非英语专业大学生词汇水平及词汇学习策略的调查

论文摘要

词汇学习的重要性不言而喻,它贯穿了整个语言学习的过程。一定的词汇量是顺利进行听,说,读,写,译等语言学习活动的基础。在第二语言习得研究中,词汇的教与学曾因没有得到应有的重视而被称为语言研究中的“灰姑娘”。一些学者以及语言学习者因此形成了一些对词汇教学的误解。而近几十年来随着越来越多对词汇发展系统化和理论化的研究,词汇教学研究的重心也从“是否应该强调词汇教学”转移到“如何进行词汇教学”。在此背景下笔者通过对中国非英语专业学生词汇水平的测试和对词汇学习策略的问卷调查,旨在了解非英语专业学生的词汇现状及词汇学习策略的使用情况,从而更好地指导实际的词汇教学。研究对象为中北大学111名大二学生,其中52名同学来自经济管理学院,另外59名同学来自机械工程学院。对词汇测试的成绩通过SPSS分析后得出的结论:被测试者的词汇水平为2703单词,这一结果与全国大学英语课程基本要求的4,500仍有一定的差距,更不用说较高要求的6,500词汇。另外,调查问卷的统计结果表明:很大一部分学习者仍倾向于按单词表死记硬背。通过对问卷的结果分析我们可以得出一些词汇教和学的启示。首先,教师很有必要进行strategies instruction来帮助非英语专业大学生减轻他们词汇学习的负担(learning load)。其次,面对浩瀚的“词海”,我们要鼓励学生成为的独立的词汇学习者,使学习的重心由“学什么”转化为“如何学”。学生更应该知道“万能药”是不存在的,而教师应该帮助学生全面地了解各种词汇策略从而选择最适合自己的方法。另外,词汇学习中定期进行练习和测试也是很重要的,因为一定的练习既可以扩展词汇的广度又可以利用上下文增强词汇的深度,而定期的测试可以使学习者对自己的词汇水平进行跟踪式的评估。从统计数字我们得知词汇习得的主要障碍来自遗忘,所以学习者很有必要了解一定的遗忘规律,更好地巩固已学的词汇知识。目前,对于词汇本身的理论化研究已经不再被忽视,而兴趣的焦点在词汇知识的掌握上,例如,判断词汇掌握情况的标准,真正掌握词汇的具体过程等。

论文目录

• Acknowledgement
• 摘要
• Abstract
• List of Figures and Tables
• Chapter 1 Introduction
• 1.1 Myths of vocabulary learning and teaching
• 1.2 Shift of focus in vocabulary reseatch
• 1.3 Significance of the research and research questions
• 1.4 Layout of the thesis
• Chapter 2 Literature Review
• 2.1 Description of vocabulary
• 2.1.1 What is a vocabulary?
• 2.1.1.1 Meta-vocabulary knowledge
• 2.1.1.2 Productive and receptive vocabulary
• 2.1.1.3 Vocabulary knowledge
• 2.1.2 What is the vocabulary size for L2 learners?
• 2.2 Vocabulary learning and teaching
• 2.2.1 Vocabulary learning and teaching theories
• 2.2.1.1 Depth-of-processing theory
• 2.2.1.2 Input hypothesis
• 2.2.2 Guidelines for vocabulary learning and teaching
• 2.2.3 Approaches to vocabulary learning and teaching
• 2.2.3.1 Explicit leaning
• 2.2.3.2 Implicit learning
• 2.2.4 Strategy instruction
• 2.3 Description of vocabulary learning strategies
• 2.3.1 Language strategies and language learning strategies:Definition
• 2.3.2 Language strategies and language learning strategies:Classifications
• 2.3.2.1 Cognitive,meta-cognitive and social strategies
• 2.3.2.2 Direct and indirect strategies
• 2.3.3 Vocabulary learning strategies:Definition
• 2.3.4 Vocabulary learning strategies:Classification
• 2.4 Frequently discussed vocabulary learning strategies
• 2.4.1 Strategies for getting the meaning of words
• 2.4.1.1 Guessing from context
• 2.4.1.2 Using a dictionary
• 2.4.1.3 Making deductions from the word-form
• 2.4.2 Strategies for acquiring words
• 2.4.2.1 Using word lists
• 2.4.2.2 Using mnemonic techniques
• Chapter 3 Design and Methodology
• 3.1 Research questions
• 3.2 Participants
• 3.3 Instrument
• 3.3.1 Questionnaire（see Appendix Ⅰ）
• 3.3.2 Vocabulary level test（see Appendix Ⅱ）
• 3.4 Procedures
• Chapter 4 Data Analysis and Findings
• 4.1 Data analysis
• 4.1.1 Analysis of the general situation of English learning
• 4.1.2 Analysis of vocabulary level test
• 4.1.3 Analysis of questionnaire about VLS
• 4.1.4 Correlation of VLS and vocabulary level test
• 4.2 Findings
• 4.2.1 Students' vocabulary level is below requirement
• 4.2.2 Preference to rote memorization
• 4.2.3 Frequently used strategies of guessing and extensive reading
• 4.2.4 Least frequently used strategies
• 4.2.5 VLS' low correlation with vocabulary level
• Chapter 5 Discussions and Conclusions
• 5.1 Implications to learners & teachers
• 5.1.1 Strategies instruction is in need for the students
• 5.1.2 Encourage independent learning strategies
• 5.1.3 Contextualize vocabulary to enhance acquisition
• 5.1.4 Realize the importance of consolidating the learnt vocabulary
• 5.1.5 Be aware of the importance of practice and test of vocabulary
• 5.2 Limitations and suggestions for further research
• 5.3 Conclusions
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ