英文論文萬能模板精編版.doc

1、英 語 專業(yè)，包括旅 游 方向 代 碼學科代碼 : 050201一樣學號 :本科畢業(yè)論文（設(shè)計）英文題目字體為Times New Roman三號，中文為宋體三號。副標題應另起一行，并縮進2 個字符題 目 ： ComparativeAnalysisofEnglishVocabularyLearning Strategies from Minorityand Han HighSchool Students-TakingShibing NO.1HighSchool as Example學院：外國語學院專業(yè)：英語班級：學生姓名：陶 朝 燕指導教師：沈萍打印出來是請注意這里的橫線是否對齊2015 屆畢業(yè)

2、生論文完成時間應在 2015 年 3 月 30 日左右2015年3月30 日頁眉為小五，斜體，宋體ContentsContents 為四號加粗，目錄內(nèi)容最起碼寫到三級標題， 1.5 倍行距，不用加粗，字體為小四，羅馬目錄部分應含有摘要，關(guān)鍵AbstractII詞，并標上頁碼Key words.1.1.11 Introduction.11.1 A Brief Introduction11.2 The Significanceof Research Studies on EnglishVocabularyLearningStrategies21.3 Research Questions.32 Li

3、terature Review3目錄應包含摘要， 關(guān)鍵2.1 Definition of Learning Strategies3詞，參考文獻， 致謝和2.2 Classification of Learning Strategies.3附錄2.3 Research studies on Vocabulary Learning Strategies43 Methodology53.1 Research Objects53.2 Research Instruments.63.2.1 Questionnaire.63.2.2 Interview64 Result74.1 Data Collecti

4、on.74.2 Results75 Conclusion105.1 Conclusion and Suggestions.105.1.1 Conclusion105.1.2suggestions.10目錄摘要部分References統(tǒng) 一 用 羅 馬.12、編頁碼Acknowledgements13Appendix14Comparative Analysis of English Vocabulary Learning Strategies from Minority and Han High School Students-Taking Shibing NO.1 High School as

5、 ExampleAbstract: This is a thesis about comparative analysis of English vocabularylearning strategies from minority and han high school students. Questionnaire and標題用三號羅馬字體加粗interview were adopted to collect data, and 51 senior school students were participants. The purpose is to learn what English

6、 vocabulary learning strategies are used by students, and find out whether there are some differences between minority and han high school students in English vocabulary learning strategies. The result indicated that minority and han high school students are good at meta-cognitive strategies, and th

7、ey have a certain ability to use cognitive strategies. Secondly, minority students are not good at applying social-affective strategies, but han students can use it well. The significance of this paper is to improve English teaching and vocabulary teaching in high school.Key Words: vocabulary learni

8、ng strategies; meta-cognitive strategies; cognitive strategies; social-affective strategies四號宋體摘要和關(guān)鍵詞內(nèi)容為小四號，1.5 倍行摘要：距， Abstract 和 Key Words 為四號加本文是對少數(shù)民族和漢族高中生詞匯學習策略的比較分析。采用問卷調(diào)粗，關(guān)鍵詞為3-5 個，中間用分號； 隔查和訪問法對51 名高三學生進行調(diào)查。了解學生對詞匯學習策略的使用，并找出少數(shù)民族和漢族高中生在使用詞匯學習策略方面的不同。結(jié)果表明，少數(shù)民族和漢族高中生更善于使用元認知策略，具有一定掌握認知策略的能力。第二

9、，少數(shù)民族學生不善于使用社會情感策略，但是漢族學生能夠更好地使用社會情感策略。本研究有利于提高高中英語教學和詞匯教學。內(nèi)容為小四號宋體關(guān)鍵詞： 詞匯學習策略；元認知策略；認知策略；社會情感策1 Introduction1.1 A Brief Introduction標題（包括 1、 2、 3 級）全部為小四號字體，標題加粗， 內(nèi)容用小四號， 1.5 倍行距With the development of Chinas education reform, English teaching has become more and more important. As an international

10、 language, English is widely used by people, the majority of people start to learn English. Language consists of three basic elements: pronunciation, vocabulary, grammar (Chen & Zhou, 2012). However, vocabulary is one important part of English. Vocabulary is the most important component of English l

11、earning, and it has become a hot topic in society. In English teaching, vocabulary is the foundation, it is also crucial part of English learning, and the learning strategy is the one basic form of language comprehensive ability, so to improve the learning efficiency is an important guarantee for th

12、e development of autonomous learning ability (Gao, 2008). English is an important tool of communication between country and country, people and people. Lack of a good vocabulary is lack of communication ability.Many teachers ignore studentscommunication and autonomous learning ability in language le

13、arning process, and the learning efficiency is low. The classroom is the only source for students to learn vocabulary. Students do not have their own methods to learn. Language is to communicate; therefore, it is necessary to improve the learnerscommunicative ability. For non-native English learners

14、, vocabulary is an essential part, and it connects the whole language learning process. Vocabulary will influence learnerslistening, writing, reading, speaking, translation and other activities in language learning. Although most studies of language learning strategies is indirectly related to vocab

15、ulary learning strategies (VLSs) during the research process, there are not so much studies in-depth on VLSs. More and more linguists, who are engaged in the study of foreign language teaching, think words play an important role in foreign language teaching (Zhang, 2003). To learn a language, at the

16、 first, learners need to learn the vocabulary. Over decades, the research of VLSs aroused great interest in the domestic and foreign scholars and educators; it has still a large development space in this field. The research on VLSs is based on the study of論文里面應有引用部分，此部分應和后面的參考文獻對應second language lea

17、rning strategies. English VLSs is also a hot problem between researchers on second language acquisition and English teacher. In the past 25 years, people have not a large-scale and a specific study on vocabulary learning, but the research on this area has been in an upward trend. So language learnin

18、g strategies is an important point in foreign language teaching.1.2 The significance of Research Studies on English VLSsMost studies aim at investigating learning strategies in different levels about high school students. Vocabulary is an essential part of English and it is also an integral part of

19、language. It plays a crucial role in the language learning. Just as a building can not be constructed without the building material, a language is not conceivable without vocabulary (Yang, 2008). Without vocabulary, the specific part of English will not be communicated with other people. According t

20、o Chen and Zhou (2012, P41), “Vocabulary is generally considered as the basic communication tool, and often labeled as the most problematic area by language learners”. If a language learners pronunciation and grammar are excellent, but he does not have vocabulary, then he can not express his thought

21、s and feelings, even do not understand others thoughts, so he will fail in communication. VLS plays a unique role in English teaching. The teacher can help students to have a good study habits to improve their interest in English learning, increase vocabulary, improve studentslistening, writing, rea

22、ding, speaking and translation ability. The most important is that to help students have awareness to use VLSs to make plan to learn. Therefore, the knowledge of learning strategies is important because it will facilitate language teaching considerably (Liu, 2010).In Chain straditional examination-o

23、riented education mode, students are seen as receivers, and the teacher decides everything. The learning efficiency is low. So VLSs are very useful for second and foreign language learners to acquire vocabulary (Chen& Zhou, 2012). However, there are few students on VLSs in high school students. High

24、 school is still a sprout stage on learning English. Vocabulary connects all English learning process. American Philologist Wilkins said that no grammar, peoplecan not express a lot of things; but no vocabulary, people can not express anything.Therefore, the research of VLSs is very important.1.3 Re

25、search QuestionsThe studies of research got a big achievement in China and abroad. Many researchers have studies on VLSs. The purpose of the study is to research the VLSs between minorities and han high school students. According to this, there are two research questions of this paper:a) What VLSs a

26、re used by minority and han high school students?b) Are they any differences between minority and han students in VLSs? If yes, what are they?2 Literature Review2.1 Definition of Learning StrategiesWhat is the learning strategy? The word “strategy”was derived from ancient Greek word “strategia”. It

27、means the strategy on the war. In order to get a great result on the war, people often make the plan and strategies to fight. Taking it into study, it aims at studying more relaxing and efficiency. It is a science and highly efficiency learning method. Definition of learning strategies is no agreeme

28、nt idea. Different researchers define strategy in different ways.According to Steen (1993), learning strategy is a thought, which was adopted by language learners, just peoples thoughts.Anderson (1980) pointed out the learning strategy is a cognitive skill from the cognitive to see study, and it is

29、to use theory to research the learning strategy.According to Chamot (1987), learning strategies are methods, which the learners to promote language knowledge and other knowledge.Malley and chamot (1990) said that learning strategies are the special way to understand, learn and keep the latest messag

30、e to learners.2.2 Classification of Learning StrategiesLearning strategies consists of many factors; the research studies on level and scope are different. Learning strategies are learnersconscious, goal-oriented and problem-solving based efforts to achieve desirable learning efficiency (Yang, 2008)

31、.Motivation plays an important role in learnersuse of learning strategies. Among them, Chamots (1987) and Oxford s (1990) classification are widely accepted. Different researcher has different definition of learning strategies.According to Cohen s1998)( classification, learning strategies mainly con

32、sist of two parts: second language learning strategies and second language using strategies. Second language learning strategies is that the learner to identify the material to be learnt, distinguishing and groping it from other material. Second language using strategies is that the learner to use s

33、trategies to retrieve and rehearsal material, and then to communicate.In terms of Oxfor d s1990)( classification, learning strategies mainly consist of two parts: direct strategies and indirect strategies. There are several strategies in each strategy. Direct strategies are consists of three parts:

34、cognitive strategy, compensation strategy and memory strategy. Indirect strategies are also consists of three parts: meta-cognitive strategy, cognitive strategy and social-affective strategy.According to Malley and Chamots (1990) classification, learning strategies mainly consist of three parts: met

35、a-cognitive strategies, cognitive strategies and social-affective strategies. Also, there have several strategies in each strategy. Meta-cognitive strategies include centering, applying image and sound, and evaluating. Cognitive strategies consist of resourcing, repetition, grouping, deduction, imag

36、ery, note-taking, dictionary, inference, analyzing and internalizing.Social-affective strategies consist of question, cooperation, dealing with the ways learners interact or communicate with other speakers, native or non-native.2.3 Research Studies on VLSs2.3.1 The Situation about VLSs in ChinaThe r

37、esearch of VLSs began in middle 1990 in China. Vocabulary acquisition is derived from 1880s, but VLSs is later. More and more people to learn English in ourcountry, but they are not really to grasp of the extent of the foreign language on the intuitive. So the studentsself-study is regarded highly b

38、y people. Meanwhile, the research of this field is becoming more active.Gao and Zhang (2004) put 127 college non-English major students and 132 college English major students in Beijing teach-training university as the research objects. The result of the research indicated that some students are not

39、 to use meta-cognitive strategies and cognitive strategies, the major students are not knew cognitive strategies.Gao (2008) put 197 English major freshmen and 205 senior non-English major students as the research objects. The result indicated that the teacher ought to strengthen to train strategies

40、in vocabulary teaching, and attach to use social-affective strategies.The earliest study of vocabulary acquisition is the studentsvocabulary (Xu, 2006). With foreign language development, language learning strategies have become an important role in foreign language teaching (Xue, 2005).2.3.2 The Si

41、tuation about VLSs AbroadThe research on VLSs began in early 1990s abroad, and the foreign researchers have made a great achievement. Most research studies on VLSs are from western countries. The researchers divided the learning strategies into different categories.Cohen (1998) through the research

42、on VLSs, the result indicated that most students focus on direct discussion of actual strategies and their use, rather than categories of strategies.Oxford (1990) put American students as research objects, and the result indicated that the students use strategies to enhance their language learning.3

43、. Methodology3.1 Research ObjectsThe objects are 51 senior high school students at NO.1 high school in Shibing, including 21 minority students and 30 han students. The reason why they are chosento be participants is they are senior students who will face university entrance examination. They must gr

44、asp a large size of vocabulary. In order to increase the size of vocabulary, they must act some useful learning strategies to learn and remember words so that they will have a good vocabulary to deal with such examination.3.2 Research Instruments3.2.1 QuestionnaireIn the research process, the paper

45、is adopted questionnaire. There have 60 questionnaire issued to Shibing NO.1 senior high school students. The questionnaire can collect large amounts of data in a short time, and it can analyze and summarize the investigation from aspects of high school students in learning strategies.The questionna

46、ire is designed by Malley and Chamot (1990) classifying of learning strategies. They are meta-cognitive strategies, cognitive strategies and social-affective strategies. Meta-cognitive strategies involved planning(1), selection attention(2,3), self-monitoring(4,5), self-evaluating(6,7,8). Cognitive

47、strategies involved dictionary(9,10,11,12), note-taking(13), repletion(14,15), exercises(16), guessing(17,18). Social-affective strategies involved cooperation (19, 20, 21), question (22, 23), self-confidence (24). Questions in the questionnaire are adapted from Yangs (2008) questionnaire. 5 points

48、are used each question, 1 stands for “Never do”, 2 stands for “Usually not do”, 3 stands for “Sometimes do or not”, 4 stands for “Usually do”, 5 stands for “Always do”. The questionnaire asked to investigators selection with their actual situation.3.2.2 InterviewEight minority students and five han

49、students are interviewees. Interview can get more details about the use of VLSs and the differences between minority and han high school students. It can learn the situation about studentsvocabulary learning directly.4. Result4.1 Data CollectionThe study issued 60 copies of questionnaire and retriev

50、ed 51 of them. For data collection and analysis, figured out the percentage aboutVLSs. If the percentage is higher than 0.50%, and then the students on this strategy of the use frequency is high.4.2 Results4.2.1 The Situation about Using VLSs4.2.1.1 Meta-cognitive StrategiesTable 1StrategiesPercenta

51、ge (%)Planning0.88Selection-attention041Self-monitoring0.60Self-evaluating0.55It can be seen from four meta-cognitive strategies that the minority students and han students can use meta-cognitive strategies to plan and manage their study. The use of frequency of selection-attention is less than 0.50

52、%, which indicates that students are not adopted in using this strategy to remember words. Students can basic grasp meta-cognitive strategies.4.2.1.2 Cognitive StrategiesTable 2StrategiesPercentage (%)Dictionary0.84Note-taking0.80Repletion0.35Exercises0.51Guessing0.29It can be seen from five cogniti

53、ve strategies that the use frequency of dictionary and note-taking is higher than other three items. The use frequency of guessing is the lowest. Minority and han high students can be good at using the dictionary, note-taking and exercises strategies to learn and remember words.4.2.1.3 Social-affect

54、ive StrategiesTable 3StrategiesPercentage (%)Cooperation0.25Question0.65Self-confidence0.45It can be seen from three Social-affective strategies that the use frequency of these strategies is low. That means students are not good at social-affective strategies, especially in cooperation strategy. The

55、y have not to study with other students or teachers. So in English teaching process, teacher ought to strengthen the cooperation with others.4.2.2 Differences in the VLSs between Minority and Han High School StudentsTable 4StrategiesMinority StudentsHan studentsPercentage (%)Percentage (%)Planning0.

56、500.37Selection-attention0.380.25Self-monitoring0.520.50Self-evaluating0.850.71Dictionary0.760.60Note-taking0.630.33Repletion0.520.50Exercises0.600.48Guessing0.160.12Cooperation0.040.53Question0.210.67Self-confidence0.190.34From the Table 4, there is no obvious difference between minority and han high school students in t