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Chapter6ResearchMethodologyThepreviouschapterreviewsthestudyofAffixandRoot,whichshowsthegreatimportanceofaffixandrootinvocabularylearningandthegreatvalueinthelanguageteaching.Inthischapterintroducestheresearchmethodology.Itfirstlystatestheresearchquestions,andthenitshowsthebasicinformationabouttheparticipants,theinstrumentsthatusedinthestudyanditalsopresentsthemethodtoanalyzethecollecteddata.6.1ObjectiveBasedonthebookAnIntroductiontoModernEnglishLexicology,“itisimportantfornon-nativestudentstohaveaknowledgeoftheproductiveaffixes.”[6]and“itcanbeseen,therefore,thataknowledgeofrootscanhelponetoanalyzeandunderstandmanywordsalmostonsight.”[7]So,theobjectiveofthisstudyistoenableteacherstodevelopavocabularyteachingstrategy---takingtheadvantageof“affixandroot”.Andtheimportanceof“affixandroot”inEnglishvocabularyteachingofseniorhighschool6.2ParticipantsandInstruments(a)Participantsareoneteacherandtwoclassesthatarethesamepeople.Andthequalityoftwoclassesissimilar,whicharealltheoutstandingclass.TheycomefromNo.5seniorhighschool,aruralhighschoolincountryofDatongcity.Thestudentsareallfreshmen.(b)Instrument:theauthorcalledthemclassAandB.Theteacherusedtwodifferentmethodstoteachingvocabulary.Oneisthetraditionalway;anotheristhemethodof“affixandroot”.Afterfourweeks,theauthordidatestthatcontainsthreesections.Sectiononeisthedictationoflearntwordsinordertotestmemoryability;sectiontwoistheapplicationoflearntwordsinordertotestapplicationability;sectionthreeisguessingwordsmeaning.Thepurposeofthispartiswhetheraffixandrootmethodcanhelpstudentsenlargetheirvocabulary.Then,theauthormadeacomparisonandanalysesbetweenthetestresults,andtheauthordrewaconclusion.6.3ProcedureInApril9th,2012,theteacherbegantoteachthenewwordsofunit6ofbook2.InclassA,theteacherusedthemethodofaffixandrootbasedonthetraditionalway.But,inclassB,theteacheronlyusedthetraditionalway.Thestudentsweren’ttoldtohaveaninvestigationinadvance.Inthetext,theauthorjusttestedthefirst40words.Theexampleofthemethodofaffixandrootasfollow
