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1、英语词汇学习策略（全英文）一、综述国内外对本课题的研究动态，说明选题的依据和意义：随着我们步入 21世纪,词汇呈现了更加重要的作用，词汇习得在二语习得中起着举足轻重的作用。目前，国内外许多学者对英语词汇已有深入的研究。在国 内，张宇绰运用定量及词汇测试等许多方法调查研究中国大学生学习英语词汇的 策略；文秋芳通过自我陈述、个人访谈、问卷等方式对语言学习成功者和不成功 者所表现出来的种种差异进行了比较分析；吕文澎运用“加工水平说”对难词记 忆进行实证研究。在国外，颇有成就的有O Malley和Chamot对学习策略进行 了较为系统的分类；Oxford把学习策略分为六大类，其中三大类为直接策略, 另
2、外三大类为间接策略；Nation研究得出结论，他认为词汇表法应该是段时间 内积累大量的词汇方法。国内外关于英语词汇学习策略的著作和研究随着意识学 习英语词汇的重要性也有了不断的建树。现在，由于英文水平的限制，许多人对于英语学习策略仍然不知所云。同时人们 有了越来越清楚的认识，就是能力在语言学习的成功上并不是起着很大作用这就 是说语言学习的成功主要是取决于学习者个人的努力。因此，语言学习者个人的 态度及其效率其在语言学习过程中的所使用的方法就成为研究的必要。通过学习 英语词汇学习策略，既能提高学，少走弯路又能提高学习效率少走弯路，又能提 高英语水平，丰富知识，了解西方文化。二、研究的基本内容，拟
3、解决的主要问题：本文以前人提出的有关英语词汇学习策略理论为基础，结合相关学者在研究英语 词汇策略实例中的理论依据、研究步骤及其研究方法，通过对英语词汇学习策略 实例分析和对比分析，着重从英语词汇学习策略的特点，分类和调查运用三个方 面展开研究，从元认知策略，认知策略和社会情感策略，运用比较分析的方法来 阐述英语词汇学习略的特点和分类；同时从学习者个人的学习，运用问卷调查, 词汇知识测试等方法研究英语词汇学习策略的运用。With the urgent call for life-long study and quality education, the major objective of ed
4、ucation is now experiencing a shift from a mere knowledge delivery, a what issue, to help the learners to acquire the ways to learn, a how” issue. English learners started to show concern on helping the learners to develop not only English skills but also English learning strategies. This thesis mak
5、es an investigation into the overall pattern of vocabulary strategy used by some high school students. It compares the vocabulary learning strategies used by good learner students and poor learner students by means of questionnaire survey and vocabulary knowledge test. A questionnaire was administer
6、ed to 46 middle school students from grade two in Hunan province. Students? vocabulary learning strategies were investigated at meta cognitive, cognitive and social/ affective levels. The major findings are: 1） among the three vocabulary learning strategies, cognitive strategies were the most freque
7、ntly used by the students, followed by meta cognitivelearning strategies used by good learner (GLS) students and the ones used by the poor learner? (PLS) students. Table 2 shows the differences of strategies in vocabulary learning between GLS and PLS.Table 2 Differences in the Use of VLS between GLS
8、 and PLS Category GLS(Mean) PLS(Mean)Meta Cognitive Strategies 3.22 2.28Cognitive Strategies 3.58 2.52Social/Affective/Strategies 2. 52 2. 12According to the main scores, it could be noticed that poor learner? students did not use all the strategies often, for their mean score in each group of strat
9、egies were all below 3. While good learner, students use both meta cognitive strategies and cognitive strategies very frequently. As for the social/effective strategies, the cases are the same: both groups seldom used such strategies. The reasons why the different level proficient students using dif
10、ferent vocabulary learning strategies might lie in the learners? different foundations and their different attitudes towards English. With regard to Meta cognitive strategies, good learner students, they were capable of planning and management of vocabulary learning. To the poor learner, students, t
11、hey were lack of learning-autonomy. According to O Malley learners “often rely on strategies that they do not require elaborative mental processing. ” (24)Studies tried to look for and use less time-consuming and more efficient learning strategies. It was naturally that infrequently different level
12、proficiency subjects used social/affective learning strategies. The difference in the cognitive could be explained by the theory of depth-of-information processing: the more deeply the information was processed, the better the word was memorized and transformed from short-term memory into long-term
13、memory. The vocabulary learning strategies used by the successful learners shared the common characteristics: these strategies processed the information of words more deeply.ConclusionThe study adopted questionnaire method to investigate learning strategies used by some middle school students in voc
14、abulary learning. The author compared strategies used by good learner, students and poor learner students, hoping to find the differences in the use of EVLS between them. The major findings are as follows: 1) among the three vocabulary learning strategies, cognitive strategies were the most frequent
15、ly used, followed by meta cognitive strategies and then social/affective strategies. 2) Good learnerstudents used more strategies than the poor learner?students, and they used those strategies more frequently than PLS.The findings of this study are considered to have clear implication for vocabulary
16、 teaching. 1) Vocabulary learning strategies are helpful to autonomous vocabulary development. Because students actually do most of their learning of new words independently, it makes sense to encourage them to adapt personal learning styles in memorizing and retaining words. 2) From the questionnai
17、re, we can see most Chinese students seldom use strategies when learning and retaining words. As Gains has pointed out that: vocabulary cannot be taught, and it must be learned by the individual. ” (52) These language learners need some instructions on the importance of learning strategies and using
18、 effective vocabulary learning strategies. This requests the teachers to provide strategies-based instructions to students as a part of the foreign language curriculum. They should make their future teaching to really meet the students urgent needs.Since language learning strategies are generally in
19、ternal or mental process, a certain research approached may fail to provide adequate data on learners strategy use. Whole questionnaire surveys as one of the methods for investigating language learning strategies are well established. The data that they guided are not necessarily very informative ab
20、out learnersstrategies, so other methods such as oral interviews, verbal report etc. are need in future research. Despite of the restraints of this study, it is hoped that it can offer some guidance for further study on learning strategies for differently language learning tasks, and at different le
21、arning stages.Appendix I（-）个人简况姓名：班级：年龄：性别：（二）词汇策略为了深刻研究高中生的英语词汇学习状况，我特意编写了下面调查问卷，问卷所 有的问题都不存在不正确或正确答案，这是因为每个人都有自己的学习方法，对 问题的回答自然不同。本问卷中每一策略的使用情况采用5级分制：1：从不（0% 的使用率），2：很少（25%的使用率），3：有时（50%的使用率），4：经常（75% 的使用率），5：总是：（100%的使用率）。希望每个同学都针对自己的英语词 汇学习情况来选择与自己实际使用相符合或接近的选项非常感谢您的合作！1 .我只学习英语课本上的词汇。1 2 3 4 5.
22、我只学习老师在课堂上要求掌握的词汇。1 2 3 4 52 .我常对不同的单词选用适当的学习方法。1 2 3 4 5.我经常自己检测记忆单词的效果。1 2 3 4 53 .我应反复的方法记忆单词。1 2 3 4 5.我用边读边写的方法记忆单词。1 2 3 4 54 .我将生词与相关的实物或概念联系起来记忆。1 2 3 4 5.我借助某种记忆行为。1 2 3 4 55 .我通过大量阅读来记忆单词。1 2 3 4 5.我努力在会话和写作中运用刚学过的单词以加深记忆。1 2 3 4 5.我记忆单词时注意其发音并自我纠正。1 2 3 4 511 .物品利用上下文的逻辑来猜测词义。1 2 3 4 5.猜测
23、词义时，根据文章后的问题与选项猜题。1 2 3 4 514我通过查字典的来证实我对单词猜测是否正确。1 2 3 4 515.我经常读一些英文报刊，杂志及书籍。1 2 3 4 5Appendix II Vocabulary Size Testbranch a.树枝b.高标c.白兰地d.长凳1. tailor a.水手b.讲故事的人c.裁缝d.尾巴cure a.治疗b.占领c.经常的d.笨拙的2. prensence a.礼物b.出席c.保存d.介绍publish a.惩罚b.发表c.公众的d.社会的3. manner a.举止b.男人c.人类d.手册review a.报复b.重写c.复习d.报答
24、4. struggle a.走私b.攻击c.斗争d.抑制killer a.孩子b.看守人c.杀手d.公斤5. seat a.椅子b.看见c.海洋d.海员lesson a.镜头b.课程c.减轻d.延长6. roof a.根b. 一条面包c,屋顶d.滚动pay a.玩b.支付c.苍白d.疼痛7. live a.居住b.生命c.活泼d.肝脏nearly a.附近b.整洁c.仅仅d.差不多8. listen a.列举b.听c.课文d.减轻cheat a.欺骗b.便宜c.下棋d.热9. form a.形成b.前面c.电影d.来自mention a.讨论b.提及c.金属d.精神10. June a.木星b
25、.七月c.六月d.少年fall a.落下b.失败c.感觉d.公平11. month a.嘴b.老鼠c.月份d.秘密tie a.潮汐b.罐头c.领带2时间12. atmosphere a.大气b.原子c.喷雾器d.大雾wear a.穿戴b.编织c.缠绕d.削弱13. bear a.忍受b.承担c.啤酒d.牛肉affored a.担忧b.害怕c.影响d.担负不起14. tread a.财宝b.趋势c.部落d.诡计tape a.塞子b.带子c.尖头d.厉害15. type a.打字b.打字员c.打字机d.轮胎patient a.耐心b.病人c.漆d.画16. scan a.扫描b.伤疤c.稀少d.惊
26、讶wealth a.健康b.财富c.武器d.疲劳17. university a.全体b.大学c.宇宙d.天地万物likely a.喜欢b.可能c.像d,相同的18. abnormal a.反常的b.正常的c.放弃的d.吸收的adopt a.改编b.相适应c.收养d.崇拜19. midnight a.今夜b.正午c.中间d.午夜region a.宗教b.地区c.政府d.更新20. word a.世界b.字c.木材d.未来run a.毁坏的b.比赛c.冲突d.奔跑21. sit a.座位b.坐下c.原址d.工地fare a.公平b.火c.车费d.告别22. educaion a.教师b.开导c.
27、推断d.教育visit a.来宾b.视野c.看见d.拜访23. eager a.渴望的b.容易的c.天使d.早的frame a.框架b.名声c.军队d.战争24. objecet a.事物b.主观c.障碍d.主语couple a.对联b.双胞胎c. 一对d.杯子25. flow a.面粉b.地板c.液体d.流动strategies and then social/affective strategies. 2) There exist differences in use of strategies between good learner? students andpoor learner?
28、 students. The findings indicate that effective learning strategies will facilitate vocabulary learning. The teachers should provide strategy-based vocabulary learning and help students select the effective vocabulary learning strategies.现代教育的基本目标是教会学生怎样学习，这是终身学习的需要,也是知识信息 爆炸的需要。在这一基本目标的指导下，英语教学不仅要让
29、学生熟练地掌握各种 英语技能，还要教会学生学习英语的策略。本文采用问卷调查，词汇知识测试的 方法对一所中学学生词汇策略使用情况进行分析，试图了解部分中国高中生适应 英语词汇学习策略的总体情况；高分组学生与低分组学生在词汇学习策略使用上 是否有所不同。来自湖南岳阳一学校学生参与了问卷调查。该问卷详细调查了学 生在元认知、认知以及情感/社交三个层次上使用英语词汇学习策略的使用情况。 本次调查分析结果表明，在词汇教学中，教师应该让学生了解认知更多的学习策 略，从而让他们更高效率地进行词汇学习，从而扩充词汇量。关键词：英语词汇、学习策略、词汇学习策略、认知策略、元认知策略、应用ContentsIntr
30、oduction 1Learning Strategies and Vocabulary LearningStrategies.2Definitions of Learning Strategies 21. 2 Classifications of Vocabulary LearningStrategies 32 Research Into Vocabulary Learning Strategies .51 Research Into Vocabulary Learning Strategies in the West 5. 2 Research Into Vocabulary Learni
31、ng Strategies in China6Investigation Into the Application Of Vocabulary LearningStrategies 71 Subjects. 72. 2 Instruments73 Procedure 83. 4 Results and Analysis, 8Conclusion,.11Appendix I . 13IntroductionWith the tendency of globalization and China s entry into WTO, the significant role of English h
32、as become all the more evident. However, as for most Chinese students, English vocabulary has long been their top concern as well as their big headache. To help Chinese students to study English vocabulary more effectively and efficiently, it is necessary to explore what learning strategies they act
33、ually use in their English vocabulary learning process. According to Cohen, the language learner capable of using a variety of language strategies appropriately can improve his language skills in a better way (23). Learning strategies play significant roles in acquisition of a language. The study of
34、 learning strategies promotes autonomous (Gains 87). Though some researches on vocabulary learning strategies have been explored in China, there still lacks a detailed, relatively comprehensive picture of what Chinese middle school students do with their English vocabulary learning. To bridge this g
35、ap, further research on this issue is of great necessity. In addition, to have a thorough understanding of the learning strategies Chinese middle school students will shed valuable lights into the question as to how to improve vocabulary teaching in class. Therefore, the research on this issue is ex
36、pected to promote English vocabulary learning and teaching as well.Vocabulary is the basic unit of meaning and the primary cell in the whole body of language. It is one of three major components that constitute language knowledge. (The other two are phonetics and grammar). No matter how well the stu
37、dents grammar, no matter how successfully he masters the sounds of a second language, without words to express a wide range of meanings, communication in the language cannot happen in any meaningful way (McCarthy 199). Vocabulary learning is an important aspect of second language learning. Research
38、into vocabulary, however, received little attention during the 1950s and 1960s and was a neglected part of second language learning. During the 1970s, research into vocabulary learning began to grow in applied linguistics and gradually has become a focus of much research at present. With the enhance
39、ment of the status of vocabulary learning, the importance of vocabulary in second language acquisition has been greatly recognized. Ellen clearly indicate that uvocabulary is of prime concern in the second language settings because it plays a dominant role in classroom success. ” (23) Lewis also str
40、essed that “if we compare language structure as the sketch of language, vocabulary is the thing that provides important organs as well as blood and flesh” . (25) In fact, to a certain degree, it s true. If a person doesn t know enough words, he or she is going to have trouble understanding what is b
41、eing read.Vocabulary is a basic standard to test a learnersreading proficiency. But words are the tools not just of better reading, but of better writing, speaking, listening, and talking as well. It plays a decisive role in language communication. The more words you have at your command, the more e
42、ffective your communication can be. In sum, the fundamental role of vocabulary in successful second language learning has been well established. It is recognized now that the mastery of vocabulary is an essential component of second language acquisition and learners, therefore, must develop large vo
43、cabularies in order to become proficient in a second language.1 Learning strategies and vocabulary learning strategies 1.1 Definitions of learning strategiesWhat are learning strategies? Many researchers give a variety of definitions.“In our view, strategy is best reserved for general tendencies or
44、overall characteristics of the approach employed by the language learners, leaving techniques as the term to refer to particular form of observable learning behavior. ” (Schmitt 154)Strategies are plans for actions to achieve a goal. ” (Gains 87) “Language learning strategies are behaviors or action
45、s which learners use to make language learning more successful, self-directed and enjoyable. ” (Ellen 52)“Learning strategies are the mental and communicative procedures learners use in order to learn and use language. ” (Ellis 12) The above - cited definitions show diverse opinions about language l
46、earning strategies. However, they are incomplete definitions in general because each of them emphasizes on only one or several aspects of learning strategy. Ellis therefore, suggests that the following eight characteristics should be recognized.1) Strategies refer to both general approaches and spec
47、ific actions or techniques used to learn L2Learners are problem-oriented the learner deploys a strategy toovercome some particular learning problem.2) Learners are generally aware of the strategies they use can identify what they consist of if they are asked to pay attention to what they are doing /
48、thinking.3) Strategies involve linguistics behavior (such as requesting the name of an object and non-linguistic 9 such as pointing at an object so as to be told its name.)Linguistic strategies can be performed in the LIand L2.4) Some strategies are behavior al while others are mental. Thus some str
49、ategies are directly observable, while others are not.5) In the main, strategies contribute indirectly to learning by providing learners with data about the L2 they can then process. However, some strategies may also contribute directly (for example, memorization strategies directed at specific lexical lexica items or grammatical rules.)Strategies use various considerably