英語詞匯學(xué)習(xí)策略分析【畢業(yè)論文】

1、<p><b>　　（20_ _屆）</b></p><p><b>　　本科畢業(yè)設(shè)計(jì)</b></p><p><b>　　英語</b></p><p>　　英語詞匯學(xué)習(xí)策略分析</p><p>　　Analysis of English Vocabulary Lea

2、rning Strategies</p><p><b>　　摘要</b></p><p>　　英語詞匯在語言運(yùn)用中有非常重要的作用。對于把英語作為第二語言或外語的英語學(xué)習(xí)者來說，詞匯往往是英語學(xué)習(xí)的難點(diǎn)。然而掌握大量詞匯對英語的聽，說，讀，寫，有很大的影響，并且是理解和表達(dá)思想的重要前提。因此，學(xué)好英語首先要克服生詞障礙，準(zhǔn)確理解詞匯意義，提高語言應(yīng)用能力。然而許多

3、英語學(xué)習(xí)者詞匯量有限，英語的綜合能力無從提高。本篇論文主要闡述英語詞匯學(xué)習(xí)，然后提出了幾個切實(shí)可行的詞匯記憶策略，就其包含的內(nèi)容作了詳細(xì)的分析，并對一些國外認(rèn)為高效并且常用的策略在中國使用率低的現(xiàn)象進(jìn)行分析。</p><p>　　關(guān)鍵詞：詞匯學(xué)習(xí)；策略；記憶 </p><p><b>　　Abstract</b></p><p>　　Engli

4、sh vocabulary is an especially important consideration in the application of language. For learners of English as a second or foreign language, the major difficulty for them is vocabulary learning. The quantity of master

5、ed vocabulary has a great influence on learners' skills of English listening, speaking, reading, and writing. Mastering vocabulary is the precondition of understanding and expressing ideas. Therefore, the author thin

6、ks the first thing for mastering English is overcoming the </p><p>　　Key words: vocabulary; learning strategies; memory</p><p><b>　　Contents</b></p><p>　　AbstractIII<

7、;/p><p>　　1Introduction1</p><p>　　1.1The Problems in Second Language Learning1</p><p>　　1.2Significance of Vocabulary Learning Strategies2</p><p>　　2Vocabulary Lear

8、ning Strategies2</p><p>　　2.1Definitions of Vocabulary Learning Strategies3</p><p>　　2.1.1What is strategy?3</p><p>　　2.1.2Vocabulary Learning Strategies3</p><p>　

9、　2.2Classifications of Vocabulary Learning Strategies4</p><p>　　2.2.1Classifications and Definitions of Language Learning Strategies4</p><p>　　2.2.2Classifications and Definitions of Vocabular

10、y Learning Strategies5</p><p>　　2.3Analysis of Vocabulary Learning Strategies7</p><p>　　2.3.1The Reasons of Forgettery7</p><p>　　2.3.2Memory8</p><p>　　2.3.3Depth of

11、 Processing Theory10</p><p>　　3Vocabulary Learning Strategies Used by Chinese EFL Students10</p><p>　　3.1General Memorization Strategies10</p><p>　　3.2Keyword Strategy12</p&

12、gt;<p>　　3.3The Management in Vocabulary Learning12</p><p>　　4Conclusion13</p><p>　　Bibliography14</p><p>　　Appendix15</p><p>　　Acknowledgements18</p>

13、;<p>　　Introduction</p><p>　　The Problems in Second Language Learning</p><p>　　Grammar and vocabulary are usually the biggest problems in the second language learning. Without grammar we

14、don’t know how to express, but without vocabulary we even don’t know what to express. Just as the famous English linguist D.A. Wilkins (1972) states, "Without grammar very little can be conveyed, without vocabulary

15、nothing can be conveyed” (Wilkins, 1972: 9-10). Thus we know vocabulary is the basic unit in constituting a language, and vocabulary learning is the core of English learning. </p><p>　　It is the experience o

16、f most language teachers that the single, biggest component of any language course is vocabulary. No matter how well the student learns grammar, no matter how successfully the sounds of second language are mastered, with

17、out words to express a wide range of meanings, communication in a second language just cannot happen in any meaningful way (McCarthy, 1990:23-24).</p><p>　　Laufer (1986) also tells us "no text comprehen

18、sion is possible, either in one's native language or in a foreign language, without understanding the text's vocabulary" (Laufer, 1986: 24). Krashen and Terrell (1983) also clearly indicate that "vocabu

19、lary is of prime concern in second language settings because it plays a dominant role in classroom success"</p><p>　　In brief, vocabulary is the main body of language expressing, which plays a vital par

20、t in all aspects of language learning including speaking, listening, reading, writing and translation. It is recognized that the mastery of vocabulary is a requisite component of learning a second language. So learners m

21、ust develop large vocabularies in order to become proficient in learning a second language.</p><p>　　As we know vocabulary is so important in language learning, however, for most English learners, vocabulary

22、 is the greatest barrier. The troubles that vocabulary brings to the language learners urge scholars to seek the law of language learning. And the importance of vocabulary learning require learners to obey the law of the

23、 second language learning, they should master and use different vocabulary learning strategies in a flexible way to improve their learning efficiency.</p><p>　　Significance of Vocabulary Learning Strategies&

24、lt;/p><p>　　As vocabulary plays a fundamental role in successful second language learning, it is no doubt that great importance should be attached to it. Nevertheless, for most Chinese students, English vocabul

25、ary has been their top concern as well as their big headache. In many cases, they spend a lot of time learning vocabulary, yet the result is not satisfactory, especially when they face a much larger vocabulary than those

26、 in high school. Thus, in order to help them improve their vocabulary learning eff</p><p>　　Research emphasis in the field of second language acquisition since 1970s, and second language learning has tended

27、to shift from teachers' teaching to students' learning, and increasing numbers of studies have been undertaken from the students' perspective. Both linguists and researchers are becoming more and more interes

28、ted in the study of the learning process (which means how students learn) than the learning product (which means what students learn). “The study of learning strategies and the </p><p>　　Research into langua

29、ge learning strategies began in the 1970s. In 1975, Rubin published her article: "What the Good Language Learners Can Teach Us", and summarized seven language strategies employed by the good language learners.

30、She held that once identified, such strategies could be made available to less successful learners. (Rubin.1975:16) </p><p>　　Some other scholars in foreign countries (Cohen & Aphek.1981; Oxford.1990; Om

31、alley&Chamot.1990; Ellis.1994, etc.) and some Chinese scholars (Wu Yian & Liu Runqing, 1993; Wen Qiufang, 1996; Li Jiongying, 2002, etc.) have also studied strategies used by language learners during the process

32、of foreign language learning. </p><p>　　Vocabulary Learning Strategies</p><p>　　Research into learning strategies has been done from different aspects. The following will introduce the backgroun

33、d of vocabulary learning strategies, definitions of vocabulary learning strategies, and classifications of vocabulary learning strategies.</p><p>　　Definitions of Vocabulary Learning Strategies</p>&l

34、t;p>　　What is strategy?</p><p>　　The word "strategy" originates from the ancient Greek term "strategia", which means “generalship” or “the art of war” and it involves the optimal manag

35、ement of troops, ships, or aircraft in a planned campaign. Later the specific implication of the term is to mean “a plan, step or action toward achievement of an objective.” It is explained as “a planned series of action

36、s for achieving something; skillful planning in general” in Longman Dictionary of Contemporary. When the concept of strategy is i</p><p>　　Different researchers have given different definitions of language l

37、earning strategies. Just as Ellis. R (1994) put it, "the concept of strategy is a fussy one." He listed five definitions of learning strategy. We can also find other opinions from Cohen (1987, 1990); Nunan (199

38、9); Richards and Platt & Platt (2000). They all put forward their own viewpoints.</p><p>　　Vocabulary Learning Strategies</p><p>　　In different definitions to those controversy issues on the

39、 nature of learning strategies, Ellis (1994: 532) suggests, "Perhaps one of the best approaches to defining learning strategies is to try to list their main characteristics." Therefore he lists eight characteri

40、stics. And Chinese researchers also gave their own definitions. “Learning strategy is the action taken by the learners to solve the learning problem effectively.”(Wen Qiufang 1996:17) It suggests learning strategy is a c

41、onscious ac</p><p>　　Considering the different definitions of language learning strategies and the comments on them, vocabulary learning strategies may be defined as: Vocabulary learning strategies are gener

42、al approaches, specific behaviors, techniques, or thoughts that students consciously use to directly or indirectly facilitate their vocabulary learning.</p><p>　　Classifications of Vocabulary Learning Strate

43、gies</p><p>　　Vocabulary learning strategies is a very important part of language learning strategies, and it inherited the classifications of language learning strategies. To start with, the author will gen

44、erally introduced the language learning strategies and then focus on the classifications and comment of vocabulary learning strategies. </p><p>　　Classifications and Definitions of Language Learning Strategi

45、es</p><p>　　In this part four classifications will be mentioned, they are Naiman's Classification, Cohen's Classification, Oxford's Classification and O'Malley and Chabot’s Classification. Th

46、e classification proposed by Oxford and O'Malley&Chabot’s are the basic views supported by the author.</p><p>　　Naiman's Classification and Cohen's Classification</p><p>　　The cl

47、assification proposed by Naiman (1978) contains five broad categories of learning strategies and some secondary categories, which emerged largely from interviews with 34 good language learners.</p><p>　　Cohe

48、n (1998) classified the learning strategies into language learning strategies and language use strategies according to different objectives of strategy use. They include "identifying the material for learning, disti

49、nguishing it from other material, grouping it for easier learning, repeatedly engaging oneself in contact with the material, and remembering it with efforts" (Cohen, 1998:73-74).</p><p>　　Oxford's C

50、lassification</p><p>　　Oxford (1990) divides language learning strategies into two main categories: direct and indirect, in terms of the relationship between the strategies and the learning material. Within

51、the direct category, the three subcategories---memory, cognitive and compensation strategies---"directly involve the target language", "require mental processing of the language" (Oxford,1990: 45-46)

52、and are used to develop the skills of speaking, listening, reading and writing. The indirect category can be classif</p><p>　　In Oxford's system, memory strategies are those used for storage of informati

53、on. Cognitive strategies are the mental strategies learners use to make sense of their learning. Compensation strategies help learners to overcome knowledge gaps to continue the communication. Metacognitive strategies he

54、lp learners to manage their learning. Affective strategies are concerned with the learner's emotional requirements such as confidence. Social strategies lead to increased interaction with the target lang</p>&

55、lt;p>　　O'Malley and Chabot’s Classification</p><p>　　In O'Malley and Chabot’s (1990) framework, three major types of strategies (which are metacognitive, cognitive and social/affective strategies)

56、 are distinguished in accordance with the information processing model. </p><p>　　Metacognitive strategies are higher order executive skills that make use of knowledge about cognitive processes and constitut

57、e an attempt to regulate language learning by means of planning for learning, monitoring one's comprehension or production, and self-evaluating the success of a learning activity. For example, different learners owne

58、d different cognitions on different learning strategies, that is metacognitive. Cognitive strategies are more limited to specific learning tasks and involve m</p><p>　　The appendix1 shows the classification

59、 in detail. In this table, almost all vocabulary learning strategies are included. They are advance organizer strategy, selective attention strategy, self-management strategy, self-monitoring strategy, repetition strateg

60、y, translation strategy, note-taking strategy, imagery strategy, key word strategy, contextualization strategy, cooperation strategy and so on. The main strategies will be analysed and comment will be given.</p>&

61、lt;p>　　Classifications and Definitions of Vocabulary Learning Strategies</p><p>　　In this part, the author will analyze the main vocabulary learning strategies. A number of studies on specific vocabulary

62、learning strategies have been carried out.</p><p>　　1) Imagery</p><p>　　Imagery is one of the strategies learners use in their vocabulary learning process. </p><p>　　Imagery has bee

63、n shown to be more effective than mere repetition for reading passages and sentences, suggesting it could be well effective for vocabulary too. New words can also be associated with a particularly vivid personal experien

64、ce of the underlying concept, for example, a learner mentally connecting the word snow to a memory of playing in the snow with a child." (Norbert Schmitt, 1995:132)</p><p>　　One of the most explored mne

65、monic strategies based on imagery for learning foreign language is the keyword method. This strategy is a three-step procedure for a native speaker of English to combine a foreign language word with its English translati

66、on. In the first step, a concrete English noun that is acoustically similar to some part of the foreign word is selected as the keyword. The second step would require the learner to build a stable recept between the fore

67、ign word and the keyword. During</p><p>　　Even though mnemonic techniques and systems have been in use for more than two thousand years, all the experimental research on mnemonics has actually been conducted

68、 in the last forty years. And the keyword method is just one of the most extensively researched mnemonic techniques to date. It is a very effective strategy for native English speakers to acquire foreign languages. Furth

69、ermore, it also indicates that the use of keyword method is practical in public school classroom contexts and thus </p><p>　　2) Guessing</p><p>　　Krashen (1989) proposed incidental learning theo

70、ry, which has received lots of attention. His theory claimed that vocabulary is best acquired incidentally by guessing meanings of the unknown words from context through the behavior of reading itself. But more other stu

71、dies on second language reading and vocabulary acquisition have challenged this view in terms of wrong guesses, required for much time, doubtful validity to various ages, levels and language groups. Besides, it had been

72、noted that e</p><p>　　3) Dictionary use</p><p>　　Dictionary use is another essential strategy of vocabulary acquisition. It had been found that American students learning Spanish could remember

73、more words than those who did not use dictionary when they read two Spanish texts using a dictionary. The study shows that the use of dictionary has a positive effect on incidental vocabulary learning. There is a need fo

74、r more specific training of dictionary use, which can help students make good use of their dictionaries to enlarge their vocabulary. </p><p>　　4) Grouping</p><p>　　Grouping is an important way t

75、o affect recall, and people seem to organize words into groups naturally without any prompting. In some free-recall studies, first language testees were given lists of words to study and then recall in any order. Usually

76、, words belonging to each meaning category are recalled together. If the words are organized in some way before memorization, recall ability is improved. The first language studies show grouping works for native-speakers

77、, and there is no reason to be</p><p>　　5) Other memory strategies</p><p>　　Scholfield (1980) noted that a structural analysis of words can be useful for determining their meaning, studying a wo

78、rd's affixes, root, and word class is useful as a way of consolidating its meaning. Paraphrasing may also be used to teach the meaning of new words. And it can also be used as a memory strategy which improves recall

79、of a word by explaining the word's meaning.</p><p>　　Analysis of Vocabulary Learning Strategies</p><p>　　The Reasons of Forgettery</p><p>　　As a student, the author often hears

80、classmates complain about the easy-forgetting characteristics of vocabulary learning. Then why do we easily forget? Gairns and Redman (1986) mention one theory of forgetting, namely, decay theory. According to this theor

81、y, information stored in the memory will gradually fade in the memory and ultimately disappear unless it is activated regularly. As to the rate at which we forget, they state, eighty per cent of the information we forget

82、 is lost within twenty-</p><p>　　In addition, they discover interference may exist when activities undertaken prior to or after periods of learning. To be more specific, activities undertaken before learning

83、 may have a detrimental effect on absorbing new input, while those undertaken after learning may interfere with the effective consolidation and retention of new input.</p><p>　　So it is necessary for learner

84、s to have some idea of the decay theory, the rate of forgetting and the possible interference mentioned above in an effort to combat decay and interference, which is very important to vocabulary storage and retrieval. &l

85、t;/p><p>　　In conclusion, memory plays a very important part in language learning, especially vocabulary learning. "strategies that more actively engage the person's mental processes should be more eff

86、ective in supporting learning.( O'Malley and Chamot 1990:18)" So do vocabulary learning strategies: vocabulary learning strategies that more actively engage the learners' mental process should be more effect

87、ive in supporting vocabulary learning in that they can improve vocabulary input, storage and retrieval.</p><p><b>　　Memory</b></p><p>　　Memory is a very important concept in cognitiv

88、e study, which is closely related to the study of second language vocabulary acquisition. Without memory, one could not begin to learn language. Memory is very complicated, so this part is devoted to theoretical aspects

89、of memory, but is both brief and selective. The author will try to outline only those aspects of memory that are particularly relevant to vocabulary learning. </p><p>　　1) Types of memory</p><p>

90、;　　Ashcraft (1989) identifies three types of memory: sensory memory, short-term memory/working memory, and long-term memory, and according to him, they are three major memory components in the human information processin

91、g system. </p><p>　　Information kept in sensory memory can only last one or two seconds, therefore, if attention cannot be devoted to the contents of sensory memory, the information will be lost rapidly. In

92、other words, when we attend to the contents of sensory memory, the contents are transferred via attention into short-term memory; when we fail to attend; the contents are lost or forgotten, quickly replaced by the new se

93、nsory messages being encoded into the system. </p><p>　　Short-term memory is limited in capacity. It can hold up to 7 plus or minus 2 units of information. If information is meaningfully connected, then shor

94、t-term memory can hold more. "a powerful device for overcoming the limitation in capacity is called recoding, grouping or chunking together some of the information into larger units, thus saving capacity and avoidin

95、g possible overload. (Ashcraft 1989:54) " And he mentions, the modest amounts of information can only be held for a brief period, abou</p><p>　　Unlike short-term memory which is limited in capacity, lon

96、g term memory is seemingly inexhaustible and can accommodate any amount of new information. Long-term memory is the ultimate destination for information we want to learn and remember, the memory system responsible for st

97、oring information on a relatively permanent basis. </p><p>　　2) Four-stage Encoding Process</p><p>　　New information is acquired through a four-stage encoding process involving selection, acquis

98、ition, construction, and integration.</p><p>　　Firstly, through selection, learners focus on specific information of interest from external world, and transfer that information from sensory memory into worki

99、ng memory.</p><p>　　Secondly, in acquisition, learners actively transfer information from working memory into long-term memory for permanent storage. </p><p>　　Thirdly, in the stage of construct

100、ion, learners actively build internal connections between ideas contained in working memory. The information from long-term memory can be used to enrich the learner's understanding or retention of the new ideas by pr