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农村高中生词汇学习策略研究

2020-12-08阅读(681)

农村高中生词汇学习策略研究

论文摘要

近二十年来,随着人们较之以前更加重视词汇在语言系统中的地位,词汇学习策略这个具体的研究领域也得到越来越广泛的关注。学者们进行了许多有关的研究,一些国外的学者取得了突破性进展,然而,他们的大多数研究都局限于对某一种方法的有效性进行探讨,另外他们多以西方的学习者为研究对象,这个占据世界最多数外语学习者的中国学习者很少受到关注;国内关于词汇学习策略的实证研究比较少,起步也比较晚,而且大多以大学生和研究生为研究对象,而对基础阶段的高中生的词汇学习策略的研究涉及很少,而针对农村高中生的更是少之更少。因此本论文针对农村高中生的词汇学习策略进行实证性研究。作者试图回答以下问题:1.农村高中生的词汇学习策略使用的总体情况是什么?2.高分组与低分组的同学在词汇学习策略的使用上有没有异同?3.男女生在词汇成绩以及词汇学习策略的使用上有没有异同?4.农村高中生的词汇学习策略与词汇成绩的关系怎样?本文运用了定量与定性相结合的研究方法对186名来自威县一中的高中生进行了调查分析。定量研究采用了根据Gu & Johnson (1996)问卷改编的词汇学习策略问卷及一份作者自编的词汇量测试卷。所收集的数据用社会科学统计软件包(SPSS)13.0进行分析。在定性研究部分,采用了访谈的方法对十名学生进行了个人访谈,以期补充说明定量研究的结果。研究结果表明:1.总的来说,农村普通高中生在词汇学习中使用多种策略。在策略的三个主要维度上,认知策略使用较频繁,而社交情感策略却很少被使用。在元认知策略中最常用的是选择注意力,用的最少的是自主学习;在认知策略中,使用字典和死记硬背是最常用的策略,而使用比较少的是应用和解码策略。2.在词汇学习上,高分组学生比低分组学生使用更多的策略。前者比后者更多地使用选择注意力,主动学习,和除了死记硬背学习策略在内的大部分认知策略,并且达到差异显著的水平。3.男女生在词汇成绩以及词汇学习策略的使用不存在显著性差异。4.农村高中生的词汇学习策略与词汇成绩存在显著相关。选择注意力,主动学习,自我监督,猜测策略,应用策略,记笔记策略,解码策略和使用词典策略与词汇成绩呈显著正相关。最后,基于以上调查,作者对于词汇教学提出一些建议:教师要向学生介绍和训练有效的策略,以帮助学生找到适合自己的词汇学习方法;学生应该认识到元认知策略对于学习的重要性,主动的使用各种学习策略以期提高词汇学习效率,为语言学习打下良好的基础。

论文目录

  • Abstract
  • 摘要
  • Chapter 1 Introduction
  • 1.1 Background of the Study
  • 1.2 Significance of the Study
  • 1.3 Statement of the Research Questions
  • 1.4 Layout of the Thesis
  • Chapter 2 Literature Review
  • 2.1 Language Learning Strategies
  • 2.1.1 Definition of Language Learning Strategies
  • 2.1.2 Classification of LLS
  • 2.1.2.1 Oxford's classification
  • 2.1.2.2 O'Malley and Chamot’s Classification
  • 2.1.2.3 Cohen's Classification
  • 2.1.2.4 Brief Comments on the Classifications
  • 2.2 Vocabulary Learning Strategies
  • 2.2.1 Categorizing Vocabulary
  • 2.2.2 Taxonomy of Vocabulary Learning Strategies
  • 2.3 Research Methods of Vocabulary Learning Strategy
  • 2.4 Recent Studies on Vocabulary Learning Strategies
  • 2.4.1 Recent Studies on Vocabulary Learning Strategies abroad
  • 2.4.2 Recent Studies on Vocabulary Learning Strategies in China
  • Chapter 3 Research Methodology
  • 3.1 Restatement of Research Questions
  • 3.2 Subjects
  • 3.3 Instruments
  • 3.3.1 The Vocabulary Size Test
  • 3.3.2 The Vocabulary Learning Strategies Questionnaire
  • 3.3.3 Interviews
  • 3.4 Data-collection Procedures
  • 3.4.1 Pilot Study
  • 3.4.2 Administration of Vocabulary Test and Questionnaire
  • 3.4.3 Administration of Interview
  • 3.5 Data Analysis
  • Chapter 4 Results and Discussions
  • 4.1 Results Presentation
  • 4.1.1 Answers to Research Question 1: The Overall Pattern of Rural Senior High School Students’ Vocabulary Learning Strategies
  • 4.1.2 Answers to Research Question 2: Differences between the High-score and Low-score Students in Vocabulary Learning Strategies
  • 4.1.2.1 Results from the Quantitative Data
  • 4.1.2.2 Results from the Qualitative Data
  • 4.1.3 Answers to Research Question 3: the Differences between Male and Female Students in Vocabulary Achievement and Vocabulary Learning Strategies
  • 4.1.4 Answers to Research Question 4: the Correlations between Students’Vocabulary Achievement and Vocabulary Learning Strategies
  • 4.2 Discussion
  • 4.2.1 Discussion of the Findings in Research Question 1
  • 4.2.2 Discussion of the Findings in Research Question 2
  • 4.2.3 Discussion of the Findings in Research Question 3
  • 4.2.4 Discussion of the Findings in Research Question 4
  • Chapter 5 Conclusions
  • 5.1 Conclusions
  • 5.2 Pedagogical Implications
  • 5.3 Limitations and Suggestions
  • Bibliography
  • APPENDIXⅠ
  • APPENDIX Ⅱ
  • APPENDIX Ⅲ
  • Acknowledgements
  • Academic Achievements

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    农村高中生词汇学习策略研究
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