學(xué)術(shù)英語(yǔ)論文詞匯學(xué)習(xí)策略在外語(yǔ)教學(xué)中應(yīng)用的研究.doc

詞匯學(xué)習(xí)策略在外語(yǔ)教學(xué)中應(yīng)用的研究 詞匯學(xué)習(xí)策略在外語(yǔ)教學(xué)中應(yīng)用的研究 a study on application of vocabulary learning strategies in flt 【中文摘要】 越來(lái)越多的研究表明,影響第二語(yǔ)言使用者使用能力的主要因素是詞匯知識(shí)。在近年來(lái)的英語(yǔ)教學(xué)中,詞匯教學(xué)已經(jīng)成為重要環(huán)節(jié)。而在教學(xué)中引入詞匯學(xué)習(xí)策略培訓(xùn)也已經(jīng)開始引起學(xué)者和教師們的廣泛關(guān)注。本次調(diào)查作者圍繞omalley和chamot的學(xué)習(xí)策略框架展開,將學(xué)習(xí)策略分為元認(rèn)知策略、認(rèn)知策略和社會(huì)/情感策略三個(gè)層次。元認(rèn)知策略用于評(píng)價(jià)、監(jiān)控、管理認(rèn)知策略的使用,認(rèn)知策略直接用于學(xué)習(xí)語(yǔ)言的活動(dòng)之中,社會(huì)/情感策略是學(xué)習(xí)者參與語(yǔ)言的活動(dòng)和情感調(diào)節(jié)。在本文中,作者首先通過使用調(diào)查問卷,分析研究了非英語(yǔ)專業(yè)學(xué)生在英語(yǔ)詞匯學(xué)習(xí)觀念和詞匯學(xué)習(xí)策略的使用方面的總體情況。數(shù)據(jù)表明大多數(shù)學(xué)生認(rèn)為英語(yǔ)詞匯應(yīng)該在用中學(xué);在英語(yǔ)詞匯習(xí)得過程中他們廣泛地使用各種學(xué)習(xí)策略,其中,認(rèn)知策略使用得最為廣泛。在其后進(jìn)行的試驗(yàn)教學(xué)中,作者選取了三種學(xué)習(xí)策略作為培訓(xùn)目標(biāo):(1)通過上下文猜測(cè)詞義;(2)通過介紹詞根,詞綴知識(shí),將單詞進(jìn)行分類;(3)通過口頭和書面練習(xí)來(lái)鞏固詞匯習(xí)得。經(jīng)過為期四個(gè)月的培訓(xùn),作者分別進(jìn)行了每月一次的詞匯測(cè)試和期末詞匯測(cè)試,并用spss軟件對(duì)測(cè)試結(jié)果和調(diào)查問卷結(jié)果進(jìn)行了分析比對(duì)。結(jié)果顯示:通過試驗(yàn)教學(xué),學(xué)生較好地掌握了目標(biāo)策略;培訓(xùn)能大幅度的提高詞匯學(xué)習(xí)策略的使用;詞匯學(xué)習(xí)策略的使用對(duì)于詞匯習(xí)得有著積極的作用。 【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 english 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. 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 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 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 words 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 respectively.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) 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. 【中文關(guān)鍵詞】 學(xué)習(xí)策略; 英語(yǔ)詞匯學(xué)習(xí)策略; 策略培訓(xùn) 【英文關(guān)鍵詞】 learning strategy; english vocabulary learning strategy; strategy training 【畢業(yè)論文目錄】 詞匯學(xué)習(xí)策略在外語(yǔ)教學(xué)中應(yīng)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 learning 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 training 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 selection 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 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