高中英語詞匯學(xué)習(xí)策略調(diào)查研究報告英語

1、-. zAn Analysis on Strategies of Vocabulary Learning in Senior Middle SchoolsAbstract:Vocabulary is the key to improving English level. Of course, knowing some words does not mean that you have well grasped a language, however, if you want to learn English well, you have to possess a large quantity

2、of vocabulary. Recently, many scholars have done a great number of researches into vocabulary learning strategies, but researches of senior middle school students in this field are far from enough. This thesis aims at making some researches in this field, and giving a hand to the high school student

3、s, providing some reference to the high school teachers.During the research, the author studied a lot about the relative theories, interviewed and analyzed many subjects, which testifies that the research is reliable and provoking. The content is mainly about meta-cognitive strategies, cognitive str

4、ategies and social/affect strategies. And the findings show that learners prefer to certain strategies of meta-cognitive and cognitive, pay less attention to social/ affect strategies.Key Words:vocabulary learning strategies； high school students； meta-cognitive strategies；cognitive strategies； soci

5、al/affect strategies.-. zContentsTOC o 1-3 h u HYPERLINK l _Toc9799 Abstract ( PAGEREF _Toc9799 I) HYPERLINK l _Toc28171 1 Introduction(1) HYPERLINK l _Toc744 1.1 Background .( PAGEREF _Toc744 1) HYPERLINK l _Toc12194 1.2 Purpose( PAGEREF _Toc12194 1) HYPERLINK l _Toc4086 1.3 The Structure of the Th

6、esis( PAGEREF _Toc4086 2) HYPERLINK l _Toc548 2 Literature Review(2) HYPERLINK l _Toc24074 2.1 Brief Introduction to Vocabulary( PAGEREF _Toc24074 2) HYPERLINK l _Toc12084 2.1.1 The Definition of Vocabulary( PAGEREF _Toc12084 2) HYPERLINK l _Toc22673 2.1.2 Classification and Word Formation( PAGEREF

7、_Toc22673 3) HYPERLINK l _Toc25496 2.2 Research into Vocabulary Learning Strategy( PAGEREF _Toc25496 3) HYPERLINK l _Toc21533 2.2.1 Definition and History( PAGEREF _Toc21533 3) HYPERLINK l _Toc6386 2.2.2 Classification of Vocabulary learning strategy( PAGEREF _Toc6386 4) HYPERLINK l _Toc26036 2.2.3

8、The Vocabulary Learning Strategies Frequently Used in High School English Learning( PAGEREF _Toc26036 8) HYPERLINK l _Toc21082 3 Research Design( PAGEREF _Toc21082 10) HYPERLINK l _Toc26005 3.1 Research Aims( PAGEREF _Toc26005 10) HYPERLINK l _Toc27278 3.2 Research Subjects( PAGEREF _Toc27278 10) HY

9、PERLINK l _Toc279 3.3 Research Instrument( PAGEREF _Toc279 11) HYPERLINK l _Toc26833 3.3.1 Interviews( PAGEREF _Toc26833 11) HYPERLINK l _Toc7312 3.3.2 Questionnaires( PAGEREF _Toc7312 12) HYPERLINK l _Toc14781 3.4 Data Collection( PAGEREF _Toc14781 14) HYPERLINK l _Toc3430 4 Research Result( PAGERE

10、F _Toc3430 14) HYPERLINK l _Toc21385 5 Research Analyses( PAGEREF _Toc21385 15) HYPERLINK l _Toc13753 5.1 A Summary of the Data Collected( PAGEREF _Toc13753 15) HYPERLINK l _Toc18832 5.2 The Most-frequently Used Vocabulary Learning Strategies( PAGEREF _Toc18832 15) HYPERLINK l _Toc5700 5.3 The Least

11、-frequently Used Vocabulary Learning Strategies( PAGEREF _Toc5700 17)-. z HYPERLINK l _Toc12585 5.4 Vocabulary Learning Strategies Used in Teaching( PAGEREF _Toc12585 17) HYPERLINK l _Toc20588 6 Discussions and Suggestions( PAGEREF _Toc20588 18) HYPERLINK l _Toc2562 6.1 Vocabulary Learning Strategie

12、s For Senior Middle School Students( PAGEREF _Toc2562 18) HYPERLINK l _Toc8592 6.2 Vocabulary Learning Strategies in Teaching Process( PAGEREF _Toc8592 18) HYPERLINK l _Toc11941 Reference( PAGEREF _Toc11941 20) HYPERLINK l _Toc27163 Abstract(Chinese)( PAGEREF _Toc27163 21)-. z1 Introduction1.1 Backg

13、round In recent years, as the internationalization trend continues to march on,the significance of English teaching is growing to our country and nationality. While vocabulary is the basic element of English, As the linguist McCarthy (1990) pointed out，regardless of how good a persons grammar is, re

14、gardless of how standard his pronunciation is， if he does not have enough vocabulary to e*press his feelings or understanding of each others views and ideas, he can not use the language to municate with others. so whether we choose the correct and suitable learning strategies or not has profound and

15、 lasting influence on the improvement of our English ability. So far, the researches on English vocabulary learning strategies are far from enough, especially in English vocabulary learning strategies of senior middle school students, there is not systemic analysis about this part. However, the voca

16、bulary of students in high school is quite insufficient, and it seems very difficult for them to remember the new words. Many students have lost their confidence in vocabulary learning. So, in order to help those people master an effective learning method of vocabulary, and improve the validity of t

17、he second language acquisition, this thesis starting from the practical state of English learning in high school hopes to give a valuable reference to the students and teachers in senior middle schools. 1.2 PurposeBased on the background mentioned above and those reasons included, the author writing

18、 this thesis focus on the study of vocabulary learning strategies of the senior middle school students, which in order to obtain a better understanding of them. Given the new reform of the teaching forms pay more attention to the abilities of English learning, such as speaking, listening, writing an

19、d so on, the author, instead of just making a general survey of vocabulary learning strategies employed by normal senior shool students, mits to figure out which strategies are more effective to the senior middle students, thus help them achieve good results in English learning. In the long view, th

20、is will enable students to lay a solid foundation for their English learning in future. On the other hand, this thesis aims at helping the teachers who teach senior middle school students look out the suitable teaching methods in vocabulary strategies field. By the way, the author hopes this paper m

21、ay give a little help to optimize the teaching form. To sum up, this thesis will benefit the teachers and students in senior middle schools a lot in their English learning process. 1.3 The Structure of the ThesisThis paper consists of seven part.The first part is introduction of the research, which

22、shows the purpose of the research as well as its background. The second part is literature review, it gives a brief introduction to vocabulary and vocabulary learning strategies.The third part is about research design, it is made of four steps:research aims, research subjects, instrument and data co

23、llection. The fourth part is result of the survey. The fifth part is the analysis of the data collected.The si*th part is discussions about the results and give some suggestions to the senior middle school students and teachers. The last part,the seventh part, is a conclusion, the end of the paper.2

24、 Literature Review2.1 Brief Introduction to VocabularyIn this part, the author will discuss vocabulary: The Definition of VocabularyPeople give “vocabulary a definition on the basis of “word. As to “word, Bloomfield says that a word is a minimum free form, which is much the same as Hu Zhuanglins opi

25、nion, he thinks word is a typical grammatical unit between Morpheme and Word Group(Linguistics, A Course Book , Forth Edition, 2021). Word has two characteristic factors: stability and uninterruptibility. Knowing the definition of “word, Hatch(2001) describes vocabulary as “the term vocabulary refer

26、s to a set or a list of words for a particular language or a list of words that individual speakers of a language might use. Advanced Learners English-Chinese Dictionary 6th Edition points out that vocabulary is made of all the words that a person knows or uses; all the words in a particular languag

27、e. Hatch and the Dictionary both define the term vocabulary from the view of a certain language and an individual. While there is a kind of saying goes that vocabulary not only includes single words and fi*ed idioms, but also the groups that are kept in the English native memory.(Lewis 1993) . Class

28、ification and Word Formation According to Hu Zhunglin, he divides words into different classes judging by several criteria, (1)Variable and invariable words, as for variable words, they have inflective changes,for e*ample, act, acts,acting, acted; Invariable words refers to those such as why,so, bot

29、h, although, hi. No inflective endings can be added to them.(2)Grammatical words and le*ical words,grammatical words are those that are mainly employed to construct phrase,clause,group,clause ple*, or even te*t , and they are also known as Functional words. such as articles,pronouns,conjunction and

30、preposition. Le*ical words mainly work for indicate substance,quality and action ,they are also known as Content words. Such as verbs, adverbs, nouns and adjectives.(3)Closed-class words and open-class words,the membership of the closed-class words is limited or fi*ed, such as articles,pronouns,conj

31、unction and preposition and others. However, the open-class words are those memberships is infinite or unlimited in theory. (4)Word class ,at first, based on classical Greek and Latin analyses, words were classified into two classes, which is similar to todays subject and predicate.Later, linguists

32、established nine word classes: noun, adjective, pronoun, verb, adverb, conjunction, preposition, article and interjection. According to Gains & Redman(1986)，there are three main types of word formation: pounding, affiliation and conversion.Knowing some necessary theories of word building twill help

33、to widen learners vocabulary, and richen speakers e*pression.2.2 Research into Vocabulary Learning Strategy Definition and History Vocabulary learning strategy is a very important part of language learning strategy.(Nation, 2001) So what are learning strategies? In the eye of oMalley & Chamot(1990)

34、that learning strategy is “the special thoughts or behaviors that individual persons use to help them learn, prehend or retain new information. While according to the newly issue of English Curriculum Standards: learning strategies are steps and actions that students employ to improve learning effic

35、iency. In the Study of Second Language Acquisition(Ellis, 1999), Rod Ellis once put it that vocabulary learning strategies are “specific strategies for learning vocabulary.So far, many e*perts have done a lot of researches into vocabulary learning strategy. Since the 1970s, people began to show inte

36、rests to vocabulary learning strategy, they payed more attention to how to inspire learners initiative. Wilkins(1976) had said that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. His point view e*plained the degree of peoples attention to vocabulary learning

37、. Judd(1978) linked vocabulary teaching with the need of learners,he insisted that students be e*posed in natural foreign language background to get familiar to a large quantity of words. Maiman(1978) study learning strategy in order to help students improve their study, increase their learning effe

38、ctive, and help students in charge of their learning. He e*plored which strategies have active effects on students learning. Since the research targets are proficient learners, its results can not prove that it will be adapted to nonproficient learners. Then from the beginning of 1980s, the research

39、es into vocabulary came to bloom in terms of its scope and depth. Until the 1990s, the researchers started to turn their emphasis to the classification of vocabulary learning strategy, in meanwhile, they try to put these strategies into widespread use in the practical teaching. Classification of Voc

40、abulary learning strategy We can generalize some mon features of learning strategy, but can also figure out the difference among various learning strategies. So different linguist has his unique classification. Here the author lists several well-known linguists opinions.Foreign research achievements

41、 Nations classification:Table Nations (1990) Guessing word meaning according to its conte*tRemembering word through memory skillsLearning words by the help of root,affi* and stem. O*ford ,in accordance with the relationship between learning strategy and language materials, divides language learning

42、strategies into two main classes,that is,direct and indirect. And they were divided into si* groups in detail.TableO*fords (1990) Direct strategy Memory strategyReviewing well;creating mental linkage;using sounds and images.Cognitive strategyPracticing;analyzing and reasoning;receiving and sending m

43、essages strategies.pensation strategyOvering limitations in writing and speaking;guessing intelligently. Indirect strategyMeta-cognitive strategyArrange and planning your learning;centering your learning;evaluating your learning.Social strategyEmpathizing with others;asking questions;cooperating wit

44、h others.Affective strategyLowering your an*iety; taking your emotional temperature;encouraging yourself. OMalley and Chamot(1990) based on Andersons cognitive theory and information processing theory put vocabulary learning strategies into three groups: meta-cognitive strategies, cognitive strategi

45、es and social/affective strategies. The three groups are hierarchical relationship, and meta-cognitive strategy is higher than the others.Table OMalley and Chamot(1990)Meta-cognitive strategiesAdvanced organizer;directed attention;selective attention;self-management;self-monitoring;advanced preparat

46、ion;developed production; self-evaluation.Cognitive strategies Repetition,resourcing,translation,note-taking,directed,deduction,imagery,rebination,representation,auditory,key word,conte*tualization,transfer,elaboration,inferencingSocial strategiesCooperation;question for clarificationDomestic resear

47、ch achievements Wen Qiufang studied the unique features of Chinese students. She focused on not only the relation between learning strategy and learning procedure, but also the relation between learning strategy and materials. On the basis of those reasons mentioned above, Wen Qiufang divides learni

48、ng strategies into management strategies and language learning strategies. And language learning strategies can be further divided into traditional language and non-traditional language learning strategies.Table Wen Qiufangs(1996)Learning strategiesManagement strategiesGoal;Planning;Choice of strate

49、gies;Self-monitor;Self-adoption;Self-evaluation.Language learning strategiesTraditional language learning strategiesForm-focused strategies;Using-mother-tongue strategies;Accuracy strategies.Non-traditional language learning strategiesMeaning-focused strategies;Mother-tongue-avoidance strategies;Flu

50、ency strategies Li *uezhi collects a large quantity of data about vocabulary learning methods, he finds out that traditional learning methods are quite time-consuming and low-effective. By analyzing all those defects of the traditional learning strategies, Li *uezhi put forward logical learning, whi

51、ch is proved more suitable to Chinese students learners. Table Li *uezhis(1986)Traditional learning strategiesMechanical learning strategies; Meaning learning strategiesLogical learning strategiesUsing prehensive knowledge strength memory Word middle term memory methodAssociative memory method Depos

52、ition memory methodbination memory methodAffi* memory methodMediation memory method Among the five classifications of vocabulary learning strategies, OMalley and Chamots classification is much more popular in China and abroad, but, considering the particular characteristics of domestic second langua

53、ge learners, as far as I concerned, Li *uezhis classification has practical operability, because it is in bination with Chinese students real learning situation. The Vocabulary Learning Strategies Frequently Used in High School English Learning Intensifying the learners training of English vocabular

54、y learning strategies not only can help them have a further prehension of the strategies ,but also introduce them to scientifically apply these effective strategies into English learning. During the process of English learning,the reasonable and efficient apply of vocabulary learning strategies can

55、arouse the studentss interest in vocabulary learning strategies,improve the remembering vocabulary affect of the senior middle school students,enlarge the quantity of their students vocabulary as well as promote an all-sided improvement of English learning level and prehensive applying abilities. Me

56、ta-cognitive strategies Meta-cognitive strategies are the most important strategies among the three group of learning strategies. Meta-cognitive strategies of English vocabulary learning means that students mange and regulate the knowledge of cognitive process by their own planning,maneging and eval

57、uation. Cohen(1998) mentioned in his book “Meta-cognitive strategies refer to pre-assessment and pre-planning,online-planning and evaluation,and post-evaluation of learning activities, which allows learners to regulate their cognitive in the means of coordinating the planning,organizing,evaluating o

58、f the learning process.Wen Qiufang(1996) points out that if learners use the meta-cognitive strategies to control and regulate their second language learning strategies,they would gain desired results.Meta-cognitive strategies fall into drawing up a plan, self-evaluation,self-checking and selective

59、distribution of attention .Students employ mete-cognitive strategies to control their learning schedules and evaluate their learning results.By doing so,they can get a general overview of their learning.Cognitive Strategies Cognitive strategies of English vocabulary learning strategies refer to the

60、basic measures and methods that are used by students(learners) to solve problems in the learning process. Cognitive strategies include repetition strategy, classification strategy, conte*tual strategy, dictionary strategy,guessing strategy, e*ercise strategy and associative strategy. O*ford(1990) ha