有关二语习得的问题一直是外语学习国家关注的重点。在二语习得中词汇学习是具有重要作用的一部分。在此基础上，“词汇形态理据是词汇学习的重要方法”这一点虽然早已被诸多国内外学者认同，但相关研究并不完善。国内研究的关注对象基本为大学生，国外研究则理论充沛，数据支持不足。本研究在总结前人理论和经验的基础上通过对特定学校的高中生进行实验，研究词汇形态理据和高中生二语习得能力之间的关系。同时引入词的分解储存表征的相关内容，进一步明确词汇形态理据在单词学习中的作用。根据实验结果得出结论：词的形态理据对高中生词汇习得能力有着积极的影响;词的分解储存表征有助于记忆多词素词，也就是说，利用词汇形态理据进行单词教学的教学方法可以被用于教学当中，去教授已经具有相当程度英语学习能力的学生。

The issue of second language acquisition has always been the focus of foreign language learning countries. Vocabulary learning plays an important role in second language acquisition. On this basis, it has long been recognized by many scholars at home and abroad that morphological motivation is an important method of vocabulary learning, but the relevant researches are not perfect. Domestic researches focus mainly on College students, while foreign research has abundant theories but insufficient data support. On the basis of summing up the previous theories and experiences, this study investigates the relationship between vocabulary morphological motivation and second language acquisition ability of senior high school students through experiments made in the senior middle school. At the same time, the relevant content of decompositional representation is introduced to further clarify the role of lexical morphological motivation in word learning. According to the experimental results, it is concluded that the morphological motivation of words has a positive impact on the vocabulary acquisition ability of senior high school students; the decompositional representation can help to memorize multi-morpheme words, that is to say, the teaching method of vocabulary teaching based on morphological motivation should be used in the teaching of these and students with considerable English learning ability.