The teaching of vocabulary through word-formation processes in Junior High School.

Abstract

This major paper makes a deep and conscious analysis of the vocabulary learning of the Students in Junior High School. After analyzing and interpreting all the bibliographical resources and the results obtained in the pre-experiment stage, the work shows and provides different possibilities to work with affixation in classes and increase the vocabulary amount of the students. This major paper has as objective to apply teaching activities to foster the vocabulary learning through word-formation processes, through out the work different theoretical, empirical and mathematical methods were used among them, the pedagogical test, the pre-experiment, the analytic-synthetic method, the historical and logical and the percent analysis. All these methods permitted to shape and elaborate the proposal so as to perfect it. The work also provides readers with a deep theoretical support related to the word-formation process and its relation with the psychological, pedagogical, methodological and didactical groundworking. Besides, it provides a set of activities that can be used and readapted in different levels in our educational system. This work analyzes how different methods and approaches have banned the use of the word-formation processes from teaching and have give more importance to other aspect that enhance memorization and not the needed internalization of what is learned.