《在多媒体和网络环境下的非英语专业大学生的词汇学习策略-文学学士毕业论文.doc》由会员分享，可在线阅读，更多相关《在多媒体和网络环境下的非英语专业大学生的词汇学习策略-文学学士毕业论文.doc（18页珍藏版）》请在金锄头文库上搜索。
1、Wilkins also said: “provided one knows the appropriate vocabulary, communication in a foreign language may not be very difficult. Without vocabulary, however, it is next to impossible.” (Wilkins, 1978) Krashen clearly indicated “vocabulary is of prime concern in the second language settings because
2、it plays a dominant role in classroom success.” (Krashen, 1989) In a word, Vocabulary is one of the most fundamental means for the language learning and also the preconditions of the language application. The more vocabulary one owns, the more easily it is possible for him to express better. The imp
3、ortance of vocabulary knowledge in learning a second language is nicely summed up by McCarthy (2001, p. 2).He concluded that vocabulary forms the biggest part of the meaning of any languages, and vocabulary is the biggest part of the meaning of any languages, and vocabulary is the biggest problem fo
4、r most learners. 1.2.2 The purpose of the studyAlthough many studies have been conducted on VLS, few researches have been done to combine VLS with the Multi-media and Internet environment, which would possibly make learners vocabulary learning better. Furthermore, by reviewing the relevant studies a
5、broad and at home, the researcher found that few studies are mainly concerned on the vocabulary learning strategies used by Non-English majors. The purpose of this study is to explore the overall pattern of VLS adopted by Non-English major in the Internet and Multi-media environment, to find out whe
6、ther there exists different tendency among the facets of listening, speaking, reading and writing and lastly to conclude the main obstacles among these students during VLS in the Internet and Multi-media environment, so as to enable their vocabulary learning process more efficiently and smoothly.1.3
7、 General frameThis essay consists of five chapters. Chapter one provides a brief introduction in which the research background and the research questions are proposed and the arrangement of the essay is outlined. Chapter two offers literature review on previous studies on vocabulary learning strateg
8、y, the development of computer-assisted language learning and vocabulary learning strategy adopted in Multi-media and Internet environment. Chapter three describes the research design, which includes research subjects, method, the instruments applied to the investigation, the procedure, and research
9、 results. Chapter four presents and analyzes the data obtained through the questionnaire, and the results are discussed so as to answer the proposed questions. Chapter five draws a conclusion to the whole thesis. It sums up the findings and points out some recommendations for future study.Chapter Tw
10、o Literature Review2.1 The previous researches on VLSSince the learning strategies provide learners an effective way to promote their language learning, they should be applied in every field of language learning, such as listening strategies, reading strategies, vocabulary strategies, speaking and c
11、ommunication strategies, and writing strategies. Among those strategies, vocabulary strategies are considered as the important ones of them. (Carter & McCarthy, 1988) But most of learners, especially Non-English majors still cannot find an appropriate way to learn vocabulary due to various reasons.
12、So many investigations have been made towards VLS. A number of different learning strategies for increasing vocabulary have been researched across these years. These include but are not limited to repetition, using the semantic network, inferring the meaning of words from context, using dictionaries
13、, using keyword method and using word list.2.1.1 The definition of VLSBased on Oxfords definition, vocabulary learning strategy can be defined as specific actions, behaviors, steps or techniques that learners use in order to help the result of their learning in inputting and outputting the vocabular
14、y of the target language. (Oxford, 1990) As a subject of learning strategies, vocabulary learning strategies no doubt share the common features of learning strategies in principle. To make the present study more operational, the author of this thesis uses a tentative definition of vocabulary learnin
15、g strategies based on the Oxfords vocabulary learning strategies, which are specific and learnable actions taken by the learner to directly or indirectly make vocabulary learning easier, faster, more effective, and more transferable to new situation.2.1.2 The classification of VLS In the area of VLS
16、 research, because there are different bases and criteria, it can be concluded that no classification is perfect, and any individual strategy may be into one category or another according to the aspect of focus. However, vocabulary learning strategies are more or less consistent in including some concrete strategies, such as repetition, memory strategies and some Metacognitive strategies, such as monitoring. The classification of this thesis would like
