认知策略在中职英语词汇学习中的应用研究

发布时间：2018-05-04 15:25

本文选题：中职英语 + 认知策略　；参考：《贵州师范大学》2017年硕士论文

【摘要】：英语是中职学校的一门公共必修课,而词汇在中职英语学习中占有很重要的地位,词汇量的大小在某种程度上直接影响到中职学生英语学习和英语交际能力。目前的中职英语词汇教学现状并不十分令人满意,词汇学习效率不高,词汇教学费时而低效。很多的研究者大多研究中学和大学的词汇教学而研究中职词汇教学的研究者并不多;认知策略作为一种有效的词汇学习策略,有助于提高学生的词汇学习效率;“授之以鱼,不如授之以渔”;基于以上原因,本研究采用了6种认知策略进行了为期16周的课堂教学实验,旨在研究以下3个问题:1.目前中职生的词汇学习认知策略的应用现状如何?2.怎样把认知策略应用到中职生的词汇学习中去?3.认知策略的应用能否提高学生的词汇学习成绩?本研究以认知建构主义以及O’Malley and Chamot(2001)对学习策略的分类为理论基础,回顾了学习策略和词汇学习策略的定义及其分类,参照了0’Malley and Chamot,Oxford以及Cohen的策略培训模式,根据以往的研究、现有的研究条件和中职生的需要,采用以策略为基础(SBI)的外语教学,对选定的中职生进行词汇学习策略培训,并统计和分析其培训的结果。为了调查中职生的词汇学习认知策略的应用现状,本研究采用问卷调查收集有关数据,并进行了为期16周的以策略为基础的课堂外语教学实验。参加本教学实验研究的受试是来自毕节医学高等专科学校中职部一年级的两个护理班学生,1609班和1611班,每班各60人。1609班为实验班,1611班为控制班。在开始本研究教学实验之前,作者分别对所选班级进行了词汇水平测试和英语综合水平测试以确定所选受试的英语水平相当,同时确保了本研究的信度和效度。在本实验中,作者担任这两个受试班的英语教师,在实验班采用认知策略学习模式进行词汇教学,在控制班采用非认知策略学习模式进行词汇教学。在整个实验教学中,作者在实验班采用策略培训与基于策略的教学(SBI)相结合。在实验的最后一周,作者又分别对两个班进行词汇测试之后测,两个班试卷内容一样。本研究结果是使用Excel表格和数据统计软件SPSS 17.0对实验所收集的数据进行统计分析。本研究得出以下结论:1.在中职学校,学生使用认知策略的频率从高到低依次为:重复策略语音策略记笔记策略死记硬背策略分组策略关键词策略练习策略查词典策略构词法策略语境策略阅读策略联想策略对比策略。2.采用认知策略培训与基于策略的教学(SBI)相结合是一种行之有效的词汇教学方法。3.认知策略的应用能提高学生的词汇学习成绩。本研究结果将对中职英语词汇教学有着重要启示作用,对教师的词汇教学有着一定的借鉴作用,对学生的词汇学习有着一定的指导意义。本研究结果有助于提高词汇教学效率,提高词汇学习成绩。但是,由于本研究历时短暂以及样本量不够大以致本研究有着不足之处,本研究者将在以后的研究中继续改进和完善。
[Abstract]:English is a public compulsory course in secondary vocational schools, and vocabulary plays an important role in Secondary Vocational English learning. The size of vocabulary affects English learning and communicative competence of secondary vocational students to some extent. The present situation of English Vocabulary Teaching in secondary vocational schools is not satisfactory, the efficiency of vocabulary learning is not high, vocabulary teaching is not high, and vocabulary teaching is not ten Most of the researchers study most of the vocabulary teaching in middle schools and universities, and there are not many researchers studying vocabulary teaching in secondary vocational schools. As an effective vocabulary learning strategy, cognitive strategies can help improve students' vocabulary learning efficiency; "teach it as fish is better than fishing". Based on the above reasons, the study adopted 6 16 weeks of classroom teaching experiments are carried out to study the following 3 questions: 1. how is the present situation of the application of vocabulary learning cognitive strategies for secondary vocational students? 2. how to apply cognitive strategies to secondary vocational students' vocabulary learning? Can the application of 3. cognitive strategies raise students' vocabulary learning performance? This study is based on cognitive construction Constructivism and O 'Malley and Chamot (2001) classify learning strategies as the theoretical basis, review the definition and classification of learning strategies and vocabulary learning strategies, refer to the strategy training model of 0' Malley and Chamot, Oxford, and Cohen. According to previous studies, some research conditions and the needs of Secondary Vocational Students are present, and the strategies are adopted. In the foreign language teaching of SBI, the selected secondary vocational students are trained in vocabulary learning strategies and the results of their training are analyzed and analyzed. In order to investigate the application status of cognitive strategies for secondary vocational students' vocabulary learning, this study uses questionnaires to collect relevant data and carries out a strategy based classroom foreign language teaching experiment for the period of 16 weeks. The subjects participated in the experimental study were two classes of nursing students, 1609 classes and 1611 classes from the first grade of the middle vocational department of Bijie Medical College, 60.1609 in each class as the experimental class and the 1611 class as the control class. Before the start of this study, the author carried out the vocabulary test and the English synthesis of the selected classes. In this experiment, the author employed the cognitive strategy learning model in the experimental class to carry out the vocabulary teaching in the experimental class, and used the non confusing strategy learning model in the control class to carry out the vocabulary teaching in the two subjects. In the laboratory teaching, the author uses strategy training and strategy based teaching (SBI) in the experimental class. In the last week of the experiment, the author tested the two classes after vocabulary test and two classes of test papers. The results are the data collected using the Excel form and the data integration software SPSS 17 for the data collected by the experiment. The following conclusions are drawn in this study: 1. in secondary vocational schools, the frequency of students' use of cognitive strategies from high to low is the following: repetition strategy, note taking strategy, memorizing strategy, rote learning strategy, dictionary strategy, lexicon, strategy, context strategy, strategy, strategy, reading strategy, Association strategy, association strategy.2. The combination of knowledge strategy training and strategy based teaching (SBI) is an effective method of vocabulary teaching, the application of.3. cognitive strategies can improve students' vocabulary learning performance. The results of this study will play an important role in the teaching of English vocabulary in secondary vocational schools, and have a certain reference for teachers' vocabulary teaching and students' lexicology. The results of this study are helpful to improve the efficiency of vocabulary teaching and improve vocabulary learning. However, this research will continue to improve and improve the research in the future due to the short duration of the study and the lack of large sample size.

【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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