【作者】 马忠香；

【导师】 欧阳俊林；

【作者基本信息】 安徽师范大学 ， 英语语言文学， 2005， 硕士

【摘要】 本研究建立在Richards 和Nation 对第二语言词汇知识体系描述以及O’Malley.& Chamot 对学习策略的分类的基础上,对212 名中国学生的英语词汇深度知识和他们的英语词汇(知识)学习策略状况进行了调查, 试图了解中国大学生的词汇知识的习得情况和词汇学习策略使用情况,以及词汇知识与词汇学习策略的相关关系。此研究使用一份以40 个常用形容词词作为测试词,基于John Read 的词汇联想测试模式改编的测试卷和一份词汇学习策略调查问卷。212 名不同专业的学生(非英语专业)参加了本次调查。对调查数据结果通过SPSS 软件分析得出以下发现:1.总体来看,受试者对常用词汇知识的掌握只达一半左右,好生与差生在词汇知识的深度上存在较大差异;各类词汇知识间存在明显的相关关系,相关性最大的是同义词和反义词之间。2.被调查者的词汇学习观念和策略上表现为:对词汇学习持积极观念,对词汇的各类知识的学习有所认识;相信活用方式学习和巩固词汇知识;策略使用方面,他们应用包括元认知、认知和社交/情感在内的多种词汇学习策略。常用的略有计划、自我管理策略及联想策略,较少应用复习和自我测试策略、自主学习及社交策略。3.除社交策略以外,词汇知识与各类词汇学习策略存在不同程度的相关关系。最后,在此结论基础上,本文就英语常用词汇的教与学以及词汇知识习得策略提出了相应的建议。更多还原

【Abstract】 Based on vocabulary knowledge framework put forward by Richards and Nation,the classification of learning strategies posed by O’Malley & Chamot, and the testformat of Read, this study investigates into the state of Chinese EFL learners’vocabulary knowledge acquisition and their vocabulary learning strategy use,attempting to get insight into their in-depth vocabulary knowledge, vocabulary learningstrategies and the correlations between vocabulary knowledge and vocabulary learningstrategies.212 college students of non-English major took part in the investigation byfinishing a test paper that, including 40 commonly used adjectives as tested words, wasadapted from John Read’s format, and a questionnaire with reference to Gu andJohnson’s. After the data were collected, processed and analyzed by SPSS, thefollowing findings were obtained:1. Generally speaking, the subjects acquire only about the half of vocabularyknowledge; there is an obvious gap in vocabulary knowledge acquisition between goodlearners and poor learners; and different types of word knowledge significantly correlateto each other, the most significant correlation is the pair between synonym andantonym.2. The subjects hold positive view of vocabulary learning and do not muchconsider vocabulary learning as mechanical the task deriving no pleasure; they areaware of in-depth vocabulary knowledge acquisition; they value active approaches tolearning and consolidating vocabulary knowledge. Generally, they employ a variety ofvocabulary learning strategies at metacognitive, cognitive, and social/affective levels.The most used ones are planning strategies, and self-managing strategies, andassociation strategies. The least used ones are reviewing & testing strategies, learningautonomy, and social strategies.3. Vocabulary knowledge correlates to various vocabulary learning strategies todifferent degrees except to social strategies, the most significant correlation is betweenword knowledge and association strategy.Finally, on the basis of the findings, suggestions on how to improve vocabularyknowledge of commonly used words through teaching and learning, and on how tocultivate effective vocabulary knowledge learning strategies are presented.更多还原