成人英语词汇学习策略

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Acknowledgments

I would like to take this opportunity to express my gratitude to all the people who

have offered me all kinds of help in undertaking the research and completing this thesis.

First of all, I would like to express my heartfelt gratitude to my supervisor

Professor Lü Le, who has given me strong support and valuable instructions on my

thesis. Professor Lütook much time from her busy schedule to read through my draft

patiently and provided me with valuable advice and inspiration of new ideas.

Thanks go further to all the teachers who have instructed my courses and offered

me great help during my advanced study for the degree of M.A..

My thanks also go to the 100 participants and their teachers in this research for

their kind cooperation and contribution to this study. They offered invaluable

information to me in the experiments.

Finally, I would like to express special thanks to my dearest parents and classmates

for their support over the past two and half years. They have given me enormous

support and encouragement.

ⅱ

ABSTRACT

Vocabulary plays a crucial role in the field of second language acquisition. To most

learners, vocabulary learning remains their greatest concern in language acquisition.

They devote much time to vocabulary learning with little achievement. Researchers

have been looking for premium strategies of learning vocabulary to equip learners with

better ways. However, most of the researches have concerned university students and

middle school students while few of them have concentrated on adult learners.

The thesis begins with a brief review of relevant theories concerning learning

strategies, on the basis of which it tries to investigate into English vocabulary learning

strategies used by adult learners by conducting a questionnaire survey. It aims to prove a

close relation between the use of learning strategies and the outcomes of vocabulary

learning. The questionnaire survey and the training in this thesis are conducted among

the adult learners from Shanghai Zili Education School. The data collected is used for

discussion.

The analysis of the data leads to two conclusions. Firstly, metacognitive, cognitive

and social/affective strategies are all employed by adult learners. Of the three varieties

of learning strategies, only cognitive strategy is relatively frequently employed while

neither metacognitive nor social/affective strategy is frequently used by the sampled

students. Secondly, vocabulary learning strategies are closely connected to the outcomes

of vocabulary learning and can effectively release the learners’ anxiety. Based on the

research results, the thesis proposes some suggestions for English vocabulary learning

and teaching. Limitations of this study are mentioned for further research.

Key Words: Adult learners, vocabulary learning strategies, training

iii

摘要

词汇学习在二语习得中起着举足轻重的作用。但是对大部分的英语学习者来

说，词汇的学习一直是最大的困扰。为了帮助学习者更好的掌握英语词汇学习技

巧，很多学者一直在努力寻求最佳词汇学习策略。但是学者们的研究对象大部分

都是集中于在校学生，而对成人的关注相对甚少。因此，本研究试从成人英语学

习状况出发，探讨成人词汇学习策略的使用情况并由此针对性地提出一些行之有

效的学习策略。

本文首先介绍了词汇的重要性以及中国成人英语教育的现状。进而作者详细

探讨了词汇学习策略的相关理论和研究成果，包括词汇学习策略的背景，定义和

分类。紧接着本文以问卷调查的形式重点调查了成人词汇学习策略的使用情况,进

而通过一次词汇学习策略的训练来验证学习策略在英语词汇学习中的作用。

本文发现成人学习者在词汇学习方面分别运用了元认知，认知和社会情感策

略，而在此三类策略中，运用较多的是认知策略，元认知和社会情感策略在词汇

学习中相对较少。此外，还发现有效的学习策略更有助于提高学生词汇学习的效

果，包括减少学习者的焦虑，增加自信。最后，根据研究结果作者提出一些针对

性的建议，指出研究的不足之处以待改进。

关键词：成人学习者语言学习策略策略训练

CONTENTS

Acknowledgements…………………………………………………………………..…i

ABSTRACT………………………………………………………………………….....ii

摘要………………………………………………………………………………..……iii

Chapter 1 Introduction ...................................................................................................1

1.1 Significance of Vocabulary in Second Language Learning ............................ 1

1.2 Vocabulary Learning and Teaching among the Adult Learners ...................... 2

1.3 Purpose of the Research ..................................................................................3

1.4 Outline of the Thesis ....................................................................................... 3

Chapter 2 Literature Review on Language Learning Strategies ................................5

2.1 Language Learning Strategies .........................................................................5

2.1.1 Definition of Language Learning Strategies ........................................6

2.1.2 Classification of Language Learning Strategies .................................. 7

2.1.3 Researches into the Language Learning Strategies ............................12

2.2 Vocabulary Learning Strategies .................................................................... 14

2.2.1 Researches into Vocabulary Learning Strategies ............................... 14

2.2.2 Factors Affecting the Choice of Vocabulary Learning Strategies ......18

2.3 Vocabulary Learning Strategy Training ........................................................ 19

Chapter 3 Survey Design ..............................................................................................22

3.1 Purpose ..........................................................................................................22

3.2 Subjects ......................................................................................................... 22

3.3 Questionnaire ................................................................................................ 23

3.4 Training Experiment ..................................................................................... 24

3.4.1 Design of the Training Experiment ....................................................24

3.4.2 The Training of Vocabulary Learning Strategies ............................... 25

Chapter 4 Results and Analysis ................................................................................... 34

4.1 Data Analysis of the Questionnaire ...............................................................34

4.2 Findings of the Questionnaire ....................................................................... 39

4.3 Results of the Training Experiment .............................................................. 40

4.4 Additional Remarks ...................................................................................... 42

Chapter 5 Pedagogical Implications ............................................................................43

5.1 Implications for Teachers ..............................................................................43

5.2 Implications for the Textbook Writers .......................................................... 44

5.3 Implications for Adult Learners .................................................................... 45

Chapter 6 Conclusion ................................................................................................... 46

References ...................................................................................................................... 48

Appendix I ..................................................................................................................... 54

Appendix Ⅱ..................................................................................................................57

在读期间公开发表的论文 ............................................................................................ 60

Chapter 1 Introduction

There is no doubt that English is one of the most widely used languages in the

world. In reality, it has risen up to status of international language used at almost all

international arenas, such as sports meets, conferences, business transactions, etc. With

the development of our society, English is becoming more and more important in China,

especially in metropolises like Shanghai and Beijing. It is commonly understood that

not only school children but also adults need to learn the language for a good mastery of

it has a positive impact on their career life, for instance, a well paid job or quick

promotion. However, in spite of their devotion, many adult learners fail to achieve

satisfactory results. For some of them, English, as a subject of learning in any kind of

educational institutions, has become a headache or a hard nut to crack. As a result, how

to learn English efficiently and effectively has become a talk of the town among school

children and Chinese adult English learners.

1.1 Significance of Vocabulary in Second Language Learning

“Without grammar, little can be conveyed; without vocabulary, nothing can be

conveyed.”

-----Wilkins (1972, p. 111)

It is clearly illustrated that without the mastery of words, no one can use a

language appropriately in communication. It is generally acknowledged that vocabulary

is of great importance in second or foreign language acquisition. Laufer (1986) points

out that vocabulary problems are found to be even more difficult to deal with than those

of phonology and syntax.

Moreover, learners themselves more often than not complain that vocabulary has

become the biggest hurdle to jump across in their English learning. Most learners know

that they still encounter a large quantity of unknown words even with a good grasp of

grammar and syntax. As for most Chinese learners, including school students and adults,

vocabulary has been one of the challenging problems in their English learning (Wu &

Wang, 1998).

It is really embarrassing when we fail to find the proper words to express our

thoughts or recognize the words we come across. A lack of sufficient vocabulary will

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iAcknowledgmentsIwouldliketotakethisopportunitytoexpressmygratitudetoallthepeoplewhohaveofferedmeallkindsofhelpinundertakingtheresearchandcompletingthisthesis.Firstofall,IwouldliketoexpressmyheartfeltgratitudetomysupervisorProfessorLüLe,whohasgivenmestrongsupportandvaluableinstructionsonmythesis.Pro...

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