初中生英语词汇学习现状及策略论文文档格式.docx

初中生英语词汇学习现状及策略论文文档格式.docx

《初中生英语词汇学习现状及策略论文文档格式.docx》由会员分享，可在线阅读，更多相关《初中生英语词汇学习现状及策略论文文档格式.docx（6页珍藏版）》请在冰豆网上搜索。

Englishstudy;

inordertoimprovestudents’Englishlevel,qualifiedacquisitionofthevocabularyiseasilytowipeoffthebiggestobstacleinlistening,speaking,readingandwriting,whichalldependonvocabularylargely.However,bothlearnersandteachershaveignoredvocabularystudyforalongtime,whichresultsinslowprogressinEnglishlearning.SothegreatimportanceofvocabularyinEnglishstudyispointedout,butvocabularycan’tbelearntbyrote.Inordertosolvetheproblemof“time-consumingandpoorly-efficient”Englishvocabularylearning,thethesisofferssomeinterestingandefficientstrategiesofvocabularylearning,calledneattricks,whichwillstimulatethestudents’imaginationandtheirinterestinEnglishlearning,andfinallyenlargetheirvocabulary. 

［KeyWords］juniormiddleschoolstudents；

vocabulary;

vocabulary-learningstrategies;

【摘要】词汇是语言的基本单位,对外语学习至关重要。

然而,词汇学习却是大多数学生感到最困难的学习任务。

调查结果表明:

当前初中生词汇学习策略运用水平偏低,不同年级的词汇策略运用水平有所不同,不同性别的学生在词汇学习策略运用水平上存在差异,学优生和学困生的词汇学习策略运用水平存在着显著性差异,学优生的策略运用水平明显高于学困生。

词汇是语言的基本要求。

没有词汇，语言将不存在，所以外语学习离不开词汇学习。

本文认为搞好词汇学习，在英语学习中起着举足轻重的作用，尤其是开始接触并学习英语的中国学生；

拥有一定的词汇量，就易于扫除英语学习中听说读写的最大障碍，进而提高英语水平。

但是，词汇学习长期以来被教师和学生所忽视。

这种做法导致英语学习进展缓慢现象。

本文虽指出了英语词汇学习的重要性，但也强调了词汇学习绝不是简单地死记硬背。

针对英语教学中初中学生在词汇学习上的“费时低效”问题，本文提出了有关词汇学习的一些策略，鼓励学生积极采用多种生动有趣的词汇学习方法，从而扩大词汇量。

【关键词】初中生；

词汇量；

词汇学习策略；

Ⅰ.Introduction

Vocabularylearningisacomplicatedtaskthatinvolveslinguistic,psycholinguistic,andsociolinguisticaspects.Lexicalcompetencerequiresvariouslearningstrategiestrainingandfarmorethansimplytheabilitytouseagivennumberofwords[1].Nevertheless,vocabularyteachinghasbeenunderemphasizedinEnglishlanguageteachinginrecentdecades.Vocabularyistaughtindirectlyaspartofawiderareaoflanguageteaching,suchasreadingandlisteningcomprehension.MoststudentslearningEnglishasaforeignlanguagefeelfrustratedbythesheervolumeofEnglishvocabulary[2].Theburdenofvocabularylearningforlearnersisthattheyarenotgivenguidanceinthispursuit[3].Recently,vocabularyacquisitionhasreceivedmoreattentioninsecondlanguageteaching.Experiencedteachersknowtheimportanceofvocabulary.Theyknowthatstudentsmustlearnthousandsofwordstounderstandwhatnativespeakersspeakandwrite[4].MoreandmoreresearchersareinvestigatingtheprocessofvocabularyacquisitionandhowitrelatestoL2learning.

InChina,teachingEnglishasaforeignlanguagehasalonghistoryofacenturyorso.Duringthepastfewdecades,theresearchingemphasisofthesecondlanguageacquisition（SLA）begantoshiftfromteachingtolearning.Ithasbecomeincreasinglyclearthatamoredirectunderstandingofthelanguagelearningprocessisneededtoimprovelearningmethods…Moreover,theresearchoncertainfactorsorvariablesandtheirinteractionshasfocusedongaininginsightintotheindividualdifferencesinsecondlanguageacquisition,notablythesecondlanguagelearningstrategy.Ithasbeenwidelyacknowledgedthatlanguage-processingstrategiesexistandinfluenceSLA.［1］ 

But“duringthepracticedirectedbydifferentkindsofapproachesormethods,itisfoundthatnoneofthemcanbeverysuccessfulinEnglishteachingwithoutstudents’developmentvocabulary….Therootoftheproblemsisthatstudentshavegreatweaknessinvocabulary.”［2］ 

Why?

Becausetheteachingandlearningofvocabularyhasneverarousethesamedegreeofinterestwithinlanguageteachingasthatofgrammaticalcompetence,contrastiveanalysis,reading,orwriting,whichhavereceivedconsiderableattentionfromscholarsandteachers.［3］Sofromhere,wecanseethoughEnglishislearntortaughtwidelyinChinainrecentyears,generallyspeaking,learnersorteacherscasthighlightsontranslationandgrammarduringtheyearsbefore1990s.Recently,moreattentionhasbeenpaidtocommunicationinEnglishlearning.ItseemsthatvocabularyisneverstressedenoughinEnglishlearningandteaching.Inreality,emphasisonvocabularyisreasonableandfeasible.

Languageisusedasaninstrumentofcommunicationinasociety.Andvocabularyisthemostbasicelementinvolvedincommunication,becausecommunicationoftenbreaksdownwhenpeopledonotusetherightwords.

Also,theimportanceofvocabularyhasbeenpointedoutsosuchasWilkins,afamouslinguist:

“Wereitnotforgrammar,alotofthingscan’tbeexpressed;

however,iftherewerenowords,wecouldn’texpressanything.”［4］Soanimportantaspecttoimprovetheforeignlanguagelevelforforeignlanguagelearnersistomasterthemorphologyofthelanguagebeingstudied.

Therefore,vocabularyplayssuchanimportantroleinlanguageandlanguageacquisitionthatitispossibletolearnEnglishwithhighefficiencyifvocabularyiscenteredfromtheverybeginningtotheend.

However,Englishisrichinvocabulary;

thereareabout1,000,000words.ThepracticalnumberofEnglishvocabularyisabout9,000….Tobecommunicativelycompetent,atleast5,000wordsarerequiredforagoodforeignlanguagelearnerbecausemorethan2,000wordsareessentialforanaverageconversation,andit’sadvisedthatneattricksofvocabularylearningarenecessaryforEnglishasasecondlanguagestudenttobegintomakesenseofwhattheyareaskedtoreadinschool. 

Thenhowcanthestudentsmastersuchlargenumberofvocabularyeasily?

Itseemsthatit’sagreatburdenforthemtomemorizealargenumberofwords.Ithasbeenlongviewedthatrecitingfromvocabularylististheonlychoice.Sometimesitworks,butitconsumesmuchtimeandbecomespoorlyefficient.

“Vocabularylearningisapermanent,strategy-basedtask,andnotjustarot-memorizingwork.Mnemonicskillsareveryimportantandnecessaryinvocabularylearning.”［5］Butifstudentsarewellawareofsomeneattricks,thatis,highlyeffectivelearningstrategies,theycanmakeappropriateuseofthoseneattricksthatthethesisoffers.Moreimportantly,theycandiscover,eveninventsomenewmethodsoftheirownwiththenewtool.“Anxietywillbelowered,andself-esteemwillbeestablished.Vocabularylearningwillbebotheffectiveandefficient.”［6］

Ⅱ.Theoreticalfoundations 

2.1Currentresearchfindingsoflanguagelearningstrategies（LLS）

It’sviewedthatsecondlanguagelearningstrategiescanplayaratherpervasiveroleinsecondlanguagelearning,andresearchhasprogressedbeyondsimplycountingthenumberofstrategies.

2.1.1Definionsofsecondlanguagelearningstrategies

Researchintotheareaoflanguagestrategiesbeganinearnestinthe1970s.Andsecondlanguagelearning-strategieshavebeendefinedinvariousways. 

“Sterntriestodistinguishbetweenstrategiesandtechniquesinsecondlanguagelearning.Accordingtohim,strategyreferstogeneraltendenciesoroverallcharacteristicsoftheapproachemployedbythelanguagelearnerwhile‘learningtechnique’referstoparticularformsofobservablelearningbehavior,moreorlessconsciouslyemployedbythelearner.”［7］

“Intheprocessofidentifyingandcategorizinglanguagestrategies,manystudentsdealtindirectlywithstrategiesspecificallyapplicabletovocabularylearning.”［8］Infact,afamouspersononcenoted:

“Trainingresearchonlearningstrategieswiththesecondlanguageshasbeenlimitedalmostexclusivelytocognitiveapplicationswithvocabularytasks.”Also,“Cohenpointsoutthatlanguagelearningandlanguageusestrategiescanbedefinedasthoseprocesseswhichareconsciouslyselectedbylearnersandwhichmayresultinactiontakentoenhancethelearningoruseofasecondorforeignlanguage,throughthestorage,retention,recall,andapplicationofinformationaboutthelanguage.”［9］ 

Despitethattherearesomanylanguagestrategies,fewneattricksofindividualvocabularystrategieshavebeenresearched,exceptformainstrategiesbeingguessedfromcontentandcertainmnemonics,suchasassociatingmnemonic,repeatingmnemonicandmechanicalmnemonic.Forexample:

“commonwayforstudentstodealwithvocabularyisusingthebookstoreciteandspellthewordsagainandagain.Theycanrememberthepronunciation,spellingandmeaningquickly.Buttheycan’tgettherelativeknowledge,suchasbackgroundandusageofthewords.Thewordscanberememberedquicklyatashorttime,butitcanalsobeforgotteneasily.”［10］“Nevertheless,combiningtheresultsfromgenerallearningstrategyresearchwiththosefrommorevocabulary-specificstudiesallowsustoderiveanumberoftentativegeneralconclusionsaboutvocabularylearningstrategies.”［11］ 

2.1.2Whyarevocabulary-learningstrategiesimportant

Theimportanceofvocabularysuggeststhatitissignificantforlearnerstoacquirevocabularyinlargequantityandgoodquality.Presentresearchintovocabularystudymostlyfocusesonmemoryworkbasedonpsychologyandempiricalexperiments，likestrategiesofmemorizingvocabulary.Infact，inadditiontothese，agreatdealofresearchonvocabularylearningisworth.

Vocabularylearningstrategiesareeffectivetoolsfordevelopingcommunicativecompetence,whicharetakenbythestudentstoenhanceandimprovetheirEnglishstudy.Appropriatevocabularylearningstrateg