非英语专业大学生词汇学习自主性与英语水平之间的相关性调查研究
发布时间：2019-06-08 16:36
【摘要】：在外语学习过程中,人们普遍认为词汇学习是最重要也是最困难的任务。高效的词汇学习策略可以提高词汇学习效率,但只有学生自主地运用高效的词汇学习策略,才能使学生高效而持久地增加词汇量,进而提高学习成绩。词汇学习自主性全面反映了学生的词汇学习过程。本研究通过问卷调查方式,分析研究了中国非英语专业大学生英语词汇学习自主性的现状,并且探讨了他们的英语词汇学习自主性与其英语水平之间的相关性。本研究在全面综述了国内外词汇知识和学习自主性相关研究文献的基础上,从词汇学习自主性的三个循环阶段(计划阶段,行为表现阶段以及自我反思阶段),构建了本研究的理论框架。在此理论框架的指导下,使用“大学生词汇学习自主性调查量表”来实施问卷调查。调查研究对象为华北电力大学305名非英语专业大学二年级学生,以他们的大学英语四级考试成绩作为衡量其英语水平的标准。研究结果表明:一、非英语专业大学生普遍持积极的词汇学习态度,但是词汇学习自我效能感较低。他们普遍认可词汇学习过程中的自我调节能力,策略性词汇学习自主性和应用词汇学习策略的重要性。然而,在学习词汇时,他们主要运用上下文猜测策略、词典使用策略以及记笔记策略。大部分学生不能正确评价其词汇学习策略的效果。二、男女生在词汇学习的厌烦控制和自我评价方面有显著的差异。女生在词汇知识和运用词汇学习策略方面好于男生,但在词汇学习的厌烦控制与自我评价方面,男生好于女生。三、非英语专业大学生的词汇学习自主性和他们的英语水平之间存在一定相关性,主要反映在英语写作和阅读方面。四、成绩较差的学生和成绩较好的学生的词汇学习自主性与其英语水平之间的相关性并不相同。成绩较差的学生的词汇学习自主性与其英语水平之间的具有显著的正相关,而成绩较好的学生的词汇学习自主性与其英语水平之间无显著关系。根据以上发现,研究者对大学英语教学提出了几点建议:一、教师应该帮助学生建立词汇学习的自信心,并创建积极的课堂环境,增强学生的词汇自主学习的能力。二、教师应该指导学生学会高效地使用词汇学习策略。三、教师应该意识到学生的词汇学习自主性存在个人差异,因材施教。这些发现将有利于促进英语教学。
[Abstract]:In the process of foreign language learning, vocabulary learning is generally considered to be the most important and difficult task. Efficient vocabulary learning strategies can improve vocabulary learning efficiency, but only by using efficient vocabulary learning strategies independently can students increase vocabulary efficiently and permanently, and then improve their learning performance. Vocabulary learning autonomy reflects students' vocabulary learning process in an all-round way. Through a questionnaire survey, this study analyzes the present situation of English vocabulary learning autonomy of non-English majors in China, and discusses the correlation between their English vocabulary learning autonomy and their English proficiency. Based on a comprehensive review of the literature on vocabulary knowledge and learning autonomy at home and abroad, this study is based on the three cyclic stages of vocabulary learning autonomy (planning stage, behavioral expression stage and self-reflection stage). The theoretical framework of this study is constructed. Under the guidance of this theoretical framework, the questionnaire was used to investigate college students' vocabulary learning autonomy. 305 sophomores from North China Electric Power University were investigated, and their CET-4 scores were used as the criterion to measure their English proficiency. The results show that: first, non-English majors generally have a positive attitude towards vocabulary learning, but their sense of self-efficacy in vocabulary learning is low. They generally recognize the importance of self-regulation ability, strategic vocabulary learning autonomy and the application of vocabulary learning strategies in the process of vocabulary learning. However, when learning vocabulary, they mainly use context guessing strategy, dictionary strategy and note-taking strategy. Most students can not correctly evaluate the effect of their vocabulary learning strategies. Second, there are significant differences in boredom control and self-evaluation of vocabulary learning between boys and girls. Girls are better than boys in vocabulary knowledge and vocabulary learning strategies, but boys are better than girls in vocabulary learning boredom control and self-evaluation. Third, there is a certain correlation between vocabulary learning autonomy and their English proficiency of non-English majors, which is mainly reflected in English writing and reading. Fourth, the correlation between vocabulary learning autonomy and English proficiency is not the same between students with poor grades and students with good grades. There is a significant positive correlation between vocabulary learning autonomy and their English proficiency, but there is no significant relationship between vocabulary learning autonomy and their English proficiency. According to the above findings, the researchers put forward some suggestions for college English teaching: first, teachers should help students to establish self-confidence in vocabulary learning, and create a positive classroom environment to enhance students' vocabulary autonomous learning ability. Second, teachers should guide students to learn to use vocabulary learning strategies efficiently. Third, teachers should realize that there are personal differences in students' vocabulary learning autonomy and teach students according to their aptitude. These findings will help to promote English teaching.
【学位授予单位】：华北电力大学(北京)
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2495426
[Abstract]:In the process of foreign language learning, vocabulary learning is generally considered to be the most important and difficult task. Efficient vocabulary learning strategies can improve vocabulary learning efficiency, but only by using efficient vocabulary learning strategies independently can students increase vocabulary efficiently and permanently, and then improve their learning performance. Vocabulary learning autonomy reflects students' vocabulary learning process in an all-round way. Through a questionnaire survey, this study analyzes the present situation of English vocabulary learning autonomy of non-English majors in China, and discusses the correlation between their English vocabulary learning autonomy and their English proficiency. Based on a comprehensive review of the literature on vocabulary knowledge and learning autonomy at home and abroad, this study is based on the three cyclic stages of vocabulary learning autonomy (planning stage, behavioral expression stage and self-reflection stage). The theoretical framework of this study is constructed. Under the guidance of this theoretical framework, the questionnaire was used to investigate college students' vocabulary learning autonomy. 305 sophomores from North China Electric Power University were investigated, and their CET-4 scores were used as the criterion to measure their English proficiency. The results show that: first, non-English majors generally have a positive attitude towards vocabulary learning, but their sense of self-efficacy in vocabulary learning is low. They generally recognize the importance of self-regulation ability, strategic vocabulary learning autonomy and the application of vocabulary learning strategies in the process of vocabulary learning. However, when learning vocabulary, they mainly use context guessing strategy, dictionary strategy and note-taking strategy. Most students can not correctly evaluate the effect of their vocabulary learning strategies. Second, there are significant differences in boredom control and self-evaluation of vocabulary learning between boys and girls. Girls are better than boys in vocabulary knowledge and vocabulary learning strategies, but boys are better than girls in vocabulary learning boredom control and self-evaluation. Third, there is a certain correlation between vocabulary learning autonomy and their English proficiency of non-English majors, which is mainly reflected in English writing and reading. Fourth, the correlation between vocabulary learning autonomy and English proficiency is not the same between students with poor grades and students with good grades. There is a significant positive correlation between vocabulary learning autonomy and their English proficiency, but there is no significant relationship between vocabulary learning autonomy and their English proficiency. According to the above findings, the researchers put forward some suggestions for college English teaching: first, teachers should help students to establish self-confidence in vocabulary learning, and create a positive classroom environment to enhance students' vocabulary autonomous learning ability. Second, teachers should guide students to learn to use vocabulary learning strategies efficiently. Third, teachers should realize that there are personal differences in students' vocabulary learning autonomy and teach students according to their aptitude. These findings will help to promote English teaching.
【学位授予单位】：华北电力大学(北京)
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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