高中學(xué)生詞匯學(xué)習(xí)觀念及策略比較研究.pdf

1、揚(yáng)州大學(xué)碩士學(xué)位論文高中學(xué)生詞匯學(xué)習(xí)觀念及策略比較研究姓名：孫為民申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：課程與教學(xué)論（英語）指導(dǎo)教師：方文禮20050501——————SunWeiminAContrastiveStudyofHighSchoolLear—n—er—s—Belief—s—a—n—d—S—tr—a—te—g—i—es——on——V—o—ca—b—u—l—ar—y—L—e—a—rn—i—n—g——————AbstractVocabulary

2、isoneofthethreemajorcomponentsthatconstituteEnglishlanguageknowledge(theothertwoarephoneticsandgrammar)，andisthefoundationofallEnglishlanguageskills，sovocabularyplaysacrucialroleinforeignlanguageinstructionJustasMichaelM

3、cCarthy(1990)claimsthatnomatterhowgoodonelsgrammarisandhowbeautifulone’spronunciationis，butifonehasi20adequatevocabularytoexpressone’sowufeelingsortounderstandothers。opinions，onestillcarmotcommunicatewimothersinthislangu

4、ageHarmer(1990)alsopointsoutthat“IfwecomparelanguagestructureaSthesketchofthelanguage，vocabularyisthethingthatprovidesimportantorgansaswellasbloodandflesh”Thepresentresearchaimsatprovidinganempiricalstudyaboutvariouskind

5、sofvocabularylearningbeliefsandstrategiespossessedbyseniorhighschoollearnersintheChinesecontextInadditiontoit，thesimilaritiesanddifferencesbetweensubjectsofdifferentproficiencylevelsintheirviewsonandpracticeofvocabularyl

6、earningstrategiesareexploredaswellTherelationshipsbetweenvocabularylearningstrategiesandvocabularysizearedisplayedatlastThispaperexamines206seniorstudentsfromYangzhouUniversityAffiliatedMiddleSchoolthroughonequestionnair

7、esurveyonevocabularysizetestandinterviewsDetailedanalysisofboththequalitativeandquantitativedatayieldedthefindingsasfollows：1)Theseniorstudentsdwellonthebeliefthat”Wordsshouldbelearnedthroughapplicationandacquiredthrough

8、context”TheyrespondnegativelynotonlytotelearningbeliefbutalsotosomepuremechanicalmemorizationstrategiesInpractice，theytendtoadoptavarietyofvocabularylearningstrategiesincludingsomeofmetacognitivestrategiesespeciallySelec

9、tiveAttentionandSelfmonitoring，mostofthecognitivestrategieswithGuessingApplication，Association，Wide—reading，Doingexercises，DictionaryandContextbeingthemostfavored，Passage—reciting，GroupingandRotelearningtheleastfavored2)

10、SubjectsatdifferentproficiencylevelsarefoundtobesignificantlydifferentfromeachotherinvocabularylearningstrategiesComparedwithseniorone，seniorthreestudentsaremorematureinorganizingandregulatingtheirlearningprocessMoreover

11、seniorthreestudentsinclinetoadoptavarietyofvocabularylearningstrategiesandshowhigherflexibilityinvocabularylearningskillsandmethodsComparedwithsenioronestudentswhosometimesinsistonmechanical—learningstrategies，seniorthre