初中生英语词汇学习策略问卷修订与应用研究

发布时间：2018-03-17 09:19

本文选题：英语词汇　切入点：学习策略　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：本研究的目的旨在调查初中生英语词汇学习策略的现状,为制定初中生英语学习词汇策略的干预方案提供理论依据。根据调查研究的结果并且结合相关理论,制定相应个案干预方案,提升初中生英语学习词汇策略进行干预,为了一定程度的提高初中生的英语成绩或者心理状况。本研究意义是从英语词汇学习策略方面出发,帮助初中英语学生找到提高学习英语词汇的方法,同时改变他们在学习词汇中产生的不良心理状态,以乐观积极的心态学习英语;而且还可以帮助中学英语教师对初中英语学生的管理以及提供相应的干预方法。因此希望通过本次研究可以为中学英语教育或学校心理辅导提供一定的理论支持。本研究采用问卷调查法和个案干预,将初中英语词汇学习策略问卷修订版作为研究工具,研究分为三个部分:研究一以重庆地区217名初中生为被试,调查初中英语英语词汇学习策略的现状及量表的修订;研究二以重庆地区354名初中生为被试,分析初中英语词汇学习策略的现状与特点;研究三选取重庆地区3名初中英语英语词汇学习策略较低的学生进行个案干预,分别从词汇学习策略、学习动机和问题解决进行针对性干预。本研究结论如下:(1)初步完成初中生英语词汇学习策略量表修订,且验证性因素分析结果表明该问卷结构具有良好的合理性。(2)针对重庆地区初中生英语词汇学习策略的总体情况,其中元认知策略、认知策略和社交情感策略均较低;(3)初中生英语词汇学习策略在性别、英语成绩、总成绩、年级等方面差异显著;在城镇人口与否、独生子女与否等方面差异不显著;(4)初中生在词汇学习策略、学习动机和问题解决三方面水平较低。(5)对初中生英语上的词汇学习策略、学习动机和问题解决方面进行个案干预效果良好,但还需进一步改善。
[Abstract]:The purpose of this study is to investigate the present situation of junior high school students' English vocabulary learning strategies, and to provide theoretical basis for the formulation of intervention schemes for junior high school students' English vocabulary learning strategies. The purpose of this study is to improve the vocabulary learning strategies of junior high school students in order to improve their English achievement or psychological status to a certain extent. Help junior middle school English students to find ways to improve English vocabulary learning, and at the same time change their bad mental state in vocabulary learning, and learn English with an optimistic and positive attitude; It can also help middle school English teachers to manage junior middle school English students and provide corresponding intervention methods. Therefore, it is hoped that this study can provide some theoretical support for middle school English education or school psychological guidance. In this study, questionnaire survey and individual intervention were used. The revised English vocabulary learning strategy questionnaire is divided into three parts: first, 217 junior middle school students in Chongqing were selected to investigate the present situation of English vocabulary learning strategies and the revision of the scale; In the second study, 354 junior middle school students in Chongqing were selected to analyze the present situation and characteristics of junior middle school English vocabulary learning strategies, and three junior middle school English vocabulary learning strategies in Chongqing were selected for individual intervention. The present study concludes as follows: 1) the revision of the English Vocabulary Learning Strategy scale for junior high school students is preliminarily completed. The results of confirmatory factor analysis show that the structure of the questionnaire is reasonable and reasonable. It aims at the general situation of English vocabulary learning strategies of junior high school students in Chongqing, including metacognitive strategies. Cognitive strategies and social affective strategies were significantly different in gender, English achievement, total achievement, grade, etc. There is no significant difference in the only child or not. (4) the junior middle school students' vocabulary learning strategies, learning motivation and problem-solving are lower. 5) the vocabulary learning strategies of junior high school students in English. Case intervention on learning motivation and problem-solving is effective, but further improvement is needed.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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