an investigation of the application of cognitive strategies in junior high school students.docx

an investigation of the application of cognitive strategies in junior high school students.docx

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aninvestigationoftheapplicationofcognitivestrategiesinjuniorhighschoolstudents

本科学士学位论文

AnInvestigationoftheApplicationofCognitiveStrategiesinJuniorhighSchoolStudents’EnglishVocabularyLearning

——TakingYizhenNO.4MiddleschoolinXiangyunCountyasanexample

认知策略在初中英语词汇学习中的运用调查

——以云南驿镇第四中学为例

AnInvestigationoftheApplicationofCognitiveStrategiesinJuniorhighSchoolStudents’EnglishVocabularyLearning————TakingYizhenNO.4MiddleschoolinXiangyunCountyasanexample

ADissertation

SubmittedinPartialFulfillmentofRequirementsfortheDegreeofBachelorofArts

Written

By

XXX

Supervised

XXX

DepartmentofForeignLanguages

SchoolofArtsandScience

YunnanNormalUniversity

Kunming,Yunnan

P.R.China

November,2010

云南师范大学文理学院

本科生毕业设计（论文）原创性声明

本人郑重声明：

所呈交的毕业设计（论文），是本人在指导教师的指导下独立研究、撰写的成果。

设计（论文）中引用他人的文献、数据、图件、资料，均已在设计（论文）中加以说明，除此之外，本设计（论文）不含任何其他个人或集体已经发表或撰写的成果作品。

对本文研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示了谢意。

本声明的法律结果由本人承担。

毕业设计（论文）作者签名：

年　　月　　日

Acknowledgements

MystudyatthecollegeofEnglishTeachingStudieswillsooncometoanendandatthecompletionofmygraduationthesis;Iwishtoexpressmysincereappreciationtoallthosewhohaveofferedmeinvaluablehelpduringthefouryears.

Firstly,IwouldliketoexpressmyheartfeltgratitudetomysupervisorMiss.SongZijuan,forhishelpandconstantencouragementIknowhowtowritemythesis.Withoutherconsistentandilluminatinginstruction,thisthesiscouldnothavereacheditspresentform.

Secondly,IalsowanttothankstoalltheotherfacultymembersoftheDepartmentofEnglishfortheirpatientinstructionsinvariouscoursesandtheirprecioussuggestionsformystudyhere.

Lastly,mythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmewokeoutmyproblemsduringthedifficultcourseofthethesis.

Contents

Abstract（EnglishVersion）i

Abstract（ChineseVersion）ii

PartOneIntroduction-1-

1.1TheBackgroundoftheResearch-1-

1.2SignificanceoftheResearch-2-

1.3TheResearchProblems-3-

1.4TheResearchMethodology-3-

PartTwoLiteratureReview-4-

2.1DefinitionsofLanguageLearningStrategies-4-

2.2TheClassificationofLanguageLearningStrategies-5-

2.3VocabularyLearningStrategies-6-

2.3.1DefinitionofCognitiveStrategies-6-

2.3.2ClassificationofCognitiveStrategies-7-

2.4AReviewofPreviousStudies-7-

2.5Thefeaturesofjuniorhighmiddleschoolstudents-8-

PartThreeTheCurrentResearch-10-

3.1ResearchDesign-10-

3.1.1ResearchQuestions-10-

3.1.2Subjects-10-

3.1.3Instruments-11-

3.2DataCollectionandAnalysis-12-

3.2.1AnalysisandDiscussion-13-

3.2.2MajorFindingsoftheStudy-14-

PartFourConclusion-17-

References-19-

Appendix-20-

Abstract

Inthispaper,vocabularylearningtheory,questionnairesurveyandstatisticalanalysisusingthemethodofthepresenttownofthethirdYunnanyi50juniorhighschoolstudentsEnglishVocabularyStrategiesconductedasurveyoftheuse.Secondlanguageacquisitionfromtheperspectiveofmiddleschoolstudentsinlearningwordthatthelackofstrategy:

thesignificanceofwords,partofspeech,usageunderstandingofsingle,notknowhowtousecontext,pragmaticsenseofunderstandingofthemeaningofwordsandusageissues.Fortheaboveproblems,thispaper,thetheoryofcognitivestrategiesvocabularyproposedcountermeasures.Inthelightoftheprinciplesofvocabularyteaching,basedonthecontentandthusimprovestudentsexplorewordmemoryefficientwaytoenablestudentstomastertheproperandefficientEnglishlearningstrategies,Englishlanguagestudentsgoodstudyhabitsandability.Englishteachersalsoprovideabetterbasisandmethodstoimprovestudentinterestinvocabularylearningandefficiency.

Keywords:

vocabularylearning；CognitiveStrategies；suggestions

i

摘要

本文以词汇学习理论为基础，采用问卷调查和统计分析的方法对目前云南驿镇第四中学50名初中生的英语词汇认知策略的运用情况进行了调查。

并从第二语言词汇习得的角度出发，发现初中生在学习单词时缺少策略：

对词汇的意义、词性、用法理解单一，不懂得利用语境、语感理解词汇的意思及用法等问题。

针对上述所存在的问题，本文运用词汇认知策略的相关理论提出应对策略。

在结合词汇教学的内容和原则的基础上，从而探索出提高学生单词记忆效率的方法，使学生掌握正确高效英语学习的策略，培养学生良好的英语学习习惯和能力。

同时也为英语老师提供了更好的依据和方法来提高学生词汇学习的兴趣和效率。

关键词：

词汇学习认知策略建议

PartOneIntroduction

Sincethe1980s,alongwithin-depthresearchonintellectual,cognitivestrategiesandmeta-cognitivestrategiesinthefieldofeducationandpsychology,languagevocabularylearninghasshownaflourishingsituation.Vocabularylearningstrategieshavearousedwidespreadconcernoflinguistsathomeandabroadontheissueinthe1990s.

TheBackgroundoftheResearch

Sincethe1980s,alongwithin-depthresearchonintellectual,cognitivestrategiesandmeta-cognitivestrategiesinthefieldofeducationandpsychology,languagevocabularylearninghasshownaflourishingsituation.Vocabularylearningstrategieshavearousedwidespreadconcernoflinguistsathomeandabroadontheissueinthe1990s.

Vocabularyisveryfundamentaltothedevelopmentofthesecondlanguageproficiencyasoneofthethreemajorelementsofalanguage.JustasWilkins（1972:

111）declared,"Whilewithoutgrammar,verylittlecanbeconveyed,withoutvocabulary,nothingcanbeconveyed."In2003,higherrequirementsforthestudents'vocabularyhavebeenputforwardbytheNewStandardofNationalCurriculum（2003）inourcountry.StudentsinChinaareexpectedtohaveavocabularyof3,500wordsupongraduationfromhighschool,whiletherequirementinthepreviouscoursesyllabuswasonly2,000words.Theincreaseinvocabularyhascertainlyputvocabularylearninginacrucialposition.However,thesituationofChina'svocabularyteachingisnotsatisfyingatpresent."Time-consumingandbadeffect"（李岚清1996）areverycommon.Vocabularylearninghasbeenaheadacheofbothteachersandlearners.Itisbecausethetraditionalteacher-centeredteachingmodedidnotgiveappropriatelearningstrategiestothestudentssothatthestudentslacklearning-initiative.

Atthesametime,limitedtimeforclassroomteachingmakesteachersonlyactasguidesandassessors.AsafamousChinesesayinggoes,"Togiveapeoplefishisinferiortoteachinghimhowtofish."Tomobilizestudents'initiativetolearnEnglishvocabularyisthefundamentalwaytotheEnglishvocabularyteaching.Gagnepointedoutthatthewell-knownscholarofthe20thcenturythemeaningofcognitivestrategiestopointoutthatthestrategyisanimportantpartoflearningstrategies.Cognitivestrategyisalsoaneffectivemeansoflearningvocabulary,mainlyinformofthewordstrategy,Lenovostrategy,memorystrategiesareclassifiedontheapplication.

Therefore,wethinkthisisagoodwaytoseewhichlearningstrategiesusedbyhighschoolstudentswhatkindofknowledgeisagoodlearnerstrategyuseandhowtotrainstudentstousethecorrectcognitivestrategiestoimprovetheirvocabularylearning.Moreover,weneedtofindagoodway,sothatteachersbecomeawareoftheimportanceofcognitivestrategies,andstrengthentheirlanguagelearningstrategies,particularlytheircognitivestrategies.

1.2SignificanceoftheResearch

Sincethe1970s,researchputemphasisonthefieldofsecond-languageacquisitionandlearninghasalsoshiftedfromteachers'teachingtostudents'learning.Solanguagelearningstrategiesareemphasizedbymoreandmorepeople.However,mostoftheresearchinthefieldoflearningstrategieshasfocusedonreadingstrategiesasoneoftheimportantlanguageskills（Carrel1998）andoncognitivestrategiesasoneofthemaincategoriesoflearningstrategies.LittleattentionhasbeengiventothecognitivelearningstrategiesintheJuniorhighschoolstudents'vocabularylearning.Soitismeaningfulandnecessarytotrytomakemeta-cognitivelearningstrategiescleartothemandenablethemtobecomebetterlearnersinvocabularylearning.

1.3TheResearchProblems

TheauthorhasbeenanEnglishteacherforayear.Duringtheteachinglife,theauthorhasbeennoticingthatvocabularylearninghasalwaysbeenobstaclestothestudents'Englishlearning.Sotheauthorwantstoinvestigatethestatusofvocabularylearning,byespeciallytheusingofmeta-cognitivestrategies

1.4TheResearchMethodology

Inthisstudy，thisquestionnaireisbasedonthefamousAmericanprofessorofAppliedLinguistics,LanguageLearningStrategiesOxfordquestionnaireadaptedfromtheeightcategoriesofentryconstitute30toinvestigatethe50studentsofgradethreeinYunnanyiMiddleSchoolofXiangyunCounty.ThequestionnairewastranslatedintoChinesesothatstudentscanunderstanditeasily.50questionnairesweregivenoutandhandedinduringtheclasstime.Amongthem50questionnaireswereeffective.   Thenthemarksoftheirquestionnairewerecollected.Atlasttheauthorusedanalyzethedate,onwhichtheresultwerebased.

PartTwoLiteratureReview

Thischapterconsistsofthreesectionsanddwellsonthereviewoftherelatedtheoriesandtheempiricalstudiesthathavebeencarriedoutinthisfield.Thefirstsectionmakesclearthedefinitionsofthekeytermsthatarefrequentlymadereferencetointhepresentstudy.Thesecondsectioncoversadetailedreviewoftherelatedresearchesthathavebeencarriedoutinthisfieldathomeandabroad.Thelastsectiondiscussestheproblemsinthecurrentstudiesonmeta-cognitivestrategiesinvocabularylearningandpresentsthesignificanceofthepresentstudy.

2.1DefinitionsofLanguageLearningStrategies

ResearchershavestudiedvariousaspectsofLearningStrategiesandputforwardavarietyofdefinitionsoflearningstrateg