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1、华中科技大学硕士学位论文AbstractVocabulary is crucially important to second language learning, and research intovocabulary has become a hot issue in second language acquisition since the mid-1980s.One of the most important aspects of second language vocabulary acquisition is concernedwith vocabulary learning st
2、rategies.This thesis reported a study on the contribution of English vocabulary learningstrategies to Chinese non-English majors vocabulary knowledge. The aim of this studywas three-fold: (a) to find out the relationship among learners passive vocabularies,controlled active and free active vocabular
3、ies and further investigate the development pathof the three dimensions of vocabulary knowledge; (b) to probe into the strategy use profileof Chinese non-English majors in general, and identify the strategies conducive to learningdifferent dimensions of vocabulary knowledge in particular; (c) to exa
4、mine the predictionmodel of vocabulary learning strategies to learners vocabulary achievement withmotivation involved as a moderator variable.The participants of this study included 206 sophomores majored in science. Threevocabulary tests as well as a vocabulary learning questionnaire were administe
5、red to them.SPSS 13.0 was used for data analysis. The results of Pearson correlations revealed thatlearners passive vocabularies, controlled active and free active vocabularies werecorrelated significantly with each other. One-way ANOVA indicated that the threedimensions of vocabulary knowledge did
6、not develop at the same rate with learnerspassive vocabulary significantly larger than their active vocabulary. One-way ANOVA wasalso applied to probe into the discrepancy between the strategy use of proficientvocabulary learners and those less proficient. It was found that proficient learners used
7、avariety of vocabulary strategies significant more often than their less proficientcounterparts; however, recreational strategy, in particular was found to be usedsignificantly more often by the less proficient group. Multiple regressions were alsoemployed to shed some light on the predication model
8、 of vocabulary learning strategy tolearners vocabulary achievement on three vocabulary tests. It was found that the learnersI华中科技大学硕士学位论文motivation intensity also contributed to learning outcome via interacting with learningstrategies.The limitation of the data collection procedure as well as that o
9、f sampling wasdiscussed in depth. This thesis is concluded by suggesting that the secret to vocabularylearning may include helping students see the relevance of strategy use in learning L2vocabulary, introducing them to the strategies used often by proficient vocabulary learnersand, most importantly
10、, encouraging them to develop their own effective strategies forlearning. Successful learning is not linked to the individual learners frequency of strategyuse, but to his or her orchestration of strategy available to him or her.Key words: Vocabulary learning strategiesMotivationIIVocabulary knowled
11、geVocabulary achievement独创性声明本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除文中已经标明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到，本声明的法律结果由本人承担。学位论文作者签名：日期：年月日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权华中科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检
12、索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。保密 ，在_年解密后适用本授权书。本论文属于不保密。（请在以上方框内打“”）学位论文作者签名：指导教师签名：日期：年月日日期：年月华中科技大学硕士学位论文IntroductionOverviewSince the 1970s, considerable research attention in second or foreign language (L2)learning has been directed to studying individual differences in language learners. Oneind
13、ividual difference variable, L2 learning strategies, has gained increasing popularityamong researchers and teachers interested in understanding how language is learnt.The study of language learning strategies (LLS) has grown out of attempts to featureproficient language learners. Research on the use
14、 of strategies has revealed good languagelearners tend to use a wider range of ways and use them more frequently to facilitate theirlearning. It is also found that successful learners were more active strategy users who wereconscious of their learning and took initiative to regulate it. They not only plan theirlearning activity but also monitor the whole learning process to guarantee a most effectiveway for satisfactory learning outcome, whereas less effective learners displayed littleawareness on this aspect. A close correlation has thus been explored b
