高二英语学习困难学生词汇学习策略调查研究

发布时间：2018-12-28 13:21

【摘要】：一些学生在高中英语学习过程中由于各种各样的原因变成了学困生。这些英语学困生经常遇到一个令他们困扰的问题,具体来说是他们往往花费很多时间在英语词汇学习上,但是收效甚微,并且还有很多不认识的词汇。很多高中英语老师也发现词汇学习是很多高二英语学困生在英语学习过程中面临的一大困难。高二英语学困生是否存在词汇学习策略问题值得研究。为了了解高二英语学困生词汇学习策略的实际情形,本研究调查并采访了高二英语学困生的词汇学习策略使用情况,并试图回答以下两个问题:1.高二英语学困生词汇学习策略的总体特征是怎么样?2.高二英语学困生在词汇学习策略方面存在哪些典型问题?本研究对高二英语学困生的定义是智力正常,没有缺陷。但是这些学生的英语学习效率很低。同时他们的英语成绩不能满足《普通高中英语课程标准(实验)》(2003)最低要求。此外本研究中的英语学困生必须满足以下三个要求:一是在最近两次正式大型考试中,英语成绩居于全年级后20%的学生;二是在最近两次正式大型考试中,他们的英语成绩不及格(满分150分,低于90分);三是本班英语老师所选出的认为英语学习有困难的学生。本研究综合前人的观点,参考《普通高中英语课程标准》(实验)(2003)将词汇学习策略分成元认知策略,认知策略,社交策略,资源策略。本研究所编制的调查问卷主要依据的是GuJohnson(1996)关于词汇学习策略的问卷,再依据高二英语学困生的实际情况和笔者自己的教学经验做了一些修改。考虑到修改过问卷的可靠性,作者对此问卷又做了相关的效度和信度分析。本研究中的研究对象是70名高二年级的英语学困生,这些学困生选自包头市第四中学并且采用定量和定性的研究方法。此次研究的目的是通过调查问卷和访谈的方式来了解高二英语学困生词汇学习策略的总体特征如何以及学困生在词汇学习策略方面存在哪些典型问题。并以此为依据,对学困生使用词汇策略以及教师教授词汇方面提出一些建议,希望能对学生和教师有所帮助。调查结果显示:1.高二英语学困生使用词汇学习策略的人数总体比较少,使用水平也不是很高。在元认知策略,认知策略,社交策略,资源策略四个被调查策略的一级指标中,社交策略的使用人数较少,认知策略的使用人数较多。2.学困生在词汇策略的使用上的确存在一定的问题,包括他们的词汇学习观念,词汇学习方法,以及学习计划。最后,根据调查结果所显示的学困生使用词汇策略的总体特征以及他们在词汇策略使用上显现出来的一些问题,作者针对四类词汇策略分别给学困生和英语教师提出了相应的建议。
[Abstract]:Some students become students with learning difficulties in high school English learning for various reasons. These students with English learning difficulties often encounter a problem that puzzles them. Specifically, they often spend a lot of time on English vocabulary learning, but with little success, and there are many unknown words. Many high school English teachers also find that vocabulary learning is one of the major difficulties faced by many students with English learning difficulties in senior two. It is worth studying whether there is a vocabulary learning strategy for the students with English learning difficulties in Senior two. In order to understand the actual situation of vocabulary learning strategies of students with English learning difficulties in Senior two, the present study investigates and interviews the use of vocabulary learning strategies of students with English learning difficulties in Senior two, and attempts to answer the following two questions: 1. What are the general characteristics of vocabulary learning strategies of the students with English learning difficulties in Senior two? What are the typical problems in vocabulary learning strategies for students with English learning difficulties in Senior two? The present study defines the students with English learning difficulties in Senior two as having normal intelligence and no defects. But these students' English learning efficiency is very low. At the same time, their English scores do not meet the minimum requirements of Common High School English Curriculum Standard (experiment) (2003). In addition, the students with English learning difficulties in this study must meet the following three requirements: first, in the last two formal large-scale examinations, 20% of the students scored in the second grade; Second, in the last two major formal examinations, they failed in English (a full score of 150, less than 90); third, the class's English teachers selected students who thought they had difficulties in learning English. This study synthesizes the previous viewpoints and refers to the English Curriculum Standard of General Senior High School (experiment) (2003), classifying vocabulary learning strategies into metacognitive strategies, social strategies and resource strategies. The questionnaire is mainly based on GuJohnson's (1996) questionnaire on vocabulary learning strategies. It also makes some modifications according to the actual situation of the students with English learning difficulties in Senior two and the author's own teaching experience. Considering the reliability of the revised questionnaire, the validity and reliability of the questionnaire were analyzed. The subjects of this study are 70 students with English learning difficulties in Grade 2, selected from Baotou No. 4 Middle School and using quantitative and qualitative methods. The purpose of this study is to investigate the general characteristics of vocabulary learning strategies of students with English learning difficulties in Senior two and the typical problems in vocabulary learning strategies of students with learning disabilities through questionnaires and interviews. Based on this, some suggestions on the use of vocabulary strategies for students with learning difficulties and the teaching of vocabulary by teachers are put forward in the hope that it can be helpful to students and teachers. The results of the survey are as follows: 1. The number of students with English learning difficulties in senior two using vocabulary learning strategies is relatively small, and the level of use is not very high. Among the four primary indexes of metacognitive strategy, social strategy and resource strategy, the number of people using social strategy is low, and the number of people using cognitive strategy is 2. 2%. Students with learning disabilities do have some problems in the use of vocabulary strategies, including their concept of vocabulary learning, vocabulary learning methods, and learning plans. Finally, according to the results of the survey, the students with learning disabilities have the general characteristics of using vocabulary strategies and some problems in the use of vocabulary strategies. The author puts forward four kinds of vocabulary strategies for students with learning difficulties and English teachers.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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