英文论文万能模板.docx

英文论文万能模板.docx

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英文论文万能模板

英语专业，包括旅游方向代码

学科代码：

050201一样

学号：

本科毕业论文（设计）

英文题目字体为TimesNewRoman三号，中文为宋体三号。

副标题应另

ComparativeAnalysisof起ngl并缩进Vocabulary

LearningStrategiesfromMinorityandHanHigh

SchoolStudentsTakingShibingNO.1High

SchoolasExample

学生姓名：

陶朝燕

指导教师：

沈萍

2015年3月30日

页眉为小五，斜体，宋体

1Introduction

.1

1.1ABriefIntroduction

1

2

1.3ResearchQuestions

.3

2LiteratureReview

3

2.1DefinitionofLearningStrategies

1

1

目录应包含摘要，.关•键.词，参考文献，致谢和'附录

摘要…关键词

...3

2.2ClassificationofLearningStrategies

..3

2.3ResearchstudiesonVcabularyLearningStrategies

3Methodology

...5

3.1ResearchObjects

3.2ResearchInstruments

.6

3.2.1Questionnaire

.6

3.2.2Interview

4Result

...7

4.1DataCollection

..7

4.2Results

5Conclusion

10

5.1ConclusionandSuggestions'

.10

5.1.1Conclusion

...10

References

Acknowledgements

Appendix

ComparativeAnalysisof

EnglishVocabularyLearning

StrategiesfromMinorityandHanHighSchoolStudents

TakingShibingNO.1HighSchoolasExample

Abstract:

ThisisathesisaboutcomparativeanalysisofEnglishvocabulary

learningstrategiesfromminorityandhanhighschools标题用n三号Q1马字檢nnaireandinterviewwereadoptedtocollectdata,and51seA加粗schoolstudentswereparticipants.ThepurposeistolearnwhatEnglishvocabularylearningstrategiesareusedbystudents,andfindoutwhethertherearesomedifferencesbetweenminorityandhanhighschoolstudentsinEnglishvocabularylearningstrategies.Theresultindicatedthatminorityandhanhighschoolstudentsaregoodatmeta-cognitivestrategies,andtheyhaveacertainabilitytousecognitivestrategies.Secondly,minoritystudentsarenotgoodatapplyingsocial-affectivestrategies,buthanstudentscanuseitwell.ThesignificanceofthispaperistoimproveEnglishteachingandvocabularyteachinginhighschool.

KeyWords:

vocabularylearningstrategies;meta-cognitivestrategies;cognitive

strategies;social-affectivestrategies四号宋体

摘要和关键词内容为小四号，1.5倍行摘要：

本文是对少数民族和汉族高中生词汇学习策略的比较分析和采用问卷调为四号加

粗，关键词为3-5个，中间用分号；隔查和访问法对51名高三学生进行调查。

了解学生对词汇学习策略的使用，并找出少数民族和汉族高中生在使用词汇学习策略方面的不同。

结果表明，少数民族和汉族高中生更善于使用元认知策略，具有一定掌握认知策略的能力。

第二，少

数民族学生不善于使用社会情感策略，但是汉族学生能够更好地使用社会情感策

WiththedevelopmentofChina'seducationreform,Englishteachinghasbecome

moreandmoreimportant.AsaninternationalIanguage,Englishiswidelyusedbypeople,themajorityofpeoplestarttolearnEnglish.Languageconsistsofthreebasicelements:

pronunciation,vocabulary,grammar（Chen&Zhou,2012）.However,vocabularyisoneimportantpartofEnglish.VocabularyisthemostimportantcomponentofEnglishlearning,andithasbecomeahottopicinsociety.InEnglishteaching,vocabularyisthefoundation,itisalsocrucialpartofEnglishlearning,andthelearningstrategyistheonebasicformoflanguagecomprehensiveability,sotoimprovethelearningefficiencyisanimportantguaranteeforthedevelopmentofautonomouslearningability（Gao,2008）.Englishisanimportanttoolofcommunicationbetweencountryandcountry,peopleandpeople.Lackofagoodvocabularyislackofcommunicationability.

Manyteachersignorestudents'communicationandautonomouslearningabilityinlanguagelearningprocess,andthelearningefficiencyislow.Theclassroomistheonlysourceforstudentstolearnvocabulary.Studentsdonothavetheirownmethodstolearn.Languageistocommunicate;therefore,itisnecessarytoimprovethelearners'communicativeability.Fornon-nativeEnglishlearners,vocabularyisanessentialpart,anditconnectsthewholelanguagelearningprocess.Vocabularywillinfluencelearners'listening,writing,reading,speaking,translationandotheractivitiesinlanguagelearning.Althoughmoststudiesoflanguagelearningstrategiesisindirectlyrelatedtovocabularylearningstrategies（VLSs）duringtheresearchprocess,therearenotsomuchstudiesin-depthonVLSs.Moreandmorelinguists,whoareengagedinthestudyofforeignlanguageteaching,thinkwordsplayanimportantroleinforeignlanguageteaching（Zhang,2003）.Tolearnalanguage,atthefirst,learnersneedtolearnthevocabulary.Overdecades,theresearchofVLSsarousedgreatinterestinthedomesticandforeignscholarsandeducators;ithasstillalargedevelopmentspaceinthisfield.TheresearchonVLSsisbasedonthestudyofsecondlanguagelearningstrategies.EnglishVLSsisalsoahotproblembetweenresearchersonsecondlanguageacquisitionandEnglishteacher.Inthepast25years,peoplehavenotalarge-scaleandaspecificstudyonvocabularylearning,buttheresearchonthisareahasbeeninanupwardtrend.Solanguagelearningstrategiesisanimportantpointinforeignlanguageteaching.

1.2ThesignificanceofResearchStudiesonEnglishVLSs

Moststudiesaimatinvestigatinglearningstrategiesindifferentlevelsabouthighschoolstudents.VocabularyisanessentialpartofEnglishanditisalsoanintegralpartoflanguage.Itplaysacrucialroleinthelanguagelearning.Justasabuildingcannotbeconstructedwithoutthebuildingmaterial,alanguageisnotconceivablewithoutvocabulary（Yang,2008）.Withoutvocabulary,thespecificpartofEnglishwillnotbecommunicatedwithotherpeople.AccordingtoChenandZhou（2012,P41）,“Vocabularyisgenerallyconsideredasthebasiccommunicationtool,andoftenlabeledasthemostproblematicareabylanguagelearners”.Ifalanguagelearner'spronunciationandgrammarareexcellent,buthedoesnothavevocabulary,thenhecannotexpresshisthoughtsandfeelings,evendonotunderstandothersthoughts,sohewillfailincommunication.VLSplaysauniqueroleinEnglishteaching.TheteachercanhelpstudentstohaveagoodstudyhabitstoimprovetheirinterestinEnglishlearning,increasevocabulary,improvestudents'listening,writing,reading,speakingandtranslationability.ThemostimportantisthattohelpstudentshaveawarenesstouseVLSstomakeplantolearn.Therefore,theknowledgeoflearningstrategiesisimportantbecauseitwillfacilitatelanguageteachingconsiderably（Liu,2010）.

InChain'tsraditionalexamination-orientededucationmode,studentsareseenasreceivers,andtheteacherdecideseverything.Thelearningefficiencyislow.SoVLSsareveryusefulforsecondandforeignlanguagelearnerstoacquirevocabulary（Chen&Zhou,2012）.However,therearefewstudentsonVLSsinhighschoolstudents.HighschoolisstillasproutstageonlearningEnglish.VocabularyconnectsallEnglishlearningprocess.AmericanPhilologistWilkinssaidthatnogrammar,peoplecannotexpressalotofthings;butnovocabulary,peoplecannotexpressanything.Therefore,theresearchofVLSsisveryimportant.

1.3ResearchQuestions

ThestudiesofresearchgotabigachievementinChinaandabroad.ManyresearchershavestudiesonVLSs.ThepurposeofthestudyistoresearchtheVLSsbetweenminoritiesandhanhighschoolstudents.Accordingtothis,therearetworesearchquestionsofthispaper:

a）WhatVLSsareusedbyminorityandhanhighschoolstudents?

b）AretheyanydifferencesbetweenminorityandhanstudentsinVLSs?

Ifyes,whatarethey?

2LiteratureReview

2.1DefinitionofLearningStrategies

Whatisthelearningstrategy?

Theword“strategy”wasderivedfromancientGreekword“strategia”.Itmeansthestrategyonthewar.Inordertogetagreatresultonthewar,peopleoftenmaketheplanandstrategiestofight.Takingitintostudy,itaimsatstudyingmorerelaxingandefficiency.Itisascienceandhighlyefficiencylearningmethod.Definitionoflearningstrategiesisnoagreementidea.Differentresearchersdefinestrategyindifferentways.

AccordingtoSteen（1993）,learningstrategyisathought,whichwasadoptedbylanguagelearners,justpeopl'esthoughts.

Anderson（1980）pointedoutthelearningstrategyisacognitiveskillfromthecognitivetoseestudy,anditistousetheorytoresearchthelearningstrategy.

AccordingtoChamot（1987）,learningstrategiesaremethods,whichthelearnerstopromotelanguageknowledgeandotherknowledge.

Malleyandchamot（1990）saidthatlearningstrategiesarethespecialwaytounderstand,learnandkeepthelatestmessagetolearners.

2.2ClassificationofLearningStrategies

Learningstrategiesconsistsofmanyfactors;theresearchstudiesonlevelandscopearedifferent.Learningstrategiesarelearners'conscious,goal-orientedandproblem-solvingbasedeffortstoachievedesirablelearningefficiency（Yang,2008）.Motivationplaysanimportantroleinlearners'useoflearningstrategies.Amongthem,Chamot's（1987）andOxford's（1990）classificationarewidelyaccepted.Differentresearcherhasdifferentdefinitionoflearningstrategies.

AccordingtoCohen's1（998）classification,learningstrategiesmainlyconsistoftwoparts:

secondlanguagelearningstrategiesandsecondlanguageusingstrategies.Secondlanguagelearningstrategiesisthatthelearnertoidentifythematerialtobelearnt,distinguishingandgropingitfromothermaterial.Secondlanguageusingstrategiesisthatthelearnertousestrategiestoretrieveandrehearsalmaterial,andthentocommunicate.

IntermsofOxford's19（90）classification,learningstrategiesmainlyconsistoftwoparts:

directstrategiesandindirectstrategies.Thereareseveralstrategiesineachstrategy.Directstrategiesareconsistsofthreeparts:

cognitivestrategy,compensationstrategyandmemorystrategy.Indirectstrategiesarealsoconsistsofthreeparts:

meta-cognitivestrategy,cognitivestrategyandsocial-affectivestrategy.

AccordingtoMalleyandChamot's（1990）classification,learningstrategiesmainlyconsistofthreeparts:

meta-cognitivestrategies,cognitives