This study aims to verify the effectiveness of vocabulary learning strategies using Russian word formation through empirical research. More specifically, this study investigates whether knowledge about word formation can be used to effectively predict the meanings of unknown derived verbs with a verbal prefix v- ‘in, into’.

In the experiments, a control group and an experimental group were prepared. First, both groups underwent a pretest to predict the meanings of derived verbs with v- in context. Afterwards, only the experimental group received instruction about general word-formation rules, usage of the prefix v- and meaning prediction tasks. Subsequently, both groups took a posttest at the same level as the pretest. The author designed the pretest and posttest so that the participants in both groups were familiar with all of the words in the questions and the base words of the target derivatives. The experimental group acquired the abovementioned knowledge about word formation through the instruction. Thus, if the instruction was helpful for determining the meanings of unknown derived verbs, the posttest score of the experimental group would surpass that of the control group. The results highlight the following two points: (1) In fact, the experimental group achieved a higher score than the control group. Therefore, vocabulary learning strategies with Russian word formation can be used to effectively predict the meanings of unknown words. (2) However, unlike some other vocabulary learning strategies, using affix knowledge requires regular and numerous repetitions of tasks.

本研究旨在通过实证研究来验证使用俄语构词法的词汇学习策略的有效性。更具体地说，这项研究调查了构词知识是否可以用来有效地预测带有动词前缀v（“in, into”）的未知派生动词的含义。

在实验中，准备了对照组和实验组。首先，两组都进行了预测试，以预测带有v -的派生动词在上下文中的含义。之后，只有实验组接受了有关一般构词规则、前缀v - 的使用以及含义预测任务的指导。随后，两组均进行了与前测相同水平的后测。作者设计了前测和后测，使两组参与者都熟悉问题中的所有单词以及目标衍生词的基本单词。实验组通过教学获得了上述构词知识。因此，如果指令有助于确定未知派生动词的含义，则实验组的后测分数将超过对照组。结果突出了以下两点：（1）事实上，实验组的得分高于对照组。因此，结合俄语构词法的词汇学习策略可以有效地预测未知单词的含义。 （2）然而，与其他一些词汇学习策略不同，使用词缀知识需要定期且大量的重复任务。