【作者】 张静；

【导师】 王金娥；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2017， 硕士

【摘要】 学困生主要指智力正常但成绩较差的学生。学困生往往表现为自觉性差、没有自信、自卑感强、不思进取。据调查显示,学困生的比例一般占学生总人数的8%到10%,有的学校甚至达到15%。学困生已成为一个不可忽视的群体。研究并转化学困生,遏制学困生人数的增长很有必要。教育的最终目的是培养对社会有用的人才,并使每一个受过教育的人都人尽其用。因此,促进学困生转化意义重大。英语学困生普遍认为成绩不好与自身词汇量储备小有很大关系。学困生对词汇学习策略如果有正确认知并能合理使用,很可能会扩大词汇量,进而能提高英语综合能力和自学能力。本研究以高一英语学困生的词汇学习策略为研究对象,对山东德州市宁津县第一中学高一部分学困生进行研究。本研究所选取的100名学生英语综合测试成绩不能达到考纲要求且词汇量未达到新课标五级要求。学困生的共同特点是:英语综合能力低下,词汇量少,自认为英语学习比较困难,缺乏良好的学习习惯和合适的学习方法。本研究还试图将学困生分为两类:一,综合排名靠前但英语成绩不及格的学困生;二,综合排名靠后且英语成绩不及格的学困生。本研究主要回答以下3个问题:(1)目前学困生所普遍使用的词汇学习策略主要有哪些?(2)实验后学困生所使用的词汇学习策略是否有变化?(3)不同种类学困生实验前后所使用的词汇学习策略是否相同?通过对学困生进行问卷调查、访谈、词汇测试、词汇策略实验后,对结果进行定量和定性分析,笔者得到如下结论:1.在词汇学习过程中,学困生很少使用资源策略、社交情感策略和元认知策略,有时使用认知策略。总体而言,学困生词汇学习策略使用频率偏低;2.实验后,学困生词汇学习策略有变化,使用频率普遍提高,并且学困生词汇量和语言综合能力相对有很大提高;3.不同种类学困生在资源策略和社交情感策略方面使用频率有不同。本研究试图通过对100名学困生进行研究实验,获得有关英语学困生的宝贵资料和数据,了解学困生学习过程中词汇学习策略使用的数量和频率,不同种类学困生使用词汇学习策略的特点,词汇学习策略对词汇量和语言综合能力的影响等。笔者通过研究试图探寻如何有效地帮助学困生将策略训练融入日常英语学习中,提高学困生的策略意识,帮助学困生提高学习效率和学习能力,同时也为其他教师帮助学困生克服学习障碍提供经验。本研究的局限性在于调查的样本数量小,结果的概括性有待进一步验证,调查对象仅限于宁津一中的部分学困生,其普遍性受到一定影响。更多还原

【Abstract】 Students with learning difficulties mainly refer to those who have normal intelligence but get relatively lower grades.They always have a strong sense of inferiority but lack confidence and self-control in learning,and some even make no attempt to make progress.According to a survey,the proportion of the students with learning difficulties accounts for 8% to 10% of the total number of students,and in some schools,the proportion even goes up to 15%.Students with learning difficulties have already formed a group that can not be ignored.It is necessary to study and transform the students with learning difficulties so as to curb the growth of the number of students with learning difficulties.The ultimate goal of education is to cultivate people who are useful to society,and to make every educated man do his best.Therefore,the transformation of students with learning difficulties is of great significance.It is generally considered that small vocabulary has great influence upon students with learning difficulties in English.If the students with learning difficulties can correctly understand and use vocabulary learning strategies,it is possible to enlarge their vocabulary and improve their comprehensive ability and self-learning ability.This study is focused on the vocabulary learning strategies of the students with English learning difficulties in senior high schools.It is conducted on some students with learning difficulties in Grade One,Ningjin No.1 Middle School,Dezhou.This study selects 100 students whose comprehensive English test scores do not reach the syllabus requirements or whose vocabulary does not meet level five of the new curriculum requirements.The common characteristics of the students with English learning difficulties are low comprehensive ability,limited vocabulary,having the same idea that learning English is difficult,and they usually lack good habits of learning and good ways to learn.This study also tries to group the students with English learning difficulties into two categories.One refers to the students whose total grades are ranking top but whose performance are bad in English learning and in the English exams,while the other refers to the students whose total grades are ranking bottom and they are bad in English learning and in the English exams.This research mainly answers the following 3 questions:First: What are the main vocabulary learning strategies used by the students with learning difficulties at present?Second: Is there any change in the main vocabulary learning strategies used by of students with learning difficulties after the experiment?Third: Whether the two kinds of students use the same vocabulary learning strategies to learn English before and after the experiment?After the quantitative and qualitative analysis of the results of questionnaire,interview,vocabulary test and strategies experiment,the author draws the following conclusions about the students with learning difficulties in English :In the process of English vocabulary learning,they seldom use the resources strategy,the social emotion strategy and the meta cognitive strategy.Cognitive strategies are sometimes used.As a whole,the frequency of vocabulary learning strategies used by them is low.After the experiment,the frequency is generally improved,and the vocabulary and language comprehensive ability are greatly improved.The vocabulary learning strategies used by different types of students with learning disabilities are different in terms of resource strategies and social affective strategies.This study attempts to obtain valuable information and data about the students with English learning difficulties through the research.The study tries to find out the number and frequency of vocabulary learning strategies used by students with learning difficulties,the characteristics of different types of students with learning difficulties when they use the vocabulary learning strategies,and the effects of vocabulary learning strategies on vocabulary and language proficiency.And then the study makes an attempt to explore how to help the students to integrate the vocabulary learning into their daily English learning effectively,to improve the students’ awareness of using learning strategies,and to help them improve their learning efficiency and learning ability.The study also tries to provide more experience for other teachers on how to help the students with learning difficulties to overcome learning disabilities.The limitation of this study is the sample size is small,and the results need to be further verified.The subjects of study are limited to some students with learning difficulties in Ningjin,so its universality is affected.更多还原