2012年版新课标框架下省重点高中学生英语词汇学习策略的调查研究

发布时间：2018-06-13 09:06

本文选题：新课程标准 + 英语词汇学习策略　；参考：《哈尔滨师范大学》2015年硕士论文

【摘要】：英语词汇是英语语言的基础,并且已经成为了全社会广泛关注的话题。英语的学习,需要大量的词汇累积。词汇已然成为广大英语学习者学习和关心的重中之重。2012年,我国教育部又再次订正公布的《2012全日制义务教育普通高级中学英语课程标准(实验稿)》中也强调了词汇在英语学习中的重要性。对于学习者来说,为了学习英语词汇,有必要使用适当的学习策略。一般来说,一名学生掌握的词汇量和用法是与其英语成绩是成正比的,掌握的词汇及其用法越多越牢固,其英语成绩往往也名列前茅。在英语教学中,词汇逐渐占据了越来越重要的位置。通过笔者的课堂观察,教师通常在教学过程中将词汇放在首要的位置。只有学生掌握了词汇,教师的教学内容才能按部就班地进行下去。由于词汇的重要性,从20世纪70年代起,国外就有相关语言学专家和学者对英语词汇学习的策略进行研究。国内的语言学家们在80年代也开始着手于相关的研究。而人们对于词汇教学的重视也是从70年代末才开始的。然而,语言学家们的研究大多集中在了理论的层面,实证研究相对较少。在理论层面,至今还影响重大并且指导英语教授与学习的理论主要有认知心理学理论、建构主义学习理论、以及语言学中的构词法理论等。因此,笔者根据以上三种主要理论,并结合2012年的《英语课程标准》中的关于高中生英语词汇学习的具体要求,自主编制了调查问卷,对黑龙江省一所优秀省重点高中的150名高一学生展开了问卷调查,并且将得到的数据运用SPSS软件进行科学分析,得到了关于高中生在背单词时是如何使用学习策略的相关结果。同时,笔者还对该150名学生进行了课堂观察和个人访谈,为本研究提供了现实依据。最后,笔者就通过调查发现的问题分别为学生和教师都提出了具体的建议。在学生方面,学生应该适当运用适合自己的英语单词记忆策略、注重基础单词的学习、并及时的对自己的单词学习情况进行检测。在教师方面,教师首先应该在课堂上融入对学生使用单词学习策略的培养,其次教师的教学应该回归基础,最后教师应该及时运用多种形式对学生的英语单词学习情况进行检测。笔者希望通过本次调查研究,可以真正地反映出当前省重点高中生在学习英语词汇时的状态和教师课堂词汇教学的教学现状,通过分析问题,提出解决的办法,帮助学生学会如何学习单词,并为教师提供教学建议。本文的创新之处在于笔者的研究对象为省重点高中生,研究对象的范围更为具体,这在以往的研究中是不多见的。并且,在调查研究的过程中,笔者运用理论来指导实际,得出了高中生词汇学习策略的使用情况与性别等因素的关系,为今后中生学习英语单词和高中英语教师的词汇教学都有一定的启示。
[Abstract]:English vocabulary is the basis of English language, and has become a topic of wide concern in the whole society. Learning English requires a lot of vocabulary accumulation. Vocabulary has become a top priority for English learners. In 2012, The Chinese Ministry of Education has revised and published the English Curriculum Standard of the 2012 Full-time compulsory Education General High School (Experimental draft) again, which also emphasizes the importance of vocabulary in English learning. For learners, in order to learn English vocabulary, it is necessary to use appropriate learning strategies. Generally speaking, a student's vocabulary and usage are directly proportional to his English achievement. In English teaching, vocabulary gradually occupies a more and more important position. Through the author's classroom observation, teachers usually put vocabulary first in the teaching process. Only when the students master the vocabulary, the teacher's teaching content can be carried out step by step. Because of the importance of vocabulary, since the 1970s, foreign linguists and scholars have been studying English vocabulary learning strategies. Linguists in China began to study related issues in the 1980 s. The emphasis on vocabulary teaching began in the late 70 s. However, most of the linguists focus on the theoretical level, and empirical research is relatively small. At the theoretical level, the theories that influence and guide English teaching and learning include cognitive psychology, constructivist learning, and word-formation theory in linguistics. Therefore, based on the above three main theories and the specific requirements for senior high school students' English vocabulary learning in the English Curriculum Standards of 2012, the author independently compiled the questionnaire. A questionnaire survey was conducted among 150 senior high school students in a key high school in an excellent province in Heilongjiang Province. The data was analyzed scientifically by SPSS software, and the relevant results on how high school students use learning strategies when memorizing words were obtained. At the same time, the author also conducted classroom observation and personal interview with the 150 students, which provided a realistic basis for this study. Finally, the author puts forward specific suggestions for students and teachers on the problems found through the investigation. In the aspect of students, students should use appropriate English word memory strategies, pay attention to the learning of basic words, and test their learning situation in time. In terms of teachers, first of all, teachers should integrate the cultivation of students' vocabulary learning strategies in the classroom, and secondly, teachers' teaching should return to the foundation. Finally, teachers should use a variety of forms to test students' learning of English words. The author hopes that through this investigation and study, the author can truly reflect the current situation of key senior high school students in learning English vocabulary and the present situation of teaching vocabulary teaching in the classroom, and put forward some solutions by analyzing the problems. Help students learn how to learn words and provide teaching advice to teachers. The innovation of this paper lies in the author's research object is provincial key high school students, the scope of the research object is more specific, this is rare in the previous research. Moreover, in the course of investigation and research, the author uses theory to guide the practice, and draws the conclusion that the use of vocabulary learning strategies of senior high school students is related to gender and other factors. There are some enlightenments for middle school students to learn English words and vocabulary teaching for senior high school English teachers.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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