英文论文万能.docx

英文论文万能.docx

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英文论文万能

学科代码:

050201

学号:

本科毕业论文（设计）

题目：

ComparativeAnalysisofEnglishVocabularyLearningStrategiesfromMinorityandHanHighSchoolStudents------TakingShibingHighSchoolasExample

学院：

外国语学院

专业：

英语

班级：

学生姓名：

陶朝燕

指导教师：

沈萍

2015年3月30日

Contents

Abstract………………………………………………………………………………II

Keywords……………………………………………………………..………………II

摘要……………………….........................................………………..………………II

关键词……………………….....................................………………..………………II

1Introduction………………………………………………………………………….1

ABriefIntroduction………………………………………………………………1

TheSignificanceofResearchStudiesonEnglishVocabularyLearning

Strategies…………………………………………………………………………2

ResearchQuestions……………………………………………………………….3

2LiteratureReview……………………………………………………………………3

DefinitionofLearningStrategies………………………………………………...3

ClassificationofLearningStrategies……………………………………………..3

ResearchstudiesonVocabularyLearningStrategies………………………….....4

3Methodology………………………………………………………………………...5

ResearchObjects…………………………………………………………………5

ResearchInstruments…………………………………………………………….6

Questionnaire………………………………………………………………….6

Interview………………………………………………………………………6

4Result………………………………………………………………………………...7

DataCollection…………………………………………………………………..7

Results……………………………………………………………………………7

5Conclusion………………………….........................................................................10

ConclusionandSuggestions…………………………………………………….10

Conclusion…………………………………………………………………...10

…………………………………………………………………..10

References…………………………………………………………………………..12

Acknowledgements…………………………………………………………………13

Appendix……………………………………………………………………………14

ComparativeAnalysisofEnglishVocabularyLearningStrategiesfromMinorityandHanHighSchoolStudents

------TakingShibingHighSchoolasExample

Abstract:

ThisisathesisaboutcomparativeanalysisofEnglishvocabularylearningstrategiesfromminorityandhanhighschoolstudents.Questionnaireandinterviewwereadoptedtocollectdata,and51seniorschoolstudentswereparticipants.ThepurposeistolearnwhatEnglishvocabularylearningstrategiesareusedbystudents,andfindoutwhethertherearesomedifferencesbetweenminorityandhanhighschoolstudentsinEnglishvocabularylearningstrategies.Theresultindicatedthatminorityandhanhighschoolstudentsaregoodatmeta-cognitivestrategies,andtheyhaveacertainabilitytousecognitivestrategies.Secondly,minoritystudentsarenotgoodatapplyingsocial-affectivestrategies,buthanstudentscanuseitwell.ThesignificanceofthispaperistoimproveEnglishteachingandvocabularyteachinginhighschool.

KeyWords:

vocabularylearningstrategies;meta-cognitivestrategies;cognitivestrategies;social-affectivestrategies

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。

采用问卷调查和访问法对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略。

本研究有利于提高高中英语教学和词汇教学。

关键词：

词汇学习策略；元认知策略；认知策略；社会情感策

1Introduction

ABriefIntroduction

WiththedevelopmentofChina’seducationreform,Englishteachinghasbecomemoreandmoreimportant.Asaninternationallanguage,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.

ThesignificanceofResearchStudiesonEnglishVLSs

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

ResearchQuestions

ThestudiesofresearchgotabigachievementinChinaandabroad.ManyresearchershavestudiesonVLSs.ThepurposeofthestudyistoresearchtheVLSsbetweenminoritiesandhanhighschoolstudents.Accordingtothis,therearetworesearchquestionsofthispaper:

a）WhatVLSsareusedbyminorityandhanhighschoolstudents?

b）AretheyanydifferencesbetweenminorityandhanstudentsinVLSs?

Ifyes,whatarethey?

2LiteratureReview

DefinitionofLearningStrategies

Whatisthelearningstrategy?

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

AccordingtoSteen（1993）,learningstrategyisathought,whichwasadoptedbylanguagelearners,justpeople’sthoughts.

Anderson（1980）pointedoutthelearningstrategyisacognitiveskillfromthecognitivetoseestudy,anditistousetheorytoresearchthelearningstrategy.

AccordingtoChamot（1987）,learningstrategiesaremethods,whichthelearnerstopromotelanguageknowledgeandotherknowledge.

Malleyandchamot（1990）saidthatlearningstrategiesarethespecialwaytounderstand,learnandkeepthelatestmessagetolearners.

ClassificationofLearningStrategies

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

AccordingtoCohen’s（1998）classification,learningstrategiesmainlyconsistoftwoparts:

secondlanguagelearningstrategiesandsecondlanguageusingstr