The effect of the number of affixes on vocabulary learning of Iranian intermediate EFL students

The main purpose of the current study is to investigate the use of one of the vocabulary learning strategies named word formation strategy (morphology) in terms of the number of affixes by English as foreign language (EFL) intermediate students in Qazvin Province in Iran. In order to investigate the variables, 43 intermediate EFL students in Qazvin Province were chosen randomly. The data were collected by using two separate tests. The results showed students who used word formation strategy have highest mean on the vocabulary test belongs to the root words followed by the single affixes and the third highest mean belongs to the double affixes. The data showed that students seemed not to have and employ word-building knowledge; they favored an approach which involved attention to the whole unit because they did not have enough knowledge of affixes. Then, the findings revealed that the more students learn about affixes, the better they perform on vocabulary learning. It is suggested that in order to further validate the general conclusions of the current study, more specific ethnographic research needs to be done and more participants needs in future studies.

Vocabulary Learning, Affix, Suffix and Prefix