初中英语学困生词汇学习策略运用情况调查研究

发布时间：2018-04-13 06:07

本文选题：词汇学习策略 + 成因　；参考：《延边大学》2017年硕士论文

【摘要】：词汇是英语学习的基础,本研究以相关研究成果为基础,以延吉市第九中学初三年级的英语学困生为研究对象,对其词汇学习策略运用进行了调查。其目的是了解初中英语学困生运用英语词汇学习策略的情况,找出其成因,并提出建议。本研究将词汇学习策略分类为调控策略,认知策略,社交策略和资源策略,依据建构主义理论,采用问卷调查法和访谈法,利用统计分析软件SPSS19.0进行数据分析。调查结果显示,学困生词汇学习策略总体运用水平不高,相对来说,使用情况较好的是认知策略,其次是元认知策略,社交策略和资源策略基本不会使用到。英语学困生对英语词汇学习基本处于一种盲目的状态,对自己的英语学习没有一定的计划性,在记忆词汇方面学困生常常采用机械式的方式掌握,不会使用一些词汇的记忆技巧,不能够及时和同学交流自己学习词汇的心得,也不会常常像老师和同学请教有关学习英语词汇方面的技巧。造成以上情况,主要成因有,学困生缺乏英语学习兴趣,对英语的重视度不够,未能掌握正确的词汇学习方法,没有持之以恒的毅力,遇到困难容易退缩,不能够及时的归纳总结词汇学习的方法,运用以及举一反三,同时也不会经常和老师及同学交流词汇记忆的技巧。针对以上问题,本研究结合建构主义理论,对老师提出建议。教师要经常鼓励学困生,在学困生不会合理的安排规划自己的英语单词学习时,给他们提供建议,并有时加以监督,在课上多讲解有关词汇记忆的技巧,鼓励学困生多提问,对他们持有耐心,并且告诉他们一些在课外学习中也可以记忆词汇的方法。
[Abstract]:Vocabulary is the basis of English learning. Based on the relevant research results, this study investigates the use of vocabulary learning strategies among the students with English learning difficulties in Grade 9 of Grade 9 in Yanji City.The purpose of this study is to find out the causes of English vocabulary learning strategies used by English learners with English learning difficulties in junior high school, and put forward some suggestions.In this study, lexical learning strategies are classified as control strategies, cognitive strategies, social strategies and resource strategies. According to the theory of constructivism, questionnaires and interviews are used to analyze the data using the statistical analysis software SPSS19.0.The results show that the overall level of vocabulary learning strategies of students with learning difficulties is not high, relatively speaking, the better use is cognitive strategies, followed by metacognitive strategies, social strategies and resource strategies are not used.Students with English learning difficulties are basically in a blind state of learning English vocabulary and have no plan for their own English learning. Students with learning difficulties in memorizing vocabulary often use mechanical methods to master it.Do not use some vocabulary memory skills, can not communicate their own vocabulary learning experience with students in time, nor often ask teachers and students about learning English vocabulary skills.The main causes of the above are the lack of interest in learning English, the lack of attention to English, the failure to master the correct vocabulary learning methods, the lack of perseverance, and the difficulty of getting cold feet.Unable to sum up and summarize vocabulary learning methods in time, to use and draw conclusions from each other, and not to communicate vocabulary memory skills with teachers and classmates frequently.In view of the above problems, this study combined with constructivism theory, and proposed suggestions to teachers.Teachers should often encourage students with learning disabilities. When students with learning difficulties do not plan their English vocabulary learning reasonably, they should be advised, and sometimes supervised, to explain more skills about vocabulary memory in class, and encourage students with learning difficulties to ask more questions.Be patient with them and tell them how to memorize vocabulary in extracurricular learning.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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