非英语专业大学一年级学生英语词汇学习策略研究

摘要

本文对非英语专业大学一年级学生英语词汇学习策略进行了调查，结果如下： 第一，总的来说，学生词汇策略使用的频率不高。三大类策略中，最常用的是认知策略，其次是元认知策略，最不常用的是社会/情感策略。认知策略中，最常用的是词典、笔记、猜测和死记硬背策略；其次是分类和语境化策略；不常用的是联系、词形分析、运用、词汇本和关键词策略。 第二，相关分析显示，所有元认知策略与词汇成绩正相关；认知策略中，词典、笔记、运用、语境化、联系和词汇本策略与词汇成绩正相关；社会/情感策略中，自我激励策略与成绩正相关。值得关注的是猜词和死记硬背策略与词汇成绩不相关。 第三，高低分学生在策略运用上存在着差异。高分生比低分生更善于运用元认知策略；认知策略中，高分生比低分生策略运用的频率总体上要高，但是猜测和死记硬背策略低分生运用的多。这表明，猜测策略实施起来容易，但猜测的效果要受到英语水平等多种因素的制约。另外，单纯死记硬背不能对词汇信息进行深加工，不能形成词汇的长时记忆。

目录

文摘

英文文摘

论文说明：ABBREVIATIONS、LIST OF TABLES

原创性声明及关于学位论文使用授权的声明

Chapter One Introduction

1.1 Significance of Vocabulary Learning in Second/Foreign Language Learning

1.2 Need for the Study

1.3 A General Description of the Study

1.4 An Outline of the Thesis

Chapter Two Literature Review

2.1 Introduction

2.2 Research into Language Learning Strategies

2.2.1 Definitions of Learning Strategies

2.2.2 Comments on the Definitions

2.2.3 Classifications of Language Learning Strategies

2.2.4 Comments on the Classification

2.3 Research into Vocabulary Learning Strategies

2.3.1 Related Studies on Vocabulary Learning Strategies

2.3.2 Related Theories of Vocabulary Learning

2.4 Summary

Chapter Three Research Methodology

3.1 Introduction

3.2 Subjects

3.3 Instruments

3.3.1 Vocabulary Learning Strategy Questionnaire

3.3.2 Vocabulary Knowledge Tests

3.4 Data Collection

3.5 Data Analysis

3.6 Summary

Chapter Four Results and Discussion

4.1 Introduction

4.2 The Overall Pattern of Vocabulary Learning Beliefs Held by Non-English-major Freshmen

4.3 The overall Frequency of the Three Broad Categories of VLS Employed by Non-English-major Freshmen

4.4 The Pattern of the Use of Subcategories of VLS at Each Dimension

4.4.1 The Use of the Subcategories of Metacognitive Strategies

4.4.2 The Use of the Subcategories of Cognitive Strategies

4.4.3 The Use of the Subcategories of Social/Affective Strategies

4.5 Correlation Study between Vocabulary Learning Strategies and Learning Achievement

4.5.1 The Correlation between the Subcategories of Metacognitive Strategy and V-test Scores.

4.5.2 The Correlation between the Subcategories of Cognitive Strategy and V-test Scores.

4.5.3 The Correlation between the Subcategories of Social/Affective Strategy and V-test Scores.

4.6 Differences between High and Low Achievers in the Use of Vocabulary Learning Strategies

4.6.1 Overall Differences in the Use of Vocabulary Learning Strategies between High and Low Achievers

4.6.2 Differences in the Use of Metacognitive Strategies

4.6.3 Differences in the Use of Cognitive Strategies

4.6.4 Differences in the Use of Some Special Strategies

4.7 Summary

Chapter Five Conclusion

5.1 Introduction

5.2 Major Findings

5.3 Implications

5.3.1 Theoretical Implications

5.3.2 Practical Implications

5.4 Limitations of the Study

5.5 Suggestions for Future Research

5.6 Summary

REFERENCES

APPENDIX 1 英语词汇学习策略调查问卷

APPENDIX 2 Receptive Vocabulary Levels Test(quoted from Nation 1990:261)

Appendix 3 Receptive Vocabulary Levels Test(quoted from Nation 2001:425)

ACKNOWLEDGEMENTS

攻读学位期间发表的学术论文