词汇学习策略在高三学困生词汇复习中的运用

摘要

词汇学习在英语教学中十分重要。如果学生能正确运用词汇学习策略将会对他们的学习有很大帮助。国内外有词汇学习策略方面的大量研究。然而，这些研究多针对职业学校学生和高校大学生，对普高高三学困生的涉猎相对较少。本文着眼于词汇学习策略在高三复习阶段的运用，尤其是在学困生中的运用。词汇学习是高中学困生英语学习的一大难点。高三复习阶段又是冲刺高考的黄金阶段。如果能把握高考前最珍贵的这段时间，提高学困生们的词汇复习效果，将对他们的英语学习很有好处。因此，高三学困生的词汇学习策略培训应该受到重视。
　　为解决上述问题，本研究者首先对青田温溪高中的89名高三英语学生的词汇学习策略做了调查并从中挑选出一些词汇能力强的学生普遍运用的词汇学习策略。然后，本研究者就所挑选出的策略精心设计培训计划并对学困生进行策略培训，以帮助高三学困生提高词汇学习效果。本研究围绕三个问题:首先是找出学生的词汇学习能力和他们所选择的词汇学习策略有何相关性;其次则是分析词汇策略培训对高三学生尤其是高三学困生的词汇学习能力产生的影响;最后解答给学困生进行词汇学习策略时应该注意哪些问题。
　　通过问卷调查、策略培训和前后测试相结合的方式，本研究者得出如下结论:1.词汇能力强的学生会更多地运用元认知策略，认知策略和情感策略，而学困生更倾向于运用较传统的方式，如死记硬背。2.词汇策略能在一定程度上帮助学困生提高词汇学习能力。3.在对学困生进行策略培训时应注意情感策略，认知策略和元认知策略的培训。同时培训过程需要耐心和探索。通过上述研究分析，以期对高中英语教师和学生提供一定的借鉴和参考。

目录

ACKNOWLEDGEMENTS

ABSTRACT

摘要

CONTENTS

Chapter One Introduction

1．1 Origin of the research

1．2 Significance of the research

1．3 Layout of the research

Chapter Two Literature Review

2．1 Relevant definition

2．1．1 Underachiever

2．1．2 Vocabulary ability

2．1．3 Learning strategies

2．1．4 Vocabulary learning strategies

2．2 Theoretical basis for vocabulary learning strategies

2．2．1 Constructivism theory

2．2．2 Deep processing theory

2．3 Domestic and foreign researches on vocabulary learning strategies

2．3．1 Foreign researches on vocabulary learning strategies

2．3．2 Domestic researches on vocabulary learning strategies

2．4 Research on the training of vocabulary strategies at home and abroad

Chapter Three Research Design

3．1 Research questions

3．2 Research subjects

3．3 Instruments

3．3．1 Vocabulary test

3．3．2 Questionnaires

3．3．3 Interview

3．4 Research procedures

3．5 Experimental training for the underachievers

3．5．1 Training of guessing strategies

3．5．2 Training of meta-cognitive strategies

3．5．3 Training of social strategies

3．5．4 Training of memorization strategies

3．5．5 Training of association strategies

3．5．6 Comprehensive practice of the above strategies

Chapter Four Results and Discussion

4．1 Results and analysis

4．1．1 Correlation analysis of the VLS and vocabulary ability

4．1．2 VLS in the CC and the EC before the experiment

4．1．3 Changes of VLS in the CC after the experiment

4．1．4 Changes of VLS in the EC after the experiment

4．1．5 Diflferences of VLS between the EC and the CC after the experiment

4．1．6 Changes of scores in the CC

4．1．7 Changes of scores in the EC

4．1．8 Scores of the CC and EC before the experiment

4．1．9 Scores of CC and EC after the experiment

4．1．10 Analysis of the interview

4．2 Differences of underachievers’ vocabulary learning strategies

4．2．1 Choices of the underachievers

4．2．2 Changes of the underachievers

Chapter Five Conclusion

5．1 Main findings

5．2 Implications of the research

5．3 Reflection

5．4 Limitations

References

Appendix

攻读学位期间发表的学术论文

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