英語詞匯學習策略
畢業論文
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
現代教育的基本目標是教會學生怎樣學習，這是終身學習的需要,也是知識信息爆炸的需要。在這1基本目標的指導下，英語教學不僅要讓學生熟練地掌握各種英語技能，還要教會學生學習英語的策略。本文采用問卷調查，詞匯知識測試的方法對1所中學學生詞匯策略使用情況進行分析，試圖了解部分中國高中生適應英語詞匯學習策略的總體情況；高分組學生與低分組學生在詞匯學習策略使用上是否有所不同。來自湖南岳陽1學校學生參與了問卷調查。該問卷詳細調查了學生在元認知、認知以及情感/社交3個層次上使用英語詞匯學習策略的使用情況。本次調查分析結果表明，在詞匯教學中，教師應該讓學生了解認知更多的學習策略，從而讓他們更高效率地進行詞匯學習, 從而擴充詞匯量。
關鍵詞: 英語詞匯、學習策略、詞匯學習策略、認知策略、元認知策略、應用
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