本科毕业设计谈扩大非英语专业学生英语词汇的学习策略猜词法.docx

本科毕业设计谈扩大非英语专业学生英语词汇的学习策略猜词法.docx

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本科毕业设计谈扩大非英语专业学生英语词汇的学习策略猜词法

论文编号：

华南师范大学增城学院

本科毕业论文（设计）

题目：

谈扩大非英语专业学生英语词汇的学习策略

——猜词法

姓名：

陈芬

学号：

060114412

系别：

外语系

专业班级：

国际商务英语D班

指导教师：

王德海

2010年04月18日

StudyonWord-guessing——TheStrategytoEnlargeEnglishVocabularyofNon-EnglishMajors

AThesisSubmitted

totheDepartmentofForeignLanguages

ZengchengCollegeofSouthChinaNormalUniversity

inPartialFulfillmentoftheRequirements

fortheDegreeofBachelorofArts

ByChenFen

Tutor：

WangDeHai

April18,2010

TableofContents

Abstracti

中文摘要ii

1.Introduction1

2.TheImportanceofVocabularyAcquisitioninEnglishlearning2

3.TheCurrentSituationinVocabularyLearningofNon-EnglishMajors3

3.1Therequirementsforthenon-Englishmajorsinvocabularylearning3

3.1.1Basicrequirement4

3.1.2Higherrequirement.4

3.2Themisunderstandinginvocabularylearningofnon-Englishmajors4

3.2.1Memorizingwordsislackofsystematicnessandassociability.4

3.2.2.Focusingontheamountsofvocabularyblindly,ignoringthequalityofvocabularymemorizing.5

4.TheImportanceofStudent-centeredinVocabularyLearning.5

5.TheRelationshipbetweenWord-guessingandEnglishVocabularyLearning6

5.1Theessentialstepsinvocabularylearning6

5.2DefinitionofWord-guessing7

5.3Word-guessingimprovetheavailabilityofEnglishvocabularyacquisition8

6.StrategiesofWord-guessing9

6.1Guessingwordsbycause-and-effectrelationship9

6.2Guessingwordsbysynonymandantonym10

6.3Guessingwordsbydefinitionandexplanation10

6.4Guessingwordsbyword–formation10

6.5Guessingwordsbydescriptionandillustration12

7.Conclusion12

7.1Conclusionofthispaper12

7.2Limitationsandsuggestiontofuturestudy12

Bibliography14

Acknowledgement15

Abstract

Insecondlanguagelearningandteaching,vocabularylearningisoneofthehottesttopicsforlanguagelearners,asvocabularyabilityisessentialindevelopingthelanguageabilitiesoflearners.Inlanguageteachingresearchfields,moreandmorepeopleareconcernedaboutquestionslike:

howtohelpstudentslearnvocabularyactivelyandeffectively,howtoimprovetheirabilitiesofusingvocabulary,howtohelpthemrealizethelong-termretentionofvocabulary,etc.Formthesequestions,itiseasytoknowthatvocabularyisthemostimportantpartinEnglishlearning;alsoitisabigheadacheforstudentstomemorizeeverynewword.Inrecentyears,linguistsprovideanewlearningtactictosolvethesequestionsthroughword-guessing.Itisanewlearningstrategyinvocabularylearning.

Inthisthesis,theauthordiscussestheimportanceofvocabularyinsecondlanguagelearning.Thereisacommonphenomenonforthenon-professionalstudentsofEnglishinsecondlanguagelearningthatitishardtofindaneasymethodtolearnsecondlanguagevocabularywell.Wefocusonthestrategyofenlargingthestudents’Englishvocabularywhichnamedword-guessing.IthelpsthestudentstoimprovetheirEnglishreadingcomprehensionability,alsofromtheviewoflearningEnglishtoimprovethestudents’effectivenessoflearningmethodsandinterests.

Keywords:

vocabularylearning;learningstrategy;Word-guessing

中文摘要

在第二外语学习与教学中，词汇学习一直是学习者最为关心的问题之一，因为词汇能力是发展语言学习者语言能力最基本的因素。

在语言教学研究领域，越来越多的人正在关注以下问题：

怎样帮助学生灵活有效学习词汇，怎样提高他们运用词汇的能力，怎样帮助他们保持长期的词汇记忆能力等等。

从这些问题，我们很容易知道词汇是英语学习中最重要部分。

同时也是学生记忆新单词最头痛的部分。

近年来，语言学家提出一个新的学习策略—猜词法来解决上述的问题。

本论文，作者讨论了词汇在第二外语学习中的重要性。

非英语专业学生在英语学习中存在一种普遍现象，他们很难掌握好词汇学习。

该文主要关注扩大学生英语词汇学习的策略--猜词法。

它帮助学生提高他们的英语阅读能力，也从英语学习的角度来提高学生学习的积极性和学习方法兴趣等。

关键词：

词汇学习；学习策略；猜词法

1.Introduction

Inrecentyears，secondlanguagevocabularyacquisitionhasbecomeanincreasinglyinterestingtopicofdiscussionsinresearchers,theorists,andothersinvolvedinsecondlanguageacquisitionresearch．Amoreandmoreimportantlinguisticphenomenonvocabularystudy—comesintooursight,whichofcoursehasarousedintensivestudyanddiscussionofmanyfamouslinguists.

Moreandmoreresearchershaveabroadconsensusontheimportanceofvocabularylearning（ShuDingfang,1995）.ShuDingfangpointsoutthefeaturesofsecondlanguagevocabularyacquisitionascomparedwiththefirstlanguagevocabularyacquisition，shealsodiscussessomeimportantprinciplesofsecondlanguagevocabularylearning，suchassystemprinciple,communicationprinciple，cultureprincipleandefficiencyprinciple.HuangKunhaihaswrittenapaperonthecharacteristicsandmethodsofEnglishvocabularystudying.Hesuggeststhatthemethodsofvocabularyteachingnotonlyhelpthestudentstoimprovetheirlanguageandcommunicativecompetencebutalsosimulatetheirenthusiasmandenliventheclassroomatmosphere.

Inthepast20years,Chinesescholarshavedonetheresearchonlearningstrategiesfrombothmacroscopicandmicroscopicperspectives.Themacroperspectivecanbeviewedasthegeneralresearchonthelearners’beliefsandstrategies,whilethemicroscopicperspectivecanbedefinedasputtingthefocusoncertainknowledgeorlanguageskillstrategies,suchaslisteningstrategy,readingstrategyorvocabularystrategy（WenQiufang,2003）.Thisstudyisconductedfromamicroscopicperspectivetofindouttheeffectivenessofsomevocabularylearningstrategiesusedbynon-Englishmajors.Theseabovehaveshownthatamongthenumerousaffectivefactors,vocabularylearningisprobablythemostimportantpartinlearningprocess.

Althoughalotofstudiesconcerningaboutthevocabularyacquisition,therearelargelyabouttheteachingofvocabularyacquisitionwhichintroducetheteachingstrategiesfromteacher’sperspective.Howeverthereareafewresearchesrelatedtomethodsofstudenthowtolearningvocabularybytheirown.Evenifsomeresearchershavestudiedstrategiestostudent’svocabularylearning;theobjectsaremainlyEnglishmajors.Thenumbersofresearchesaboutnon-Englishmajorsarefew.Asisknowntoall,EnglishmajorsmusthavebettermasteryofEnglishthannon-Englishmajors.Theyneedtostudyharderanddeeper;itiseasytoknowtheyhavemanyprofessionalstrategiesdifferentfromnon-Englishmajors.

Firstly,thethesistalksabouttherealisticsignificanceofvocabularylearning.Secondly,itintendstoprovideanoverviewaboutthecurrentsituationinvocabularylearningofnon-Englishmajors.Thirdly,makesadetailedexplanationabouttheimportanceofstudentsinvocabularylearning.Fourthly,discussestherelationshipbetweenword-guessingandvocabularylearning.Fifthly,theauthortriestooffersomesimplestrategiesonhowtoenlargetheEnglishvocabulary.Finally,theauthormakesabriefconclusionandproposessomeone’sdirectionsforfurtherresearchinthisfield.

2.TheImportanceofVocabularyAcquisitioninEnglishlearning

Thevocabulary,asabearerofmeaning,isveryimportanttothelanguageacquisitionprocess.ItisoneofthethreeelementsofEnglishwhicharepronunciation,vocabularyandgrammar.Generallyspeaking,anin-deptharticlecannotexpressitsspritwithoutwords.Wecan’tlisten,speak,readorwriteeffectivelywithouthavingenoughwords,what’stheworseisthatwemayfailinEnglishcommunicationindailylife.Itisdifficulttolearnatargetlanguagebynaturallyinsuchalackofthelanguageenvironmentinourcountry.TheworldfamouslinguistRiverusedtosay:

Enlargingenoughvocabularyisthekeytohavingagoodcommandofaforeignlanguage.

Wehaveseenagreaterawarenessofthenecessityandimportanceofvocabularylearningbymanylinguistswhogiveusmanydifferentviews.Thebasicfunctionofvocabularyistomaintaingrammarandpronunciation.AtAllenValette,hebelievesthatvocabularyisthecornerstoneofasuccessfulandfulfillingmethodtoimproveEnglishcommunicativeability.Forbeginners,thequantityofvocabularyisfarmoreimportantthanaccuratestructure.ItisnoexaggerationtosaythatthequantityofvocabularyisoneofthemostimportantfactorsthatdeterminestheefficiencyofEnglishlearning.Thescholarsofresearchlisteningandteachingallknow,vocabularyisthebaseoflistening.Thequantityofvocabularydecidesveracityoflisteningcomprehensionfromoneside.Meanwhile,theamountofvocabularyforonepersonshowshisEnglishleveltoacertainextent.Vocabularylevelhasgreatinfluenceonthelearners’speakingability（XuFang，2004）.ThereisahighcorrelationbetweentheEnglishvocabularyandreadinglevelofthestudents（YangHiqing,1996）.Richards（1976）suggeststhatanactivechildonenteringschoolattheageoffiveorsixcanalreadyhaveaproductivevocabularyof2000to3000words.ComparedwiththebasiclexiconsofsimilarsizeusedtodesignthehigherlevelsofgradedreadersintendedforEnglishhasaforeignlanguageadults（forexample，HeinemannGuidedReadersUpperLevelat2,200wordsorCollinsEnglishLibraryLevelSixat2，500words），thesubstanceofthevocabularylearningtaskbecomeevident.Thoselearnersfeelmanyoftheirdifficultiesinbothreceptiveandproductivelanguageuseresultfromaninadequatevocabulary.

3.TheCurrentSituationinVocabularyLearningofNon-EnglishMajors

3.1Therequirementsforthenon-Englishmajorsinvocabularylearning

Englishvocabularyacquisitioninourcountryhasbecomeaninterestingtopicofdiscussionsinlinguist.Somescholarsnotethatvocabularyiscentraltolanguageandwordsareofcriticalimportancetothetypicallanguagelearners.ThefieldofEnglishvocabularyacquisitionhasseenthereemergenceofinterestinoneareaoflanguagestudyvocabulary,andtheappearanceofanewlyrecognizedaspect---learner’sstrategies.Appreciationoftheimportanceofbothoftheseareashasledtoconsiderableresearchineach,yettheplacewheretheyi