【作者】 杨静；

【导师】 郑凤云；

【作者基本信息】 云南师范大学 ， 学科教学， 2009， 硕士

【摘要】 词汇是语言的建筑材料,人类的思维活动是借助词汇进行的,人类的思想交流也是通过由词构成的句子来实现的。离开词汇,语言就没有什么实际意义。对于外语学习者来说,掌握所学语言的词汇,是提高外语水平的一个重要方面。根据新课标的要求,学生在小学阶段必须掌握600-700个单词。同时新课标明确指出：基础教育阶段英语课程的总体目标是培养建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展基础上的综合语言运用能力。学习策略可以提高学习效率,增强学生学习自主性,教师应加强对学生学习策略的指导和训练。本文从学习策略入手,应用学习策略研究领域中的相关理论和方法,通过测试,问卷调查等手段,研究和探讨了学习策略分类中的认知策略及其在小学英语词汇学习中的运用。通过定量和定性的分析,得出三个结论。首先,在调查中发现,学生有时会使用学习策略,而在三个词汇学习策略中,认知策略是最经常使用的。其次,优生比差生更善于运用各种学习策略,并且运用的频率要比差生高。最后,词汇成绩与英语成绩之间存在很强的正相关,词汇学习策略的运用与词汇成绩密切相关。本次调查的结果对词汇教学有一定的借鉴和启示作用。基于以上这些调查分析结果,笔者认为在各个层次的英语词汇教学中,教师们都应让学生了解认知更多的学习策略,同时引领学生更多关注高级词汇学习策略,并学会组合使用各种学习策略,从而让他们更高效率地进行词汇学习从而扩大他们的词汇量。更多还原

【Abstract】 Vocabulary is the construction materials of language. Human thinking activities are carried out through words. And the exchanges of human beings’ thoughts are also achieved through the sentences composed by vocabularies. Language would be no any practical meanings without vocabulary. To a foreign language learner, it is one of the important aspects to master the vocabulary of the foreign language. For a primary school student, according to the new curriculum, he or she should master 600-700 vocabularies by the 6th grade. And the new curriculum also clearly points out, the general goal of English teaching at the fundamental educational stage is to develop the students’overall language competence which is composed of students’general development of their language skills, language knowledge, positive affect and attitude, learning strategies, and cultural awareness. Now it is generally recognized that learning strategies are essential to the development of learning efficiency and learner autonomy. Therefore, it becomes an urgent task for the teachers to focus more on instructing and training the students in learning strategies.The present paper aims at one of the learning strategy categories-cognitive strategies and their application in vocabulary learning for primary school students. Through quantitative and qualitative analyses of the data, this study yields three main findings. Firstly, it was found from the survey and its results that the students sometimes employed vocabulary learning strategies. Among the three vocabulary learning strategies, Cognitive Strategies were the most frequently used, followed by Metacognitive Strategies and then Social/affective Strategies. Secondly, the high proficient students (HPS) used more strategies than the low students (LPS); HPS used these strategies much more frequently than LPS. Thirdly, there is a strong positive correlation between the subjects’vocabulary achievement and their general English achievement; all the three vocabulary learning strategies significantly correlate with vocabulary achievement.These findings indicate that effective vocabulary learning strategies will facilitate vocabulary learning and are helpful to autonomous vocabulary development. This requests the teachers to provide strategies-based instruction to students as a part of the foreign language curriculum. They should modify their future vocabulary teaching to really meet the students’urgent needs. Learning will be facilitated if students are explicitly trained to become more aware of the proficient in the use of a broad range of strategies.更多还原