《英语专业大学生词汇学习策略研究》由会员分享，可在线阅读，更多相关《英语专业大学生词汇学习策略研究（67页珍藏版）》请在金锄头文库上搜索。
1、中南民族大学 硕士学位论文 英语专业大学生词汇学习策略研究 姓名：王享 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：张立玉 20090501 A Study on Vocabulary Learning Strategies Used by English Majors iv 摘 要 近年来，人们日益认识到词汇学习在外语学习中所起的基础作用。国内外众 多学者对词汇学习策略的各方面进行了研究，成果丰硕。然而，国外的研究结果 并不能反映出中国学生词汇学习的真实情况；另一方面，国内单独以英语专业大 学生为对象的此类研究并不多见。因此，此研究尝试探索了中国高校英语专业大 学生在词汇学习
2、中的策略使用情况，试图回答以下三个问题：(1) 英语专业大学 生使用词汇学习策略的整体模式如何？(2) 各类词汇学习策略与学生词汇水平 之间的关系如何？(3) 成功学习者与不太成功学习者之间在使用词汇学习策略 方面的主要差异是什么？ 本文的研究对象为 150 名中南民族大学英语专业三年级的学生。 本项研究采 用了词汇学习策略调查问卷，词汇水平测试卷以及访谈三种研究工具。词汇学习 策略调查问卷是以 OMalley 和 Chamot (1990) 对学习策略的分类为基础，参考 Gu 和 Johnson (1996)的调查问卷设计而成。词汇水平测试卷来自 Nation (1990) 词汇测试卷的一部
3、分。 从调查问卷和测试卷中得到的定量数据被输入到 SPSS (社 会科学统计软件包)中进行描述性分析与相关性分析。在定性研究中，六名学生 参加了访谈。调查结果可概括为以下三点： 第一，总的来说，英语专业大学生在词汇学习过程中较为广泛的使用了元认 知、认知、社会情感三大策略。其中，最常使用的策略有选择性注意策略、词典 策略、猜测策略、语境化策略、记笔记策略、使用新单词策略以及询问策略。而 单词表策略、联想策略、分组策略、重复策略、构词策略很少被英语专业学生使 用。 第二，大部分策略与学生的词汇水平呈显著相关性。猜测策略、词典策略和 记笔记策略与学生的词汇水平测试成绩呈显著性正相关， 而重复策略与
4、之呈显著 性负相关。此外，计划策略、复习与测试策略、选择性注意策略、联想策略、使 用新词策略和自我鼓励策略也与词汇水平测试成绩呈显著性正相关。 第三，访谈结果表明，成功学习者与不太成功学习者在策略的使用上存在一 定差异。成功学习者倾向于使用复习与测试策略和选择性注意策略，而不太成功 中南民族大学硕士学位论文 v 学习者只关注于后者。 两组学习者都经常使用猜测策略、 词典策略和记笔记策略， 但成功学习者使用这些策略的频率更高，方法更为有效。此外，成功学习者偏爱 使用联想策略、使用新词策略和自我鼓励策略，然而不太成功学习者则经常使用 单词表策略和重复策略。 此次调查的结果对英语词汇的教与学有一定的
5、借鉴和启示作用。一方面，英 语专业学生在词汇学习过程中应该更加重视元认知策略的使用， 更加注重对词汇 的深层分析而非机械记忆；同时，还要在学习中更多地使用新词。另一方面，英 语教师应该对学生强调指出策略运用在词汇学习中的重要性， 帮助学生去选择那 些难度与他们英语水平相符的阅读材料；此外，还要努力为学生营造良好的学习 氛围，鼓励他们在词汇学习中多与他人合作。 关键词：词汇学习策略；元认知策略；认知策略；社会情感策略 A Study on Vocabulary Learning Strategies Used by English Majors ii Abstract In recent yea
6、rs, it is increasingly recognized that vocabulary learning is the fundamental element of every aspect of the second language or foreign language learning. Many studies on vocabulary learning strategies from different aspects have been carried out both abroad and in China. However, the studies abroad
7、 cannot describe the true situation of Chinese students. Meanwhile, few researches on vocabulary learning strategies have been done in China with only English majors as subjects. In this light, the present study attempts to investigate the use of vocabulary learning strategies by English majors in C
8、hinese universities. It is undertaken to answer the following questions: (1) What is the overall pattern of vocabulary learning strategies used by them? (2) What is the relationship between the use of strategies and students learning achievements? (3) What are the main differences in use of strategi
9、es between successful learners and less successful learners? The participants under study are 150 third-year English majors at South-Central University for Nationalities. Vocabulary Learning Strategies Questionnaire, Vocabulary Level Test (V-test), and interviews are used for data collection. The qu
10、estionnaire is mainly based on OMalley and Chamots (1990) classification of learning strategies, with reference to Gu and Johnsons (1996) questionnaire. V-test paper is partially adapted from Nations Vocabulary Learning Test (1990). Quantitative data collected from the questionnaire and V-test is pu
11、t into the SPSS, and then descriptive statistics and correlation analysis are conducted to analyze the data. As for the qualitative study, six students selected from those participants are interviewed. Three major findings from the study are concluded as follows: First, students of English major emp
12、loy a wide range of metacognitive, cognitive and social/affective strategies. Selective-attention, dictionary use, guessing, contextualization, note-taking, activation, and inquiry strategy are frequently used by them, while word list, association, grouping, repetition, and word formation strategy 中
13、南民族大学硕士学位论文 iii are seldom used by the students. Second, most strategies are correlated with students learning achievements. Guessing, dictionary use, and note-taking strategy have significant positive correlation with V-test scores at 0.01 level, while repetition strategy has significant negative c
14、orrelation with V-test scores at 0.01 level. In addition, planning, reviewing without vocabulary, nothing can be conveyed”. No matter how well the students learn grammar, no matter how successfully they master the sounds of a second language, without words to express a wide range of meanings, commun
15、ication in that language cannot happen in any meaningful way (McCarthy, 1990). Lack of sufficient vocabulary will ultimately affect peoples understanding of the language and communicating in the language. There is a unanimous agreement that vocabulary competence is one of the key symbols of ones lan
16、guage proficiency. The mastery of vocabulary plays a key role in the whole process of the second language or foreign language learning. Therefore, vocabulary learning is an important aspect of L2 or FL learning. Learners must learn vocabulary well and develop large vocabularies in order to become proficient in a L2 or FL. 1.2 The need for the study Aware of the significance of vocabulary learning, the learners make a lot of efforts to learn vocabulary. However, at last they often fee
