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1、词汇学习策略在外语教学中应用的研究 词汇学习策略在外语教学中应用的研究 A Study on Application of Vocabulary Learning Strategies in FLT 【中文摘要】 越来越多的研究表明,影响第二语言使用者使用能力的主要因素是词汇知识。在近年来的英语教学中,词汇教学已经成为重要环节。而在教学中引入词汇学习策略培训也已经开始引起学者和教师们的广泛关注。本次调查作者围绕OMalley和Chamot的学习策略框架展开,将学习策略分为元认知策略、认知策略和社会/情感策略三个层次。元认知策略用于评价、监控、管理认知策略的使用,认知策略直接用于学习语言的活动之
2、中,社会/情感策略是学习者参与语言的活动和情感调节。在本文中,作者首先通过使用调查问卷,分析研究了非英语专业学生在英语词汇学习观念和词汇学习策略的使用方面的总体情况。数据表明大多数学生认为英语词汇应该在用中学;在英语词汇习得过程中他们广泛地使用各种学习策略,其中,认知策略使用得最为广泛。在其后进行的试验教学中,作者选取了三种学习策略作为培训目标:(1)通过上下文猜测词义;(2)通过介绍词根,词缀知识,将单词进行分类;(3)通过口头和书面练习来巩固词汇习得。经过为期四个月的培训,作者分别进行了每月一次的词汇测试和期末词汇测试,并用SPSS软件对测试结果和调查问卷结果进行了分析比对。结果显示:通过
3、试验教学,学生较好地掌握了目标策略;培训能大幅度的提高词汇学习策略的使用;词汇学习策略的使用对于词汇习得有着积极的作用。 【英文摘要】 More and more studies show the main factor that affects L2 users language competence is vocabulary knowledge.English vocabulary teaching has become a great obstacle in English teaching and learning in recent years.Introducing Englis
4、h vocabulary learning strategy training into teaching activities also catches much attention among teachers and scholars.This study is developed from OMalley and Chamots framework of learning strategies,in which metacognitive strategies,cognitive strategies,social/affective strategies are included.
5、Metacognitive strategies are higher order executive skills and used for learners to oversee, regulate,or self-direct their language learning.Cognitive strategies refer to the mental processes they use to acquire,sort,remember,and use information.Social/Affective strategies refer to participating in
6、the language learning and affective adjustment.The present study firstly attempts to explore the overall pattern of non-English majors beliefs and strategies about English vocabulary learning through questionnaire.The results show:the investigated learners generally believed words should be learned
7、through use;these learners use a wide range of strategies when learning English;and cognitive strategies are the most widely used among three dimensions.In addition,in the following experimental teaching activities,the author chose three strategies as training targets:(1) guessing the meaning of wor
8、ds through context(contextualization strategy);(2) instructing knowledge of word-formation (grouping strategy);(3) oral and written output(exercising strategy).Through four-mouth strategies-based instruction activities,the author carried out four monthly vocabulary tests and final vocabulary test re
9、spectively.The results of the questionnaire and vocabulary test are inputted into computer and SPSS 13.0 statistical analysis is used to analyze them.The major findings are concluded as follows:(1) The subjects in experimental class used target strategies more often and more smoothly than before;(2)
10、 The training can greatly enhance vocabulary learning strategy use frequency;(3) Using vocabulary learning strategy could be effective in the way of improving vocabulary achievement. 【中文关键词】 学习策略; 英语词汇学习策略; 策略培训 【英文关键词】 learning strategy; English vocabulary learning strategy; strategy training 【毕业论文
11、目录】 词汇学习策略在外语教学中应用的研究Abstract(Chinese) 3-4 Abstract(English) 4 1 Chapter One Introduction 9-11 2 Chapter Two Literature Review 11-43 2.1 Second Language Acquisition 11-15 2.1.1 The Definition of SLA 11 2.1.2 The Theories of L2 Acquisition 11-15 2.2 Learning Strategies 15-25 2.2.1 Definition of Learn
12、ing Strategies 16-18 2.2.2 Classification of Learning Strategies 18-25 2.3 Vocabulary Learning Strategies 25-37 2.3.1 Vocabulary Learning Strategies 25-27 2.3.2 Vocabulary Learning Strategies Research in the West 27-33 2.3.3 Vocabulary Learning Strategies Research in China 33-37 2.4 Strategy trainin
13、g 37-42 2.4.1 Strategy Training and Strategies-Based Instruction 37-40 2.4.2 Specific Strategies Training 40-42 2.5 Summary 42-43 3 Chapter Three Research Questions 43-49 3.1 Research questions 43 3.2 Questionnaire 43-46 3.2.1 Subjects 43-44 3.2.2 Instruments 44-45 3.2.3 Procedure 45-46 3.2.4 Data s
14、election 46 3.3 An experimental teaching study 46-48 3.3.1 Subjects 46 3.3.2 Instruments 46-47 3.3.3 Experiment procedure 47-48 3.3.4 Data Selection 48 3.4 Summary 48-49 4 Chapter Four Results and Analyses 49-64 4.1 Results and Analyses of Questionnaire 49-55 4.1.1 Beliefs about Vocabulary Learning
15、49 4.1.2 Use of Vocabulary Learning Strategies 49-55 4.2 Results and Analyses of Experimental Teaching Study 55-62 4.2.1 Results and Analyses of English Vocabulary Test 56-58 4.2.2 Results and Analyses of Pre-Questionnaire and Post-Questionnaire 58-61 4.2.3 Correlation Analysis between Strategy Use and Scores in Vocabulary Test 61-62 4.3 Summary 62-64 Conclusion 64-67 References 67-71 Appendix 71-75 Papers published in the periods of master degree education 75-76 Acknowledgement 76-77
