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非英语专业大学新生及研究生新生词汇学习策略研究

作　者: 陈蔚
导　师: 杨跃
学　校: 西安电子科技大学
专　业: 外国语言学及应用语言学
关键词: 词汇学习策略大学新生一年级研究生差异
分类号: H319
类　型: 硕士论文
年　份: 2006年
下　载: 282次
引　用: 0次
阅　读: 论文下载

内容摘要

自70年代以来,第二语言学习策略成为一个新兴的研究课题。词汇学习策略作为学习策略的一部分在近几年受到了很大的关注。但系统的词汇学习策略实证研究却很少。本文以西安电子科技大学100名大学新生和74名一年级研究生作为研究对象,通过问卷调查、语言水平测试和词汇测试系统研究了他们在英语词汇学习过程中对词汇学习所持的观念和词汇学习策略运用的异同。1)对于三种词汇学习观念,大学新生最认同“习得”观点,其次是“运用”观点;研究生最认同“运用”观点,其次是“习得”的观点,而两者都不赞成“死记硬背”观点。T-检验表明两者只在“运用”观点上存在显著性差异。2)对于学习策略,总体来说研究生比大学新生较多地使用词汇学习策略。两者的学习策略使用情况均属于中等水平。在五种词汇学习策略中,两者只在决定策略上存在显著性差异,研究生对社会策略,记忆策略和元认知策略的使用率高于大学新生,而认知策略相反。两者使用最多的策略都是认知策略,使用最少的策略都是社会策略。3)对于最常用和最不常用的词汇学习策略,两者大体相似。两者最常使用的策略多是涉及浅层处理的策略。多数社会策略和那些涉及深层处理的策略最不常用。4)T-检验表明有11个策略呈现显著性差异,它们属于决定策略,记忆策略和认知策略三大类策略。由T-检验的结果得知大学新生较常使用涉及浅层处理和死记硬背的策略,而研究生较常使用涉及单词知识和深层处理的策略。通过对大学新生和研究生新生两组数据的对比发现,虽然两组学生在应用词汇学习策略方面表现出许多相似之处,但由于语言能力不同,也存在一定的区别。本文在对以上研究结果深入分析的基础上,为英语教师,大学生和英语课本编写人员提供了一些有帮助的词汇教与学的建议。

全文目录

创新性声明  2
关于论文使用授权的说明  2-3
Abstract  3-4
摘要  4-7
Chapter One Introduction  7-11
  1.1 Background and need for the study  7-9
  1.2 Research orientation and key research questions  9
  1.3 Significance of the study  9-10
  1.4 Layout of the paper  10-11
Chapter Two Literature Review  11-37
  2.1 Language learning strategies  11-26
    2.1.1 Theoretical background- cognitive theory  11-14
    2.1.2 Presentation and analysis of definitions  14-17
    2.1.3 Characteristics of language learning strategies  17-18
    2.1.4 Methods used to investigate learning strategies  18-19
    2.1.5 Identification and classification of learning strategies  19-26
  2.2 Vocabulary learning strategies  26-37
    2.2.1 Language learning strategies and vocabulary learning strategies  26-27
    2.2.2 Definition of vocabulary learning strategies  27
    2.2.3 Related studies on vocabulary learning strategies  27-30
    2.2.4 Taxonomy of vocabulary learning  30-37
Chapter Three Research Methodology  37-43
  3.1 Introduction  37
  3.2 Participants  37-38
  3.3 Instruments  38-40
    3.3.1 A questionnaire on vocabulary learning strategies  38-39
    3.3.2 A pilot study  39
    3.3.3 Test of vocabulary proficiency  39-40
    3.3.4 Test of language proficiency  40
  3.4 Data collection  40-41
    3.4.1 The administration of questionnaire  40-41
    3.4.2 The administration of vocabulary test and language proficiency test  41
  3.5 Data preparation and analysis  41-43
    3.5.1 Analysis of the questionnaires  41
    3.5.2 Scoring schemes  41-43
Chapter Four Results and Discussion  43-75
  4.1 Results of the two tests  43
  4.2 Analysis and discussion of vocabulary learning beliefs  43-47
    4.2.1 Freshmen’s vocabulary learning beliefs  43-45
    4.2.2.P ostgraduates’vocabulary learning beliefs  45
    4.2.3 Comparison of vocabulary learning beliefs held by freshmen and postgraduates  45-47
  4.3 The overall frequency of the five broad categories of VLS  47-52
    4.3.1 Freshmen’s overall frequency of the five broad categories of VLS  47-48
    4.3.2 Postgraduates’overall frequency of the five broad categories of VLS  48-49
    4.3.3 Comparison of the overall frequency of the five broad categories of VLS between groups  49-52
  4.4 The most frequently used VLS and the least frequently used VLS  52-63
    4.4.1 The most frequently used strategies  52-54
    4.4.2 Comparison of the most frequently used strategies between 2 groups  54-58
    4.4.3 The least frequently used strategies  58-60
    4.4.4 Comparison of the least frequently used strategies between 2 groups  60-63
  4.5 Individual strategies with significant differences between 2 groups  63-65
  4.6 Comparison of the use of specific strategies under the five broad categories  65-75
    4.6.1 Comparison of determination strategy use  65-67
    4.6.2 Comparison of social strategy use  67-68
    4.6.3 Comparison of cognitive strategy use  68-70
    4.6.4 Comparison of metacognitive strategy use  70-71
    4.6.5 Comparison of memory strategy use  71-75
Chapter Five Conclusion  75-83
  5.1 Major findings  75-79
    5.1.1 Beliefs about vocabulary learning  75
    5.1.2 Vocabulary learning strategies  75-79
  5.2 Pedagogical implications  79-80
  5.3 Limitations and recommendations for further research  80-83
Acknowledgements  83-85
Bibliography  85-91
Latest publication(s)  91-93
Appendix I 英语词汇学习问卷  93-97
Appendix II 词汇量测试  97-99
Appendix III Means and frequency distribution of freshmen’s strategy use  99-101
Appendix IV Means and frequency distribution of postgraduates’strategy use  101-102

非英语专业大学新生及研究生新生词汇学习策略研究

内容摘要

全文目录

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