英语词汇学习策略
毕业论文
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
现代教育的基本目标是教会学生怎样学习，这是终身学习的需要,也是知识信息爆炸的需要。在这1基本目标的指导下，英语教学不仅要让学生熟练地掌握各种英语技能，还要教会学生学习英语的策略。本文采用问卷调查，词汇知识测试的方法对1所中学学生词汇策略使用情况进行分析，试图了解部分中国高中生适应英语词汇学习策略的总体情况；高分组学生与低分组学生在词汇学习策略使用上是否有所不同。来自湖南岳阳1学校学生参与了问卷调查。该问卷详细调查了学生在元认知、认知以及情感/社交3个层次上使用英语词汇学习策略的使用情况。本次调查分析结果表明，在词汇教学中，教师应该让学生了解认知更多的学习策略，从而让他们更高效率地进行词汇学习, 从而扩充词汇量。
关键词: 英语词汇、学习策略、词汇学习策略、认知策略、元认知策略、应用
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