大学理科学生英语词汇学习策略——基于鲁东大学一年级学生的研究

摘要

这项研究通过词汇学习策略问卷，对60名大学理科学生进行了调查，从而探索大学理科学生使用英语词汇学习策略的特点。然后，设计词汇学习策略进行培训。为了解词汇学习策略培训的效果，如上的60名学生被分别指定为实验组和对照组，每组30人。实验组接受词汇策略培训，而对照组接受普通教学。实验分别搜集了实验组与对照组的词汇知识前测试、后测试、以及延后测试的数据，并且全文利用SPSS软件对其进行定量分析。
　　 研究表明：(1)虽然受访者几乎使用到了各种词汇学习策略，但是策略使用频率较低。在词汇学习策略的三个层面中，元认知策略的使用率最高，认知策略次之，而社会和情绪策略的使用率最低。(2)在前测试中，实验组与对照组在词汇知识上无显著差异。经过词汇策略培训后，在后测试中实验组的词汇知识水平比对照组的高，并且具有显著性。(3)在延后测试中，实验组和对照组的词汇水平都有所提高。其中，实验组进步大，并且显著；对照组进步小，并且不显著。另外，在延后测试中，实验组的词汇水平显著高于对照组的词汇水平。延后测试中这种的差距明显大于后测试中的差距。也就是说，词汇策略培训是有效的，并且在长期培训中更有效。

目录

文摘

英文文摘

论文说明：List of Tables and Figures

声明

Chapter 1 Introduction

1.1 Research Background

1.2 Need for the Study

1.3 An Outline of the Thesis

Chapter 2 Literature Review

2.1 Theoretical Basis of Language Learning Strategies

2.1.1 Cognitive Learning Theory

2.1.2 Social-Cognitive Learning Theory

2.2 Language Learning Strategies

2.2.1 Definition of Learning Strategies

2.2.2 Classification of Learning Strategies

2.3 Vocabulary Learning Strategies

2.3.1 The Classifications of Vocabulary Learning Strategies

2.3.2 Studies on Vocabulary Learning Strategies in the West

2.3.3 Studies on Vocabulary Learning Strategies in China

2.4 Language Learning Strategy Training

2.4.1 Goal of Language Learning Strategy Training

2.4.2 Frameworks for Language Learning Strategy Training

2.4.3 Studies on Language Learning Strategy Training

Chapter 3 Methodology

3.1 Research Questions

3.2 Subjects

3.3 Instruments

3.3.1 Vocabulary Learning Strategies Questionnaire

3.3.2 Vocabulary Learning Strategy Training

3.3.3 Tests for Vocabulary Knowledge

3.3.4 SPSS 13.0

3.4 Data Collection

3.5 Data Analysis

Chapter 4 Results and Discussion

4.1 Vocabulary Learning Strategies Employed by College Science Students

4.1.1 General Pattern of Vocabulary Learning Strategies

4.1.2 Specific Pattern of Vocabulary Learning Strategies in Dimensions

4.2 Effect of the Vocabulary Learning Strategy Training on Vocabulary Knowledge

4.2.1 Vocabulary Knowledge Level for the Experimental and Control Group before the Vocabulary Learning Strategy Training

4.2.2 Vocabulary Knowledge Level for the Experimental and Control Group after the Vocabulary Learning Strategy Training

4.3 Extended Effect of the Vocabulary Learning Strategy Training

4.3.1 Development in Vocabulary Knowledge for the Experimental Group and the Control Group in the Delayed posttest

4.3.2 Vocabulary Knowledge Level for the Experimental and Control Group in the Delayed Posttest

Chapter 5 Conclusion

5.1 Major Findings

5.2 Implications

5.3 Limitations and recommendations

References

Appendices

Publications

Acknowledgement