【作者】 张伟；

【导师】 范荣玲；

【作者基本信息】 青海师范大学 ， 教育， 2015， 硕士

【摘要】 众所周知,词汇在语言学习中占有重要地位。它是语言三大元素(语音,词汇,语法)之一。著名语言学家Wilkins(1972)曾说,“没有语法,我们能表达很少的东西,而如果没有词汇,我们表达不了任何东西。”词汇学习是一个复杂的过程。对于中国学生而言,在英语学习过程中他们面临的最困难的问题之一就是词汇学习。尽管老师学生都懂得词汇在语言学习中的重要地位,而且用大量的时间在英语的教与学上,但是成果确微乎其微。为了给高中教师和学生在英语学习方面提供更好的建议,作者决定在高中做一份关于英语词汇学习策略的报告。尽管以前也有很多学者做过对词汇学习策略的研究调查,但他们的研究对象大都是大学生或成人,对高中生的研究很少。本文作者主要调查研究高中生所使用的英语词汇学习策略。在论文中,作者使用一份调查问卷做关于学生词汇学习策略的调查,和两份词汇测试卷调查学生的词汇掌握情况,最后将所得数据输入到电脑中用统计分析软件进行定量分析。作者希望通过调查研究得出的结论能帮助高中生克服在英语词汇学习中的问题,并提高他们的学习信心。本篇论文重点回答了以下问题:(1)高中生在英语词汇学习中经常运用的英语词汇学习策略是什么?(2)男生与女生在日常英语学习中的词汇学习策略有什么区别?(3)高中生英语词汇学习策略的运用于他们的学习成绩有怎样的关系?(4)英语词汇学习策略培训对高中生的词汇学习有什么影响?2014年9月,作者在高中进行了英语词汇学习策略的培训。作者所教的东平高级中学的两个完整班级参与了实验。实验对象都是高二的学生,共118个人。这项研究的目的在于调查高中生所使用的词汇学习策略状况和研究词汇学习策略培训对学生的影响。除此之外,还调查了男生女生在词汇学习策略方面的差异和高分者与低分者的词汇学习策略方面的差异,以及词学习策略培训对高中生的学习影响。以下是实验所得的结果:1.高中生运用各种各样的词汇学习策略,但是使用频率都是中等水平。学生对元认知策略的使用较少,也就是说,许多的高中生还没有自我监督,提前预习和自我评估的意识。而在认知策略的使用上,学生主要使用重复策略,上下文策略策略,练习策略,猜词策略查字典策略和演练策略。2.男生女生在词汇学习策略的使用方面存在很大的差异。在做计划策略,自我评估策略,视觉重复策略,猜词策略,查字典策略和记笔记策略上,女生的使用频率明显高于男生。而在自我监督策略,分组策略,语境策略,联想策略词,词语结构策略和情感控制策略的使用上,男生的使用情况要优于女生。在写词重复策略和合作策略上,男生女生的使用情况大致相同。3.高分者与低分者在认知与元认知策略的使用方面有很大的差异。对于自我评估策略,视觉重复策略,语境策略,练习策略,猜词策略,联想策略和记笔记策略记笔记策略,高分者的使用频率明显高于低分者。但在写词重复策略和合作策略上,二者的差异并不明显。4.英语词汇学习策略培训对高中生的词汇学习在一定程度上有积极的影响。在论文的最后,在学生的薄弱方面即元认知策略及社会情感策略方面和认知策略的使用方面,作者提出了建议。更多还原

【Abstract】 As is known to all, vocabulary plays an important role in language learning and it is an integral part of the three components(pronunciation, vocabulary, and grammar) of language. Wilkins(1972) a famous linguist once stated that, without grammar we can convey very little things, without vocabulary we can convey nothing. Vocabulary learning is a complex process. For most Chinese students, one of the main problems in the process of learning English they should face is vocabulary learning. English teaching and learning are considered to be more time consuming, but get less reward, even though teachers and students know that vocabulary is one of the essential components of the language system.In order to give a suggestion for the English learning of senior high school students and teachers, the author conducted an investigation on English vocabulary learning strategies in senior high school. Many researchers have turned their interest into vocabulary learning strategies in the previous study, but most of their research subjects were college students or adults learners, few of them were about senior high school students. The author tried to work out which kind of English vocabulary learning strategies are more popular in senior high school students. In the thesis, the author will sum up senior high students usage in learning strategies with one questionnaire about vocabulary learning strategies and two vocabulary test papers, the questionnaire and the vocabulary size tests are adopted for quantitative analysis through SPSS. The author hoped that the findings and measures put forward after her research will help students conquer the difficulties of learning English vocabulary and cultivate their confidence. The following questions is answered in the paper:(1) What strategies do students actually and frequently use in English vocabulary learning in senior high school?(2) How do male and female students apply vocabulary learning strategies in their daily practice?(3) What is the relation between the students’ using of vocabulary learning strategies and their achievement in vocabulary learning?(4) What is the impact of vocabulary learning strategy training on students’ learning?In September, 2014, the author began the vocabulary learning strategy training in senior high school. Two intact classes taught by the author in Dong Ping Senior High School participated in the study. All the subjects were of senior two, 118 in total. This study investigates the overall pattern of the vocabulary learning strategies used by senior high school students and the effect of the vocabulary learning strategy training. Besides, the differences the use of vocabulary learning strategies between male and female students and the high proficient and low proficient students are also included as well as the effect of vocabulary learning strategies on senior high school students. The following parts give us a general description:1. Senior high school students use different kinds of vocabulary learning strategies in their learning, but at medium level. The students are negative in the use of meta-cognitive strategies, that is to say, many students have no awareness of self-evaluation strategy, plan-making strategy or self-monitoring strategy. As to cognitive strategies, they mainly use repetition strategy, contextualized strategy, practice strategy, guessing strategy, dictionary use strategy and rehearsal strategy.2. There are great differences between male and female students in the use of vocabulary learning strategies. In the strategies like plan-making strategy, self-evaluation strategy, visual repetition strategy, guessing strategy, dictionary use strategy and note-taking strategy, female students are more frequency in using them than male students. Compared with female students, male students prefer to use self-monitoring strategy, grouping strategy, contextualized strategy, association strategy, word-structure strategy and affective control strategy. However, in using written repetition strategy and cooperation strategy, male and female students are almost the same.3. High proficient students and low proficient students differ greatly in the use of some meta-cognitive strategies and cognitive strategies. As to the strategies such as self-evaluation strategy, visual repetition strategy, contextualized strategy, practice strategy, guessing strategy, association strategy and note-taking strategy, high proficient students use the frequency of vocabulary learning strategies is much higher than low proficient students. But in the use of written repetition strategy and cooperation strategy, the differences between the two groups are small.4. The vocabulary learning strategy training is positive to the senior high school students learning process in some degree.In the end of the paper, the author put forward some suggestions on meta-cognitive strategies and social/affective strategies as well as some sub-strategies of cognitive strategies for these parts are the weak points in the students’ strategies application.更多还原