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1、滨江学院 学位论文（设计）题 目 中学生词汇学习策略研究 院 系_花旗营校区_专 业_英语_学生姓名_某某某_学 号_12345678_指导教师_贺莉君_职 称_讲师_二一 年 三 月 二十 日Contents1. Introduction. - 2 -2. The back ground of English vocabulary learning. . - 2 -2.1 The situation of English strategies research. - 3 -2.2 The meaning of the background. - 3 -3. The purpose of re
2、search English vocabulary learning. - 3 -3.1 The importance of strategies research. - 4 -3.2 The inspiration of the theory. - 5 -4 Middle school students vocabulary learning typical questions and solutions. - 5-4.1 The difference of middle school students vocabulary learning. - 5-.4.2 The complex re
3、quirement of middle school students vocabulary learning. - 6 -5. Strategies for the promotion of vocabulary learning capability. - 6 -5.1 Social strategies. - 6 -5.2 Memory strategies. - 7 -5.2.1Dictionary strategy. - 7 -5.2.2Systematization strategy. - 7 -5.2.3Context strategy. - 8 -5.2.4 Grouping
4、strategy. . - 8 -5.2.5Conjecture strategy. - 8 - 5.2.6 Cognitive strategies. - 9 -5.2.7Metacognitive strategies. - 9 -6.The relationship between strategies and vocabulary size. - 10 -6.1 Students with larger vocabulary size tend to use strategies more intentionally and effectively. - 11 -6.2The more
5、 effectively they use strategies, the larger their vocabulary size will be. - 12-7 Conclusions. -13 -References . -14 -A STUDY OF MIDDLE SCHOOL STUDENTS ENGLISH VOCABULARY LEARNINGJiang YuexingDepartment of EnglishSchool of Language and CultureNanjing University of Information Science & TechnologyAB
6、STRACT: TO most of the students, the 6 years in the middle school is the most significant period during their study career. If we highlight the importance of the strategies of middle school students vocabulary learning and take an in-depth study of it, we may help middle school students form some ef
7、fective vocabulary learning strategies and enable them to have an ability to learn English by themselvesKey Words: vocabulary, strategies, English learning 摘要:中学英语学习处在英语学习的起步阶段，也是英语学习非常关键的阶段。在中学英语学过程中，词汇学习一直是中学生学习英语的难点。本课题通过对中学生词汇学习策略的研究，帮助中学生形成有效的单词记忆的策略，解决中学生背单词这个难题。本课题的研究可亦可帮助学生打牢中学英语词汇基础，对中学语学习起
8、到极大的帮助作用，让英语初学者在学英语的道路有个良好的开端关键词:词汇,策略,英语学习1. Introduction“Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed.”WilkinsVocabulary learning is an important aspect of language acquisition. However, it was not until 1970s that research into vocabulary learning began to
9、receive attention and gain development in applied linguistics. Laufer (1986) tells us “No text comprehension is possible, either in ones native language or in a foreign language, without understanding the texts vocabulary”. Krashen and Terell (1983) also clearly indicate that “Vocabulary is of prime
10、 concern in L2 settings because it plays a dominant role in classroom success”. Vocabulary plays a vital part in all aspects of language learning including listening, speaking, reading, writing and translationIn my view vocabulary is the basic unit of the language in communication, it is essential f
11、or transferring information, and in language learning, it plays an important role in improving students language ability. Without words there are no sentences, let alone languages. Vocabulary learning lays the foundation for English acquisition. If a man has a small capability of vocabulary, he can
12、hardly handle English well. According to the Ministry of Education, the requirement for middle school students is not low. They should not only know the basic meaning of words, but also can handle the language easily (such as: describe a substance or a concept). However, most students cant fit certa
13、in requirements vocabulary learning. Some students even hate learning English words. If we highlight the importance of the strategies of middle school students vocabulary learning and take an in-depth study of it, we may help middle school students form some effective vocabulary learning strategies,
14、 enable them to have an ability to learn English by themselves.2. The back ground of English vocabulary learning 2.1 The situation of English strategies researchNowadays, most language practitioners hold that vocabulary plays a core role in the language learning. Just like what Lewis stated, Vocabul
15、ary acquisition is the center in the SL L, which plays the most important role. Therefore, it is of great significance to teach students strategies and make them apply these strategies in vocabulary learning. The study in learning strategies began in 1970s. Many researchers found that learning strat
16、egies have positive effect on language learning (Rubbin, 1995; Oxford, 1990). In China, some researchers and teachers also investigated learning strategies (Wen Qiu fang, 1995; Ma Guang hui, 1997; Wu Xia & Wang Qiang, 1998), but most of them were concerning college students, and the researches about
17、 middle school students were very few. This paper is an empirical study on the vocabulary learning strategies of middle school students. 120 students are the subjects of the investigation. Before the investigation, an English vocabulary test was conducted among the 120 subjects to test their vocabul
18、ary size and differentiate the high-scorers and low-scorers. Then a learning style questionnaire, a vocabulary learning strategy questionnaire and a vocabulary learning questionnaire were used as instrument to investigate the use of vocabulary strategies. After that, the statistic toolSPSS version 1
19、1.5 (Statistical Package for Social Sciences) was used to analyze the data, and the results were discussed according to the statistics. Researchers home and abroad have done considerable work in this field. Some researchers try to identify effective vocabulary learning strategies, and others attempt
20、 to describe the vocabulary strategies by a peculiar group of learners. However, these researchers have a common focus; that is, they have focused on more proficient learners, college students and graduates. Strategies used by the high school students are seldom studied. However, as Oxford and Hsiao
21、 (2002, P8) commented, “strategies used by learners at the early stage of their L2 development may somewhat different from those used when these learners are more proficient”. The strategies that high school students use are hypothesized to differ from that of adult learners due to their low languag
22、e proficiency and cognitive immaturity.2.2 The meaning of the background The research proves that the most strategies used by middle school students are memory strategies, cognitive strategies and met cognitive strategies. The three strategies have an obvious effect on students vocabulary learning.
23、Therefore, it is suggested that vocabulary learning strategies should be arranged into the middle school curriculum, and be taught in the Middle English classroom. Thus, knowing how high school students use vocabulary learning strategies can provide insights into vocabulary learning and help to prom
24、ote the awareness of both strategy use and training.3. The purpose of researching strategies of English Vocabulary-learning3.1 The importance of strategies researchThere is an old Chinese saying “Give a man a fish, you feed him a day. Teach a man how to fish; you feed him for a lifetime”. In the met
25、hods of middle school English teaching, we should inspire the students to have their own strategies which are suitable for them deliberately. In a word, it is necessary that teachers should let their students grasp the strategies of learning English words.The gist of English teaching is let the lean
26、er acquire the ability to take charge of his own learning, and acquire the whole language by himself without the help of his teacher. Developing the strategies of English vocabulary learning can wider the usage of strategies, enable them to have more effective ways of learning and let them have the
27、ability realization of planning or evaluate their studies. My study based on the research of the strategies of middle school students vocabulary learning is to changing the situation that middle school students feel hard to learn English words. Middle school students are the new group of English lea
28、rning. When they are learning English, their parents and teachers have a very strong influent on them. They learn English because they are curious about it, so they are very kind to accept their English teachers teaching methods and they have positive ideas of English learning. As the middle school
29、students do not have a deep recognition of English learning, they often take the paradoxical choices as follows: Some students agree that it is important to acquire a good knowledge of English based on their mother language.The present study, through evaluating learners vocabulary size and analyzing
30、 their vocabulary learning strategies, including social, memory, cognitive and met cognitive strategies, as displayed in the questionnaire, is in an attempt to investigate 1)What are the most frequently used and the least frequently used strategies among senior students; 2)how do these strategies af
31、fect their vocabulary size. The study thus aims to clarify what strategies are used by the students, and whats more important, how vocabulary learning strategies affect vocabulary size. With the analysis, the study also seeks the pedagogical implications for such language teaching programs as vocabu
32、lary instruction, vocabulary testing and material development as well, in hope of raising enough attention of language teachers and learners to vocabulary acquisition.3.2 The inspiration of the theoryAccording to the Jean Piagets theory, primary school students already know a few strategies of learn
33、ing. While these are all simple strategies, they cant have a great effect on improving their studies. During the middle school period, the ability of cognizancedeveloped fast and the cognition ways became wider than usual. In the cognitive domain, middle school students can form strategies spontaneo
34、usly. They choose these strategies and adjust them during their studies, whereas most of them which are not advised by the teacher are useless strategies. Such as learning everything by rote，copy their words again and again. Students spontaneous strategies can transmit into some habits or involuntar
35、y movements. If those useless strategies have formed, it is hard to get rid of it. The middle school students are in the prime time of learning strategies, so it is necessary that English teacher help and inspire their students to form the ability of developing their strategies of language learning.
36、 Vocabulary is the core of English learning. All languages are based on the words, so every language teacher emphasizes most on words. Just as D.A.Wilkins says that without grammar you can express a few things, while without vocabulary you can express nothing. In some ways the mastery of English wor
37、ds will affect the developing of English reading writing and speaking. By the English Curriculum Revolution, more and more people know the importance of English strategies learning. In order to let the students acquire the words which they have learned, it is necessary to strengthen the English voca
38、bulary teaching, and we should research on the effective ways to learn English words. Hence the students in English learning can be doing half the work; and get double result. Words need to be recited, but reciting words should use some effective strategies.4. Middle school students vocabulary learn
39、ing typical questions and solutions 4.1 The difference of middle school students vocabulary learningCompared with primary school students middle school students have a heavy burden of vocabulary learning, they should have the ability to use at least 2000 words. During the school time, they have only little hours to handle these new words. Besides, students also have to learn other English course such as: reading, writing,
