英語詞匯學(xué)習(xí)策略 畢業(yè)論文


Abstract

Content: Vocabulary is one of the most basic elements of a language.  In order to find the efficient ways of learning vocabulary, vocabulary learning strategies have been studied for decades of years. Now it is a hot issue in the study of language learning strategies. Lots of research has been done both abroad and in China. The recent years has witnessed the development in both breadth and depth of this area in China, which has greatly enriched the understanding of vocabulary learning process of the Chinese students.
    But the studies at home mainly select non-English college students as their subjects. The present research attempts to study the English vocabulary learning strategies used by English majors. The study is based on the classification of English vocabulary learning strategies from O’Malley and Chamot, which contains metacognitive, cognitive, social and effective strategies.  Through a questionnaire to 60 English majors of Jiujiang University, the study finds that English majors are now employing a good amount of strategies. Advanced learners are more prone to use various strategies and they have great flexibility in learning strategies while less advanced learners are not so flexible.
The author gives advises that teachers should play their role as guide in vocabulary teaching and help excavate students’ interest in vocabulary learning. Learners should not just copy other’s strategies but find their own effective strategies.

Key words:  learning strategies; vocabulary learning strategies; effectiveness

摘要

內(nèi)容摘要：詞匯學(xué)習(xí)是語言學(xué)習(xí)中的重要環(huán)節(jié)，為找到有效的學(xué)習(xí)詞匯方法,詞匯學(xué)習(xí)策略的研究已經(jīng)有幾十年。作為現(xiàn)代語言學(xué)習(xí)策略中的熱點問題，國內(nèi)外已經(jīng)進行了很多研究。最近幾年來，國內(nèi)對這一領(lǐng)域的研究從廣度和深度都有了很大發(fā)展，這大大豐富了對于中國學(xué)生英語詞匯學(xué)習(xí)過程的了解。
    但是國內(nèi)多數(shù)研究都是針對非英語專業(yè)學(xué)習(xí)者，本研究是針對英語專業(yè)學(xué)習(xí)者。建立在歐麥力和薩默特對于詞匯學(xué)習(xí)策略的分類，包括元認知策略、認知策略、社會情感策略基礎(chǔ)上，通過對九江學(xué)院 60名英語專業(yè)學(xué)生的問卷調(diào)查，作者發(fā)現(xiàn)英語專業(yè)的學(xué)生運用多種詞匯學(xué)習(xí)策略。優(yōu)秀的學(xué)習(xí)者更傾向于運用各種各樣的策略而且他們對于策略的運用有更大的靈活性,成績欠佳的學(xué)習(xí)者對于策略的使用則欠靈活。
    作者建議教師在詞匯教學(xué)中要充當(dāng)學(xué)生的引導(dǎo)者,并幫助挖掘?qū)W生對于詞匯學(xué)習(xí)的興趣。學(xué)習(xí)者應(yīng)該尋找適合自己的學(xué)習(xí)方法而不能只是照搬別人的。

關(guān)鍵詞：學(xué)習(xí)策略;  詞匯學(xué)習(xí)策略;  有效性

Contents
 
Abstract………………………………………………………………………………………….i
摘要...............................................................................................................................................ii
1 Introduction..............................................................................................................................1
1.1 Importance of Vocabulary Learning in English Language……………………..1
1.2 Significance of the Study……………………………………………………….1
2 Literature Review……………………………………………………………………………2
2.1 Research into Learning Strategies..................................................................................2
2.2 Classification of Learning Strategies……………………………………………4                                          
2.3 Vocabulary Learning Strategies Research Abroad and in China………………..6
3 The study………………………………………………………………………....11                                                             3.1 The Subjects Utilized in the Study…………………………………………….11                                            
  3.2 The Methodology Utilized in the Study……………………………………….11                                        
  3.3 Analysis and Conclusion………………………………………………………12
3.3.1 The Basic Condition of VLS in English Learning of English Majors……14
3.3.2 The Differences of VLS between Advanced Learners and Less Advanced Learners……………………………………………………………………14
3.3.3 Conclusion………………………………………………………………...15
4 Effective choices of VLS…………………………………………………………..15                                                      
  4.1 Factors Affecting VLS Choices………………………………………………..15                                              
  4.2 Ways of Effective Choices of VLS…………………………………………….17                                            
5 Conclusion…………………………………………………………………………18                                                                 
Bibliography………………………………………………………………………...19                                                                 
AppendixⅠ.................................................................................................................21                                                                  
Acknowledgements…………………………………………………………………23