七年级学生英语词汇学习策略研究.docx

七年级学生英语词汇学习策略研究.docx

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七年级学生英语词汇学习策略研究

论文题目：

AStudyonGradeSevenStudents’EnglishVocabularyLearningStrategies

七年级学生英语词汇学习策略研究

Abstract

Vocabularyasthebasicelementofalanguageisveryimportantinlanguagelearning.Withoutvocabularywecannotevencommunicatewithotherscorrectly.Andlanguagelearnerswhoarepoorinvocabularymayfeeldifficulttoreadandwritewell,theywillalsofeelhardtounderstandwhatothersspeakandcannotexpressthemselvescorrectlyandidiomatically.However,EnglishvocabularylearninghasbecomeahardanddifficulttaskformanyChineselearners.Researchesonforeignlanguageteachingindicatethateffectivevocabularylearningstrategiescanfacilitatevocabularylearning.Andtheaccumulationofthevocabularyofthelearners’isalsoveryimportantindevelopingandimprovingtheirreadingandlisteningcomprehension.Soitisnecessaryforteacherstohelplearnerschoosesuitablelearningstrategiestolearnvocabulary,andenablethemtowellmemorize,understandandusevocabulary,thentheirEnglishlevelwillbeimproved.

Sincethe1970s,manyresearchershavecarriedoutstudiesonvocabularylearningstrategiesbothinChinaandintheWest.Butthesubjectsofthesestudiesaremainlycollegestudents,abouttheirvocabularylearning.Thestudiesonmiddleschoolstudents,especiallytheGradeSevenstudentsareseldomconcerned.

InordertolearnabouttheconditionsofvocabularylearningoftheGradeSevenstudentsandhelpthestudentstolearnvocabularymoreeffectively,theauthorchosethistheme.Inthestudy,theauthoradoptedaquestionnaire,aninterviewandtwoteststoinvestigatetheGradeSevenstudents’vocabularylearningstrategies.88studentsfromtwoseparatedclasseswereinvolvedinthestudytoanswerthequestionnaire.TheyweredividedrandomlywhentheyenteredGradeSeven.Thesurveyresultsshowed:

Theyrelativelyalittlebitfrequentlyusecognitivestrategies,followedbysocial/affectivestrategies,andthemeta-cognitivestrategiesareseldomused.Undercognitivestrategies,repetitionandwordlistarefrequentlyusedstrategies,whileotherstrategiessuchasassociation,wordformationandguessingarenotfrequentlyused.Inordertosolvetheproblemreflectedintheresearch,theauthorconductedthevocabularylearningstrategytraining,andhopedtoimprovetheirefficiencyoflearningvocabulary.Afteraterm’straining,studentsmemorizewordsmoreefficientlyandtheycanbetterunderstandandusevocabulary.

Inaword,itisnecessaryandimportanttotraintheGradeSevenstudents’vocabularylearningstrategies.Theauthorhopesthatthisstudywilloffersomeusefulinformationforfurtherstudies.

Keywords:

Englishteaching;vocabularylearning;vocabularylearningstrategies

摘要

词汇作为语言的基本单位在英语学习中是非常重要的。

没有词汇，我们甚至不能够与其他人进行准确的交流。

词汇匮乏的语言学习者在读和写方面也许会感到吃力，要想准确地理解他人的说法和正确地表达自己的想法也并不是件非常容易的事。

然而英语词汇学习对于许多中国学习者来说已经成为一项艰巨的而又困难的任务。

外语教学研究表明有效的词汇学习策略能够促进词汇学习。

并且学习者的词汇知识的积累对于其提高语言阅读能力，听力理解能力都起着极其重要的作用。

因此对英语教师来说非常有必要帮助学生选择合适的词汇学习策略帮助他们学习词汇，使他们更好的记忆词汇，理解词汇，进而准确应用词汇，已达到提高英语整体水平的目的。

自上世纪七十年代以来，国内外很多的学者都开始热衷于词汇学习策略的研究。

但在这些研究中，研究对象主要是大学生以及一些高中生，关于他们的词汇学习情况，对初中生，尤其是刚刚步入中学的七年级学生这样一个特殊的学生群体的词汇学习策略的研究却很少。

为了了解七年级学生词汇学习现状，帮助他们高效率地进行词汇学习，笔者对笔者所在学校的七年级学生的词汇学习策略进行了调查研究。

本研究选取两个平行班的88名七年级学生作为被调查对象，主要采用问卷调查，访谈和测试的方式。

调查结果表明：

被调查对象相对来说使用认知策略多一些，其次是社交策略，元认知策略使用最少。

在认知策略里，重复策略和词汇表策略这些死记硬背的机械方法使用较频繁，联想，词性分析，猜测等策略使用较少，总体来说策略使用水平较低，他们很少体会到词汇学习的快乐。

针对学生在调查中所表现出来的问题，笔者尝试在课堂中进行了融入式的策略训练。

通过培训，让学生明白学习策略是英语学习的捷径，掌握词汇学习策略可以有效提高其词汇学习能力。

经过一个学期的培训，学生的词汇学习能力有所提高，词汇记忆效果好了，对词汇理解和应用更准确了。

综上所述，在英语学习过程中帮助七年级学生选择有效的学习策略并进行适当的训练是非常有必要的。

希望本研究为今后进一步研究提供些借鉴。

关键词：

英语教学；词汇学习；词汇学习策略

Acknowledgements

Uponthecompletionofthethesis,Iwouldliketoexpressmygratitudetoallthosewhohelpedmeduringthewritingofthisthesis.

First,IwouldliketoshowmydeepestgratitudetoProfessorZhang,mysupervisor.Hehasconstantlyencouragedmeandguidedmethroughallthestagesofthewritingofthisthesis.Withouthisconsistentandstrictinstruction,thisthesiscouldnothavebeencompleted.

Second,IwouldliketoshowmysinceregratitudetoalltheprofessorsandteachersattheDepartmentofEnglish.Ihavelearnedalotfromtheminthepasttwoyears,andallthesecontributedalottomythesis.

Finally,Iwanttosaythankstomyfamilymembers.Theyareconsiderableandsupportmeallthetime.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmates,theyhelpedmealotduringthepasttwoyears.

TableofContents

ChapterOneIntroduction-------------------------------------------------------------1

1.1ResearchBackground----------------------------------------------------------------1

1.2SignificanceoftheStudy-----------------------------------------------------------2

1.3OverviewoftheThesis--------------------------------------------------------------4

ChapterTwoLiteratureReview------------------------------------------------------5

2.1DefinitionoftheVocabularyLearningStrategy--------------------------------5

2.2ClassificationofVocabularyLearningStrategy---------------------------------7

2.3MajorStudiesonVocabularyLearningStrategiesabroad--------------------12

2.4MajorStudiesonVocabularyLearningStrategiesinChina-----------------15

ChapterThreeExperimentDesign------------------------------------------------18

3.1ResearchQuestions----------------------------------------------------------------18

3.2ResearchSubjects------------------------------------------------------------------18

3.3ResearchInstruments-------------------------------------------------------------19

3.3.1AQuestionaire----------------------------------------------------------------19

3.3.2VocabularyTests--------------------------------------------------------------22

3.3.3Interview-----------------------------------------------------------------------22

3.4DataCollectionandtheExperimentProcedure--------------------------------23

3.4.1AQuestionaireandPre-test---------------------------------------------------23

3.4.2TheTrainingProcessofVocabularyLearningStrategies----------------23

3.4.3Post-test-------------------------------------------------------------------------36

3.4.4Interview------------------------------------------------------------------------36

ChapterFourResultsandDiscussion----------------------------------------------38

4.1ResultsandAnalysisoftheQuestionnaire------------------------------------38

4.2ResultsandAnalysisofthePre-testandPost-test---------------------------43

4.3ResultsandAnalysisoftheInterview------------------------------------------44

ChapterFiveConclusion-------------------------------------------------------------47

5.1FindingsintheStudy------------------------------------------------------------47

5.2LimitationsandSuggestions----------------------------------------------------48

Referrences--------------------------------------------------------------------------------50

AppendixI---------------------------------------------------------------------------------54

AppendixII--------------------------------------------------------------------------------57

AppendixIII-------------------------------------------------------------------------------59

AppendixIV-------------------------------------------------------------------------------61

AppendixV--------------------------------------------------------------------------------62

ChapterOneIntroduction

1.1Background

Vocabulary,asthebasicelementofalanguage,isveryimportantinlanguagelearning.Withoutvocabularywecannoteventalkaboutlanguage.ThefamouslinguistWilkins（1972）indicates,“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed”.Mostforeignlanguagelearnersagreethatmasteringalargenumberofwordsisvitaltolearnaforeignlanguage.“Nomatterhowwellthestudentlearnsgrammar,nomatterhowsuccessfullyhemastersthesoundsofaforeignlanguage,withoutwordstoexpressawiderangeofmeanings，communicationinthatlanguagecannothappeninanymeaningfulway”（McCarthy,1990）.Manyresearchershavediscoveredthatvocabularyknowledgeisanexcellentpredictorofgenerallanguageability（Anderson,1981）.

Vocabularylearningisessentialandfundamentaltolanguagelearning.Nomatterwefollowwhichsyllabus,andnomatterwelearnwhichlanguage,weshouldcultivatestudents’fourbasiclanguageskills:

listening,speaking,readingandwriting,andallthesefourskillsarebaseduponthestudents'vocabularyknowledge.

EnglishisabasicsubjectinmiddleschoolinChina.Bothstudentsandteachersconsideritimportantandpaymuchattentiontoit.AlargenumberofEnglishvocabularyknowledgecanpreparestudentswellforEnglishlearning.AccordingtotheNewStandardofNationalCurriculumontheEnglishCourseofJuniorMiddleSchool（2003）,thestudentsarerequiredtomasterabout1500words,200-300phrases,and100-400extrawordsreceptivelyaftergraduatingfromjuniormiddleschool.Tomanystudents,it’satremendouschallenge.

However,thecurrentconditionsofvocabularyteachingandlearninginjuniorschoolaretime-consumingandpoorly-efficient.Theyusuallyspendmuchtimeinlearningvocabulary,buttheygethalftheresultwithtwicetheeffort.Manystudentsfeelfrustratedtolearnandremembervocabularyandconsidervocabularylearningasahardtask,thusitimpedesthedevelopmentofstudents’otherlanguageskills.SomestudentsfeelmiserableandsomeevengiveupEnglishlearningatlast.Soit’snecessaryforteacherstoinvestigatemiddleschoolstudents,especiallyGradeSevenstudentswhojustentermiddleschoolabouttheirvocabularylearningstrategiesandtry