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英語(yǔ)詞匯學(xué)習(xí)策略與學(xué)習(xí)成績(jī)之相關(guān)研究
畢業(yè)論文
On Relevant Relationship between English Vocabulary Learning Strategies
and Academic Achievements
Abstract
Vocabulary learning is central to language acquisition since it is the fundamental element of every aspect of the target language acquisition. Learners’ vocabulary learning strategies refer to specific approaches, methods, behaviors, steps, or techniques that learners use to improve their progress in acquiring the target language. Research on learning strategies commenced in the early 1970’s. Most of the early studies in this aspect focused on the approaches and actions/techniques that the “good” language learners used to improve their progress in developing the second language skills.
In this thesis the author investigates into what strategies are commonly used by college students in their English vocabulary learning, as well as the relationship between the students’ English academic achievements and their own vocabulary learning strategies. From the results of the survey we can conclude that: (1) Rote or simple rehearsal is the commonly used vocabulary learning strategy; (2) Relevant relationship between the vocabulary learning strategies and English academic achievements. The top students use more metacognitive strategies and social/affective strategies than the bottom students. So we can say various and efficient vocabulary learning strategies can improve the English academic achievements. Based on these findings, the author’s proposal is that teachers should help students use various and efficient vocabulary learning strategies, especially the metacognitive and social/affective strategies, and teachers should arouse the learner’s interest in English vocabulary learning.
Key Words: vocabulary learning strategy; metacognitive strategy;cognitive
strategy; social/affective strategy
摘 要
詞匯學(xué)習(xí)在外語(yǔ)學(xué)習(xí)中有著舉足輕重的作用。學(xué)習(xí)者的詞匯學(xué)習(xí)策略指的是學(xué)習(xí)者在第2語(yǔ)言學(xué)習(xí)中所采用的用以提高其學(xué)習(xí)效果的1些方法，策略，行為，步驟等。該領(lǐng)域的研究始于20世紀(jì)70年代早期。早期的研究主要集中于對(duì)成功的學(xué)習(xí)者所采用的方法、策略及行為的研究。由于詞匯學(xué)習(xí)策略種類眾多、效果不1，因此在對(duì)這些策略進(jìn)行研究、分析的時(shí)候，科學(xué)的分類方法和研究方法是至關(guān)重要的。
在本論文中作者做了1個(gè)關(guān)于詞匯學(xué)習(xí)策略的調(diào)查研究。被調(diào)查者均是湖南理工學(xué)院3年級(jí)的學(xué)生。作者試從此調(diào)查中找出他們最常使用的詞匯學(xué)習(xí)策略以及詞匯學(xué)習(xí)策略與英語(yǔ)學(xué)習(xí)成績(jī)之間的關(guān)系。從調(diào)查中作者得出結(jié)論：（1）機(jī)械記憶法依然是最常使用的詞匯學(xué)習(xí)策略；（2）詞匯學(xué)習(xí)策略與學(xué)習(xí)成績(jī)之間存在著1定的關(guān)系。英語(yǔ)成績(jī)好的學(xué)生使用更多的元認(rèn)知策略和社交情感策略。所以我們可以說(shuō)多種有效的詞匯學(xué)習(xí)策略能夠提高學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)。依此結(jié)論作者認(rèn)為英語(yǔ)老師應(yīng)該幫助學(xué)生使用多種而有效的詞匯學(xué)習(xí)策略，并提高學(xué)生學(xué)習(xí)英語(yǔ)詞匯的興趣。
關(guān)鍵詞：詞匯學(xué)習(xí)策略、認(rèn)知策略、元認(rèn)知策略、社交情感策略
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