The Application of Cognitive Strategies文档格式.docx

The Application of Cognitive Strategies文档格式.docx

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AbstractVocabularylearningisanimportantaspectofsecondlanguagelearning.Vocabularyisindispensabletotheacquisitionandapplicationofalanguage.Itisrecognizedthatthemasteryofvocabularyisanessentialcomponentofsecondlanguageandforeignlanguagelearning;

thereforelearnersmustdevelopvocabulariesinordertobecomeproficientinasecondlanguageorforeignlanguage.What’smore,asthestudyoflearningstrategiesbecomemoreandmorehotanddeeper.Inthispapertheauthordiscussedvocabularylearningbasedonthetheoreticalcognitivestrategies.

Thispaperdevelopedinfourparts:

（1）Theimportanceofvocabularyinsecondlanguagelearning;

ThesignificanceofL2Vocabularylearningstrategies（VLS）

（2）Cognitivestrategies.（3）DefinitionofVocabularylearningstrategiesinthispaperandtheapplicationofcognitivestrategiestovocabularylearning（4）Conclusionandsuggestion

Keyword:

vocabularylearning;

vocabularylearningstrategies;

cognitivestrategies

1.1Definitionsoflearningstrategies

Beforewecometoanalysisthevocabularystrategiesweshouldfirstunderstandwhatislearningstrategies.Learningstrategiesrefertomethodsthatstudentsusetolearn.Thisrangesfromtechniquesforimprovedmemorytobetterstudyingoftest-takingstrategies.Thedefinitionoflearningstrategieswilldirectlyaffecttheclassificationoflanguagelearningstrategies.Manylanguagelearningstrategiesclassificationsystemshavebeendivided.Themid-1970swasgenerallybelievedtobethestartingpointoftheresearchonlearnerstrategieswhenRubinfirst,shortlyafter,Sternpresentedtheirstudiesonthelearningstrategiesof“good”or“successful”L2learners.RubinandSternfocusedongoodlearners’processesinlearninganotherlanguage.AndlaterBialystock（1981）,believesthatitshouldbedefinedintermsoftheconceptionoflearning.Herdefinitionisthatlanguagelearningstrategiesare“optionalmeansforexploitingavailableinformationtoimprovecompetenceinasecondlanguage.”Basedonpsychologicalfunctions,O’MalleyandChamotdefineitasthespecialthoughtorbehaviorsthatindividualsusetohelpthemcomprehend,learn,orretainnewinformation.Oxforddefineslearningstrategiesas“specificactionstakenbythelearnertomakelearningeasier,faster,moreenjoyable,moreself-directed,moreeffective,andmoretransferabletonewsituations.”Cohenwhobasedontheintentofstrategyusereferslanguagelearningstrategiestothestepsoractionsconsciouslyselectedbylearnerstoimprovetheirlearningofalanguage.Itgenerallydealswiththeinputandhowwereceivemessageinwaysofprocessing,storingandretrieving.

1.2Classificationsofleaningstrategies

Fromtheabovedefinitionswecanseethediverseopinionsaboutlanguagelearningstrategies.Thiswilldirectlyaffecttheclassificationoflanguagelearningstrategies.Manylanguagelearningstrategiesclassificationssystemshavebeendivided.Basedonthestudyofsuccessfullanguagelearners,Rubinclassifieslanguagelearningstrategiesintothreecategories:

learningstrategies,communicationstrategies,andsocialstrategies.Bialystock’sclassificationisalinguisticallybasedsystemdealingwithformalpractice,functionalpractice,monitoringandinferencing.Basedonpsychologicalfunctions,O’MalleyandChamotdividelanguagelearningstrategiesintothreecategories:

metacognitivestrategies,cognitivestrategies,andsocial-affectivestrategies.Oxforddivideslanguagelearningstrategiesintotwomainclasses,directandindirect,whicharefurthersubdividedinto6groups:

metacongnitve,affectivestrategies,socialstrategies,cognitivestrategies,memorystrategiesandcompensationstrategies.AccordingtoStern,therearefivemainlanguagelearningstrategies.Theyare:

managementandplanningstrategies,cognitivestrategies,communicative-experientialstrategies,interpersonalstrategiesandaffectivestrategies.Cohenclassifieslanguagelearningstrategiesintostrategiesinusingthelanguage,whichisrelatedtoseparatelanguageskills.Inwhatfollows,thetypologiesoflanguagelearningstrategieswillbehandledindetail,withthefocusonsomeinfluentialclassifications.

1.3Theimportanceofvocabularyinsecondlanguagelearning

Vocabularylearningisanimportantaspectofsecondlanguagelearning.Vocabularyisindispensabletotheacquisitionandapplicationofalanguage.However,itwasuntil1970sthatresearchintovocabularylearningbegantoreceiveattentionandgaindevelopmentinappliedlinguistics.JustasWilkinsstates,that“whilewithoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”McCarthyalsostates:

Itisexperienceofmostlanguageteachersthatthesingle,biggestcomponentofandlanguagecourseisvocabulary.Nomatterhowwellthestudentlearnsgrammar,nomatterhowsuccessfullybesoundsofL2aremastered,withoutwordstoexpressawiderangeofmeanings,communicationinanL2justcannothappeninanymeaningfulway.Lauferalsotellsus“Notextcomprehensionispossible,eitherinone’snativelanguageorinaforeignlanguage,withoutunderstandingthetext’svocabulary”.KrashenandTerrellalsoclearlyindicatethat“VocabularyisofprimeconcerninL2settingsbecauseitplaysadominantroleinclassroomsuccess.”

Insum,vocabularyplaysavitalpartinallaspectsoflanguagelearningincludinglistening,speaking,reading,writingandtranslation.Itisrecognizedthatthemasteryofvocabularyisanessentialcomponentofsecondlanguageandforeignlanguagelearning;

thereforelearnersmustdevelopvocabulariesinordertobecomeproficientinasecondlanguageorforeignlanguage.

1.4ThesignificanceofL2Vocabularylearningstrategies（VLS）

NationdividesEnglishvocabularyintothethreegroups:

highfrequencyword,lowfrequencywords,andspecializedvocabulary.High-frequencywordsarethosethatoccurofteninthematerialwereadorlistento.Itconsistsmainlyofshortwordswhichcannotbebrokenintomeaningfulparts.Althoughlow-frequencyvocabularyismagefromamuchsmallernumberofwordparts,theyareverylargegroupsofwordswhichcoveraverysmallproportionofanytext,witheachwordoccurringveryinfrequently.Specializedvocabularymayoccurseveraltimeswithinacertaintopicorsubjectarea,buttheyareunlikelytooccurintextsoutsidethatsubjectarea.

Becauseoftheinfrequencyoftheiroccurrenceintexts,low-frequencywordsbecomehardtolearnforlanguagelearners,andthereforeevenharderforsecondlanguagelearners.Inthiscase,itisbettertousestrategiestodealwiththesewords.Moreover,WillemandandMelvinfoundthatstudentswhohavebeenstudyingaforeignlanguage,evenifonlyforamonthorso,havemostlikelydevelopedconsciousorunconsciouslearningstrategiestomasterthematerialalsoassumedthatlearnerseitherconsciouslyorsubconsciouslyadoptsomevocabularylearningstrategies.Gracessuggestedthat,becausestudentsactuallydomostoftheirlearningofnewwordsindependently,itmakessensetoencouragethemtoadoptpersonalplanstoexpandtheirvocabularyovertime（LawsonandHogben）

TheabovestatementsrevealedthatitisnecessaryforL2learnerstoadoptVLSintheprocessofvocabularyacquisition.IwillanalysistheVLSbasedoncognitivestrategies.

2.Cognitivestrategies.

O’MalleyandChamotdividelanguagelearningstrategiesintothreecategories:

metacognitivestrategies,cognitivestrategies,andsocial-affectivestrategies.InthispaperIfocusoncognitivestrategiesbecauseitwasthemostfrequentlyusedamongthethreebroadcategoriesofvocabularylearningstrategies（VLS）

2.1Thedefinitionofcognitivestrategies:

Itturnsoutdifficulttodefinecognitivestrategies,partlybecausetermssuchasskills,strategies,andprocessesareuseddifferentlybydifferentpeople.O’MalleyandChamotpointedoutcognitivestrategiesaremorelimitedtospecificlearningtasksandtheyinvolvemoredirectmanipulationofthelearningmaterialsitself.

2.2Theclassificationofcognitivestrategies

Cognitivestrategiescanbedividedintofoursubcategories:

1Memorization;

2.Guessing3dictionaryuse;

4notetaking

1Memorizationstrategiescanbefurtherdividedinto5subcategies

（1）Repetition:

imitatingalanguagemodel,includingovertpracticeandsilentrehearsal.

（2）Imagery:

relatingnewinformationtovisualconceptsinmemoryviafamiliar,easilyretrievablevisualizations,phrases,oflocations.

（3）Wordformation

（4）Grouping:

reorderingorreclassifyingandperhapslabelingthematerialtobelearnedbasedoncommonattributes.

（5）Contextualization:

Placingawordorphraseinameaningfullanguagesequence.

2.Guessing

3dictionaryuse

4notetakingwritingdownthemainidea,importantpoints,outline,orsummaryofinformationpresentedorallyorinwriting.

3.1DefinitionandclassificationofVocabularylearningstrategiesinthispaper

3.1.1DefinitionofVocabularylearningstrategies

Basedonthelearningstrategies,vocabularylearningstrategies,vocabularylearningstrategiesrefertobothgeneralapproachesandspecificactionortechniquesusedbyalearnertomakethevocabularylearningbecomeeasier,fasterandbetter.Followingwewilldiscussedtheapplicationofcognitivestrategiestovocabularylearning:

1Memorization（Imagery）（Grouping）（repetition）;

3.1.2Theclassificationofcognitivestrategiestovocabularylearning

------studiedbysomefamouslinguistics

（1）Memorization------Imagery

Imageryisoneofthestra