【作者】 王桂红；

【导师】 李陆平；

【作者基本信息】 首都师范大学 ， 学科教学， 2007， 硕士

【摘要】 词汇是语言学习(语音,词汇,语法)的三要素之一。著名语言学家D.A.Willkins(1972)曾经说过:“没有语法,人们很少交流;没有词汇,则什么也不能交流”。显然词汇学习是二语学习的中心任务。本文讨论的问题有:立新学校初中二年级学生的词汇学习观念和词汇学习策略使用的总体情况如何?高分学生和低分学生所采用的词汇学习策略有何不同?词汇学习策略与学习成绩是否相关?研究对象是立新学校初二年级的40名学生。研究通过问卷的方式对他们所使用的英语词汇学习策略进行了调查和深入细致的研究。问卷是以O’Malley&Chamot’s的语言学习分类为基础,并与部分受试者进行面谈,再结合自己的英语学习体会综合而成的。另一个调查工具是SPSS13.0,即数据统计软件包。研究结果表明:1多数受试者接受三种学习观念,但死记硬背观念仍占主导地位,上下文及运用观念次之。2大多数学生能运用包括元认知策略在内的多种学习策略来学习词汇,其中,认知策略运用最多,元认知次之,情感策略最少。3高分组与低分组在八种词汇策略上差异显著。4十种词汇学习策略与学习成绩存在显著正相关。根据以上调查结果,本研究对目前初中英语词汇教学提出几点建议:1在初中阶段,英语教师要有意识帮助学生改变机械的背诵单词的传统观念,树立在上下文记忆单词和在运用中掌握单词的观念。2教师结合教材,适当的帮助学生掌握使用元认知策略,形成良好的词汇学习习惯,为他们的自主学习奠定基础。3教师在教学中,应加强对各种词汇学习策略的灌输,启发引导学生在学习词汇时使用多种策略以增强词汇的记忆,切实提高学生的词汇学习效果。更多还原

【Abstract】 Vocabulary is one of the three elements (phonology, grammar, and vocabulary) of a language. Just as D.A.Willkins stated" Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed".(cited in Wang , 2002) Vocabulary acquisition is the main task of learning a second language. The study aims to explore the vocabulary learning strategies used by the sampled students and shows the differences in vocabulary learning strategies between High-scoring group students and Low-scoring group, and also provides strategy use profiles for the Junior English teachers who are interested in strategy training.The instrument in the study is a vocabulary learning strategies questionnaire. It is mainly developed from O’Malley&Chamot’s framework of learning strategies, in which metacognitive strategies, cognitive strategies and social/affective strategies are included. The data is analyzed with the help of SPSS (Statistical Package for Social Science) 13.0 for Window.The major findings of this research are as follows:First, on the students’ beliefs in vocabulary learning, the most popular vocabulary learning belief is Rote-learning instead of Context and Application.Second, Junior Two students attempt to use a variety of strategies in actual vocabulary acquisition. They use cognitive strategies most and use social/affective strategies least.Third, differences do exist in vocabulary learning strategies between the high-scoring group and the low-scoring group. Compared with low-scoring group students, high-scoring group students prefer to use context, guessing, reading to acquire the vocabulary.Fourth, most of the vocabulary learning strategies employed by the subjects are positively correlated with English achievements.From the above findings, the paper put forwards some pedagogical implication. First, it is necessary for teachers to help learners to form the right beliefs on vocabulary learning. Second, teachers should do some vocabulary learning training such as planning, evaluating of vocabulary learning. In this way, learners can employ effective vocabulary learning strategies to improve their vocabulary autonomous learning.更多还原