英语专业学生词汇学习策略的研究

论文摘要

本论文描述了普通院校英语专业学生词汇学习策略的总体情况,优、差生在使用词汇学习策略上的差异以及词汇学习策略和英语成绩之间的相关性。词汇学习策略是以问卷调查形式进行的,110名嘉应学院三年级英语专业学生参与了本次研究,他们完成了问卷调查及进行了词汇测试。本次的调查结果运用SPSS软件进行了分析。分析结果表明:(1)英语专业学生在词汇学习中使用了比较多的学习策略,在三大策略中,认知策略用得最多,其次是社会—情感策略,而元认知策略用得最少。在18种具体的词汇学习策略中,使用较多的策略是:猜词义、上下文、及构词法,而自我评估、计划及关键词等策略则运用得少。优生和差生在策略的使用上也存在明显差异,其中在使用元认知策略上的差异最为显著,优生较多使用元认知策略,有意识地总结和调整整个学习过程。在认知策略上,优生频繁有效地运用较多的认知策略,差生则主要依赖死记硬背策略。在社会/情感策略方面,差生比优生使用更为频繁。(2)优生和差生在策略的使用上也存在明显差异,其中在使用元认知策略上的差异最为显著,优生较多使用元认知策略,有意识地总结和调整整个学习过程。在认知策略上,优生频繁有效地运用较多的认知策略,差生则主要依赖死记硬背策略。在社会/情感策略方面,差生比优生使用更为频繁,但未有显著性差异。(3)皮尔逊的相关分析表明词汇学习策略与英语成绩之间有较显著的正相关的关系。本研究给英语教学有一定的指导意义。通过此研究希望能提高策略使用,尤其是元认知策略的使用,对于差生,教师除了要提高他们的词汇学习策略意识外,更要引导他们能够有效地运用各种策略学习词汇以获得词汇水平的提高。

论文目录

• ACKNOWLEDGEMENT
• ABSTRACT
• 摘要
• CONTENTS
• CHAPTER ONE Introduction
• 1.1 A Brief Introduction
• 1.2 The Significance of Research on Second Language Learners' Vocabulary Learning Strategies
• 1.3 Research Questions
• CHAPTER TWO Literature Review
• 2.1 Research on Language Learning Strategies
• 2.1.1 Defining Learning Strategies
• 2.1.2 Classifying Learning Strategies
• 2.1.3 Learning Strategies Employed by Good Learners and Poor Learners
• 2.2 Researches on Vocabulary Learning Strategies
• 2.2.1 Related Studies on Vocabulary Learning Strategies in the West
• 2.2.2 Related Studies on Vocabulary Learning Strategies in China
• 2.3 Researches on Vocabulary Learning Strategies and Language Learning Outcomes
• 2.3.1 Empirical Studies on Learner Differences in Use of Vocabulary Learning Strategies
• 2.3.2 Correlation Studies on the Relationship Between Vocabulary Learning Strategies and Learning Outcomes
• 2.4 Summary
• CHAPTER THREE Methodology
• 3.1 Participants
• 3.2 Instruments
• 3.2.1 Questionnaire
• 3.2.2 Vocabulary Test
• 3.2.3 Proficiency Measure
• 3.3 Data Collection and Analysis Procedures
• 3.4 Summary
• CHAPTER FOUR Results and Discussion
• 4.1 The Overall Pattern of Vocabulary Learning Strategies Used by Students
• 4.1.1 Strategy Use at Meta-cognitive Level
• 4.1.2 Strategy Use at Cognitive Level
• 4.1.3 Strategy Use at Social-affective Level
• 4.2 Differences in the Use of Vocabulary Learning Strategies by Good and Poor Learners
• 4.2.1 Differences in the Use of Meta-cognitive Strategies
• 4.2.2 Differences in the Use of Cognitive Strategies
• 4.2.3 Differences in the Use of Social-affective Strategies
• 4.3 Correlation Between Vocabulary Learning Strategies and Language Learning Outcomes
• 4.3.1 Correlation Between Vocabulary Learning Strategies and vocabulary test
• 4.3.2 Correlation between vocabulary learning strategies and English proficiency
• 4.4 Summary
• CHAPTER FIVE Conclusion
• 5.1 Findings
• 5.2 Pedagogical Implications
• 5.3 Limitation and Suggestions for Further Research
• REFERENCES
• APPENDIX A
• APPENDIX B
• 在学期间发表论文清单