英語詞匯學(xué)習(xí)策略
畢業(yè)論文
Learning Strategies in English Vocabulary
Abstract
With the urgent call for life-long study and quality education, the major objective of education is now experiencing a shift from a mere knowledge delivery, a “what ’’issue, to help the learners to acquire the ways to learn, a “how” issue. English learners started to show concern on helping the learners to develop not only English skills but also English learning strategies. This thesis makes an investigation into the overall pattern of vocabulary strategy used by some high school students. It compares the vocabulary learning strategies used by ‘good learner’ students and ‘poor learner’ students by means of questionnaire survey and vocabulary knowledge test. A questionnaire was administered to 46 middle school students from grade two in Hunan province. Students’ vocabulary learning strategies were investigated at meta cognitive, cognitive and social/ affective levels. The major findings are: 1) among the three vocabulary learning strategies, cognitive strategies were the most frequently used by the students, followed by meta cognitive strategies and then social/affective strategies. 2) There exist differences in use of strategies between ‘good learner’ students and ‘poor learner’ students. The findings indicate that effective learning strategies will facilitate vocabulary learning. The teachers should provide strategy-based vocabulary learning and help students select the effective vocabulary learning strategies.
Key Words: English vocabulary; learning strategies; vocabulary learning strategies; cognitive strategies; meta cognitive strategies; application
摘 要
現(xiàn)代教育的基本目標(biāo)是教會(huì)學(xué)生怎樣學(xué)習(xí)，這是終身學(xué)習(xí)的需要,也是知識信息爆炸的需要。在這1基本目標(biāo)的指導(dǎo)下，英語教學(xué)不僅要讓學(xué)生熟練地掌握各種英語技能，還要教會(huì)學(xué)生學(xué)習(xí)英語的策略。本文采用問卷調(diào)查，詞匯知識測試的方法對1所中學(xué)學(xué)生詞匯策略使用情況進(jìn)行分析，試圖了解部分中國高中生適應(yīng)英語詞匯學(xué)習(xí)策略的總體情況；高分組學(xué)生與低分組學(xué)生在詞匯學(xué)習(xí)策略使用上是否有所不同。來自湖南岳陽1學(xué)校學(xué)生參與了問卷調(diào)查。該問卷詳細(xì)調(diào)查了學(xué)生在元認(rèn)知、認(rèn)知以及情感/社交3個(gè)層次上使用英語詞匯學(xué)習(xí)策略的使用情況。本次調(diào)查分析結(jié)果表明，在詞匯教學(xué)中，教師應(yīng)該讓學(xué)生了解認(rèn)知更多的學(xué)習(xí)策略，從而讓他們更高效率地進(jìn)行詞匯學(xué)習(xí), 從而擴(kuò)充詞匯量。
關(guān)鍵詞: 英語詞匯、學(xué)習(xí)策略、詞匯學(xué)習(xí)策略、認(rèn)知策略、元認(rèn)知策略、應(yīng)用
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