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