
9. Formula 명) 공식 6. Initial 명) 첫글자,
10. Foundation 명) 기반 7. Initiate 동) 시작하다
11. Framework 명) 뼈대, 골조 8. Injure 동) 다치다
12. Function 명) 기능 9. Innovate 동) 혁신하다
13. Fund 명) 기금, 자금, 돈 [Link] 명) 투입 put:
14. Fundamental [Link] 동) 삽입하다
[Link] 명) 사례, 경우 stand:
Day14
13. Institute 명) 학원
1. Furthermore, 부)뿐만 아니라, 더욱이
[Link] 동) 지시하다, 가르치다 study:
Ge: make, type
2. Gender 명) 성, 성별
Day17
3. Generate 동) 발생시키다, 만들어내다 1. Integrate 동) 통합하다
4. Generation 명) 세대
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 72

[Link] 명) 지능, 기밀, 정보 tell: 14. Modify 동) 변경하다, 수정하다

Inter: each other
[Link] 동) 상호 작용하다 act: Day20
4. Internal 형) 내부의, 체내의 tunnel: 1. Monitor 명) 모니터 동) 감시하다
5. Interpret 동) 번역하다, 해석하다 2. Motive 명) 동기, 진의
6. Interval 명) 간격, 사이 3. Negate 동) 부정하다, 부인하다
7. Intervene 동) 간섭하다 4. Network 명) 네트워크 net:
[Link] 동) 투자하다 vest: 5. Neutral 형) 중립의
[Link] 동) 조사하다 [Link] 부) 그럼에도 불구하고
10. Involve 동) 포함하다 7. Normal 형) 평범한
11. Isolate 동) 떨어지다, 고립되다 8. Notion 명) 개념
[Link] 명) 발행, 발간, 출판물 sue: 9. Objective 명) 목적, 목표
[Link] 명) 항목, 조항, 품목 10. Obvious 형) 명확한
[Link] 명) 직업, 일 11 Occupy 동) 차지하다
12. Occupy 동) 차지하다
Day18 13. Occur 동) 발생하다
Jour:write 14. Option 명) 선택, 옵션
[Link] 명) 일기, 일지 journey
2. Justify 동) 정의하다 Day21
[Link] 명) 꼬리표, 벽보, 딱지 1. Orient 동) 초점을 맞추다
[Link] 명) 노동, 노력 2. Outcome 명) 결과
5. Layer 명) 층 3. Output 명) 생산량, 출력
[Link] 명) 강의, 강연 true: 4. Overall 형) 전반적인
7. Legal 형) 합법적인 5. Overseas 형) 해외의
8. Legislate 동) 등록하다 6. Paradigm 명) 사고방식, 모범
9. Liberal 명) 자유 7. Parallel 형) 같은 방향의
[Link] 명) 면허증 8. Parameter 명) 요소
[Link] 명) 고리, 연결로, 링크 9. Participate 동) 참가하다
[Link] 동) ~의 장소를 10. Partner 명) 동반자, 애인, 동업자
알아내다,찾아내다 11. Perceive 동) 감지하다, 인지하다
[Link] 명) 논리학, 논리학 서적, 논리 12. Percent 명) 퍼센트
14. Maintain 동) 유지하다 13. Period 명) 기간, 시기
14. Perspective 형) 투시의, 원근의
Day19
[Link] 형) 중요한, 주요한, 일류의 Day22
Mani: hand 1. Phase 명) 단계, 시기
[Link] 명) 가장자리, 가 , 판매수익 2. Phenomenon 명) 경이로운 것, 현상
Max: big, large 3. Philosophy 명) 철학
[Link] 동) ~을 최대로 하다, 4. Physical 형) 육체의
[Link] 명) 기계장치 5. Policy 명) 정책
[Link] 명) 대중매체, 매스미디어 6. Positive 형) 긍정적인
[Link] 형) 의학의, 의료의 7. Potential 형) 잠재적인
7. Mental 형) 마음의, 정신의 Pre, Pri: before,top
8. Method 명) 방법 8. Precede
9. Migrate 동) 이주하다, 옮겨살다 9. Precise 형) 정확한, 정밀한 size:
Mini: small 10. Predict 동) 예견하다, 예측하다 dic:
10. Minimum 명) 최저액, 최저 11. Presume 동) 추정하다, 여기다 sum:
11. Ministry 명) (행정부의) 부서. 12. Previous 형) 이전의, 먼젓번의
12. Minor 형) 보다 적은, 보다 작은 13. Primary 형) 주된, 중요한
13. Mode 명) 방식, 방법 14. Prime 형) 제 1 의, 최고의
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 73

13. Reveal 동) 폭로하다

Day23 14. Revenge 명) 복수
1. Principal 명) (학교 등의) 교장
2. Principle 명) 원리, 이론 Day26
3. Prior 형) 사전의, 우선하는 1. Reverse 형) 거꾸로
4. Priority 명) 선호도 2. Role 명) 역할, 역
Pro: toward, go ahead 3. Scheme 명) 사업계획, 구상
5. Proceed 동) 진행하다 4. Scope 명) 범위, 영역, 시야
6. Process 명) 과정, 공정 Se: apart, away
7. Professional 형) 전문적인 [Link] 명) 부분, 부문
8. Prohibit 동) 금지하다 6. Sector 명) 부분, 분야
9. Project 명) 계획, 기획 7. Secure 형) 안전한, 확실한
10. Promote 동) 승진하다, 승급되다 8. Seek 동) 찾다, 추구하다
11. Proportion 명) 몫 9. Select 동) 선택하다
Psy: mental 10. Sequence 명) 연속적인 사건들
12. Psychology 명) 심리학, 심리 11. Series 명) 연속, 연쇄, 시리즈
Pub: people 12. Sex 명) 성
13. Publication 명) 출판, 발행 public: 13. Shift 명) 변화
14. Publish 동) 출간하다, 발행하다 14. Significant 형) 중요한

Day24 Day27
1. Purchase 동) 구매하다 Sim: same
2. Pursue 동) 추구하다, 밀고 나가다 [Link] 형) 비슷한
3. Quote 동) 인용하다 [Link] 동) ~한 체 하다
4. Range 명) 범위 3. Site 명) 위치, 현상
5. Ratio 명) 비율, 비 4. Sole 명) 영혼
6. Rational 형) 급진적인 5. Somewhat 부) 다소
7. React 동) 반응하다 6. Source 명) 원천, 근원
8. Recover 동) 회복되다 Spec: see, look
Regi: king 7. Specific 형) 구체적인
9. Regime 명) 정권, 제도, 체제 8. Specify 동) 명시하다
10. Region 명) 지방, 지역 9. Stable 형) 안정된
11. Register 동) 등록하다 10. Statistic 명) 통계자료
12. Regulate 동) 규제하다 11. Status 명) 지위, 상태
Re: again 12. Strategy 명) 전략
[Link] 동) 강화하다 force: 13. Stress 명) 스트레스
14. Reject 동) 거부하다 14. Structure 명) 구조

Day25 Day28
1. Release 동) 풀어주다, 해방하다 1. Style 명) 방식, 유행, 스타일
2. Relevant 형) 적절한 2. Submit 동) 제출하다
3. Rely 동) 의지하다, 신뢰하다 3. Subordinate 형) 부속적인
4. Remove 동) 제거하다, 없애다 4. Subsidy 명) 보조금, 장려금
5. Require 동) 요구하다 5. Substitute 동) 교체하다
6. Research 명) 연구, 조사 6. Successor 명) 상속인
7. Reside 동) 살다, 거주하다 7. Sufficient 형) 충분한
8. Resolve 동) 해결하다, 다짐하다 8. Sum 명) 총계, 합계
9. Resource 명) 자원, 재료 9. Summary 명) 요약, 개요
10. Respond 동) 응답하다, 대답하다 10. Survey 동) 전망하다
11. Restrict 동) 제한하다, 방해하다 11. Survive 동) 살아남다
12. Retain 동) 유지하다, 보유하다
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 74

12. Sustain 동) 유지하다 [Link] 명) 수송, 통과, 환승

13. Symbol 명) 상징
14. Tape 명) 납작한 끈 Day30
[Link] 동) (전송, 방송) 하다
Day29 [Link] 명) 수송, 차량, 이동
1. Target [Link] 동) 무슨 일을 시작시키다
2. Task [Link] 형) 궁극적인, 최후의
Tech: 기술 Under: down
[Link] 형) 과학 기술의, 기술적인 [Link] 동) 바탕을 이루다
[Link] 명) 기법, 기술 [Link] 동) 착수하다
[Link] 명) 기술, 기계, 장비 Uni: one
6. Text 명) 문자 [Link] 명) 제복, 교복,유니폼
7. Theory 명) 이론 [Link] 형) 독특한, 특별한
8. Thesis 명) 주제 10. Utilize 동) 활용하다
9. Topic 명) 주제 11. Valid 형) 근거가 확실한
10. Trace 명) 발자국, 흔적 12. Vary 동) 수정하다
11. Tradition 명) 전통 13. Version 명) 다른형태, -판
Trans: move Vi: see
[Link] 동) 옮기다, 이동하다 [Link] 명) 시력, 눈, 시야
[Link] 동) 변형시키다
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 75

APPENDIX D

Daily test

Day 1
Please write the meaning of words in Korean. Grade: Name:
(If you know the part of speech, you can write it)

Day 1
Meaning of Korean (part of speech)

1. Abstract
2. Adequate
3. Access
4. Accurate
5. Affect
6. Acknowledge
7. Advocate
8. Adapt
9. Administrate
10. Adjust

Day2 6. Attitude 1. Concept

1. Aggregate 7. Attribute 2. Commission
2. Apparent 8. Author 3. Concentrate
3. Allocate 9. Benefit 4. Communicate
4. Approximate 10. Available 5. Comprise
5. Alternative Day4 6, Compensate
6, Amend 1. Circumstance 7. Complex
7. Appropriate 2. Capable 8. Component
8. Annual 3. Capacity 9. Compound
9. Analyses 4. Category 10. Comprehensive
10. Approach 5. Challenge Day6
Day3 6, Clause 1. Constant
1. Authority 7. Chapter 2. Consent
2. Assign 8. Chemical 3. Confer
3. Classic 9. Civil 4. Constrain
4. Assume 10. Cite 5. Community
5. Automate Day5 6. Constitute
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 76

7. Complex 1. Estimate 6. Incidence

8. Considerable 2. Enhance 7. Implement
9. Consist 3. Estate 8. Implicate
10. Conclude 4. Entity 9. Incentive
Day7 5. Environment 10. Impose
1. Consume 6. Equate Day16
2. Contact 7. Ethnic 1. Instruct
3. Coordinate 8. Equivalent 2. Indicate
4. Contract 9. Evaluate 3. Individual
5. Corporate 10. Establish 4. Instance
6. Contrast Day12 5. Inhibit
7. Contribute 1. Evident 6. Initial
8. Convene 2. Evolve 7. Initiate
9. Correspond 3. Extract 8. Injure
10. Cooperate 4. Facilitate 9. Innovate
Day8 5. Expand 10. Institute
1. Demonstrate 6. Expert Day17
2. Create 7. Explicit 1. Investigate
3. Definite 8. Feature 2. Intelligence
4. Criteria 9. Factor 3. Isolate
5. Culture 10. External 4. Interpret
6. Define Day13 5. Internal
7. Deduce 1. Federal 6. Interval
8. Debate 2. Formula 7. Intervene
9. Decade 3. Function 8. Invest
10. Decline 4. Foundation 9. Integrate
Day9 5. Finance 10. Involve
1. Document 6. Finite Day18
2. Distinct 7. Flexible 1. Journal
3. Distribute 8. Fund 2. Justify
4. Despite 9. Fundamental 3. Locate
5. Differentiate 10. Framework 4. Logic
6. Dimension Day14 5. Layer
7. Discrete 1. Identical 6. Lecture
8. Discriminate 2. Gender 7. Maintain
9. Diverse 3. Generate 8. Legislate
10. Dispose 4. Generation 9. Liberal
Day10 5. Hypothesis 10. License
1. Eliminate 6. Identify Day19
2. Domestic 7. Furthermore 1. Modify
3. Dominate 8. Hierarchy 2. Mechanism
4. Emphasis 9. Guarantee 3. Maximize
5. Dynamic 10. Hence 4. Margin
6. Economy Day15 5. Ministry
7. Empirical 1. Ideology 6. Medical
8. Element 2. Ignorance 7. Mental
9. Domain 3. Illustrate 8. Method
10. Enable 4. Incorporate 9. Migrate
Day11 5. Immigrate 10. Minimum
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 77

Day20 8. Prohibit 5. Somewhat

1. Occupy 9. Project 6. Source
2. Motive 10. Publish 7. Specific
3. Negate Day24 8. Specify
4. Network 1. Purchase 9. Structure
5. Neutral 2. Pursue 10. Statistic
6. Nevertheless 3. Quote Day28
7. Option 4. Reinforce 1. Sustain
8. Notion 5. Reject 2. Submit
9. Objective 6. Rational 3. Subordinate
10. Obvious 7. Regulate 4. Subsidy
Day21 8. Register 5. Substitute
1. Orient 9. Regime 6. Successor
2. Perspective 10. Region 7. Sufficient
3. Perceive Day25 8. Symbol
4. Overall 1. Release 9. Summary
5. Overseas 2. Relevant 10. Survey
6. Paradigm 3. Retain Day29
7. Parallel 4. Restrict 1. Tradition
8. Parameter 5. Require 2. Transform
9. Participate 6. Research 3. Technical
10. Outcome 7. Reveal 4. Technique
Day22 8. Resolve 5. Technology
1. Phenomenon 9. Resource 6. Transit
2. Presume 10. Respond 7. Theory
3. Philosophy Day26 8. Thesis
4. Physical 1. Reverse 9. Transfer
5. Previous 2. Significant 10. Trace
6. Primary 3. Scheme Day30
7. Potential 4. Scope 1. Transmit
8. Precede 5. Section 2. Transport
9. Precise 6. Sector 3. Trigger
10. Predict 7. Secure 4. Ultimate
Day23 8. Shift 5. Unique
1. Principal 9. Select 6. Valid
2. Publication 10. Sequence 7. Undertake
3. Psychology Day27 8. Vary
4. Professional 1. Similar 9. Undertake
5. Proceed 2. Simulate 10. Utilize
6. Process 3. Strategy
7. Priority 4. Status
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 78

APPENDIX E
Posttest

Please choose correct answer. Grade: Name:

1. He had heart attack, but he didn’t need an .

(A) operate (C) operated
(B) operation (D) operative

2. Mr. Hanson plugged his cellphone in to it to use next day.

(A) recharge (C) discharge
(B) overcharge (D) mischarge

3. Applicants should remember that the first __________ is most importrant.

(A) impress (C) impressive
(B) impressively (D) impression

4. The contract stipulates that employees injured are assured of immediate .

(A) compensate (C) compensation
(B) compensatory (D) compensated

5. Capital and labor are very ___________ in the modern corporation.

(A) import (C) important
(B) importantly (D) importance

6. Her to her country has never been in doubt.

(A) loyalty (C) loyal
(B) loyalties (D)loyally

7. Flowers make a lot of ___________ to a room.

(A) differences (C) different
(B) differ (D)differently

8. The participants did not start until the wind .

(A) upside (C) inside
(B) subside (D) outside

9. We would like to offer you a twelve month to Family Business magazine.

(A) subscription (C) description
(B) prescription (D) repetition

10. When people apply for the driver license, people must show the personnel two forms
of .
(A) identify (C) identification
(B) identifies (D) identifiable
KIM – VOCABULARY ACQUISITION WITH AFFIXATION 79

APPENDIX F
UNIVERSITY OF HAWAI`I

CHILD ASSENT TO TAKE PART IN A RESEARCH STUDY

Ages 7 to 13

Study Title: Vocabulary Acquisition with Affixation

Study Doctor: Cholo Kim

We are asking you to take part in a research study to help us learn more about how
brains develop in healthy children.

Before you decide whether to take part in this study, it is important that you know
that:

 It is your choice to be part of this study or not;

 If you decide to join the study, you can stop at any time; and

 Your parent or guardian must also agree for you to be in this study.

What will you be asked to do if you join this study?

I would like to find out which way of studying vocabulary for non-native students is
better between learning complicated system, prefix and suffix, and just normal way
without using knowledge of affixation.

Exam: First, you will be asked to take tests after learning vocabulary from your
teachers with vocabulary that you have to memorize in class. Each test consists of
10 questions.

Materials and Time: 360 English words will be served to study for 6 weeks.
Every day, from Monday to Friday, you should study 12 words at the beginning of
class and have to be tested.

Who will be given information about you?

Personal information about you will be kept private by the study staff. If you want
to know the result of test, contact me I will send you by e-mail.

Will you get paid for being in this study?

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You don’t have to be in the study if you don’t want to. It’s up to you. Even if you
start, you can stop later if you want. No one will be mad at you.

How do you get your questions answered?

If you have any questions about the study, you may call Principle at English
Academy(061-654-1449) or ask me (cholo@[Link])

Agreement to take part in the study:

Signing your name at the bottom of this form means that you agree to be in this
study. You and your parents will be given a copy of this form after you have
signed it.

_________________________ ______________________ __________

Your name (print) Your Signature Date

_________________________ ______________________ ___________

Researcher’s Name Researcher’s Signature Date

____________________________
Name of Parent or Guardian (print)