高中英语词汇学习策略研究

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3.0 陈辉 2024-11-19 4 4 610.43KB 89 页 15积分
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2
ABSTRACT
As an obligatory course, English is of great importance to individual
development in China. In reality, however, many learners of English have poor
language abilities due to lack of study strategies. How to help students become
independent and efficient learners and how to train them to use learning strategies
have been a research project for years. In English learning process, vocabulary
learning bears great importance. Inadequate vocabulary not only causes
communication failure, but also limits one’s thinking power. This dissertation probes
into the background, definition and classification of language learning strategies as
well as efficacy of learning strategies by using such instruments as a questionnaire
and a vocabulary test.
Due to the disagreement on the classification and definition of language learning
strategies, this dissertation only introduces some typical and widely accepted
classifications and definitions. 50 vocabulary learning strategies are selected based on
O’Malley and Chamot’s viewpoints and are used to design survey questions for the
questionnaire.
This dissertation tries to investigate the differences of English vocabulary
learning strategies employed by successful and unsuccessful high school students. It
hypothesizes that there is a positive correlation between the strategies the students
employ and their vocabulary learning achievements. If it is proved true, what coping
strategies should the teachers possibly take to help the students to enrich their strategy
repertoire?
The subjects of this study are 100 high school students of Grade Three in
Suzhou No. 1 Middle School, 96 of whose questionnaires and test papers are valid. In
order to estimate the test validity, a questionnaire was handed out to the students and
their teachers to get their opinions to the test paper and their responses show that the
test paper can reflect their vocabulary power. The distributions of vocabulary scores
and strategy scores are also conducted with the help of SPSS. The result shows that
the two sets of scores are in normal distribution.
The students are divided into three groups based on the ranking of the vocabulary
test scores: the top 32 students are represented by G1, the bottom 32 students are
represented by G3, and the middle 32 students are represented by G2. For
convenience and significance, a comparison is made between G1 and G3. Pearson
coefficient is 0.663 (significant at 0.05 level). This implies that there is a positive
correlation between the strategies the students employ and their vocabulary learning
achievements. Based on this result, comparison is also made on the differences of the
strategies used. The findings are as follows: 1. G1, G2 and G3 all use the three kinds
of learning strategies in the discussion. 2. The successful ones use learning strategies
more frequently. 3. As metacognitive strategies are concerned, G1 students use
plan-making and autonomy strategies more frequently than G3 students; with
cognitive strategies, G1 students use dictionary and note taking strategies much more
frequently. 4. As social/affective strategies are concerned, the successful learners use
strategies of self-encouragement, cooperation and communication more often than the
other groups.
Implication is derived from the above data analysis: It is the English teachers’ job
to raise the students’ awareness of vocabulary learning strategies and to equip them
with the most useful ones to begin with, such as plan-making, autonomy, note taking
and dictionary strategies. Only when the students’ strategy repertoire is filled, can
they increase their personal word power.
Key Words: Learning Strategies, Metacognitive Strategies, Cognitive
Strategies, Social/Affective Strategies, Correlation
4
摘 要
作为一门必修课，英语对高中生的升学和个人发展有很大的影响。现实中，
很多学生成绩不好并非因为努力不够，而是因为策略失当。因此，如何提高学生
的英语成绩，如何使学生进行独立、有效的英语学习，培养其使用各种策略是研
究者们一直研究的课题。在英语学习中，词汇学习又是关键一环，词汇量的大小
不仅直接影响交际的成功与否，还限制人的思维。本论文从语言学习策略的背景、
定义和分类入手，以问卷和词汇测试为研究工具，比较成功者和不成功者之间的
差异。
对于语言学习策略的定义和分类，目前并没有统一的认识。本文介绍了一些
学者的不同见解和较为典型的定义和分类，并按照 O'Malley and Chamot 的分类，
设计 50 个词汇学习策略作为调查问卷。
本论文旨在研究对高级中学的英语词汇学习成功的学生与不成功的学生之
间的使用策略方面的差异。提出假设：学生的成绩和策略使用之间存在正相关。
如果这种假设是正确的，教师应该采取什么样的对策来拓宽他们的策略范围。
作者选取安徽省宿州一中 100 名高三学生为试验对象，得到 96 份有效问卷
及试卷。为了更全面了解该卷的效度, 作者对两个班的学生和老师进行了书面调
查，调查结果显示试卷能较好反应学生词汇水平。作者还对试卷成绩和策略得分
分布进行了分析，结果表明两组数据都是正态分布。
之后，作者对两组分数进行相关分析。为了更能体现两者之间的相关性, 作
者把 96 名学生的成绩按高、中、低分为三组，每组 32 人，并对高分组和低分组
的学生成绩和策略得分进行相关分析, 皮尔斯相关系数的值是 0.663（在 0.05
的水平上具有显著性）。该值表明，学习策略和词汇成绩之间存在较强的正相关。
基于这样一个结论，作者对词汇学习成功的学生和不成功的学生之间进行了对
比，结果发现：1. 学习者在词汇学习方面都使用了三种策略，而成功者使用的
策略频率要多于不成功者。2. 在元认知方面，成功者较多选用计划性学习策略
和学习自主策略。3. 在认知方面，成功者较多使用词典和笔头策略。4. 在社会
情感策略方面，成功者使用更多的策略是面对挫折时鼓励自己和多与别人合作交
流策略。
通过以上分析，得到以下启示：英语学习者应该频繁使用学习策略, 特别是
制定计划，自主学习和作学习笔记。老师应该让学生提高使用各种学习策略的意
识和帮助他们拓宽策略的范围。
关键词：学习策略 元认知策略 认知策略 社会情感策略 相关性
CONTENTS
Acknowledgements
ABSTRACT
摘 要
Chapter One Introduction ............................................................................................ 1
§1.1 The Importance of Vocabulary ....................................................................................1
§1.2. Vocabulary Achievement and Learning Strategies .................................................... 2
§1.3 Overview of the Paper .................................................................................................3
Chapter Two Literature Review ...................................................................................5
§2.1 Research Development and Main Issues .................................................................... 5
§2.1.1 Research Development Abroad ............................................................................ 5
§2.1.2 Research Development at Home .......................................................................... 7
§2.1.3 Main Issues ...........................................................................................................9
§2.2 Controversies in the Study of Language Learning Strategies ...................................20
§2.2.1 Definition of Language Learning Strategies ...................................................... 20
§2.2.2 Classification of Learning Strategies ..................................................................23
Chapter Three Research Design ...................................................................................31
§3.1 Procedure .................................................................................................................. 31
§3.1.1 Subjects ...............................................................................................................31
§3.1.2. Questionnaire and test ....................................................................................... 31
§3.1.3 Test Estimate .......................................................................................................33
§3.1.4. Correlation Estimate .......................................................................................... 37
§3.2 Data Analysis ............................................................................................................ 40
§3.2.1 Overall Analysis ................................................................................................. 40
§3.2.2. Overall Strategy Comparison ............................................................................ 42
§3.2.3 Comparison of Metacognitive Strategies between Successful Students and
Unsuccessful students ....................................................................................................43
§3.2.4 Comparison of Cognitive Strategies between Successful Students and
Unsuccessful Students ................................................................................................... 50
§3.2.5 Comparison of Social /Affective Strategies between Successful Students
and Unsuccessful Students ............................................................................................ 58
6
Chapter Four Coping Strategies for the English Teachers ..........................................61
§4.1 The Strategy of Reforming the Traditional Ideas of Teaching and Learning ............61
§4.2 Raising the Consciousness/Awareness of Language Learning Strategy ...................62
§4.3 Using Various Strategies to Make the Students Curious and Interested in
English .............................................................................................................................. 64
Chapter Five Conclusions and Implications ................................................................. 67
§5.1 Summary ................................................................................................................... 67
§5.2 Limitations and Suggestions ..................................................................................... 69
§5.3 Concluding Remarks .................................................................................................70
§5.4 Future Research Focuses ...........................................................................................71
Bibliography ........................................................................................................................73
Appendix ............................................................................................................................. 77
在读期间发表的论文 .......................................................................................................... 85
Chapter One Introduction
1
Chapter One Introduction
§1.1 The Importance of Vocabulary
It is known that vocabulary is the core of successful communication. It is as what
linguist D.A. Wilkins says in Linguistics in Language Teaching, “Without grammar very
little can be conveyed; without vocabulary nothing can be conveyed.”
]47[
(Wilkins, 1972, p:
111) It is not surprising that many people have the common sense as described by Ellis:
Vocabulary is the area that learners seem most conscious of.
]14[
(Ellis, 1985) Inadequate
vocabulary not only can cause communication failure, but also can limit one’s thinking
power. If one’s vocabulary power is limited, he/she is likely a limited thinker, since he/she
can neither receive ideas nor communicate with others within the confines of his/her
inadequate vocabulary. Words stand for ideas and are the tool of thought. Researches have
shown a close correlation between vocabulary and intelligence. A good command of
vocabulary, therefore, will identify one as a person of superior mental ability. In china, high
school students, who will have to take college entrance examination, will find vocabulary a
major challenge in learning English. To have a high score in the examination, they need to
have a good vocabulary. What is more, in China, if one wants to find a well paid job in a
decent company, he/she is required to have a certificate of CET-Four or Six. To some
degree, one’s English level determines one’s future career. We know that one’s English
level is often demonstrated by his or her power of English vocabulary. What can ensure
him/her of a large vocabulary? This is what the present study is interested in finding out.
The hypothesis the author puts forward is: Efficient use of English vocabulary learning
strategies has an intrinsic relationship with the achievement of high school English learners
in China.
摘要：

2ABSTRACTAsanobligatorycourse,EnglishisofgreatimportancetoindividualdevelopmentinChina.Inreality,however,manylearnersofEnglishhavepoorlanguageabilitiesduetolackofstudystrategies.Howtohelpstudentsbecomeindependentandefficientlearnersandhowtotrainthemtouselearningstrategieshavebeenaresearchprojectfory...

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作者：陈辉 分类：高等教育资料 价格：15积分 属性：89 页 大小：610.43KB 格式：PDF 时间：2024-11-19

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