英语论文The Effect of Vocabulary Learning Strategies on Vocabulary AcquisitionWord下载.docx

英语论文The Effect of Vocabulary Learning Strategies on Vocabulary AcquisitionWord下载.docx

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ThispaperreportsonthestudyofthestrategyuseofChineseEnglishmajorsinvocabularylearning;

theindividualdifferencesbetweeneffectiveandlesseffectivelearnersinemployingvocabularylearningstrategiesandtherelationshipbetweentheirstrategiesandtheiroutcomeinEnglishlearning.Inthisresearch,118juniorEnglishmajorsinJiayingUniversitywereinvestigated.Theparticipantswereaskedtotakeavocabularytestandcompleteavocabulary-learningquestionnaire.

ThedatacollecteddealtwiththroughSPSS（theStatisticalPackageforSocialScience）indicatesthatthereissignificantdifferencesbetweeneffectiveandlesseffectivelearners.Effectivelearnersusestrategiesmorefrequentlyandflexibly,whilelesseffectivelearnersturnouttoberotelearners.Theyemployrepetitionstrategymoreoftenandtheyrelymoreonmothertongue,Chinese,invocabularylearning.Thustranslationstrategywasextensivelyusedamongthem.Theresultalsoshowsthatsevenstrategies,namelyapplied,categorization,self-monitoring,cooperation,media,elaborationanddictionarystrategyarepositivelycorrelatedwiththevocabularytestscoresandtheTestforEnglishmajor（Grade4）scores.However,repetitionofnewwordswasthestrongestnegativepredictorofthetwotests.

Theabovefindingshavecertainimplicationforbothlearnersandteachers.

KeyWords:

vocabulary-learningstrategiesEnglishmajorsindividualdifferencescorrelations

1.Introduction2

4.2Participants8

4.3.2ProficiencyMeasure8

4.3.3Questionnaire8

6.Conclusion19

7.Implicationandlimitations20

References21

TheEffectofVocabularyLearningStrategies

onVocabularyAcquisition

1.Introduction

Vocabulary,asanintegralpartofalanguage,playsacrucialpartinthelanguagelearningprocess.Thelackofvocabularyknowledgeaffectsallthefivelanguageskills,i.e.listening,speaking,reading,writingandtranslating.Unfortunately,manystudentsfindithardtoacquirevocabulary.AsMearapointedout“learnersthemselvesreadilyadmitthattheyexperienceconsiderabledifficultywithvocabulary,andmostlearnersidentifytheacquisitionofvocabularyastheirgreatestsinglesourceofproblems.”（ascitedinYongqiGu&

RobertKeithJohnson,1996）

ResearchesdonebyRubin,OxfordandChamothaveshownthattheuseoflanguagelearningstrategiescanindeedfacilitatetheacquisitionofvocabulary,andcanenhancelanguageperformanceandinfluencesecondlanguageacquisitionaswell.Sounderstandinghowlearnersemploystrategiesinvocabularylearningmayprovideinstructionalimplicationsbothtolanguageteachingandlearning.

Studieshavebeenmadetoinvestigatethelearningstrategieshomeandabroad,whichfocusonagedifferences,genderdifferences,the‘goodlanguagelearner’sstudies’,etc.Althoughtheacquisitionofvocabularyhasbeenacknowledgedasbeingofprimaryimportanceandbeingcentralforsecondlanguageacquisition,itisquitesurprisingthatlittleresearchhasbeendoneonvocabularylearningstrategiesandacquisition,especiallystrategiesusedbyEnglishmajorsfromlocaluniversitiesatundergraduatelevel.Tofillthisvoid,thepresentstudywasdesignedtoinvestigatethevocabularylearningstrategiesusedbyChinesecollegeEnglishmajors,lookingintotheindividualdifferencesamongtheseEnglishmajorsandtherelationshipbetweentheirstrategiesandtheirlearningoutcome.

2.Definitionsandclassificationoflearningstrategies

2.1Definitionsoflearningstrategies

Thereisnoagreementregardingtothedefinitionoflearningstrategiesintheliterature.Differentscholarsholddifferentviewsonlearningstrategies.AccordingtoRubin,learningstrategiesarestrategieswhichcontributetothedevelopmentofthelanguagesystemwhichthelearnerconstructsandaffectlearningdirectly（RobEllis,1987:

531）.InChamot’sview,learningstrategiesaretechniques,approachesordeliberateactionsthatstudentstakeinordertofacilitatethelearning,andtherecallofbothlinguisticandcontentareainformation（RobEllis,1987:

531）.WhileOxforddefinedlanguagelearningstrategiesasbehaviorsoractionswhichlearnersusetomakelanguagelearningmoresuccessful,self-directedandenjoyable（RobEllis,1987:

531）.

Althoughthereisdisagreementonthedefinitionof“SecondLanguageLearningStrategy”,theabovementioneddefinitionsorexplanationstrytoapproachitfromtwolevels.Broadlyspeaking,itreferstogeneraltendenciesandoverallbehaviorsortechniquesemployedbylearnerstohandlethelanguagelearningtasks.Narrowly,itreferstothelearner’sdirectmanipulationofthelinguisticinformationinlanguagecomprehensionorproduction.

Thedefinitionoflearningstrategiespreparesthegroundworkforthefurtherrese